Position Reports to: Executive Vice President of Academic Affairs & Provost, Dean College of Rehabilitation Sciences
Positions Supervised: Academic Fieldwork Coordinator, Faculty, Administrative Assistant
Responsible for serving as a leader to all constituents of the entry level Master of Occupational Therapy (MOT) program and as a liaison between the MOT program and the University. The Program Director, in cooperation with other academic faculty and administration, establishes faculty, staff and student performance standards, and policies and procedures and regulations related to the implementation of the MOT program.
The Program Director holds an open faculty (academic or clinical) appointment (assistant, associate, or full professor) and has administrative, academic, service, and scholarship responsibilities consistent with the mission and philosophy of the MOT program. This individual demonstrates competence in leadership, development, and implementation of the MOT program, including: all aspects of planning; coordination with the university; curriculum design (including fieldwork education), development, and assessment; financial and budgetary concerns; human resource management for the program; student admission, instruction, evaluation and advisement. He/she is able to coordinate, plan for and implement the mission, philosophy, goals and expected outcomes of the program. In addition, the program director’s primary responsibilities are to plan, coordinate, facilitate, administer, and monitor all activities related to the MOT program.
Desired start date: July 1, 2022
Salary: Commensurate with experience, but approximately $100,000+
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES
Communicates news and current information among all concerned stakeholders (e.g., the academic institution, program faculty and staff, advisory committee, students, etc.) to maintain current knowledge of the educational program, and report any changes affecting clinical practice and education.
Provides ongoing communication with constituents, including:
Philosophy of the academic program.
Requirements of program curriculum for syllabus, and learning objectives required for the program and individual courses.
Policy and procedures of the program including assuring the review, revision, and maintenance of the policy and procedures manual, the student handbook and the fieldwork education handbook.
Current materials required for accreditation, including assuring payment of accreditation fees and submission of all accreditation related documentation (such as annual reports, self-study, etc.)
Following up with AFWC to assure that clinical education contractual agreements are negotiated and maintained between the academic program and each fieldwork education site.
Dissemination of appropriate student-related information.
Collection and analysis of feedback from all constituents (e.g. university administration/personnel and other departments, program core, associated and clinical education faculty, students, graduates, employers, advisory committee members, and the general public).
Coordinating program and related university and community activities.
Facilitating faculty development opportunities including educational seminars and faculty availability as a resource in their areas of expertise.
Developing, monitoring, and refining the curriculum.
Evaluation and Assessment
Ensures the regular evaluation of core faculty in areas of teaching, scholarly activity, service, administration, leadership and other roles.
Ensures the regular evaluation of associated faculty.
Ensures the regular evaluation of clinical faculty and facilities.
Ensures the regular evaluation of program staff.
Ensures the regular evaluation and feedback related to student performance.
Assures that development activities and plans are linked to the assessment process incorporating faculty, staff and program needs.
Ensures that the assessment plan for the program is completed, is effective, and that resulting recommendations are implemented as appropriate.
Provides vision for occupational therapy professional education.
Models and promotes the professional behavior expected by the MOT program.
Understands, has experience, and is active with curriculum content, design and evaluation.
Employs strategies to promote and support professional development.
Implements proven effective interpersonal and conflict-management skills.
Facilitates needed change.
Demonstrates negotiation and advocacy skills (relative to planning, budgeting, funding, program faculty status, program status, employment and termination, space, and appropriate academic and professional benefits).
Effectively participates in strategic planning.
Active in service on behalf of occupational therapist professional education, higher education, the larger community, and organizations related to their academic interest.
Manages human and fiscal resources.
Demonstrates a commitment to lifelong learning.
Participates actively in institutional governance.
Promotes and facilitates accomplishment of all program goals and expected outcomes.
Ensures that all program policies and procedures are followed, reviewed, documented and revised as appropriate.
Assures accreditation standards are met or exceeded.
Participates in student instruction as a faculty member as appropriate.
