Full Time Faculty - Physical Therapist Assistant Program (10 month, tenure, permanent position)

Henry Ford College presents an opportunity for a full time faculty member in the Physical Therapist Assistant Program. Teach courses in or related to Physical Therapist Assistant for majors and non-majors in a variety of delivery modes as assigned (in-person, online, or hybrid) and as consistent with both current developments in the discipline as well as best practices in teaching and learning to foster and improve student success. Actively engage in curriculum and course development; course and program coordination; advising and assisting students; the assessment of student learning; training and mentoring colleagues; and, the continuous improvement of the program/department. Cooperate with the College community in meeting the needs of students with diverse backgrounds and abilities, both in the classroom and in the college environment. Participate in shared governance through meeting attendance and service on program, department, school, divisional, and college-wide committees. Work collaboratively to advance other program, department, school, divisional, and college-wide initiatives. Complete application materials include: Resume Cover letter Unofficial transcripts and PTA license/certification Complete list of classes taught including the course, year, semester and credit hours Teaching philosophy (AI submissions will not be considered) Educational and professional qualifications to be determined by hiring manager, search committee, and HR consistent with accreditation guidelines and standards – generally stated as: Earned master’s degree or higher from a regionally accredited institution in healthcare, education, or related field. Master’s degree in progress or bachelor’s degree in health-related field may be considered with the requirement of completing a master’s degree within three years of appointment. Must be a graduate of an accredited PT or PTA program. Active, unencumbered PT license or PTA license/certification in Michigan (or eligible) required. Minimum three years full-time (or equivalent) post-licensure clinical practice required. Minimum two years clinical practice as an SCCE and/or CI or two years of experience teaching, curriculum development, and administration in a physical therapist assistant education program. Candidates must express themselves clearly and effectively in both oral and written form. Candidates must demonstrate competence in designing, organizing, and delivering effective and appropriate learning experiences in classroom and/or laboratory settings. Candidates must demonstrate effectiveness using technology to provide instruction, including use of online learning platforms to deliver and manage course materials, possessing the willingness and ability to be trained in new technology as needs arise. Candidates must demonstrate an understanding of the community college mission/philosophy, possessing the desire and ability to work collaboratively, effectively, and responsibly with colleagues, staff, and community college students in a diverse and multicultural setting. Candidates must demonstrate a commitment to keeping professional skills and knowledge up-to-date. The ideal candidate may have a career or experience that includes some or all the following: Prior experience teaching in a PT or PTA program at a higher education institution. Evidence of continued professional development required (i.e. APTA and/or MPTA member, active in Eastern District of MPTA, special interest group within APTA or MPTA, formal advanced education, conference attendance, course workshops, certificates of completion, etc.). Knowledge of legislative, regulatory, legal, and practice issues affecting clinical education, students, and the profession of physical therapy. Member of the American Physical Therapy Association. Master’s degree Additional Unique Competencies: Integrity/Honesty:Contributes to maintaining the integrity of the organization; displays high standards of ethical conduct and understands the impact of violating these standards on an organization, self, and others; is trustworthy. Education and Training: Knowledge of teaching, training, research, making presentations, lecturing, testing, and other instructional methods. External Awareness: Identifies and understands economic, political, and social trends that affect the organization. Flexibility: Is open to change and new information; adapts behavior or work methods in response to new information, changing conditions, or unexpected obstacles; effectively deals with ambiguity. Problem Solving: Identifies problems; determines accuracy and relevance of information; uses sound judgment to generate and evaluate alternatives, and to make recommendations. Creativity and Innovation: Develops new insights into situations; questions conventional approaches; encourages new ideas and innovations; designs and implements new or cutting-edge programs/processes. Interpersonal Skills: Shows understanding, friendliness, courtesy, tact, empathy, concern, and politeness to others; develops and maintains effective relationships with others; may include effectively dealing with individuals who are difficult, hostile, or distressed; relates well to people from varied backgrounds and different situations; is sensitive to cultural diversity, race, gender, disabilities, and other individual differences. Building Relationships: Seeks opportunities to make contacts and build relationships, including through organizational events, social events, external organizations, and professional activities. Technology Management: Keeps up-to-date on technological developments. Makes effective use of technology to achieve results. Ensures access to and security of technology systems. Accountability: Holds self and others accountable for measurable high-quality, timely, and cost-effective results. Determines objectives, sets priorities, and delegates work. Accepts responsibility for mistakes. Complies with established control systems and rules. Teach 15 contact hours per week and provide a minimum of 5 hours per week or consultation with students. Prepare innovative and effective learning experiences (lectures, labs, demonstrations, exercises, activities) that foster student engagement, understanding, and success. Assist in coordination of courses within the discipline, including but not limited to maintaining syllabus templates, updating and distributing instructor guides, selection of textbooks and learning materials, updating course policies, revision and distribution of course documents and resources, instructor mentoring, and collaboration with academic leadership and support staff. Incorporate appropriate use of instructional technology into classroom and laboratory settings to enhance and facilitate student learning. Share in the responsibility of developing and coordinating effective student learning experiences beyond the classroom (assigned labs, studios, academic supports, etc.), including organization and maintenance of equipment employed in such settings. Comply with, promote, enforce, and maintain all safety and security protocols, regulations, features, and practices regarding equipment and facilities usage in learning environments. Maintain and apply current knowledge of the discipline/subject area/field as well as effective educational methodologies and practices by engaging in relevant and ongoing professional development. Work collaboratively with faculty colleagues and academic leadership regarding course, curriculum, and program development; teaching innovation; student retention and completion; course and program enrollment initiatives; the assessment of student learning, testing, and grading; instructor training and mentoring; establishment and compliance with program/department/school policies; and, advancement of the College’s mission, underlying principles, and strategic plan. Monitor and document the academic performance/progress of students to ensure that they successfully achieve the criteria for completing course and program learning outcomes. Support student success by facilitating their awareness and navigation of college resources. Cooperate with the College community in meeting the needs of students with diverse backgrounds and abilities, both in the classroom and in the college environment. Participate in shared governance through meeting attendance and service on program, department, school, divisional, and college-wide committees. Work collaboratively to advance other program, department, school, divisional, and college-wide initiatives. Adhere to and comply with all policies, procedures, and processes established by the program, department, school, division, and College, meeting deadlines and due dates as established. Participate in the selection, evaluation, and development of the clinical education curriculum and clinical partners. Develop, implement, and monitor policy and procedures, program evaluation, and compliance with criteria set by CAPTA for the clinical component of the curriculum. Establish relationships with clinical education partners, provide clinical site development opportunities to enhance learning experiences to meet the educational needs of the students. Participate in the preparation of accreditation documentation and outcome assessment. Perform other duties as assigned, trained and/or qualified to perform. While we have attempted to capture the core functional responsibilities in the role, the statements contained in this job announcement reflect general details as necessary to describe the principal functions of this job, the level of knowledge and skill typically required, and the scope of responsibility. It should not be considered an all-inclusive listing of work requirements. Therefore, performing additional job-related duties not listed above may be required as assigned. #J-18808-Ljbffr Henry Ford College