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Duke University
Section of Surgical Disciplines Admin
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Jul 23, 2021

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School of Medicine:

Established in 1930, Duke University School of Medicine is the youngest of the nation’s top medical schools. Ranked tenth among its peers, the School takes pride in being an inclusive community of outstanding learners, investigators, clinicians, and staff where traditional barriers are low, interdisciplinary collaboration is embraced, and great ideas accelerate translation of fundamental scientific discoveries to improve humanhealth locally and around the globe.

Comprised of 2,400 faculty physicians and researchers, the Duke University School of Medicine along with the Duke University School of Nursing and Duke University Health System create Duke Health. Duke Health is a world-class health care network. Founded in 1998 to provide efficient, responsive care, the health system offers a full network of health services and encompasses Duke University Hospital, Duke Regional Hospital, Duke Raleigh Hospital, Duke Primary Care, Private Diagnostic Clinic, Duke Home and Hospice, Duke Health and Wellness, and multiple affiliations.

CFAR Program Coordinator – Outreach

The Social and Behavioral Sciences (SBS) Core is the primary resource for university-wide scientific consultation on the design and conduct of interdisciplinary social and behavioral studies related to HIV. The mission of the Core supports NIH Priority areas for HIV/AIDS research, including reducing the incidence of HIV infection, developing new therapies to optimize engagement and retention, and addressing HIV-associated comorbidities, coinfections, and complications. In the most recent funding cycle, the Core served 71 NIH-funded research projects from 36 Duke investigators, with steady growth on both metrics during each year of the funding cycle. In the last 3 years, 72% (n=21) of grants that were peer reviewed by the SBS Core were funded. The Core provided services related to preparing for grant submissions, research implementation, networking, community collaboration, and mentorship of new investigators. The SBS Core proposes to capitalize on its successes in the last five years by continuing to support investigators to develop their diverse independent research portfolios and improving the quality and breadth of SBS research at Duke to address the global and regional HIV epidemics. This will include a specific focus on supporting early-stage investigators, those new to HIV research, and investigators from historically underrepresented groups. The SBS Core will continue to collaborate with other CFAR Cores, the CFAR scientific working groups (SWGs), and the broader community to expand focus on the three NIH Priority areas. The SBS Core has four Specific Aims: 1) Provide expertise in the social and behavioral sciences to advance research across the HIV/AIDS care cascade and prevention continuum. 2) Enhance the scientific rigor and potential impact of social and behavioral HIV/AIDS research by providing consultations on research methods and intervention approaches. 3) Build the individual and collective capacity of SBS Core users at Duke University by attracting and supporting early-stage investigators and investigators new to HIV, providing mentorship and training, and facilitating interdisciplinary collaborations both within Duke and with other CFARs. 4) Expand the reach and impact of SBS studies by linking SBS Core users to appropriate community partners and assisting in the implementation and dissemination of findings to stakeholder and scientific communities. Through these aims, the Core will continue to provide scientifically sound, individualized services to a large number of investigators, sharing expertise in research, and maintaining high success rates of NIH funding for Core users. The Core’s efforts will add value and provide economy of scale to existing NIH-funded HIV research at Duke and will support research efforts to advance science and practice across the continuum of HIV prevention and care.

o Represent the CFAR Core at Duke and community events, interfacing with community partners in community-based settings. (PAR-20-106)
o Plan and coordinate community-academic initiatives and evaluate objective on a continual basis.
o Lead initiatives to establish strong working relationships with new community partners and maintain those establish relationships.
o Provide technical support to CFAR faculty related to conducting community-engaged research, strengthening partnerships and collaborations, and initiating approaches to capacity building.
o Strengthen CFAR partnerships with academic departments and student groups at Duke.
o Manage and maintain CFAR social media accounts to disseminate information to stakeholders within Duke and the broader community.
o Support CFAR faculty as needs arise, which may include drawing on qualitative and quantitative analysis skills to support project-specific goals which includes determine fiscal requirements to ensure objectives of project are successful met.
o Participate in operations of research study conducted by CFAR PIs in regard to improving community health and treatment adherence among South African adolescents living with HIV.
o Develop, submit, and manage documentation and information for Institutional Review Board (IRB) review and NIH annual review for complex international projects.
o Oversee and provide support for data capture, storage, transfer, management, quality, and preparation for analysis (including data from REDCap and intervention smartphone app) for research data to be utilized in educational and clinical community outreach programs.
o Contribute to analysis of research data (including qualitative data, self-reported behavioral data, and paradata generated from intervention smartphone app) to measure success of community health programs.
o Monitor study recruitment and retention rate and contribute to the development of strategies and implement changes to policies and procedures to ensure high retention rate of research participants.
o Contribute to the development of scientific publications or presentations and serve as an author or co-author on poster presentations or publications.
o Oversee the work of student research assistants and mentor others in tasks related to community outreach.
o Participate in operations of research study conducted by Dr. Brandon Knettel (PI).
o Prepare training materials for Tanzanian study staff and attend weekly research team meetings.
o Lead qualitative data analysis and support user-centered design process to refine the telehealth intervention related to community health outreach.
o Contribute to the development of scientific publications or presentations and serve as an author or co-author on poster presentations or publications.
o Assist in grant applications focused on the intersection of HIV and substance use disorders in North Carolina.

