Libbey Dean Jobs in Usa

Empowering Health Equity, Advancing Women’s Health, Leading with Vision  

The Opportunity

The Lewis Katz School of Medicine at Temple University (LKSOM) invites applications and nominations for the position of Chair, Department of Obstetrics, Gynecology & Reproductive Sciences, Lewis Katz School of Medicine at Temple University, and Chief Medical Officer (CMO) and Chief, OB/GYN, Temple Women's & Families Hospital. This is an outstanding opportunity for an accomplished, visionary leader to guide a dynamic academic department that is deeply committed to clinical excellence, education, research, and community engagement in one of the nation’s most diverse urban centers.

For more than a century, the Department of OB/GYN/RS at the Katz School of Medicine has delivered high-quality, compassionate care to patients in our surrounding communities, with particular expertise in high-risk obstetrics and advanced gynecologic services. As a major academic and teaching institution, Temple’s faculty and trainees are engaged in robust research and educational activities. Temple University Hospital (TUH) supports a thriving residency program of 25 trainees, serves as the core clinical site for Lewis Katz School of Medicine medical students, provides representation across all OB/GYN subspecialties, and hosts a Gynecologic Oncology fellowship.

Key priorities for the Chair/CMO will include expanding the Department’s clinical footprint to enhance access to high-quality care for underserved populations; strengthening community engagement; and leading physician and faculty recruitment, development, and retention efforts. The Chair will also be responsible for cultivating new business and academic partnerships, promoting scholarly productivity, and advancing medical education programs. Additionally, the Chair will ensure that all departmental programs meet or exceed the quality and performance standards established by Temple University Health System (TUHS).

The CMO is responsible for delivering high-quality, evidence-based clinical care through strong clinical judgment, accurate assessment, and individualized care planning. The role provides leadership in patient safety, quality improvement, clinical safety and regulatory compliance, capacity management, resource utilization, and interdisciplinary collaboration to ensure excellent patient outcomes. The CMO also serves as the physician leader and spokesperson for the Women’s Hospital, promoting service excellence, accountability, and continuous improvement across teams and systems.

The new Chair/CMO will serve as the academic, clinical, and administrative leader of the Department, providing strategic and operational oversight of all departmental activities across Temple University Hospital campuses, including the newly opened Temple Women and Families Hospital , the region’s only hospital  dedicated exclusively to women’s health and family care . The Chair will collaborate closely with Temple Health leadership to advance the Department’s mission and strategic priorities. The Chair will provide clear tactical direction and inspire excellence in clinical service, education, and scholarly activity, fostering a culture of collaboration, growth, innovation, and continuous improvement. In all clinical and academic endeavors, the Chair/CMO will partner with the Dean to ensure exceptional training experiences for medical students, residents, and fellows.

The successful candidate will be an accomplished academic physician with demonstrated experience in clinical leadership, program development, faculty recruitment and mentorship, operational and fiscal management, and academic achievement. They will model integrity, inclusivity, and institutional stewardship while promoting a culture of respect, accountability, and community engagement.

The ideal candidate will have a deep understanding of emerging trends in women’s health, population health, and academic medicine, along with the ability to build strong relationships across institutional and community settings. Through visionary leadership, the intentional cultivation of a positive and inclusive departmental culture, and a steadfast commitment to Temple’s mission of service, the Chair/CMO will guide the Department in delivering equitable, high-quality care and advancing the legacy of the University’s founding President, Dr. Russell Conwell.

Core Leadership Responsibilities

· Develop and execute a strategic plan for the Department that aligns with the Katz and Temple Faculty Physicians' strategic plan. The plan should address the following five areas of responsibility: Clinical Care, Educational Mission (medical students, other professional students, residents and fellows, faculty and outreach CME), Faculty Mentoring (promotion, clinical, educational, and research productivity), Research (grant support, publications, presentations), and Administrative.

· Create an environment of professionalism, respect, tolerance, and belonging for all.

· Create and execute strategies to engage with local communities, building trust and fostering partnerships.

· Partner with Faculty Affairs and Education to develop faculty programs for academic and professional growth.

· Manage the resources of the department's clinical, research, and educational enterprise prudently and effectively.

· Communicate effectively and frequently with leadership and the faculty and staff to ensure that strategies and activities of the department enterprise are aligned with the organization's mission, vision, and goals.

· Develop a plan for recruiting, supporting, and mentoring faculty. Participate in faculty career development plans and retention efforts. Provide an annual evaluation of all department faculty. Make recommendations on faculty appointments, promotions, and tenure.

• Provide administrative direction and supervision to the department’s faculty and staff.

• Plan effectively for the anticipated demand for clinical services from expanding patient volumes, ensuring sufficient facilities, technologies, operations, staffing, and outreach activities.

• Ensure that clinical operations are patient-centered, efficient, effective, high-quality, and safe.

• Advance research activities consistent with the growth of clinical programs.

• Facilitate a culture of excellence within the department and the Women’s and Families Hospital.

Educational Requirements and Minimum Qualifications

This position requires an M.D. or equivalent. Qualified candidates must be board-certified in Obstetrics and Gynecology and qualified for an academic appointment at the rank of Associate Professor or Professor (preferred) in the medical school. Candidates should possess an exemplary record in clinical care, research, scholarship, and mentoring or education, as well as demonstrated prior leadership experience. Candidates with additional pertinent degrees (Ph.D., M.B.A., and M.P.H.) and/or fellowship training are encouraged to apply. Candidates will have excellent verbal and written communication skills, as well as strong interpersonal, organizational, and problem-solving skills.

This position will provide academic advising to 1st year students at Millikin University. The Professional Advisor supports one of the four (4) academic units on Millikin’s Campus: The College of Arts and Sciences, the College of Fine Arts, the College of Professional Studies, or the Tabor School of Business. This role supports students in promoting their academic success, managing their course plans and schedules, and engaging in transformational advising. The Professional Advisor provides high-quality, proactive academic advising and support to students. Which includes assisting students in course selection and requirements for special focus areas, setting academic goals, proctoring study experiences, and developing and facilitating workshops that focus on fostering academic skills and executive functioning skills. This position is not eligible for remote work.

ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to, the following:  

·       Deliver transformational academic advising experiences for all assigned students.

·       Provide supplemental advising and registration assistance to all 1st year students as needed.

·       Proactively communicate and build relationships with assigned students.

·       Co-create with assigned students an academic plan.

·       Maintain accurate and detailed notes from advising meetings in the appropriate case management system.

·       Collaborate with the assigned college’s faculty, school directors, and the academic dean.

·       Ensure students understand and navigate the class registration process, understand degree and general education requirements.

·       Address all areas of academic concerns with students, including tutoring, study skills, and time management.

