Job Title:
Job Type:
Location:
Educational Specialist
Full-Time
Des Moines, IA
Job Description:
APPLICATION DIRECTIONS: Please submit resume plus cover letter (address cover letter to Director of CITL) using the online system only. Preference for PDF files/attachments. Incomplete submissions not eligible for consideration.
Job Title: Educational Specialist
Department: Center for the Improvement of Teaching and Learning
Reports to: Director of Center for the Improvement of Teaching
& Learning
FLSA Status: Exempt
Prepared By: Human Resources
Prepared Date: April 29, 2013
Benefits: Fulltime Salaried
Work Schedule: M-F 8-4:30
Other: Following information required for consideration:
1. Resume
2. Cover letter
3. 3 Letters of professional reference with complete contact information including address, email, phone-work/home and cell numbers.
Deadline: May 31, 2013 8AM
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SUMMARY
The Educational Specialist in the Center for Academic Success and Enrichment (CASE) develops and directs a comprehensive program of preventive, remedial, and developmental services to enhance the academic success and promote the professional growth of Des Moines University students, both on and off campus. In addition to overseeing one-on-one sessions, the Educational Specialist develops an annual calendar of workshops and classes to promote academic, professional, and personal growth, and to empower students to reach their potential as future health care providers, scientists, and administrators.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
• Provides a professional, student-centered, and respectful atmosphere that supports the dignity and worth of all students seeking services from the office.
• Provides leadership to define an innovative strategic vision for students’ academic support needs, and academic counseling.
• Develops, and implements a comprehensive program of student academic support services, including workshops, support groups, small group sessions, and online programming, designed to bolster academic success and professional development.
Examples of topics: time management, note-taking, outlining, exam prep, test-taking
(including multiple-choice tests), analytical skills, stress management, career planning, writing, and Board prep.
• Provides consultation to deans, program directors, and faculty regarding students of concern, and works collaboratively with them to develop individual improvement plans for students on academic probation, or students identified by their respective Academic
Progress Committee for special academic assistance; monitors progress and reports regularly to referring faculty or administrator.
• Conducts needs assessments to evaluate all programs and identify additional opportunities to improve academic support services for students studying on campus, students engaged in off-campus clinical rotations, and for students enrolled in online courses.
• Delivers individualized academic support services to provide assistance to students in the development of effective study, time-management, and test-taking strategies.
• Collaborates with the nine academic programs to ensure effective outreach and awareness of CASE services.
• Assesses learning styles; interprets and applies to specific courses.
• Oversees an effective peer tutoring program, including training and supervising the tutors, and evaluating the program for overall effectiveness. Coordinates tutor-led group sessions.
• Develops individualized programs for students who have been unsuccessful on the
Board exam.
• Serve as the Educational Accommodations Officer who will review students’ requests for accommodations according to Section 504 of the American with Disabilities Act.
• Provide the student and the dean of the applicable college with a written decision on the request for accommodations.
• Provides leadership in all phases of service operations and administration, including policy and procedures development and the implementation of all programs.
• Develops and provides regular reports regarding service level; conducts evaluations to assess the effectiveness of CASE services and implements changes to services as needed; develops a comprehensive annual report of services.
• Develops and maintains appropriate referral relationships and service linkages for students requiring extended therapeutic care.
• .
• Participate in and successfully completed University required training including but not limited to harassment, ethics and/or discrimination.

• Performs other job related duties as assigned.
QUALIFICATIONS
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. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
EDUCATION and/or EXPERIENCE
• Master’s degree is required in educational psychology, counseling, adult education, reading, or related field.
• Minimum five years’ professional experience, preferably in an academic health science center or university setting providing student or adult education services.
• Administrative experience in college or university center; experience developing programs for health professions/graduate students is preferable.
• Must have expertise in the area of learning, reading, or study strategies as demonstrated by previous work record or academic training.
• Should have experience in working with adult students. Must have a working knowledge of the American with Disabilities Act.
• Supervisory experience needed; able to train staff, faculty, and students.
• Knowledge of all academic programs on campus, and familiarity with their policies and procedures as defined in student handbooks.
• A thorough understanding of learning theories, learning strategies, and individualized diagnostic-prescriptive academic counseling is essential.
• Commitment to the principles of diversity and inclusiveness.
ESSENTIAL SKLLS
• Demonstrated strong decision making and planning skills.
• Excellent interpersonal and communication skills essential to effectively interact and communicate at all levels, with emphasis on being able to relate to students, faculty and staff from diverse backgrounds.
• Sensitivity to issues and stresses typically faced by graduate health profession students.
• Knowledge of special academic needs for students from underrepresented groups and knowledge of resources available to these students.
• Able to establish a receptive student-centered environment in which students are comfortable discussing their academic problems.
• Able to maintain confidentiality.
• Excellent organizational skills and ability to function under the pressure of tight deadlines.
• Good PC knowledge and skills; familiarity with computer software and applications is necessary.