American Military University

• Courses will be taught in Spanish. • Bilingual faculty (English/Spanish) effectively communicate in both languages, both verbally and in writing, to support our diverse student population. • Faculty play a vital role in creating a rewarding online learning experience for students by engaging them, challenging them, and supporting them. • They contribute to and participate in a range of activities related to effectiveness and excellence in teaching and student retention. • Faculty members maintain expertise in their discipline, adhere to APUS guidelines, processes, and methods, and remain responsive to mentoring and coaching that fosters ongoing professional growth. • All APUS faculty are required to complete the “Engaging the First‐Year Student Certification” course (APUS110), offered through the Center for Teaching and Learning (CTL). It must be completed within six months of the hire date. • In addition, Graduate Faculty must complete the Graduate Faculty Certification (APUS501) within 90 days of hire.

• Teaching excellence. • Deliver online lessons to undergraduate and/or graduate students. • Initiate, facilitate, interact, and moderate online classroom forums. • Be a faculty leader in your classes embracing fully the Community of Inquiry Framework of Teaching Presence, Cognitive Presence, and Social Presence. • Evaluate and grade students' class work, assignments, and papers within the timeframe set forth by APUS policy providing effective feedback to guide student learning and success. • Comply with APUS guidelines and expectations for quality faculty engagement online. • Engage in the classroom and reply to emails, etc. at least every other day, including one day during the weekend. • Remain aware of classroom procedures and use of instructional materials. • Participate in professional development to enhance teaching skills and effective online learning strategies. • Conduct scholarly research and participate in professional engagement activities. • Attend discipline specific and administrative meetings as scheduled. • Maintain ‘discipline’ knowledge by participating in one’s own discipline-related professional communities. • Support APUS initiatives and departments.

• Courses will be taught in Spanish. • Faculty engage, challenge, and support students in an online learning environment. • Contribute to activities related to teaching effectiveness and student retention. • Maintain expertise in discipline and adhere to APUS guidelines and mentoring.

• Courses will be taught in Spanish. • Candidates must be fluent in both English and Spanish and pass a fluency test. • APUS faculty demonstrate a strong commitment to learning, teaching, interaction with students and faculty, service to our communities of practice, and scholarship. • Bilingual faculty (English/Spanish) effectively communicate in both languages, both verbally and in writing, to support our diverse student population. • Faculty play a vital role in creating a rewarding online learning experience for students by engaging them, challenging them, and supporting them. • They contribute to and participate in a range of activities related to effectiveness and excellence in teaching and student retention. • Faculty members maintain expertise in their discipline, adhere to APUS guidelines, processes, and methods, and remain responsive to mentoring and coaching that fosters ongoing professional growth.

• Teaching excellence. • Deliver online lessons to undergraduate and/or graduate students. • Initiate, facilitate, interact, and moderate online classroom forums. • Be a faculty leader in your classes embracing fully the Community of Inquiry Framework of Teaching Presence, Cognitive Presence, and Social Presence. • Evaluate and grade students' class work, assignments, and papers within the timeframe set forth by APUS policy providing effective feedback to guide student learning and success. • Comply with APUS guidelines and expectations for quality faculty engagement online. • Engage in the classroom and reply to emails, etc. at least every other day, including one day during the weekend. • Remain aware of classroom procedures and use of instructional materials. • Participate in professional development to enhance teaching skills and effective online learning strategies. • Conduct scholarly research and participate in professional engagement activities. • Attend discipline specific and administrative meetings as scheduled. • Maintain ‘discipline’ knowledge by participating in one’s own discipline-related professional communities. • Support APUS initiatives and departments.