·       Make referrals to other points of service such as counseling, financial aid, career services, student life, disability services, and Title IX.

·       Participate in professional development opportunities.

·       Remain current in high-impact practices as related to academic advising, student success, and higher education.

·       Respond timely to Academic Alert forms submitted by faculty and staff members.

·       Provide active support, follow-up, and strategies for success, as well as general walk-in/appointment times for students.

• Supports students on individual course articulations/transfers with the Registrar’s office and the academic school.Performs other job-related duties as assigned.  
• Performs other work-related job duties as assigned. 

SUPERVISORY RESPONSIBILITIES: This position may supervise paraprofessional students and/or graduate assistants as budget allows and would carry out supervisory responsibilities in accordance with the university’s policies and applicable laws. Responsibilities include interviewing, hiring, and training staff members, planning, assigning, and directing work; appraising performance; rewarding and disciplining staff members; and addressing complaints and resolving issues. 

QUALIFICATIONS: To perform this job successfully, an individual must be able to succeed in a result-driven professional organization. Maintaining professional performance, demeanor, team approach, and focus on results while working under pressure in a dynamic environment. Customer, budget, quality, and delivery conscious mindset. Ability to establish priorities, work independently with minimal supervision, and facilitate teamwork. Highly organized, with the ability to plan, execute, and multitask to meet deadlines with accuracy and attention to detail.

Minimum Education and/or Experience:

·       Bachelor’s degree or the equivalent combination of education, training, and experience from which comparable skills can be acquired, including graduate Assistantships, Internships, and Practical experiences.

·       Excellent written, oral, and interpersonal communication skills.

·       Ability to manage time effectively, learn, and contribute to overall departmental tasks and goals.

·       Ability to lead or contribute to planning or organizing projects, programs, services, etc.

·       Ability to develop and maintain positive professional relationships and resolve conflict in a team environment and with individuals from various diverse backgrounds and experiences.

·       Ability to analyze information and offer sound recommendations.

·       Proficient in Microsoft Office, Teams, Outlook Calendar, and Office 365

Preferred Education and Experience:

·       Master’s degree.

·       Related experiences in a college or university setting.

·       Experience advising student organizations.

·       Experience facilitating, teaching, and/or developing support programs.

·       Experience in student learning assessment or program evaluation.

·       Experience using software or database platforms related to the position.

·       Experience with Student Affairs and/or Academic Affairs.

Qualified applicants should submit a cover letter, resume, and contact information of three professional references to /employment. Review of applications will begin immediately and continue until the position is filled. Employment and first day of work is contingent upon successful completion of a background check. Millikin University is an equal opportunity employer and candidates from traditionally underrepresented groups in this field are encouraged to apply. Beyond meeting fully its legal obligations for non-discrimination, Millikin University is committed to increasing employee diversity and will consider qualified applicants with experience in diverse settings, who have a record of research that supports/benefits diverse communities or a record of teaching a diverse student population. Millikin offers a competitive salary and full benefit package, including eligibility for tuition waiver. To view Millikin’s benefits, please go to  

Title: Program Manager-Leadership Initiative - Academic

Position Type: Contract role with potential extensions(3 months to begin with)

Location: Boston, MA 02134

JOB SUMMARY

The hiring manager is looking for candidates with academic institution experience (required) and the ability to work effectively with a former dean of a college.

Candidates should be less technical/clinical and more oriented toward academic program support.

They must also be comfortable using AI tools (e.g., ChatGPT/Copilot) and confident in asking questions, clarifying expectations, and speaking up.

Key responsibilities and skills include:

Lead planning and execution of the Leadership Institute’s 25th Anniversary events (conferences, symposia, exhibits, faculty convenings).

Develop visual and digital assets, including infographics, data visualizations, and research graphics.

Manage systems for tracking research activities, including content development workflows.

Proficiency with Qualtrics—survey design, data management, and reporting dashboards.

Team will consider candidates missing this if they meet ~90% of other qualifications.

Proven ability to work collaboratively with students, faculty, colleagues, and external partners.

Strong written and verbal communication skills.

Basic Qualifications:

BS/BA degree required, with 8+ years of proven ability to perform research, manage projects independently, and manage staff.

Proficiency in Microsoft Office Suite; advanced Excel skills required.

Proficiency with Qualtrics required, including survey creation, data management, and reporting dashboards.

Strong attention to detail, sound judgment, and ability to handle confidential information.

Demonstrated ability to work effectively with students, faculty, colleagues, external partners, and other stakeholders.

Exceptional organizational skills, with the ability to manage multiple complex projects simultaneously.

Strong written and verbal communications.

Overview
Georgia Tech prides itself on its technological resources, collaborations, high-quality student body, and its commitment to building an outstanding and diverse community of learning, discovery, and creation. We strongly encourage applicants whose values align with our institutional values, as outlined in our Strategic Plan. These values include academic excellence, diversity of thought and experience, inquiry and innovation, collaboration and community, and ethical behavior and stewardship. Georgia Tech has policies to promote a healthy work-life balance and is aware that attracting faculty may require meeting the needs of two careers.

About Georgia Tech
Georgia Tech is a top-ranked public research university situated in the heart of Atlanta, a diverse and vibrant city with numerous economic and cultural strengths. The Institute serves more than 45,000 students through top-ranked undergraduate, graduate, and executive programs in engineering, computing, science, business, design, and liberal arts. Georgia Tech's faculty attracted more than $1.4 billion in research awards this past year in fields ranging from biomedical technology to artificial intelligence, energy, sustainability, semiconductors, neuroscience, and national security. Georgia Tech ranks among the nation's top 20 universities for research and development spending and No. 1 among institutions without a medical school.

Georgia Tech's Mission and Values
Georgia Tech's mission is to develop leaders who advance technology and improve the human condition. The Institute has nine key values that are foundational to everything we do:

1. Students are our top priority.
2. We strive for excellence.
3. We thrive on diversity.
4. We celebrate collaboration.
5. We champion innovation.
6. We safeguard freedom of inquiry and expression.
7. We nurture the wellbeing of our community.
8. We act ethically.
9. We are responsible stewards.

Over the next decade, Georgia Tech will become an example of inclusive innovation, a leading technological research university of unmatched scale, relentlessly committed to serving the public good; breaking new ground in addressing the biggest local, national, and global challenges and opportunities of our time; making technology broadly accessible; and developing exceptional, principled leaders from all backgrounds ready to produce novel ideas and create solutions with real human impact.