Oversees facilitating and assessing the performance, development and other activities of department staff.
Planning and Administration of Finances/Resources
Works with core faculty and administrative officials in long-range planning to ensure adequate resources. Ensures that the following are included in the planning process:
Faculty and staff development and input.
Basic teaching functions of the program.
Fieldwork education needs (e.g., travel, assessment, development etc.)
Marketing/promotion of the program.
Maximizing available resources for the occupational therapy education program.
Overseeing appropriate documentation from all aspects of the program, including clinical.
Actively engaging core faculty education planning, implementation, and assessment.
Overseeing, facilitating, and assessing the performance, professional development and other activities of the faculty, including scholarship, service and teaching.
Facilitating quality learning experiences for students.
Evaluating students’ performance, in cooperation with other faculty, to determine their ability to integrate didactic and clinical learning experiences and to progress within the curriculum.
Educating students with the best of both clinical and academic faculty.
Fostering learning environments that demonstrate characteristics of sound patient/client management, ethical and professional behavior, and currency with physical therapy practice.
Development of Self
Job Knowledge/Skill Application
Drives for Results
Develops & Inspires Others
Develops Strategic Perspective
Education and Certification: Graduate of an accredited occupational therapist professional program or deemed equivalent non-accredited program. Minimum of earned post-professional Doctoral Degree (OTD minimum, PhD, ScD, EdD preferred). Licensed or eligible for licensure in the state of Utah. Member of the American Occupational Therapy Association.
Required Knowledge: Current knowledge and skill in the use of information and computer technology (e.g., word processing, e-mail, database) or proven ability to learn these skills. Knowledge of educational, management, and adult learning theory and principles. Knowledge of legislative, regulatory, legal, and practice issues affecting occupational therapy education, students, and the profession of occupational therapy.
Experience Required: Minimum of 8 years’ experience as a licensed occupational therapist. Minimum of 3 years of full-time academic appointment with teaching responsibilities at the postbaccalaureate level. Experience with instructional delivery via face to face, hybrid, and online environments. Design and conduct independent and/or collaborative. Active in clinical practice (preferred). Active in professional activities at local, state, and/or national levels (preferred).
Skills and Abilities: Strong leadership, communication, organization, interpersonal, problem-solving, and counseling skills. Able to work with students, Faculty/Staff with special needs based on the Americans with Disabilities Act (ADA) and Title IX. Ability to participate in the most sensitive aspects of peer review. Able to initiate, administer, assess, and document areas related to occupational therapy education programs. Able to work independently and coordinate work with colleagues and peers. Able to travel, as needed.
PHYSICAL ACTIVITIES AND REQUIREMENTS OF THIS POSITION
Finger dexterity: Using primarily just the fingers to make small movements such as typing, picking up small objects, or pinching fingers together
Talking: Especially where one must convey detailed or important instructions or ideas accurately, loudly, or quickly
Average Hearing: Able to hear average or normal conversations and receive ordinary information
Average Visual Abilities: Average, ordinary visual acuity necessary to prepare or inspect documents or products, or operate machinery
Physical Strength: Sedentary work. Sitting most of the time. Exerts up to 10 lbs. of force occasionally (Almost all office jobs)
None: No hazardous or significantly unpleasant conditions (Such as in a typical office)
MENTAL ACTIVITIES AND REQUIREMENTS OF THIS POSITION
Reasoning Ability: Ability to deal with a variety of variables under only limited standardization. Able to interpret various instructions
Mathematics Ability: Ability to perform basic math skills, use decimals to compute ratios and percentages, and draw and interpret graphs
Language Ability: Ability to read a variety of books, magazines, instruction manuals, atlases, and encyclopedias; Ability to prepare memos, reports, and essays using proper punctuation, spelling, and grammar. Ability to communicate distinctly with appropriate pauses and emphasis; correct pronunciation (or sign equivalent); and variation in word order using present, perfect, and future tenses.