• Oversee the initial student DSA review and determination process for DSA Director’s review and action • Communicate with potential/current students, faculty, and staff regarding DSA-related inquiries • Manage various student outreach campaigns • Help existing DSA students, faculty, and staff with the implementation and use of awarded accommodations • Manage workflows in Hyland OnBase and maintain the internal DSA student database • Support catalog and Student Handbook processes and publications • Create documents to track Student Handbook and catalog addenda changes • Review the team’s SOPs each quarter and make updates as needed • Print DSA student course materials and disability services industry-related newsletters each month • Perform quarterly updates in Credential Engine

• Support the implementation and continuous improvement of the University's required first-course experience • Monitor and evaluate student success metrics • Collaborate with academic partners to promote student transition and success • Provide day-to-day leadership and support for faculty teaching the first course • Coordinate the maintenance and improvement of the curriculum

• Execute Strategic Market Rationalization: Continually evaluate the "why" of program portfolios, making data-informed recommendations for expansion or courageous decisions regarding program inactivation/teach-outs. • Champion ACBSP Standards: Own the systematic assessment of program learning outcomes (PLOs) and student artifacts to ensure departmental quality consistently exceeds specialty accreditation benchmarks. • Navigate Institutional Boundary Management: Act as the primary author of departmental time; triage competing priorities from external stakeholders through the lens of the school’s strategic goals. • Lead Data-Driven Success: Collaborate with the school’s Director of Intelligence and other stakeholders to measure instructional efficacy and student persistence, grounding all operational choices in the student’s best interest. • Manage Departmental Stewardship: Contribute to strategic planning and budgeting by articulating the specific needs required to advance the department’s market position. • Dismantle Top-Down Management: Foster a culture of "Ownership" among faculty by modeling transparency, candid communication, and the empowerment to take informed risks. • Mentor for Professional Vitality: Provide strategic mentorship to full-time and part-time faculty that transcends administrative scheduling, aligning every instructor with the school’s "student-first" mission. • Orchestrate High-Performing Teams: Hire and develop a blended faculty model where instructors operate as strategic partners in the delivery of industry-informed curricula, to include alignment with global project management frameworks (e.g., PMI/PMBOK standards). • Drive Institutional Progress: Transition from a culture of passive execution to one of active leadership, where success is defined by driving change rather than avoiding errors. • Uphold Academic Integrity: Lead curriculum innovation and academic rigor—including the end-to-end design and modernization of project management programs— ensuring that the courses in the portfolio provide measurable value to the student and the industry. • Center the Student-First Ethos: Use the student-first framework as the primary filter for all departmental choices, fostering an environment where inclusive, high-quality learning is the baseline.

• Part-time and full-time teaching faculty share our commitment to learning, teaching, interaction with students and faculty, service to our communities of practice, and scholarship. • Deliver online lessons to undergraduate and/or graduate students. • Initiate, facilitate, interact, and moderate online classroom forums. • Evaluate and grade students' class work, assignments, and papers within the timeframe set forth by APUS policy providing effective feedback to guide student learning and success. • Engage in the classroom and reply to emails, etc. at least every other day, including one day during the weekend. • Participate in professional development to enhance teaching skills and effective online learning strategies.

• Manages Academics projects and initiatives, using principally a hybrid Agile Scrum iterative methodology, including: Planning, organizing, and monitoring projects’ scope, dependencies, impact, timeline, documentation, and effective use of resources. • Defining work-breakdown structures and schedules (sprints dashboard). • Maintaining project requirement backlogs. • Coordinating and guiding requirements and design workshops using online collaboration tools. • Resource management (assigning tasks to individuals). • Activity monitoring, including collaborating with project leads to guide task completion and helping clear roadblocks. • Stakeholder management (leading standups/meetings, disseminating status reports). • Drafting and sharing project documentation. • Development of project dashboards relative to needs of project team members and stakeholders. • Risk identification and mitigation. • Project closeout activities, including leading retrospective meetings. • Manages vendor-related activities associated with projects, including contracts, deliverables, and invoice payments, per established company policies and procedures. • Creates and maintains a repository of Project Management Office (PMO) artifacts, documentation, and tools that assist others in Academics who manage projects and initiatives. • Collaborates with and provides feedback to others who manage Academics projects. • Matures business process automation for Academics, leveraging Microsoft Power Automate and Microsoft 365 tools. • Creates and edits business process documentation. • Coordinates, monitors, and tracks departmental budgets, as requested by the Associate Provost. • Prepares reports and content, as needed, including material for Board presentations, accreditation, and other initiatives.