About the College of Computing at the Georgia Institute of Technology
The College of Computing has been a leader in defining modern computing as a paradigm that combines the foundations of theoretical mathematics and information science, the force of invention in computational systems and processes, and interdisciplinary practice that integrates innovation in computing with all facets of life. Today, the college comprises five schools that offer unique academic programs and conduct research specifically related to their concentration areas: Computer Science, Computing Instruction, Cybersecurity and Privacy, Interactive Computing, and Computational Science and Engineering.

Atlanta, GA

The College of Computing at the Georgia Institute of Technology invites nominations and applications for the position of Chair of the School of Computing Instruction for the Atlanta campus located in midtown Atlanta, Georgia. The Chair will have the opportunity to build upon the success of the School and the College of Computing. With more students graduating with a Computer Science degree than any other major at Georgia Tech and the Institute's requirement that every student complete at least one programming course, quality instruction on the foundations of computing has never been more important. The School of Computing Instruction (SCI) was created to serve these critical needs within Georgia Tech and beyond. Our award-winning teaching-focused faculty have three core missions:

Platform for Creativity and Innovation. SCI's creative faculty boldly experiment with new ideas and approaches to pedagogy, while continually re-examining proven methods to ensure their approach is effective and practical across a different set of courses and students. Ultimately, we consider SCI a platform for meaningful experimentation and invite collaborations both within and beyond Georgia Tech to further push the envelope in computing education research, practice and outreach.

Scalability of Computing Instruction. SCI's faculty design and serve as primary instructors for the College's array of introductory computer science courses, direct the junior design/capstone program for our undergraduate computing majors, and teach a selection of upper-division and graduate level courses that reflect our faculty's varied interests. At the undergraduate level, SCI faculty teach a third of the College's 1000-4000 level course offerings or half of the nearly 9000 undergraduate computing course seats each semester. Further, we reach tens of thousands of GT graduate students and non-GT students through special initiatives, such as MOOCs and the state of Georgia's dual enrollment high school program.

Transparency and Meaningful Dialogue. While the main source of recognition we desire is from the numerous learners our faculty reach, we seek to foster meaningful dialogue and to share what works and what does not work in practice, in order to inspire others to attempt new ideas in computing education. We will use SCI's platform to encourage the distribution of information and (of course) to learn from others. We aspire to be leaders in the conversation on computing education.

Reporting to the Dean of the College of Computing, the Chair has overall responsibility for the academic program in the School of Computing Instruction specifically focusing on all budgetary, administrative, academic, fiscal, and personal decisions in conjunction with the mission and goals of the College and Georgia Tech. The chair must have a forward-thinking strategic vision, the ability to implement that vision, and the necessary skills to lead a group of faculty and staff. Additionally, the Chair will provide overall leadership for all the school's teaching components at the undergraduate level. The Chair should establish collaborative and interdisciplinary relationships with others Computing School Chairs, with other leaders in the College, as well as all internal and external constituents at Georgia Tech and abroad. They must be able to build successful partnerships with executive leaders at Georgia Tech. Fostering community engagement and industry relationships should also be primary goals for the incoming Chair. Finally, the successful candidate must demonstrate a commitment to Georgia Tech Core Values.

The ideal candidate will:

• Have a Doctorate in Computer Science, Engineering, or a related field;
• Be a Senior Academic or Teaching Faculty (equivalent or above) in a premier department at a research university;
• Have demonstrated strong leadership and team building skills;
• Have experience with strategic planning and vision development;
• Have facility with fiscal management and administrative oversight;
• Embrace participative management and open decision-making;
• Care about the personal and educational enrichment of faculty, staff, and students;
• Have a proven record of achieving external visibility and experience working with development;

Candidates should provide the following with their application:

1. CV
2. Letter of application
3. Online link(s) to one or more teaching samples (e.g., course websites, lecture slides, assessments, sample video)

Applications should be submitted by December 1, 2025, for full consideration. Your application will remain confidential (known only to the search committee) until its final stage. For finalists, we will ask for the names of 5 references to contact for letters of support.

Applications should be submitted via the Georgia Tech Careers website, careers/, Job ID: 284703.

Inquiries may be directed to Dr. Sashank Varma, Search Committee Chair and Professor of Interactive Computing, at . Please be sure to put "Chair - School of Computing Instruction" in the subject.

The University System of Georgia is comprised of our 26 institutions of higher education and learning as well as the System Office. Our USG Statement of Core Values are Integrity, Excellence, Accountability, and Respect. These values serve as the foundation for all that we do as an organization, and each USG community member is responsible for demonstrating and upholding these standards. More details on the USG Statement of Core Values and Code of Conduct are available in USG Board Policy 8.2.18.1.2 and can be found on-line at policymanual/section8/C224/#p8.2.18_personnel_conduct.

Additionally, USG supports Freedom of Expression as stated in Board Policy 6.5 Freedom of Expression and Academic Freedom found on-line at policymanual/section6/C2653.

The Georgia Institute of Technology (Georgia Tech) is an Equal Employment Opportunity Employer. The Institute is committed to maintaining a fair and respectful environment for all. To that end, and in accordance with federal and state law, Board of Regents policy, and Institute policy, Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services. Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities.

Equal opportunity and decisions based on merit are fundamental values of the University System of Georgia (USG) and Georgia Tech. Georgia Tech prohibits discrimination, including discriminatory harassment, on the basis of an individuals race, ethnicity, ancestry, color, religion, sex (including pregnancy), national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions. Further, Georgia Tech prohibits citizenship status, immigration status, and national origin discrimination in hiring, firing, and recruitment, except where such restrictions are required in order to comply with law, regulation, executive order, or Attorney General directive, or where they are required by Federal, State, or local government contract.

The candidate of choice will be required to pass a pre-employment background screening. employment/pre-employment-screening.

Work allocation is 30% teaching, 5% research/scholarship, 10% service, and 55% administration. For additional information please click on the link below.

chair-search-school-computing-instruction

Open date: October 2, 2025

Next review date: Monday, Mar 23, 2026 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Thursday, Oct 1, 2026 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

UC Berkeley Extension (UNEX), the continuing education branch of the University of California, Berkeley, has been building bridges between UC Berkeley and the public since 1891. UNEX serves the professional and continuing education goals of thousands of people each year and plays an essential part of the University mission to: extend the research and scholarship of UC Berkeley to a global community; increase access to higher education for non-traditional, online, and international students; and improve the workforce. UC Berkeley Extension is a part of the division under the leadership of the Dean of Extended Education that also includes Berkeley Summer Sessions, Berkeley Study Abroad, and Osher Lifelong Learning Institute.

UC Berkeley Extension invites applications for a pool of qualified, dynamic instructors with a commitment to undergraduate, professional, and continuing education in Mathematics and Statistics to teach one or more online courses each year for our Sciences, Mathematics, and Biotechnology department.

