Part-Time Bachelor of Science Early Childhood Studies - Faculty

Opportunity at a GlanceTempo Learning faculty subject matter experts (faculty SMEs) are student-facing faculty roles. Faculty SMEs are faculty members assigned to one or more competencies based on their subject matter expertise. The core responsibility of faculty SMEs is to serve as the central academic content support for Tempo Learning students. To this end, SMEs will collaborate with coaches and faculty assessors on a regular basis.

Faculty subject matter expert primary responsibilities, key metrics and suggested practices in Walden’s competency-based education

• Work directly with students to assist with any questions or challenges they may have in acquiring the necessary knowledge and skills needed to demonstrate proficiency in each competency.
• Initiate regular and substantive academic engagement with each student as they work through each competency for which the SME has responsibility. Additionally, the faculty SME is required to document the substance of all student academic engagement in the student’s record.
• Hold weekly office hours as well as conduct synchronous webinars.
• Pose and promptly respond to student questions through frequent discussion board sessions in the learning platform, as well as respond to individual student emails on academic content.
• Leverage available learning and behavioral analytics to track student engagement on a weekly basis and identify students who require more immediate intervention.
• Assure curriculum quality. Faculty SME’s play a crucial role in the development, review, and ongoing improvement of the CBE curriculum.
• Establish regular and structured contact with students; initiate contact with students, even when they do not expect it, with a message of caring and attentiveness to the individual.
• Develop sensitivity to cultural differences that influence communication and understanding.
• Exercise patience and tolerance and assume good intent on the part of learners.
• Develop a repertoire of online discussion catalysts in your subject area to stimulate and drive engagement.
• Encourage students to take risks, to explore, and to learn from their mistakes, thereby facilitating their self-empowerment.
• Create an atmosphere of mutual respect while engaging students in the learning endeavors.
• Monitor all students’ work for academic integrity.
• Regularly review competency content and recommend updates to resource links or other materials as necessary.

What to expect as a Walden faculty member

• Faculty members educate Walden University students by effectively and proficiently using online technology and resources so that knowledge, information, feedback, and critique are imparted to and shared with students in thoughtful, carefully formulated, well written, and timely communications.
• This is accomplished in an environment that is respectful of student, the Faculty Member, Walden University, and the discipline in which the Faculty Member is involved.
• Faculty Members are expected to adhere to all Walden University Faculty expectations.

REQUIREMENTS

• Course Teaching/Availability: Faculty Members are assigned to specific competency modules. Faculty SMEs are responsible for collaborating with Academic Coach, faculty assessors and other faculty colleagues, and interacting with students.
• Discussion Boards and various online, self-directed activities within the virtual classrooms are open 24 hours per day, 7 days per week. Although work assignments and competency assessment work products may be done at any time of day, they must be completed in a timely manner. Faculty Members in the CBE curriculum are expected to be flexible and prepared to respond to student inquiries within 48 hours.
• Tools/Technical Skills: The individual must be able to perform each essential duty satisfactorily.
• Licensing/Certification: Individuals must be appropriately credentialed, possess an earned degree, and may be expected to be licensed or license-eligible. Individuals must maintain their licenses and certifications to teach.
• Travel: Some travel may be required.
• Commitment to excellence in a student-centered competency-based learning environment, addressing the needs of self-directed distance education students
• Ability to work with diverse students who are experienced and mid-career professionals
• Ability to manage fluctuations in workload
• Teaching, advising, and mentoring; commitment to the promotion of applied research
• Earned degree in the field of study or closely related field. Doctorate degree is preferred; Masters degree required.
• Candidates should possess a significant record of intellectual and professional contributions.
• Minimum of three years of teaching experience at the degree level of the program is preferred.
• Experience with distance education and competency-based education preferred but not required.

In support of the pay transparency laws, the expected compensation rate is as follows...

Equal Opportunity…

Possible employment type: Part-time

Possible allowed location: Remote, REMOTE

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