The Director of Faculty Development is a key leader at Georgia Regents University and serves as the “go to” person and chief advocate for all matters related to faculty development. S/he serves as the central architect, facilitator, implementer, manager, and overseer of the design and development of the curriculum, policies, and protocols, evaluation of benefit, and opportunities for faculty development. S/he will foster a culture of faculty development and will develop programs that help faculty succeed at all stages of their careers with regard to teaching, research/scholarship, and service.
Principal Accountabilities and Duties
1. Foster a culture of continual and reflective development of faculty through regular sharing of trends, pedagogical methods, emerging technologies and relevant publications, and mentoring programs;
2. Collaborate with program directors, chairs, deans, and other university administrators to identify the needs of faculty to increase their retention and success in their disciplines;
3. Develop and conduct a new faculty orientation program that addresses the expectations of, and orients faculty to, the University and its mission, vision, and values;
4. Develop and conduct pre-tenure and post-tenure programs that help faculty achieve a record of teaching, research/scholarship, and service commensurate with the expectations of a research extensive institution;
5. Develop and conduct programs specific to learner-centered instruction for student success in traditional face-to-face as well as online learning, including collaboration as necessary with the Directors of Instructional Systems and Distance Education to achieve this objective;
6. Develop and conduct a future faculty initiative, in conjunction with the Graduate School, to help prepare doctoral students for faculty careers;
7. Ensure that opportunities for development are communicated throughout the University;
8. Assess and evaluate the effectiveness of faculty development programs to create stronger and more vibrant programs that align with the strategic priorities of the institution;
9. Support leadership development by working with the Director of Leadership Development to create programs that require equal participation such as program director or chair training, and reduce duplication between Faculty Development and Leadership Academy offerings;
10. Create processes and awards that promote achievement in teaching, research/scholarship, and service, in conjunction with the University Senate Committee on Faculty Development; and
11. Actively engage, through presentations and publications, with national and international higher education conferences and organizations to promote innovations in faculty development;
12. Create bridges with state, regional, and comparator institutions to foster and share innovation in faculty development.
In addition to these accountabilities and duties, the Director will be expected to budget, allocate, and manage the fiscal and personnel resources to achieve the objectives of the Office of Faculty Development and Teaching Excellence. This includes but is not limited to supervision of the Faculty Development Coordinator and the continual development and maintenance of a website.
A Ph.D., Ed.D., or other appropriate terminal doctoral degree with five (5) or more years of experience in higher education with progressively increasing levels of academic and/or management and leadership responsibility, and a record of teaching, scholarship/research, and service commensurate with the rank of Associate Professor or higher in one of GRU’s colleges.
The Director should possess broad, general knowledge of issues and trends in higher education as they relate to the faculty role, and exhibit demonstrated evidence of faculty development programs and events. Experience with programming activities, organizational skills, presentation, and oral/written communication skill is essential.
Preference will be given to those who exhibit qualities such as a successful record of college-level teaching experience; research, particularly in the areas of scholarship of teaching and learning, curriculum development and improvement, learning communities, instructional technology, or the role of the faculty; service; and experience in working with and across a wide array of academic programs such as the liberal arts, health sciences, medicine, dentistry, education, and business in a research extensive university.
Critical Competencies for Success
Visionary Leadership: The successful candidate for the Director of Faculty Development will have a demonstrated ability in establishing, implementing, and maintaining innovative and creative programs to enhance current and future faculty. The successful candidate will be able to work with multiple stakeholders across a dynamic institution to turn vision into reality.
Communication Skills: The successful candidate will have a reputation for dynamic, clear, and inspirational communications. S/he must be seen as the advocate for faculty development in an environment with complex agendas and priorities. S/he should have experience advocating for faculty development and securing creative ways to continue to advance faculty development initiatives. The successful candidate must exhibit high energy and enthusiasm while working effectively within a broad academic environment.
Relationship Building: The successful candidate will have a demonstrated track record of building strong relationship at all levels and the ability to work effectively in a multidisciplinary system-based environment. S/he must be able to establish relationship with faculty, peers, subordinates, and superiors effectively and understand and appreciate the sometime competing missions of an academic institution. The successful candidate will be seen as a collaborator and someone who can effect change through relationships.
Other Personal Characteristics:
• Highly intelligent, able to effectively communicate with physicians, scientists, scholars, artists, and academic leaders;
• Commitment and passion for the advancement of faculty;
• Strong organization, time-management, and process-management skills;
• High energy coupled with a strong work ethic and a desire to have impact; and
• Commitment to service, demonstrated values, and professionalism through appropriate conduct and demeanor at all times.
• Ability to fulfill objectives when faced with unexpected changes in financial and/or personnel resources.