Courses are offered online:

• 
  
• Online instruction is delivered asynchronously through our learning management system (Canvas) or through synchronous live lectures (Zoom).
  
• Most synchronous live online lecture courses are offered in the evening and on the weekend (U.S.A. Pacific Time).
  

We are seeking qualified applicants who possess current subject matter expertise and/or teaching knowledge in (but not limited to) the following course subjects. For a complete list of courses and course descriptions, please refer to the departmental link below.

Mathematics

• 
  
• Analytic Geometry
  
• Calculus I
  
• Calculus II
  
• College Algebra
  
• Linear Algebra
  
• Math for Management
  
• Multivariable Calculus
  
• Pre-Calculus
  

Statistics

• 
  
• Introduction to Statistics
  

Other Mathematics or Statistics Course or Subject Areas

(please specify in your cover letter or teaching statement)

Teaching Experience

• 
  
• Classroom Teaching Experience
  
• Synchronous Online Teaching Experience (online lectures via Zoom)
  
• Asynchronous Online Teaching Experience (via learning management system)
  

The department seeks candidates who can support the success of all students through inclusive curriculum, classroom environment, and pedagogy. Specific duties and expectations will vary depending on the method of instruction including: Synchronous Live Online (Zoom) or Asynchronous Online (Start Anytime).

• 
  
• For synchronous instruction (live online courses), duties include but are not limited to: syllabus development; assignment development; lesson planning for class meetings; preparing and submitting required texts and course materials; reviewing and updating Canvas course site; and delivering lectures, presentations, and learning activities for all required hours of instruction.
  
• For asynchronous instruction (start anytime online courses), duties include but are not limited to: reviewing the syllabus and pre-populated online course content; learning and utilizing Canvas classroom management tools; and requesting any training needs from the Program Director or Department Director.
  
• For all instruction (regardless of course format) duties include but are not limited to: completing required trainings as mandated by the UC Presidential policies; responding to student questions and learning needs in a timely manner; grading student assignments and posting final student grades to the instructor portal in a timely manner; utilizing University-approved course support platforms including the Canvas Learning Management System, Zoom, Instructor Portal, Google Workspace, etc.; reviewing and following University and departmental policies, logistics, and other guidelines as published on the departmental Instructional Resource Site; and responding to other requests from the Program Director or Department Director in a timely manner.
  

Mathematics and Statistics Courses: academic-areas/mathematics-and-statistics/

• 
  
• Doctorate degree or equivalent international degree
  

• 
  
• 
  U.S.A. Residency and U.S.A. Work Authorization: All work must be performed in the United States, whether in person or online. For applicants who are not US citizens or permanent residents, a valid US work authorization is required for the duration of employment. Applicants should not expect the department to sponsor a work visa on their behalf.
  

• 
  
• Doctorate degree or equivalent international degree in course subject or related area.
  
• 3 or more years of professional or undergraduate-level teaching experience (as the primary instructor) in the course subject.
  
• Experience teaching at a U.S. college/university institution.
  
• Experience in creating syllabi, learning objectives, lectures/presentations, learning activities, assignments, assessments, exams, and quizzes.
  
• Experience teaching online and/or developing academic content for online courses.
  
• Ability to convey conceptual and complex ideas and information.
  
• Ability to support the success of all students through inclusive curriculum, classroom environment, and pedagogy.
  
• Effective verbal/written communication and presentation skills (English).
  
• Effective organizational skills with attention to detail.
  
• Ability to collaborate with colleagues and work within a team environment.
  
• Proficiency in (or willingness to learn) instructional and other technology, such as: Learning Management Systems (Canvas); lecture/presentation capture applications (Panopto); online video conferencing (Zoom); Microsoft Office (Word and PowerPoint); file sharing (Google drive or Dropbox); and Google tools (email, calendar, docs, sheets, slides, etc).
  

• Curriculum Vitae - Your most recently updated C.V.

  
  

• Statement of Teaching - Please discuss prior teaching experience, teaching approach, and other/future teaching interests. This can include, for example, specific efforts, accomplishments, and future plans to support the success of all students through inclusive curriculum, classroom environment, and pedagogy.

  
  

• Teaching Evaluations - Please include your most recent student course evaluations.

  
  

• Cover Letter (Optional)

  
  

• 
  
• References are requested from candidates at the interviewing stage, and references are only contacted for finalists.
  

Help contact:

UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive.

The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy.

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct.

• 
  
• "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer.
  
• UC Sexual Violence and Sexual Harassment Policy
  
• UC Anti-Discrimination Policy
  
• APM - 035: Affirmative Action and Nondiscrimination in Employment
  

We are seeking a Therapeutic Education Assistant to join our team.

Starting Salary: $17.00 - $21.00 Hourly

The Therapeutic Education Assistant role will be responsible for providing classroom management in a small special education classroom using techniques to promote learning. As a member of the Education team, you will collaborate with other team members and report to the Dean of Students.

WHAT YOU WILL DO:

• 
  
• Assist the classroom teacher in performing classroom duties, for example grading.
  
• Provide supervision during school hours including breakfast, lunch break, and in the teacher's absence.
  
• Implement activities developed by classroom teachers.
  
• Provide individual instruction to students.
  
• You will be required to assist the classroom teacher in performing classroom duties, for example grading, and provide supervision during school hours including breakfast, lunch break, and in teacher's absence.
  
• Duties will include implementing activities developed by classroom teachers and providing individual instruction to students.
  
• Assist the teacher in record keeping and class preparation and adhere to the academic school calendar and schedule.
  

WHAT YOU WILL BRING:

Our ideal candidate will have 1-3 years of relevant experience working with children and the following:

• 
  
• A high school diploma or equivalent. Associate's degree is preferred.
  
• At least 21 years of age and pass background check, physical and drug screening
  
• A valid driver's license, proof of current vehicle insurance and reliable transportation
  

WHO WE ARE:

Cornerstones of Care is a mental and behavioral health nonprofit certified in trauma-informed care that provides evidence-based prevention, intervention, treatment, and support services to help children and families improve their safety and health by making positive changes in their lives. Each year, our team empowers children and families in Kansas, Missouri, and beyond through three key service areas:

• 
  
• Youth & Family Support - We help youth gain independence through social and living support programs while empowering families with the skills and resources they need to become resilient and successful.
  
• Foster Care & Adoption - We reunify and unite families while recruiting and providing support to foster parents and youth in foster care.
  
• Education & Community Trainings - We help students achieve academic success while giving educators the tools to create safe learning environments to improve their students' behaviors and offer innovative learning opportunities to build and improve knowledge in the community.
  

CORNERSTONES OF CARE'S ORGANIZATIONAL COMMITMENTS:

• 
  
• Nonviolence - helping to build safety skills and a commitment to a higher purpose.
  
