DNP Core Faculty - School of Nursing & Health Sciences

Job description

Job location: Offsite

Employment Type: Full-time
Posted data: 2019-05-30
Req: R07586
Core faculty are full-time employed faculty who provide a variety of educational services to degree, certificate, and non-degree learners. Core faculty are responsible for meeting the expectations and requirements of Capella University while establishing and maintaining effective relationships with learners, colleagues, staff, and administration. Core faculty are able to perform well in all key accountabilities of the role, are nimble and flexible and expected to serve as models for all other faculty in their ability and willingness to take on essential roles and other duties as needed within the department, school or university. Core faculty ensure that learners receive quality educational experiences consistent with stated course outcomes as well as HLC and any program accreditation standards. They provide high-quality, impactful and successful experiences that deliver exceptional learning outcomes. Capella values the capabilities and talents of its Core faculty and expects continued learning and development through participation in outside scholarly activities or practice in the discipline. The responsibilities that Core faculty are expected to perform include: teaching (online), mentor and committee work (graduate level only), and contributing to curriculum development. Core faculty also participate in school governance through faculty committees and may participate in a variety of other activities based upon the university’s needs and the faculty member’s unique skill set.

Essential Duties

  • Following are the accountabilities expected for faculty in the key areas of responsibility:
  • Teaching and Instruction – Core faculty are highly-engaged instructors in the courses and residencies they teach. They are sought out by learners and consistently exceed set expectations for faculty who teach courses at Capella. Core faculty use course data to constantly improve their individual teaching performance and contribute regularly to the improvement and refinement of the courses they teach. They regularly review course feedback and implement change to continually strengthen performance and enhance learner experience.
  • Doctoral Mentoring – Core faculty are highly knowledgeable about established dissertation and doctoral capstone processes and resources. They interact effectively with learners, are able to develop strong relationships, and offer guidance. They have demonstrated success in chairing and serving on doctoral committees. Core faculty facilitate highly-interactive dissertation and capstone course rooms and their learners are supported to timely completion of the dissertation or capstone product.
  • Curriculum and Course Development – Core faculty are knowledgeable in the Capella course development process and have demonstrated the ability to work successfully with cross functional partners across Capella to plan and deliver high-quality course and curriculum in the area of their expertise. They participate in the design development and continuous improvement of courses and course materials including course plans, objectives, and outcomes, teaching aids, competency-based assessments, and authentic assessment tools. They also ensure sensitivity, diversity, and inclusiveness in curriculum design, course content, and study materials as needed.
  • School and University Governance – Core faculty regularly demonstrate leadership roles in school and university governance. They willingly assume school and university committee roles as active participants and are effective in driving the positive impact of these governance structures. They are the role models and leaders among faculty and serve as peer mentors.
  • Professional Service and Practice – Core faculty are active in contributing their professional knowledge and skills to the needs of their local communities and within their professional network affiliations. They carry the “Capella Brand” and mission to their local regions and communities.
  • Research and Scholarship – Core faculty stay current in their scholarly field(s) and demonstrate expertise through writing, speaking, and conference attendance. Core faculty are viewed by other faculty as thought leaders and share their expertise among their colleagues.
  • Leadership through Team Engagement – Core faculty are expected to serve as models for all other faculty in their ability and willingness to take on essential roles and other duties as needed within the department, school or university. The expectation for Core faculty includes regularly contributing to departmental leadership whether it be through specific roles, active contribution of innovative ideas, or taking on challenging tasks. Core are depended upon for immediate and unplanned needs and must be nimble and adjust to changes as they occur. These roles may include specialized assignments such as faculty and cross-functional staff meetings, commencement, colloquia, residencies, Capella-sponsored faculty development, problem resolution, faculty orientation/mentoring, web board facilitation, course revisions, etc. Additionally, some Core faculty may have certain “areas of emphasis” where a greater degree of leadership is expected and include specialized responsibilities or coordinating functions in support of the school’s educational goals such as Learner Management, Research and Advising, Program Development and Advising, Field Education, Accreditation or support of B2B partnership efforts. Responsibility areas and specific assignments are based on the needs of the school and particular capabilities of the faculty member. Faculty assignments and areas of emphasis may vary significantly from school to school; however, the position is structured to ensure the faculty member is able to contribute optimally to essential teaching and related support services to learners.

