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Academic Professional (Open Rank)-Director of Community-Based Learning (DCBL)

Georgia Institute of Technology
Atlanta, Georgia
Salary commensurate with experience

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About Us


Georgia Tech prides itself on its technological resources, collaborations, high-quality student body, and its commitment to building an outstanding and diverse community of learning, discovery, and creation. We strongly encourage applicants whose values align with our institutional values, as outlined in our Strategic Plan. These values include academic excellence, diversity of thought and experience, inquiry and innovation, collaboration and community, and ethical behavior and stewardship. Georgia Tech has policies to promote a healthy work-life balance and is aware that attracting faculty may require meeting the needs of two careers.


About Georgia Tech

Georgia Tech is a top-ranked public research university situated in the heart of Atlanta, a diverse and vibrant city with numerous economic and cultural strengths. The Institute serves more than 45,000 students through top-ranked undergraduate, graduate, and executive programs in engineering, computing, science, business, design, and liberal arts. Georgia Tech's faculty attracted more than $1.4 billion in research awards this past year in fields ranging from biomedical technology to artificial intelligence, energy, sustainability, semiconductors, neuroscience, and national security. Georgia Tech ranks among the nation's top 20 universities for research and development spending and No. 1 among institutions without a medical school. 



Georgia Tech's Mission and Values

Georgia Tech's mission is to develop leaders who advance technology and improve the human condition. The Institute has nine key values that are foundational to everything we do: 


1.            Students are our top priority. 


2.            We strive for excellence. 


3.            We thrive on diversity. 


4.            We celebrate collaboration. 


5.            We champion innovation. 


6.            We safeguard freedom of inquiry and expression. 


7.            We nurture the wellbeing of our community. 


8.            We act ethically. 


9.            We are responsible stewards. 




Over the next decade, Georgia Tech will become an example of inclusive innovation, a leading technological research university of unmatched scale, relentlessly committed to serving the public good; breaking new ground in addressing the biggest local, national, and global challenges and opportunities of our time; making technology broadly accessible; and developing exceptional, principled leaders from all backgrounds ready to produce novel ideas and create solutions with real human impact. 



About the Office of Undergraduate Education and Experiential and Engaged Learning 


Under the leadership of the Vice Provost for Undergraduate Education, the Office of Undergraduate Education (OUE) challenges students to become accomplished learners who are able to make meaningful connections among work, study, and community. We connect curricular and cocurricular offerings to support students in developing a strong foundation for success, during college and after. We do this through the efforts of our faculty, professional staff, and students, and we strive to create and maintain a welcoming, respectful, and inclusive educational and work environment. Visit


E2L embodies the lifeblood of the Institute's "hand and mind" approach to education and its aspirations "to provide all students with transformative learning experiences to grow as creative, ethical, globally aware, technologically sophisticated leaders who can define and solve problems to improve the human condition." We activate this ambition through the facilitation and development of High-Impact Practices including community-based learning, living learning communities, transition seminars, student innovation, undergraduate research, and work-based learning.  



Atlanta, GA


Job Summary


Georgia Tech's Experiential and Engaged Learning (E2L), a unit of the Office of Undergraduate Education (OUE), invites applications and nominations for Director of Community-Based Learning, (DCBL), a position responsible for leading undergraduate service-learning and community-engaged programs. Reporting to the Assistant Vice Provost for Undergraduate Education/Executive Director of E2L, the primary role of the DCBL is to scale, develop, implement, and support academic community engagement initiatives that align with the Institute's strategic plan and advance the undergraduate educational objectives of OUE and GT. The Director collaborates with faculty, staff, students, and community partners to ensure the successful integration of community engagement and student experiential learning into curricular, co-curricular and extracurricular offerings, and the overall institutional strategy.  


The DCBL will be a dedicated, creative, and experienced educator who will provide leadership that promotes and develops community-based learning practices and opportunities. They will bring to the office the energy and vision that will ultimately transform the profile of service learning at Georgia Tech, making it a signature of the Yellow Jacket experience and GT a national leader in service learning and community engagement. The DCBL will join a team of directors at E2L who each contribute a critical piece to the broad vision of transformative teaching and learning; those units include undergraduate transition seminars, living learning communities, student innovation and entrepreneurship, undergraduate research and work-based learning.  




Examples of expected responsibilities of the DCBL include but are not limited to: 


Program Development: Develop a comprehensive service-learning and academic engagement program that aligns with the Institute's strategic plan, specifically the Transformative Teaching and Learning Initiative, and the mission and undergraduate educational objectives of OUE. This includes establishing program guidelines, policies, and procedures. 