• Emotional Intelligence - helping to teach emotional management skills.
  
• Social Learning - helping to build cognitive skills.
  
• Open Communication - helping to overcome barriers to healthy communication, learn conflict management.
  
• Democracy - helping to create civic skills of self-control, self-discipline, and administration of healthy authority.
  
• Social Responsibility - helping to rebuild social connection skills, establish healthy attachment relationships.
  
• Growth and Change - helping to work through loss and prepare for the future.
  

OUR WIDE STATEMENT:

At Cornerstones of Care, we commit to fostering a community where every individual, regardless of background or identity, feels deeply welcomed, valued, and empowered. We envision a diverse community where inclusion and welcoming are prioritized. A community where all voices are heard, listened to, and respected. A community where everyone's physical, emotional, social, and psychological needs are met. At Cornerstones of Care, we have a vision where equity is not just a goal but is present in all we do; every team member feels empowered to authentically contribute to their fullest potential. We hold a collective commitment to WIDE (welcoming, inclusion, diversity, and equity) that will drive us forward as a stronger organization.

OUR DIVERSITY STATEMENT:

• 
  
• We partner for safe and healthy communities.
  
• We cultivate a culture in which children, families, team members, volunteers, donors, and community partners feel welcomed, safe, respected, empowered, and celebrated.
  
• We value diversity of race, religion, color, age, sex, national origin or citizenship status, sexual orientation, gender identity and expression, geographical location, pregnancy, disability, neurodiversity, socio-economic, and military status.
  
• We stand for anti-racism, equity, and inclusivity.
  
• We insist and affirm that discrimination and violence have no place in safe and healthy communities, including in our organization.
  
• We strive toward a more welcoming, inclusive, diverse, and equitable organization through our policies, partnerships, and practices.
  

OUR BENEFITS:

Cornerstones of Care offers a competitive benefits package, which includes:

• 
  
• 9 Paid Holidays, Unlimited Paid Time Off, and Paid Sick Leave
  
• Team members who work at least 30 hours per week are eligible for
  
  • 
    
  • Health insurance benefits (medical, prescription, dental, vision)
    
  • Cafeteria plans (Health Savings Account (HSA) and Medical and Dependent Care Flexible Spending Accounts)
    
  • Ancillary insurance benefits (accident insurance, critical illness insurance, hospital indemnity insurance, short-term disability insurance, voluntary life)
    
  • Cornerstones of Care provides long-term disability insurance and basic term life/AD&D insurance at no cost to the team member
    
  
  
  
• Retirement savings plan (401K) with employer match
  
• Pet Insurance
  
• Employee assistance program (EAP)
  
• Tuition reimbursement program
  
• Public Service Loan Forgiveness.
  
• To view more information on our benefits, please visit our Job Openings page at Join Our Team - Cornerstones of Care to download the current benefits guide.
  

Questions?

Please contact: Cornerstones of Care, People Experience Team

8150 Wornall Rd., Kansas City, MO 64114

Phone: Fax:

Like us on Facebook at: cornerstonescareers

Cornerstones of Care is an Equal Opportunity Employer

Open date: March 10, 2026

Next review date: Tuesday, Mar 24, 2026 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Tuesday, Mar 9, 2027 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

UC Berkeley Extension (UNEX), the continuing education branch of the University of California, Berkeley, has been building bridges between UC Berkeley and the public since 1891. UNEX serves the professional and continuing education goals of thousands of people each year and plays an essential part of the University mission to: extend the research and scholarship of UC Berkeley to a global community; increase access to higher education for non-traditional, online, and international students; and improve the workforce. UC Berkeley Extension is a part of the division under the leadership of the Dean of Extended Education that also includes Berkeley Summer Sessions, Berkeley Study Abroad, and Osher Lifelong Learning Institute.

UC Berkeley Extension in partnership with the UC Berkeley School of Education, will be offering courses to train K-12 educators and administrators in implementing California's 21CSLA Initiative for Universal Transitional Kindergarten.

UC Berkeley Extension invites applications for a pool of dynamic instructors with knowledge and expertise in elementary K-12 education and California's 21CSLA Initiative to teach one or more graduate-level online courses each year.

Courses are offered online:

• 
  
• Online instruction is delivered through synchronous live lectures (Zoom) and through our learning management system (Canvas).
  
• Most synchronous live online lecture courses are offered in the evening and on the weekend (U.S.A. Pacific Time).
  

All work must be performed in the United States, whether in person or online. Applicants must be authorized to work in the United States at the time of hire. Visa sponsorship is not available for this position. Pre-approved program-related travel accommodations and expenses (including transportation, lodging, and meals, etc.) are provided directly and/or are reimbursed.

We are seeking qualified applicants who possess current subject matter expertise and/or teaching knowledge in (but not limited to) the following course subjects. For program and course descriptions, please refer to the departmental link below.

• 
  
• Leaders Designing Equitable Transitional Kindergarten (TK) Classrooms in Action
  
• Equity Centered Leadership Practices to Support, Integrate, and Align Transitional Kindergarten (TK)
  

Teaching Experience

• 
  
• Classroom Teaching Experience
  
• Synchronous Online Teaching Experience (online lectures via Zoom)
  
• Asynchronous Online Teaching Experience (via learning management system)
  

The department seeks candidates who can support the success of all students through inclusive curriculum, classroom environment, and pedagogy. Specific duties and expectations will vary depending on the method of instruction including: Synchronous Live Online (Zoom).

• 
  
• For synchronous instruction (live online courses), duties include but are not limited to: syllabus development; assignment development; lesson planning for class meetings; preparing and submitting required texts and course materials; reviewing and updating Canvas course site; and delivering lectures, presentations, and learning activities for all required hours of instruction.
  
• For all instruction (regardless of course format) duties include but are not limited to: completing required trainings as mandated by the UC Presidential policies; responding to student questions and learning needs in a timely manner; grading student assignments and posting final student grades to the instructor portal in a timely manner; utilizing University-approved course support platforms including the Canvas Learning Management System, Zoom, Instructor Portal, Google Workspace, etc.; reviewing and following University and departmental policies, logistics, and other guidelines as published on the departmental Instructional Resource Site; and responding to other requests from the Program Director or Department Director in a timely manner.
  

21CSLA Universal Transitional Kindergarten Leadership Certificate: utk-leadership-certificate

• 
  
• Advanced degree
  

• 
  
• Advanced degree with teaching credential.
  
• 5 or more years of teaching experience.
  

• 
  
• Doctorate of Education (Ed.D.)
  
• California teaching credential.
  
• 5 or more years of pre-K12 teaching experience.
  