Job Skills

  • Experience:
  • Experience teaching in higher education
  • Experience teaching online
  • Experience mentoring doctoral students.
  • Experience writing curriculum
  • Membership/affiliation in an educational leadership organization on a national, regional, and/or local level.
  • Demonstrated commitment to service and practice in the field of educational leadership
  • Experience with leadership through team engagement
  • Evidence of supporting learner success and a commitment to quality teaching outcomes.
  • Ability to contribute through teaching and/or service to the diversity, cultural sensitivity, and excellence of the academic community.
  • Experience presenting at professional conferences on a national and/or local level
  • Experience with scholarly writing and use of APA (6th edition) format.
  • Variety and Complexity of Work Expected:
  • Developing single course content, translating subject matter, and facilitating complex learning in a web-based environment
  • Resolving learner/academic focused problems relative to achievement of academic goals; requires independent judgment and decision making
  • Managing full instructional load plus some administrative responsibilities
  • Managing faculty advising functions as needed by the school and/or program
  • Positively impacts learner retention and learner success
  • Willingness to teach courses and residencies for which they have not yet taught but are consistent with faculty member expertise
  • Acts under general guidance and collegial consultation regarding development of course content and providing constructive input regarding university practices
  • Responsibilities are generally not prescribed and have broad parameters that will lead to the mastery of the subject matter and application or practice of learned proficiencies in the professional field
  • Knowledge, Skills, and Abilities:
  • Extensive knowledge of academic discipline and educational standards
  • Understanding of Capella University and school philosophy, policies, guidelines and practices
  • Knowledge of adult learning theory and practices such as development of learning contracts, collaborative learning, and active learning strategies
  • Assessment:
  • Exceptional ability to assess learning through feedback, coaching, and interpersonal skills
  • Ability to develop/maintain curriculum and assessment in online environment
  • Ability to teach/advise and assess at appropriate level
  • Demonstrated ability to identify/determine alternatives to resolve complex problems
  • Community:
  • Ability to consistently contribute to Capella’s community of spirit, trust, interaction, and learning
  • Acts in ways that support an environment of continuous improvement and a positive learner experience
  • Operates from a clear sense of well-developed personal values and standards demonstrating integrity, honesty, and authenticity in all actions
  • Learner Focus:
  • Demonstrates complete understanding of learner accommodating unique needs and expertise of each learner
  • Provides support and opportunity for the learner to continually deepen his or her understanding of individual purpose and pursue it through educational experiences
  • Demonstrates a commitment to meeting the expectations and requirements of a diversity of learners
  • Is attentive to at-risk learners, following established case management protocols and reaching out to appropriate school staff
  • Course Management Skills:
  • Excellent course management skills
  • Use of technology in teaching and learning in an online environment
  • Microsoft Office products and web fluency
  • Performance Criteria: Core faculty will be assessed based upon their demonstration of personal drive to accomplish goals and consistently meet expectations. Performance criteria includes the following (depending upon the type of activities assigned). Evidence of high-quality learner interactions as demonstrated through:
  • Adhering to course room setup procedures and establishes rapport with learners
  • Facilitating course discussions ensuring active participation among learners creating entries at least 3-6 days per week
  • Responding to learner inquiries within 24-48 hours
  • Assessing learner assignments and engagement in a timely manner consistent with university and program requirements
  • Reporting at-risk learners to appropriate school staff and following case management protocols
  • End of course evaluations appropriately meet qualitative standards:
  • Quality of teaching
  • Quality of mentoring
  • Quality of residency involvement
  • Contributions to the specialization/school or university
  • Demonstrates active interest in one’s performance and is responsive to feedback
  • Disciplinary expertise as relevant to Capella needs
  • Ability to manage a breadth and depth of work activities and responsibilities:
  • Demonstrates a breadth of capability across a variety of learning activities
  • Demonstrates flexibility in managing workload
  • Achieves quality learning outcomes
  • Makes case management recommendations as necessary

Work Experience

  • Relevant practice experience in area of teaching or mentoring
  • Two- years teaching in a relevant academic or practice setting 
  • Online teaching experience (or strong desire to develop competency) and ability to relate to learners in an online setting. 
  • Experience that demonstrates an understanding of the specific needs of the non-traditional adult learner.
  • Demonstrated contribution and commitment to the field of nursing, such as publishing, professional practice, and/or professional association involvement. 
  • DNP capstone projects mentors must have demonstrated expertise in a defined area of scholarly methodology and analysis.


  • A doctorate in Nursing or a DNP from a regionally accredited institution is required.
  • Nursing license must be active and unencumbered in the U.S.

Certificates, licenses and registrations


  • Must be able to travel 0-10% of time.
  • Must be able to lift 20 lbs.
  • Typical office setting.
  • Mobility within the office including movement from floor to floor.
  • Travel via plane, car, and metro may be required to perform this job.
  • Must be able to work more than 40 hours per week when business needs warrant
  • Access information using a computer.
  • Effectively communicate, both up and down the management chain.
  • Effectively cope with stressful situations
  • Strong mental acuity
  • Regular, dependable attendance and punctuality are essential functions of this job.
  • Other essential functions and marginal job functions are subject to modification

If you require a reasonable accommodation to complete our application process, please contact our Human Resources Department at [email protected]




Diversity Profile: University



View more

Learn more on Inside Higher Ed's College Page for University

Arrow pointing right
Job No:
Posted: 5/31/2019
Application Due: 7/30/2019
Work Type: