Respiratory Therapy, Program Chair

The Program Chair, Respiratory Therapy serves as the academic leader for the Respiratory Therapy program by providing accessible, high-quality learning experiences within the classroom, laboratory, and/or distance learning settings; facilitates the learning process to help students be successful; provides accurate, quality academic and career advisement for students; seeks professional development opportunities to implement best practices in teaching within discipline area; maintains student support hours according to institutional policy; completes required course assessments and documentation in an accurate and timely manner; attends college meetings, student activities, institutional functions; contributes to the development of curriculum courses and programs; and collaborates with educational partners and partners with other areas of the College to ensure that the discipline area is meeting the needs of students and the academic partners. The Program Chair reports to the Dean of Health and Wellness Programs. Salary will commensurate with experience and education. Leadership and Planning Represent the respiratory therapy assistant program in the College planning processes and make sound, data-informed decisions. Ensure continuity of the College's mission through the respiratory therapy assistant curricula, course offerings, and learning opportunities. Evaluate the quality and effectiveness of the respiratory therapy assistant program in relation to community and workforce needs. Personnel Management Establish and sustain productive working relationships with students, faculty, and staff. Ensure full- and part-time faculty are oriented and mentored in assigned roles and responsibilities. Instruction and Student Support Teach up to eighteen (18) semester contact hours each semester in either curriculum, continuing education, or business and industry settings. Manage instructional syllabi, learning materials, and clinical learning environments in collaboration with clinical partners. Plan and deliver accessible, high-quality instruction aligned with course, program, and student learning outcomes. Create an inclusive and accessible learning environment through the application of Universal Design for Learning (UDL) and Transparency in Learning and Teaching (TILT) principles. Oversee formative and summative student evaluation methods that are used throughout the curriculum, are appropriate to the delivery modality, and align with the progression of course outcomes. Employ a proactive advising model aligned with the National Academic Advising Association (NACADA) core values. Support students’ understanding of the importance of transferable skills for success in college, careers, and the workforce. Maintain accurate documentation of student attendance and grades and submit required course documentation accurately and promptly. Empower students to make informed decisions by providing accurate, quality academic and career information about policies, procedures, educational pathways, and transfer requirements. Institutional Effectiveness Engage in institutional effectiveness processes and college- and state-wide initiatives, including program review, grants, strategic planning, guided pathways, and regional and programmatic accreditation. Assist with student learning outcomes assessment and use data to enhance teaching and learning. Collaborate on accreditation outcomes, including analysis and use of licensure pass rates, completion rates, and job placement data to inform program decisions and continuous improvement, and share results with communities of interest. Pursue professional development activities annually and remain current in nursing education and practice. Champion the College's retention, progression, completion, and inclusion initiatives. External Relations Build partnerships and community connections by fostering opportunities for communities of interest (employers, clinical partners, alums, and students) to provide input into program decisions. Assist with experiential learning opportunities, including clinical placements. Support recruitment and outreach efforts through program publications, websites, and community engagement. Specialized Functions Orchestrate and maintain institutional compliance with SACSCOC and the Commission on Accreditation for Respiratory Care (CoARC) programmatic accreditation standards. Foster and sustain partnerships with healthcare and wellness professionals to support experiential learning. Professional Competencies Analytical Skills : Examine information systematically, perform complex problems, and use evidence-based reasoning to evaluate programs, make data-informed decisions, assess institutional effectiveness, and analyze student learning outcomes. Adaptability Skills : Adjust effectively to changing circumstances, manage multiple priorities and interruptions, and demonstrate resilience and flexibility in response to evolving educational needs, technologies, and institutional priorities. Communication Skills : Communicate clearly and effectively, both orally and in writing, with people from diverse backgrounds; listen actively; provide constructive feedback; and