• Knowledge of federal and California state laws and regulations as applicable to the course subject.
  
• Experience in creating syllabi, learning objectives, lectures/presentations, learning activities, assignments, assessments, exams, and quizzes.
  
• Experience teaching online and/or developing academic content for online courses.
  
• Ability to convey conceptual and complex ideas and information.
  
• Ability to support the success of all students through inclusive curriculum, classroom environment, and pedagogy.
  
• Effective verbal/written communication and presentation skills (English).
  

• Curriculum Vitae - Your most recently updated C.V.

  
  

• Teaching Statement - Please discuss prior teaching experience, teaching approach, and future teaching interests. This can include, for example, specific efforts, accomplishments, and future plans to support the success of all students through inclusive curriculum, classroom environment, and pedagogy.

  
  

• Cover Letter (Optional)

  
  

• 
  
• References are requested from candidates at the interviewing stage, and references are only contacted for finalists.
  

Help contact:

UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive.

The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy.

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct.

• 
  
• "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer.
  
• UC Sexual Violence and Sexual Harassment Policy
  
• UC Anti-Discrimination Policy
  
• APM - 035: Affirmative Action and Nondiscrimination in Employment
  

The Opportunity

The Burnett School of Biomedical Sciences (BSBS) at the University of Central Florida (UCF), College of Medicine, invites outstanding applicants for a position as Instructor of Medicine. This non-tenure earning position will consist of laboratory instruction and supervising teaching assistants in the undergraduate Physiology teaching labs in the Burnett School on the main campus. Other aspects of the position can include mentoring students, leading undergraduate honors in the major projects, and service at the department, college, or university level. The anticipated start date is May or June 2026.

UCF is one of the nation's largest universities with over 70,000 students. UCF is located in Orlando, a progressive metropolitan area and a major player in high-tech industry with a top-ranked Research Park. As part of the UCF College of Medicine, the Burnett School has 56 full-time faculty, more than 2,000 undergraduate majors and 150 graduate students in M.S., Ph.D., and M.D./Ph.D. programs. Faculty in BSBS contribute to training a growing number of undergraduate students pursuing degrees in biomedical sciences and pre-clinical disciplines. Further information on the BSBS can be found at biomed.

Minimum Qualifications

Candidates must have an M.S. degree from an accredited institution in anappropriatelifesciencesdiscipline. All degree requirements must be completed by the anticipated date of employment.

Preferred Qualifications

Priorteachingexperience inlecturesand/orlabs at an accredited institution of higher education is preferred.

Prior mentoring experiences are also preferred.

Additional Application Materials Required

UCF requires all applications and supporting documents be submitted electronically through the Human Resources employment opportunities website, jobs/.

In addition to the online application, interested candidates should upload a cover letter, CV, and a brief statement of teaching philosophy. Applicants also have the option of uploading teaching evaluations, examples of teaching products, or other evidence of teaching effectiveness or student mentorship. .

The selected candidate will be required to submit official transcripts (and, as applicable, U.S. degree equivalency evaluations) documenting the conferral of their qualifying academic credentials.

NOTE:Please have all documents ready when applying so they can be simultaneously uploaded. Once the online submission process is finalized, the system does not allow applicants to submit additional documents later.

Review of applications will begin February 2026 as they are received and until the position is filled.

Questions regarding this search should be directed to: Gregory Weigel, Associate Instructor of Medicine at .

Special Instructions to the Applicants

Sponsorship for employment-based visas will only be considered under exceptional circumstances and is not guaranteed. Preference will be given to candidates who are currently authorized to work for any employer in the United States.

Job Close Date:

Open until filled.

Note to applicants:Please keep in mind that a job posted as 'Open until filled' may close at any time without notice. As such, we encourage you to submit your application and all required documentation as quickly as possible to ensure consideration for the posted position.

Are you ready to unleash YOUR potential?

As a next-generation public research university and Forbes-ranked top employer in Florida, we are a community of thinkers, doers, creators, innovators, healers, and leaders striving to create broader prosperity and help shape a better future. No matter what your role is, when you join Knight Nation, you'll play an integral role at one of the most impactful universities in the country. You'll be met with opportunities to connect and collaborate with talented faculty, staff, and students across 13 colleges and multiple campuses, engaging in impactful work that makes a positive difference. Your time at UCF will provide you with many meaningful opportunities to grow, you'll work alongside talented colleagues on complex projects that will challenge you and help you gain new skills and you'll have countless rewarding experiences that go well beyond a paycheck.

Working at UCF has its perks! UCF offers

• 
  

• Benefit packages, including Medical, Dental, Vision, Life Insurance, Flexible Spending, and Employee Assistance Program.

  
  

• Paid time off, including annual (12-month faculty) and sick time off and paid holidays.

  
  

• Retirement savings options.

  
  

• Employee discounts, including tickets to many Orlando attractions.

  
  

• Education assistance.

  
  

• Flexible work environment.

  
  

• And more...For more benefits information, view the UCF Employee Benefits Guideclick here.

  
  

Unless explicitly stated on the job posting, it is UCF's expectation that an employee of UCF will reside in Florida as of the date the employment begins.

Additional Requirements related to Research Positions

Pursuant to Florida State Statute 1010.35, prior to offering employment to certain individuals in research-related positions, UCF is required to conduct additional screening. Applicants subject to additional screening include any citizen of a foreign country who is not a permanent resident of the U.S., or who is a citizen or permanent resident but is affiliated with or has had at least 1 year of education, employment, or training in China, Cuba, Iran, Russia, North Korea, Syria, or Venezuela.

The additional screening requirements only apply to research-related positions, including, but not limited to faculty, graduate positions, individuals compensated by research grants or contract funds, post-doctoral positions, undergraduate positions, visiting assistant professors, and visiting research associates.

Department

Work Schedule

Type of Appointment

Expected Salary

As a Florida public university, the University of Central Florida makes all application materials and selection procedures available to the public upon request.

UCF is proud to be a smoke-free campus and an E-Verify employer.

If an accommodation due to a disability is needed to apply for this position, please call or email .

For general application or posting questions, please email .

Open date: September 9, 2025

Next review date: Thursday, Mar 12, 2026 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Tuesday, Sep 8, 2026 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

UC Berkeley Extension (UNEX), the continuing education branch of the University of California, Berkeley, has been building bridges between UC Berkeley and the public since 1891. UNEX serves the professional and continuing education goals of thousands of people each year and plays an essential part of the University mission to: extend the research and scholarship of UC Berkeley to a global community; increase access to higher education for non-traditional, online, and international students; and improve the workforce. UC Berkeley Extension is a part of the division under the leadership of the Dean of Extended Education that also includes Berkeley Summer Sessions, Berkeley Study Abroad, and Osher Lifelong Learning Institute.

