Occupational Summary

The Manager, Program Assessment will work within the Office of Biomedical Graduate Education (OBGE) in the School of Medicine at Duke University and report to the Director of OBGE. The selected candidate will develop robust systems for the collection, analysis, documentation and interpretation of student learning outcomes data as well as unit-linked program and services assessment. With input and broad guidance from the Associate Dean for Research Training and the Director of OBGE, the Manager, Program Assessment will be responsible for the design, implementation, and analysis of a School of Medicine-wide review of existing graduate-level curriculum for biomedical doctoral trainees. Regular responsibilities will include providing assistance to departments with regard to evaluation methods, tools, data analysis, and reporting; collaborating with faculty and programs to develop and implement innovative pedagogical approaches to PhD training. As opportunities arise, prepare grant proposals for educational quality improvement. 
 
Work Performed

Using established principles of measurement theory, develop valid and reliable instruments that assess student learning and development, and design, implement, and execute a comprehensive course review system for the Duke School of Medicine basic science departments and programs to meet the expectations set forth by the National Institutes of Health for recipients of T32 grants. Complete statistical analyses, manage data pertaining to student learning outcomes and department- and program-specific  learning objectives, disseminate findings; work with departmental and program leadership to support the development and implementation of  curriculum evaluation and assessment systems. 
 
Identify and compile core competencies (skills and knowledge) for biomedical PhD trainees consistent with departmental standards and evolving Federal expectations. Oversee and provide expert guidance to departments and programs on the modernization, development, and/or revision of existing curriculum to align learning objectives with these core competencies and the wider spectrum of proficiencies valued in today’s biomedical workforce. 
 
Integrate and implement evidence-based approaches to the broad biomedical PhD training environment, with a focus on learner assessment and program evaluation. 
 
Develop and monitor databases for curriculum, student performance, course assessments, and program outcomes.  Develop reports and presentations summarizing findings. Support the development and implementation of department- and program-identified curriculum goals and objectives with basic science departments, via an evidence-based assessment approach. 
 
Maintain ongoing expertise in pedagogical innovations including learning technologies and distance learning. Develop and deliver training sessions, workshops, and seminars for faculty and staff. 
 
Work collaboratively with a range of University offices involved in the creation, implementation, and assessment of curricular content and efficacy, including the School of Medicine Office of Curricular Affairs. Explore best practices at peer institutions, with particular attention to those with collaborative curricular and co-curricular engagements designed to promote student literacy in core knowledge and research practices of biomedical sciences. Where appropriate, work to develop collaborative offerings with other institutions. 
 
Represent Duke at national and international conferences on graduate education, education policy, and doctoral training program guidelines. 
 
Perform other related duties incidental to the work herein.
 
The above statements describe the general nature and level of work being performed by individuals assigned to this classification. This is not intended to be an exhaustive list of all responsibilities and duties required of personnel so classified.

Job Code
3795 MANAGER, PROGRAM ASSESSMENT

Requisition Number
401536174

Location
Durham

Duke Entity
MEDICAL CENTER

Job Family Level
13

Full Time / Part Time
FULL TIME

Regular / Temporary
Regular

Shift
First/Day

Minimum Qualifications

Duke University is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.
Duke aspires to create a community built on collaboration, innovation, creativity, and belonging.

Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.

Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essential job functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.

Education

Work requires advanced knowledge of both statistical analysis and interpretation generally acquired through completion of a masters degree in a social sciences-related field. An earned doctorate in research, measurement and statistics or higher education with an emphasis in assessment, research, measurement and statistics is strongly preferred.

Experience

Work requires advanced knowledge of both statistical analysis and interpretation generally acquired through at least three years of relevant research experience in an institution of higher education.

Competitive Qualifications:

• Quantitative research methodology including advanced knowledge in multivariate analysis, linear regression and item response theory;
• Qualitative research methodology including focus groups and interview techniques;
• Knowledge of outcomes based assessment;
• Reference theoretical basis/literature review from student learning and development literature;
• Must have strong oral and written communication skills; a proven record of collaboration and teamwork; negotiation skills, change management skills, be self-directed; flexible and adaptable.