Faculty Development: Offer professional development opportunities and resources for faculty to enhance their knowledge and skills in incorporating service-learning and community engagement into their teaching practices. Provide support and mentorship to faculty members interested in developing courses in these areas. Partner closely with the Center for Teaching and Learning (CTL) and other faculty/administrators engaged in faculty development. 


Curriculum Integration: Collaborate with faculty and academic departments to integrate service-learning and community engagement into the curriculum. Provide guidance and support to faculty in designing courses and projects that enhance student learning outcomes and community connections. Opportunities to teach an undergraduate course in the selected candidate's academic discipline may be available contingent on approvals from the academic unit. 

 Community Engagement: Foster partnerships with community organizations, nonprofits, and government agencies and other entities to identify opportunities that address community needs and provide transformative learning experiences.

Develop and maintain positive relationships with community partners to facilitate meaningful and mutually beneficial collaborations. 


Student Support and Access: Develop a comprehensive guide to undergraduate service-learning opportunities. Provide guidance and support to students participating in community-based activities. Offer resources and assistance in selecting appropriate service placements, monitoring progress, and reflecting on their experiences. Ensure equity and increase access to participation of experiential learning opportunities. 


Assessment and Evaluation: Develop and implement assessment strategies to measure the impact and effectiveness of service-learning and community engagement initiatives. Collect data, analyze results, and provide feedback to stakeholders to inform program improvement. 


Budget and Operations Management: Administer and manage the budget and operations supporting service-learning and community engagement programs, ensuring the responsible allocation of funds for program development, community partnerships, student support, and other related expenses. Supervise professional staff, including a dotted line report from the Center for Sustainable Communities Research and Education (SCoRE). 


Advocacy and Promotion: Promote the value and benefits of service-learning and community engagement across campus via campus committees, student organizations, orientations and related events (e.g., FASET, GT1000, Family Weekend, GTAAN) to promote programs and services to internal and external stakeholders. Advocate for the integration of service-learning and community engagement into institutional policies and practices. 


Collaboration and Coordination: Collaborate with various stakeholders, including faculty, staff, students, administrators, and community partners, to ensure the seamless implementation and coordination of service-learning and community engagement initiatives. Foster a culture of collaboration and partnership at the Institute.  


Stay Informed: Keep abreast of current trends, research, and best practices in service-learning and community engagement. As funding allows, attend conferences, workshops, and professional development opportunities to enhance knowledge and skills in the field. 


Administrative: Participates in the coordination and implementation of other E2L programs and helps lead areas related to growth, quality, equitable participation, and assessment of experiential learning and High Impact Practices more broadly across campus. Supervise professional staff as assigned. Participate fully in all programs, events, and other aspects of OUE and E2L, including trainings, town halls, marketing, outreach, operations and campus relations. Serve as a member of the OUE leadership team. Perform other duties as assigned in support of E2L or OUE. 


Required Qualifications


An earned doctorate is required by the start of the appointment


Required Documents to Attach


Please include a cover letter and curriculum vita as part of your package. 


Contact Information


Requests for information may be directed to Stephanie Gericke (


Applications will be considered beginning September 8, 2023, but the search will continue until the positions are filled.


Equal Employment Opportunity


Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services. Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities. Georgia Tech prohibits discrimination, including discriminatory harassment, on the basis of race, ethnicity, ancestry, color, religion, sex (including pregnancy), sexual orientation, gender identity, national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions. This prohibition applies to faculty, staff, students, and all other members of the Georgia Tech community, including affiliates, invitees, and guests. 


Georgia Tech is a member of the University System of Georgia (USG), where every member of the community is required to adhere to the USG Statement of Core Values - Integrity, Excellence, Accountability, and Respect - that form and guide the daily work of the organization. USG and its institutions foster an environment where all members of the USG community are free to share ideas and opinions. Learn more about Academic Freedom and Freedom of Expression.


Other Information


This is a 12-month academic faculty position. The position is open to all members of Georgia Tech's academic faculty, including both tenured/tenure track and non-tenure track faculty. Internal candidates would maintain their existing faculty title. External candidates are also encouraged to apply, and would be hired as Academic Non-Tenure Track faculty (Academic Professional, Senior Academic Professional, or Principal Academic Professional, dependent on the selected candidate's qualifications). This role is supervisory position.


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