UC Berkeley Extension invites applications for a pool of qualified, dynamic instructors with a commitment to undergraduate, professional, and continuing education in Humanities and Languages to teach one or more online courses each year for our Arts and Humanities department.

Courses are offered online:

• 
  
• Online instruction is delivered asynchronously through our learning management system (Canvas) or through synchronous live lectures (Zoom).
  
• Most synchronous live online lecture courses are offered in the evening and on the weekend (U.S.A. Pacific Time).
  

We are seeking qualified applicants who possess current subject matter expertise and/or teaching knowledge in (but not limited to) the following course subjects. For a complete list of courses and course descriptions, please refer to the departmental link below.

Humanities

• 
  
• American Politics
  
• Anthropology
  
• Cultural Studies
  
• United States History
  
• World History
  
• World Religions
  

Spanish

• 
  
• Spanish: Beginner
  
• Spanish: Intermediate I
  
• Spanish: Intermediate II
  
• Spanish Conversation
  
• Spanish for Medical Professionals
  

Other Humanities and World Language Course Subjects

(please specify in your cover letter)

Teaching Experience

• 
  
• Classroom Teaching Experience
  
• Synchronous Online Teaching Experience (online lectures via Zoom and learning management system)
  
• Asynchronous Online Teaching Experience (via learning management system)
  

The department seeks candidates who can support the success of all students through inclusive curriculum, classroom environment, and pedagogy. Specific duties and expectations will vary depending on the method of instruction including: Synchronous Live Online (Zoom) or Asynchronous Online (Start Anytime).

• 
  
• For synchronous instruction (live online courses), duties include but are not limited to: syllabus development; assignment development; lesson planning for class meetings; preparing and submitting required texts and course materials; reviewing and updating Canvas course site; and delivering lectures, presentations, and learning activities for all required hours of instruction.
  
• For asynchronous instruction (start anytime online courses), duties include but are not limited to: reviewing the syllabus and pre-populated online course content; learning and utilizing Canvas classroom management tools; and requesting any training needs from the Program Director or Department Director.
  
• For all instruction (regardless of course format) duties include but are not limited to: completing required trainings as mandated by the UC Presidential policies; responding to student questions and learning needs in a timely manner; grading student assignments and posting final student grades to the instructor portal in a timely manner; utilizing University-approved course support platforms including the Canvas Learning Management System, Zoom, Instructor Portal, Google Workspace, etc.; reviewing and following University and departmental policies, logistics, and other guidelines as published on the departmental Instructional Resource Site; and responding to other requests from the Program Director or Department Director in a timely manner.
  

Humanities and Languages Courses: academic-areas/humanities-and-languages/

• 
  
• Doctorate or equivalent international degree
  

• 
  
• 
  U.S.A. Residency and U.S.A. Work Authorization: All work must be performed in the United States, whether in person or online. For applicants who are not US citizens or permanent residents, a valid US work authorization is required for the duration of employment. Applicants should not expect the department to sponsor a work visa on their behalf.
  

• 
  
• Doctorate or equivalent international degree in course subject.
  
• 3 or more years of professional industry and/or academic work experience in course subject.
  
• 3 or more years of undergraduate-level teaching experience (as the primary instructor) in the course subject.
  
• Experience teaching at a U.S. college/university institution.
  
• Experience creating syllabi, learning objectives, lectures/presentations, learning activities, assignments, assessments, exams, and quizzes.
  
• Experience teaching and/or developing online courses.
  
• Ability to convey conceptual and complex ideas and information.
  
• Ability to support the success of all students through inclusive curriculum, classroom environment, and pedagogy.
  
• Effective verbal/written communication and presentation skills (English).
  
• Effective organizational skills with attention to detail.
  
• Ability to collaborate with colleagues and work within a team environment.
  
• Proficiency in (or willingness to learn) instructional and other technology, such as: Learning Management Systems (Canvas); lecture/presentation capture applications (Panopto); online video conferencing (Zoom); Microsoft Office (Word and PowerPoint); file sharing (Google drive or Dropbox); and Google Workspace tools (email, calendar, docs, sheets, slides, etc).
  

• Curriculum Vitae - Your most recently updated C.V.

  
  

• Cover Letter - Please discuss prior teaching experience, teaching approach, and other/future teaching interests. This can include, for example, specific efforts, accomplishments, and future plans to support the success of all students through inclusive curriculum, classroom environment, and pedagogy.

  
  

• 
  
• References are requested from candidates at the interviewing stage, and references are only contacted for finalists.
  

Help contact:

UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive.

The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status.

For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy.

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter.

As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct.

• 
  
• "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer.
  
• UC Sexual Violence and Sexual Harassment Policy
  
• UC Anti-Discrimination Policy
  
• APM - 035: Affirmative Action and Nondiscrimination in Employment
  

About Georgia Tech

Georgia Tech is a top-ranked public research university situated in the heart of Atlanta, a diverse and vibrant city with numerous economic and cultural strengths. The Institute serves more than 45,000 students through top-ranked undergraduate, graduate, and executive programs in engineering, computing, science, business, design, and liberal arts. Georgia Tech's faculty attracted more than $1.4 billion in research awards this past year in fields ranging from biomedical technology to artificial intelligence, energy, sustainability, semiconductors, neuroscience, and national security. Georgia Tech ranks among the nation's top 20 universities for research and development spending and No. 1 among institutions without a medical school.

Georgia Tech's Mission and Values

Georgia Tech's mission is to develop leaders who advance technology and improve the human condition. The Institute has nine key values that are foundational to everything we do:

Students are our top priority.
We strive for excellence.
We thrive on diversity.
We celebrate collaboration.
We champion innovation.
We safeguard freedom of inquiry and expression.
We nurture the wellbeing of our community.
We act ethically.
We are responsible stewards.

Over the next decade, Georgia Tech will become an example of inclusive innovation, a leading technological research university of unmatched scale, relentlessly committed to serving the public good; breaking new ground in addressing the biggest local, national, and global challenges and opportunities of our time; making technology broadly accessible; and developing exceptional, principled leaders from all backgrounds ready to produce novel ideas and create solutions with real human impact.

About the School of Arts, Entertainment, and Creative Technologies

This newly launched school will further position Georgia Tech as an international leader in research, education, and community and industry engagement at the intersection of arts, technology, and design. The school's pedagogical approach will integrate artistic foundations, technical innovation, and creative entrepreneurship. The school will leverage Georgia Tech's existing strengths in areas ranging from artificial intelligence and student startups to digital media and music technology, adopt the culture of practice-based studio pedagogy in the College of Design, and build sustained partnerships with creative studios, technology providers, startup companies, nonprofits, and artists-in-residence taking advantage of Atlanta's thriving creative ecosystem.

