Assistant Professor & Assistant Dean of Assessment and Continuing Program Improvement

Job description

Position: Assistant Professor & Assistant Dean of Assessment and Continuing Program Improvement
Department: School of Education & Human Sciences
Status: Full-Time
Position Summary:
The Assistant Dean of Assessment and Continuing Improvement provides visionary leadership and direct operational ownership over all aspects of data systems, institutional effectiveness, dual accreditation compliance, and administrative management within the School of Education & Human Sciences. Serving as the chief architect of the School’s continuous improvement culture, this position oversees faculty support structures, program operations, and administrative workflows. Additionally, this role takes complete leadership of the School’s specialized accreditation, regional accreditation compliance, and institutional representation on the university-wide assessment committee. The Assistant Dean designs robust data collection systems, authors accreditation and departmental reports, oversees compliance narratives, and orchestrates site visit coordination across all review frameworks.
Along with administrative duties, this faculty position will also maintain a limited teaching load which will vary according to need and involvement in accreditation cycle responsibilities. Faculty members are expected to prepare for and meet their teaching responsibilities for every class, to be scholarly active, and to engage in service activities in support of the institution and the profession.
Essential Duties and Responsibilities:
Accreditation Leadership, Authorship, and Compliance Oversight
• Serve as the primary institutional lead and administrative liaison for all professional education accreditation and quality assurance activities. Design, coordinate, and execute the comprehensive timeline for accreditation review cycles, ensuring all benchmarks and submission deadlines are met.
• Manage the Accreditation Management Platform (AMP), organizing evidence files and supporting documentation aligned with accreditation expectations. Research and write quality assurance reports, blending quantitative evidence and qualitative narrative to address accreditation standards.
• Coordinate all regional accreditation needs for the School of Education & Human Sciences under SACSCOC standards, serving as the primary bridge between the School and the University’s institutional accreditation liaison.
• Plan, organize, and manage all operational facets of specialized and regional accreditation site visits, serving as the central coordinator between the School, University leadership, and visiting review teams.

Assessment Architecture and Data Collection Systems
• Architect, implement, and maintain comprehensive, sustainable data collection systems that capture candidate competencies, completer effectiveness, and program quality across all degree pathways within the School.
• Oversee assessment software platforms and integrate data streams from institutional research, state licensure pass rates, and employer/alumni surveys.
• Establish rigorous protocols for data auditing and verification to ensure total data integrity for internal improvement and external reporting.
• Act as a bridge between college-level educator preparation assessment and broader university goals, ensuring alignment between program-level metrics and institutional core competencies.
• Serve as the School’s representative on the University Assessment Committee, actively contributing to campus-wide assessment policies, strategies, and institutional effectiveness initiatives.

Continuous Improvement and Faculty Collaboration
• Provide operational oversight and leadership for academic programs, supporting department chairs in daily program execution, scheduling alignment, and continuous curriculum evaluation.
• Translate complex data sets into clear, actionable dashboards, reports, and visual summaries for the Dean, department chairs, and faculty committees.
• Direct and mentor administrative support personnel and assessment staff, establishing clear performance expectations, workflow efficiencies, and professional development opportunities.
• Lead faculty through regular, data-driven program evaluation cycles, supporting curriculum adjustments and "closing the loop" initiatives required for continuous quality assurance.
• Provide professional development and training to faculty on data literacy, rubric calibration, and aligning coursework with professional standards.
• Manage college-level administrative workflows related to faculty load tracking, committee structures, cross-departmental initiatives, and program resource allocation.

Teaching & Advising
• Prepare syllabi with all required elements for assigned courses.
• Update course material regularly to maintain currency in the field.
• Select and administer assignments and tests that measure student mastery of the course learning objectives.
• Post grades to Campbell’s Self-Service portal by requested deadlines.
• Maintain campus presence, including at least six office hours per week.
• Advisement is a form of counseling and thus part of the teaching role and one of the main concerns of the faculty should be timely, reliable, and caring advice.
• Support students by advising, writing letters of recommendation, helping with career preparation, and other appropriate activities.

Scholarship
• Remain current in their field of expertise, which may include summer development work and course preparation through on-going professional development.
• Develop a scholarly agenda as appropriate for the discipline and position, in consultation with the department chair.

Service
• Attend regular and special faculty meetings including department meetings.
• Serve on college standing committees, ad hoc committees and/or working groups.
• Attend Commencement, and process in regalia as required.
• Engage in service to the profession as appropriate.

Professional Behaviors
• Prepare annual reviews of performance, due at the end of each Spring semester.
• Respond promptly, no later than one business day, to student emails and request for assistance.
• Maintain a professional appearance and demeanor at all times.
• Uphold and abide by Campbell University policies and procedures, including, but not limited to; Title IX, and Information Security, including, but not limited to FERPA and other state and federal mandates.

Education/Experience:
• Earned doctorate (Ph.D., Ed.D.) in Educational Leadership, Curriculum and Instruction, Research and Evaluation, Higher Education Administration, or a closely related field from a regionally accredited institution.
• Minimum of 3 to 5 years of higher education experience with hands-on leadership in academic assessment, institutional effectiveness, faculty/program management, and multi-layered accreditation management preferred.
• Direct, demonstrated experience navigating accreditation processes and reports preferred.
• Proven track record of successful administrative supervision, collaborating with faculty to build data systems, and participating in campus-wide governance committees preferred.
• Successful higher education teaching experience is desired.

Knowledge, Skills, and Abilities:
• Advanced technical proficiency in educational assessment platforms and quantitative/qualitative data analysis tools.
• Exceptional technical writing, editing, and storytelling skills, with the ability to synthesize complex institutional data into cohesive, persuasive accreditation narratives for multiple regulatory bodies.
• High-level project management and organizational leadership capabilities, with meticulous attention to detail and a proven ability to manage complex, overlapping timelines independently.
• Communicate effectively to all groups through both oral and written channels.
• Demonstrated record for outstanding teaching and dedication to student learning.
• Ability to maintain strict confidentiality.
• Proficiency with Microsoft Word, Outlook, Excel, PowerPoint and standard methods of digital communication such as web/chat/text platforms.
• Comprehensive computer skills with the ability to learn and utilize new and emerging technology and software. Ability to learn to use Blackboard, our learning management system, for grading, student communication, and assignments.
• Demonstrate tact, a positive attitude, courtesy and discretion in dealing with faculty, staff, students, university officials and the public.
• Work independently and function effectively in a team and within a diverse group of people.
• Exercise independent judgment in complex, new and/or challenging situations.
• Manage multiple, concurrent projects and meet strict deadlines, with accuracy and attention to detail.
• This position demands honesty, integrity and the ability to work within the Christian mission of Campbell University.