Director, Faculty Development

The mission of the University of St. Augustine for Health Sciences is the development of professional health care practitioners through innovation, individualized, and quality classroom, clinical, and distance education.

GENERAL SUMMARY

The Director of Faculty Development provides strategic leadership and support to advance faculty excellence in teaching, service, and scholarship. The Director serves as a central resource and thought partner for faculty and program leadership at all career stages, offering development programs, individualized consultations, and institution-wide initiatives that support professional growth, effectiveness, and satisfaction.The Director engages actively with faculty, academic leadership, and other stakeholders across the university to cultivate a culture of continuous improvement, innovation, and scholarly engagement.

This is a campus-based position. This position follows a hybrid work schedule requiring a minimum of 3 days on campus. 

ESSENTIAL DUTIES AND RESPONSIBILITIES

Strategic Planning and Collaboration

• Lead development and management of the vision, mission, strategy, and activities of the Institute for Learning, Innovation, and

Faculty Excellence Innovation (iLIFE), and the Innovation, Learning Excellence, and Resource Network (iLEARN), including expectations, processes, procedures, and evaluation of effectiveness.

Collaborate with associate deans, program directors, and academic leaders, and faculty to identify faculty development needs and align initiatives with institutional and program priorities.

• Collaborate with the Faculty Council to develop and sustain an integrated, faculty-informed vision that reflects and advances faculty needs.
• Lead institution-wide faculty development initiatives that support academic innovation, curricular transformation, and evolving educational models.

Leadership and Career Development

• Serve as a central resource for faculty engagement in shared governance, providing guidance on governance structures, committee roles, and pathways for meaningful participation.
• Partner with the Faculty Council and academic leadership to prepare and support faculty for effective service in governance and institutional committees.
• Develop and facilitate professional development opportunities focused on academic leadership skills, including communication, consensus-building, decision-making, and change leadership.
• In collaboration with program leaders, support faculty in identifying and pursuing leadership pathways aligned with their interests, strengths, and career stage (e.g., committee leadership, program leadership, academic administration).
• Provide coaching and consultation to faculty on career planning, advancement, and professional growth, including preparation for expanded roles and responsibilities.
• Design and support mentorship and peer-learning structures that foster leadership development and cross-program collaboration.

Faculty Training and Professional Development

• Design, implement, and evaluate comprehensive faculty development programs that support excellence in teaching, service, and scholarship across career stages.
• Scale the existing Academic Leadership Academy programs to address high-priority development needs of faculty.
• Develop and deliver training on evidence-based teaching practices, curriculum design, and assessment strategies.
• Provide workshops and learning opportunities focused on scholarly development, including research design, educational and applied scholarship, dissemination, and productivity strategies.
• Oversees and coordinates faculty consultation and coaching structures that support professional growth and teaching or scholarly development.
• Develop onboarding and transition programs for new faculty, mid-career faculty, and faculty preparing for promotion or leadership roles.
• Assess faculty development needs and evaluate program effectiveness using participation data, feedback, and outcomes to inform continuous improvement.
• Develop and deliver new faculty orientation and a scaffolded year-long development sequence for all core faculty and select contributing faculty.

Core Outcomes and Performance Expectations

• Use assessment data, faculty input, and emerging institutional priorities to drive strategic decisions and demonstrate continuous improvement in faculty development initiatives.
• Achieve measurable increases in faculty participation and sustained engagement in development programs and institution-wide initiatives.
• Demonstrate increased faculty preparedness for leadership roles and meaningful participation in shared governance across programs.
• Show documented improvement in teaching effectiveness, including adoption and application of evidence-based instructional practices.
• Support measurable growth in faculty scholarship, dissemination, and scholarly impact aligned with institutional priorities.
• Design, implement, and sustain an integrated institutional framework that supports faculty onboarding, ongoing development, and career advancement.

OTHER DUTIES AND RESPONSIBILITIES

·May perform other duties and responsibilities that management may deem necessary from time to time.

TRAVEL REQUIREMENTS

• Position may be required to travel up to 30%.

POSITION IN ORGANIZATION

REPORTS TO: AVP, Innovation and Educational Technology

POSITIONS SUPERVISED:  Sr. Learning and Development Specialists

TECHNICAL, MANAGERIAL, and PEOPLE SKILLS REQUIRED

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Incumbents will be evaluated, in part, based on performance of each essential function. Appropriate reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE

• Doctorate in Education, or closely related degree. 
• At least 5 years of higher education instructional experience, preferably at the graduate level (or closely related experience in training, mentoring or coaching may be considered).
• In-depth knowledge of adult learning theory, instructional approaches, and assessment techniques.
• Ability to transfer theory into practice, to reach a broad audience.
• Knowledge of educational practices within health sciences (clinical approaches, etc.).
• Knowledge of various accreditation requirements as it applies to faculty development expectations.
• At least 5 years of past faculty development experience (commensurate with management and/or trainer experience would be considered). 
• Demonstrated experience with delivering training/instruction in a variety of formats (face-to-face, online, synchronous-remotely).
• Proficiency with technology; informed on industry trends; Aligned with current evidence.

BUSINESS COMPETENCIES

• Collaborates - Building partnerships and working collaboratively with others to meet shared objectives.
• Being Resilient - Rebounding from setbacks and adversity when facing difficult situations.
• Instills Trust - Gaining the confidence and trust of others through honesty, integrity, and authenticity.
• Drives Results - Consistently achieving results, even under tough circumstances.
• Innovation - Creating new and better ways for the organization to be successful.
• Customer Focus - Building strong customer relationships and delivering customer-centric solutions.
• Drives Engagement - Creating a climate where people are motivated to do their best to help the organization achieve its objectives.
• People Leadership - Leads by example when it comes to finding and developing talent, with a focus on talent acquisition strategies, setting performance targets that raises standards and development of high potential talent.

WORK ENVIRONMENT
Work is performed primarily in a standard office environment but may involve exposure to moderate noise levels. Work involves operation of personal computer equipment for six to eight hours daily and includes physical demands associated with a traditional office setting, e.g., walking, standing, communicating, and other physical functions as necessary.

The University is committed to a policy of Equal Employment Opportunity and will not discriminate against an applicant or employee on the basis of age, sex, sexual orientation, gender identity, race, color, creed, religion, ethnicity, genetic condition, national origin, citizenship, disability, marital status, military status, or any other legally recognized protected basis under federal, state, or local laws, regulations, or ordinances.