The school will be piloting courses in Spring 25 and launch the B.S. in Arts, Entertainment, and Creative Technologies in Fall 2026 for both incoming students as well as transfer students. This degree aims to prepare students to enter fields such as film, gaming, immersive media and art works that integrate new technologies and computational advances, at a time in which emerging technologies are rapidly transforming art and related industries nationally and internationally. At Georgia Tech, we seek to develop the next generation of leaders that will guide that transformation as we support the workforce needs and continued growth of the creative economy in Georgia.

The Arts at Georgia Tech

The launch of this new school is a critical part of Georgia Tech's broader strategic plan for growing the arts across the Institute. Georgia Tech recognizes the role of the visual and performing arts in cultivating creative thinking, the increasingly important role that emerging technologies play in the arts, and the potential for Georgia Tech to support a thriving campus arts community in connection with a growing ecosystem of arts organizations and creative industries throughout the state. Georgia Tech has also announced plans for the Creative Quarter, a 7-acre innovation district that will foster collaborations, inspire innovation, and build community through arts, creativity, and technology.

Georgia Tech prides itself on its technological resources, collaborations, high-quality student body, and its commitment to building an outstanding and diverse community of learning, discovery, and creation. We strongly encourage applicants whose values align with our institutional values, as outlined in our Strategic Plan. These values include academic excellence, thought and experience, inquiry and innovation, collaboration and community, and ethical behavior and stewardship. Georgia Tech has policies to promote a healthy work-life balance and is aware that attracting faculty may require meeting the needs of two careers.

Atlanta, GA

The College of Design at the Georgia Institute of Technology invites nominations and applications for the position of the founding Chair of the School of Arts, Entertainment, and Creative Technologies in Atlanta, Georgia. We are seeking a visionary, creative, and entrepreneurial academic leader who will develop a nationally and internationally recognized center of excellence for studying the intersection of arts practice and emerging technologies.

The chair will have the opportunity to shape a new school that will expand Georgia Tech's academic and research activities and reputation at the intersection of technology and the arts, with the opportunity for substantial impact within Georgia Tech, the state of Georgia, and beyond. The new chair will be expected to provide overall leadership and vision for the development of a comprehensive program of teaching and research and will oversee the hiring of new faculty for the school, as well as new internal joint appointments that might complement those already in place. Over time the Chair will oversee expanding the major to include a pre-college program and a minor and will help develop a vision to expand into a graduate degree.

The Chair will:

• Manage academic, fiscal, and personnel matters and ensure the alignment of the School of Arts, Entertainment, and Creative Technologies with the strategic objectives of the College and Institute;
• Maintain an active role in the academic life of the school by contributing personally to teaching and research;
• Create strong interdisciplinary relationships with other schools within the College of Design and across campus;
• Foster an active research culture;
• Elevate awareness of the school and its programs across the campus, as well as with prospective students, alumni, and community, arts, and industry leaders through relationship building as well as public presentations and speaking engagements;
• Work with community and corporate leaders' including through the College of Design Dean's Advisory Board and bring a demonstrated passion for community engagement and fundraising, with a commitment to building lasting relationships that support the School and the College's mission and future growth.
• Develop curricular plans for growth, including growing the major, developing a minor and/or certificate, and envisioning higher-level degrees.
• Manage space and resources to accommodate growth and ensure technology expansion as technological landscapes change.

Candidates must have a terminal degree or professional equivalency related to the intersection of arts, entertainment, and creative technologies with a distinguished record of creative and/or scholarly achievement that typically qualifies for a tenured position at the rank of full professor.

The candidate must maintain an active commitment to the creative industries, to the technologies that support them (especially film, gaming, and/or immersive media), and to the promotion of excellence in teaching and research and must have the ability to engage with community and industry leaders and work effectively with faculty, students, and administrators. Significant experience in academic or research administration is desirable. We especially encourage candidates with proven or emerging skills in industry partnerships and/or fundraising to apply.

Student Success Criteria:

• The ability to teach and mentor a student body
• The ability to promote an inclusive and welcoming educational/work environment
• The ability to mentor and assist students interested in pursuing graduate education
• The ability to design and teach curricula that are responsive to a diverse student body
• The ability to adopt teaching strategies that support the learning and success of all students
• The ability to engage students in experiential learning activities and pedagogy that support student success
• The ability to engage in high-impact practices that support deep learning for student success
• Has expertise in teaching, scholarship, and/or service that contributes to access, diversity, and equal opportunity in higher education

Interested individuals should submit the following materials:

1. Cover letter describing your interest in the position, outlining your vision for the new School, and highlighting your academic experience, creative achievement, evidence of industry and/or community engagement, and leadership style;
2. Curriculum Vitae; and
3. Name, address (including email), and telephone number of five academic/professional references.

For further information about the position please contact the search committee chair John Peponis at

The University System of Georgia is comprised of our 26 institutions of higher education and learning as well as the System Office. Our USG Statement of Core Values are Integrity, Excellence, Accountability, and Respect. These values serve as the foundation for all that we do as an organization, and each USG community member is responsible for demonstrating and upholding these standards. More details on the USG Statement of Core Values and Code of Conduct are available in USG Board Policy 8.2.18.1.2 and can be found on-line at policymanual/section8/C224/#p8.2.18_personnel_conduct.

Additionally, USG supports Freedom of Expression as stated in Board Policy 6.5 Freedom of Expression and Academic Freedom found on-line at policymanual/section6/C2653.

The Georgia Institute of Technology (Georgia Tech) is an Equal Employment Opportunity Employer. The Institute is committed to maintaining a fair and respectful environment for all. To that end, and in accordance with federal and state law, Board of Regents policy, and Institute policy, Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services. Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities.

Equal opportunity and decisions based on merit are fundamental values of the University System of Georgia (USG) and Georgia Tech. Georgia Tech prohibits discrimination, including discriminatory harassment, on the basis of an individual's race, ethnicity, ancestry, color, religion, sex (including pregnancy), national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions. Further, Georgia Tech prohibits citizenship status, immigration status, and national origin discrimination in hiring, firing, and recruitment, except where such restrictions are required in order to comply with law, regulation, executive order, or Attorney General directive, or where they are required by Federal, State, or local government contract.

This is a supervisory position.
This position has financial responsibilities.
This position will not be required to drive.
This role is considered a position of trust.
This position does not require a purchasing card (P-Card).
This position will not travel
This position does not require security clearance.

Applications should be submitted by January 6, 2026

Successful candidate must be able to pass a background check. Please visit employment/pre-employment-screening