Minimum Qualifications

Work requires graduation from an accredited degree program in a clinical, allied health, or community health related field.

Work requires five years of progressive experience in a related field OR AN EQUIVALENT COMBINATION OF RELEVANT EDUCATION AND/OR EXPERIENCE services. with experience in developing and managing community-based health care A master's degree in a related field may be substitutedfor experience on a 1:1 basis.

Duke 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 essentialjob 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.


Read our Diversity Profile History

Duke University was created in 1924 by James Buchanan Duke as a memorial to his father, Washington Duke. The Dukes, a Durham family that built a worldwide financial empire in the manufacture of tobacco products and developed electricity production in the Carolinas, long had been interested in Trinity College. Trinity traced its roots to 1838 in nearby Randolph County when local Methodist and Quaker communities opened Union Institute. The school, then named Trinity College, moved to Durham in 1892, where Benjamin Newton Duke served as a primary benefactor and link with the Duke family until his death in 1929. In December 1924, the provisions of indenture by Benjamin’s brother, James B. Duke, created the family philanthropic foundation, The Duke Endowment, which provided for the expansion of Trinity College into Duke University.Duke Campus

As a result of the Duke gift, Trinity underwent both physical and academic expansion. The original Durham campus became known as East Campus when it was rebuilt in stately Georgian architecture. West Campus, Gothic in style and dominated by the soaring 210-foot tower of Duke Chapel, opened in 1930. East Campus served as home of the Woman's College of Duke University until 1972, when the men's and women's undergraduate colleges merged. Both men and women undergraduates now enroll in either the Trinity College of Arts & Sciences or the Pratt School of Engineering. In 1995, East Campus became the home for all first-year students.

Duke maintains a historic affiliation with the United Methodist Church.

Home of the Blue Devils, Duke University has about 13,000 undergraduate and graduate students and a world-class faculty helping to expand the frontiers of knowledge. The university has a strong commitment to applying knowledge in service to society, both near its North Carolina campus and around the world.

Mission Statement

Duke Science"James B. Duke's founding Indenture of Duke University directed the members of the University to 'provide real leadership in the educational world' by choosing individuals of 'outstanding character, ability, and vision' to serve as its officers, trustees and faculty; by carefully selecting students of 'character, determination and application;' and by pursuing those areas of teaching and scholarship that would 'most help to develop our resources, increase our wisdom, and promote human happiness.'

“To these ends, the mission of Duke University is to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities; to prepare future members of the learned professions for lives of skilled and ethical service by providing excellent graduate and professional education; to advance the frontiers of knowledge and contribute boldly to the international community of scholarship; to promote an intellectual environment built on a commitment to free and open inquiry; to help those who suffer, cure disease, and promote health, through sophisticated medical research and thoughtful patient care; to provide wide ranging educational opportunities, on and beyond our campuses, for traditional students, active professionals and life-long learners using the power of information technologies; and to promote a deep appreciation for the range of human difference and potential, a sense of the obligations and rewards of citizenship, and a commitment to learning, freedom and truth.Duke Meeting

 “By pursuing these objectives with vision and integrity, Duke University seeks to engage the mind, elevate the spirit, and stimulate the best effort of all who are associated with the University; to contribute in diverse ways to the local community, the state, the nation and the world; and to attain and maintain a place of real leadership in all that we do.”

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