Core Faculty – Graduate Counseling Programs

JOB SUMMARY: 

This Core Faculty position will serve as a Graduate Counseling Program team member. The primary functions will be to teach graduate counseling courses, provide student support, interact with student success advisors, attend program-related meetings, and assist in the program’s academic quality. As part of their teaching duties, they will participate in the program’s data-gathering process, share in program administrative tasks, and support the accreditation process. 

ESSENTIAL FUNCTIONS:

Program and Course Development: 

• Teach assigned courses in the program.
• Provide supportive tasks related to the course.
• Participates in program oversight and assists in curricula and program improvement based on program evaluation and student assessment data.
• Ensures graduate counseling curricula and courses are consistent with industry standards, applicable student code of ethics, relevant research, governing bodies, and practice applications.
• Assists in the CACREP (Council for Accreditation of Counseling and Related Educational Programs) accreditation and completing related initiatives such as the self-study application, site visit preparation, and maintaining accreditation.

Leadership: 

• Participates in promoting and maintaining the academic quality of the degree and certificates in the program, including but not limited to data gathering, analyzing, monitoring, and evaluating.
• Will assist with the development and maintenance of graduate counseling activities.
• Ensures compliance with internal and external policies and procedures.
• Supports the Workforce Readiness of students through preparation, assessment, remediation, and training
• Continuously explores new and innovative ways to improve the quality of programs and curricula.
• Assures graduate counseling courses and programs are assessed accurately and regularly.
• Assures OHE, NECHE, and CACREP standards are met.

Teaching:

• Teaches a minimum of 8 courses each calendar year. (The teaching load may vary based on the activity level in other areas of responsibility and program needs.)
• Timely grading of all student work.
• Timely response to student inquiries.

QUALIFICATIONS:

Must possess a professional counselor identity (1) through sustained active memberships in professional counseling organizations, (2) through the maintenance of certifications and/or licenses related to their counseling specialty area(s), and (3) by showing evidence of sustained (a) professional development and renewal activities related to counseling, (b) professional service and advocacy in counseling, and (c) research and scholarly activity in counseling commensurate with their faculty role. 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

KNOWLEDGE, SKILLS, AND ABILITIES:

• An earned doctoral degree in counselor education, preferably from a CACREP-accredited program. Must be licensed as a professional counselor at the highest level by a state or eligible to obtain a professional counselor license.
• Knowledge, ability, and focus to meet CACREP standards and other departmental functions.
• Must excel in written and verbal communication skills and technology, including Blackboard or other LMS (Learning Management System).
• Student-focused approach.
• Must adhere to the ethical standards of the counseling profession and gatekeeping responsibilities of the profession with the protection of the public and the counseling profession.
• Creative and interested in providing an outstanding learning experience for students.
• An ability and desire to collaborate across departments and externally to innovate and shape the future of the Graduate Counseling Programs, the Burke School, and Post University.
• Prior curriculum and course development experience, preferably at the graduate level.
• Demonstrated ability to work both independently and collaboratively.
• Experience teaching at the college/university level—online teaching experience is strongly preferred.
• Prior or current teaching and/or work experience shows at least 2 years of progressively responsible leadership and innovation experience.
• Experience using assessments to improve teaching and programs is a plus.
• Ability to perform scholarly and research activities appropriate for a teaching institution.
• Proficiency in Microsoft Office software programs.
• Preferred previous active experience in higher education

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