Job location: Offsite

Employment Type: Full-time
Posted data: 2019-07-12
Req: R08256
Capella University is seeking applicants for core (full-time) faculty in the School of Counseling and Human Services' Counselor Education Unit with the opportunity to support the MS in School Counseling, MS in Clinical Mental Health Counseling, and/or PhD in Counselor Education & Supervision. This successful candidate will be able to teach general counseling courses across multiple counseling specializations/program areas.

Summary of Responsibilities: 

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 perform well in all key accountabilities of the role, are nimble and flexible, and 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 professional counseling and accreditation standards. They provide high-quality, impactful, and successful experiences that deliver exceptional learning outcomes.

Capella values the capabilities and talents of its full-time Core faculty and expects continued learning and development through participation in outside scholarly activities or practice in the discipline. Among the responsibilities that core faculty are expected to perform include: teaching (online), doctoral mentoring, attending residencies with online and face to face responsibilities,  and contributing to curriculum development. Full-time 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.

Qualifications: 

• An earned doctoral degree in Counselor Education and Supervision, preferably from a CACREP-accredited program; or, employment as a full-time faculty member in a counselor education program for a minimum of one full academic year prior to July 1, 2013.
• Current active license/certification in counseling (e.g., licensed mental health counselor; licensed/certified school counselor).
• Knowledge of key concepts in counseling and counselor education, including but not limited to professional identity development, ethical practice, social and cultural diversity, human growth and development, career development, theories of counseling and clinical skill development, group counseling and group work, assessment in counseling, and research and program evaluation.
• Strong identification with the counseling profession with an interest in teaching a range of counseling courses.
• Must be available for travel involved with teaching master’s residencies, doctoral residencies, commencement, or other activities several times per year for up to a week at a time.

Experience: 

• A minimum of two years experience teaching in a counselor education program.
• A minimum of two years experience practicing as a mental health counselor or school counselor.
• Evidence of successful teaching and supervision experience in the online environment.
• Evidence of supporting learner success and a demonstrated commitment to quality teaching, assessment, and mentoring outcomes.
• Evidence of research and scholarly activity including presenting at professional conferences, research, and/or publications.
• Evidence of professional service such as consultation, supervision, or leadership activities in a professional counseling association.

Specific Accountabilities:

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. Regularly reviews course feedback and implements 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. Participates 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. Ensures 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 on, and relied 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 such as 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 external 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.

Core faculty in the Counselor Education Unit are required to adhere to the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) Standard I.X:  

Core counselor education program faculty identify with the counseling profession through (1) sustained membership in professional counseling associations; (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. 

Variety and Complexity of Work Expected: 

• Managing full instructional load plus some administrative/governance responsibilities
• Resolving learner/academic focused problems relative to achievement of academic goals; requires independent judgment and decision making
• Managing faculty advising functions as needed by the school and/or program
• Developing single course content, translating subject matter, and facilitating complex learning in a web-based environment
• Positively impact learner retention and learner success
• Willingness to teach a variety of courses and residencies for which they have not yet taught but are consistent with faculty member expertise
• Act under general guidance and collegial consultation regarding development of course content and providing constructive input regarding university practices

Knowledge, Skills, and Abilities: 

Knowledge

• 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 set up procedures and establishes rapport with learners
• Facilitating course discussions ensuring active participation among learners creating entries at least 4-6 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 follows case management protocols
• End of course evaluations Appropriately meets qualitative standards:
• - Quality of teaching
• - Quality of residency involvement
• - Quality of mentoring
• Contributions to the specialization/school or university
• Ability to manage a breadth and depth of work activities and responsibilities:
• - Disciplinary expertise as relevant to Capella needs
• - Demonstrates active interest in one’s performance and is responsive to feedback
• - Demonstrates a breadth of capability across a variety of learning activities
• - Makes case management recommendations as necessary
• - Achieves quality learning outcomes
• - Demonstrates flexibility in managing workload

If you require a reasonable accommodation to complete our application process, please contact our Human Resources Department at humanresources@capella.edu