maintain confidentiality. Digital and Information Literacy Skills : Demonstrate proficiency in Microsoft Office and relevant educational and emerging technologies; effectively locate, evaluate, and use information ethically to support decision-making and strategic planning. Dependability Skills : Be consistently reliable and trustworthy in meeting commitments and deadlines; fulfill responsibilities promptly and accurately; and practice high ethical standards with sensitive data. Initiative Skills : Take proactive action to pursue professional development; demonstrate self‑motivation and intellectual curiosity; stay current in professional literature; and show willingness to learn and implement innovative practices in teaching, learning, and academic leadership. Teamwork & Leadership Skills : Foster a collaborative and team‑based work environment; cultivate and nurture productive relationships with colleagues, students, and community stakeholders; and lead effectively to achieve institutional goals. Additional Competencies Exhibit skills in planning, organizing, and implementing new initiatives while managing time, resources, and deadlines. Apply knowledge and practical ability in student, career, and workforce development. Display comprehensive knowledge of the entire student experience, including coaching, mentoring, advising, and academic progression. Show commitment to excellence within the learning environment and workplace. Education and Experience Requirements Master's degree in Respiratory Therapy or related field from an institutionally accredited institution. Hold an active, unencumbered Registered Respiratory Therapy (RRT) credential and North Carolina license. Have a minimum of four (4) years' experience as a Registered Respiratory Therapist with at least two (2) years in clinical respiratory care. Have a minimum of two (2) years' experience teaching either as an appointed faculty member in a CoARC‑accredited respiratory care program or as a clinical instructor/preceptor for students of such programs. Have completed the CoARC Key Personnel Training Program or be willing to complete it after being hired. At least one (1) year of project management experience with stakeholder collaboration. Preferred Education and Experience Have AHA instructor status in BLS, ACLS, PALS, and/or NRP instructor status. At least one (1) year of experience in a key personnel position at a CoARC‑accredited respiratory therapy program. At least one (1) year of experience teaching distance learning using learning management systems and digital engagement tools. At least one (1) year of experience with student engagement software. Completion of professional or course development certification(s) from the Online Learning Consortium (OLC), Quality Matters (QM), or Association of College and University Educators (ACUE), or similar professional development organizations. Physical Requirements Environment : Working in an office, classroom, lab, or clinical learning environment, typically indoors, with moderate noise levels. May involve irregular hours and online work. Responsibility for maintaining safe, compliant, and functional learning spaces. Physical Effort : Ability to stand, walk, or sit for extended periods; moderate lifting and carrying (up to thirty pounds); general manual dexterity; operation of instructional and office equipment; and extended computer use. Mental Requirements : Ability to exercise sound judgment, analyze information, work with numerical data, maintain confidentiality, and evaluate programs, services, and personal effectiveness. Schedule and Travel Schedule : Presence on campus and/or at clinical, medical, business, and industry locations as required for teaching, learning, and administrative responsibilities. Travel : Local travel between campuses and community sites is required. Limited out-of-state travel for professional development, training, conferences, and workshops. Related Responsibilities Participating in advisory, standing, and ad hoc committees. Assisting with inventory management and oversight of labs and designated facilities. Attending commencement and supporting institutional activities. Performing other duties as assigned by the Dean of Health Science and Wellness Programs, or the Vice President of Academic Affairs and Institutional Effectiveness. Equity in Learning and Employment Equity and belonging are crucial to who we are as an institution. The College celebrates diversity and inclusion, embracing a broad definition of diversity that includes people of every race, ethnicity, gender, gender identity, sexual/affectional orientation, age, socio‑economic status, ability or attributes (visible and invisible), neurodiversity, religious or ethical values system, national origin, political beliefs, veterans, and first‑generation college students. All offers of employment are contingent upon the successful completion of a background check. Evidence of U.S. work authorization is required. It is the prospective employee's responsibility to obtain initial and ongoing authorization to work in the U.S., and Mitchell Community College will not provide sponsorship for U.S. employment. #J-18808-Ljbffr Mitchell-Community-College