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 Speech-Language Pathology (SLP) Clinical Coordinator is a core faculty position with teaching and service responsibilities, in addition to clinical education administrative tasks associated with the campus SLP program. This role includes teaching clinical courses. The SLP Clinical Coordinator is responsible for coordinating residencies and delivering the clinical education portion of the SLP curriculum, in collaboration with the SLP Faculty. This position requires contact with students, outside constituents, professional organizations, and faculty. Some travel may be required.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Clinical Education Program Planning and Implementation

• Plans, coordinates, and participates in SLP residences
• Coordinates and provides clinical supervision
• Directs student clinicians in all domains of professional clinical practice;appropriately assesses student learning and performance
• Maintains students clinical clock hours in CALIPSO
• Initiates and services community partnerships
• Identifies and secures clinical sites and/or clinical partnerships/educators for residency experiences
• Appropriately communicates to faculty and program directors on student and curriculum information

Teaching: provides student-centered learning through best practice teaching activities

• Teaches 2 clinical courses per trimester
• Designs, coordinates, and implements clinical simulations during residencies
• Optimizes residency learning environment that is conducive to student learning by developing creative, challenging, and evidence-based learning opportunities
• Uses learning assessment information to improve teaching and curriculum; participates in quality improvement initiatives to meet program and institutional goals
• Provides current, organized, error free instructional materials
• Maintains all components of the learning environment including online course portal management

Service: supports shared governance and promoting one's profession

• Serves on programmatic and university committees as assigned
• Actively participates in his/her professional association
• Serves as university liaison in community and/or professional activities
• Uses release time that enhances the program (e.g. - clinical practice, consultation, advanced degree, research, service) as approved by the Program Director
• Participates in university governance, curriculum planning, and functions to support development and growth of the institution

Administration: supports efficient and consistent practices across all programs

• Works collaboratively with members of the team
• Advises students on academic, professional and/or personal issues while providing referrals when appropriate
• Provides other administrative duties as assigned
• Completes annual self-evaluation of faculty performance and sets goals for the next year in collaboration with the Program Director; is actively engaged in faculty development opportunities to meet performance goals

Professionalism: displays the behaviors of a professional academician and follows expected discipline specific Code of Ethics

• Promotes professionalism by modeling and encouraging such behaviors inside and outside the classroom setting
• Supports and exemplifies the University's core values
• Actively engages in interprofessional collaboration activities
• Upholds and enforces student and faculty handbook policies and university policies/procedures

OTHER DUTIES AND RESPONSIBILITIES

Other responsibilities as assigned by the Program Director, Assistant Program Director, and/or Director of SLP Clinical Education

POSITION IN ORGANIZATION

Reports to: Academic Program Director

TECHNICAL, MANAGERIAL & 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. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE

• Master's degree or doctorate with demonstrated clinical expertise
• Two years of experience as a university Clinical Supervisor or Site Supervisor for speech-language pathology students strongly preferred
• A minimum of 1 year of teaching experience at the college/university level preferred
• Experience with online teaching/learning desired
• A minimum of 2 years of clinical experience in the area of course content required
• Experience in scholarly activity preferred

LICENSURE and/or CERTIFICATION

Faculty Members must be appropriately credentialed, possess an earned degree from an accredited institution or recognized by a country's ministry of education in the discipline being taught, and be licensed or license-eligible in order to teach in specific programs.

• American Speech-Language Hearing Association (ASHA) Certificate of Clinical Competence (CCC)
• State SLP license

TRAVEL

Some travel will be requested.

BUSINESS COMPETENCIES

To perform the job successfully, an individual should demonstrate the following competencies:

• Committed to Mission and Values - Has a clear understanding of institution's mission and values. Has a passion for facilitating learning and for enabling students to navigate their own learning journey

• Contribute Knowledge to the Discipline - Compelled by the opportunity to contribute through research, scholarship, professional practice, or creativity
• Accountable -Takes personal responsibility for own goals and outcomes to ensure student success. Establishes clear expectations, follows through on commitments to students and holds them accountable for assignments and performance
• Collaborative - Works cooperatively with others across the institution and beyond, including the community and through partnerships. Represents own interests while being inclusive and fair to others
• Communicates Effectively - Adapts oral and written communication approach and style to the audience and based on the message. Also listens attentively to others
• Drives Engagement - Makes students feel welcome, understood and valued. Creates a learning environment that is compelling, challenging and productive
• Academic Discipline Expertise - Has sufficient credentials, industry expertise and/or experience in the discipline to teach according to the standards and qualifications required
• Education Design - Designs learning experiences closely linked to learning outcomes including lesson planning, design of project, work integrated, group learning experiences, or interactive learning objects. Has depth of expertise in pedagogy, andragogy and overall learning effectiveness
• Teaching Delivery/Learning Facilitation Skills - Manages small, large, blended, hybrid and/or online classrooms, monitoring and ensuring participation, managing one's own and student's time and attention effectively

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.