Director, Curriculum and Assessment

The mission of the University of St. Augustine for Health Sciences is the development of professional health care practitioners through innovation, individualized, and quality classroom, clinical, and distance education.


GENERAL SUMMARY
The Director of Curriculum and Assessment is responsible for leading curriculum design, assessment, and improvement across all USAHS campuses and pathways within the Occupational Therapy Programs.

The Director ensures the integrity, alignment, and continuous improvement of the curriculum by overseeing its development, implementation consistency, and evaluation across multiple learning modalities, including campus-based and digital environments. The Director collaborates closely with faculty, Committee chairs, Course Coordinator, academic leaders, and other curriculum stakeholders to promote instructional excellence, curricular coherence, and alignment to programmatic and institutional learning outcomes and accreditation standards. The Director coordinates the curriculum governance processes by facilitating stakeholder engagement and ensuring that curriculum decisions are informed, transparent, and mission-aligned.

Additionally, the Director provides strategic oversight and support to Curriculum quality committee and Course Coordinators, ensuring consistency in course delivery and quality across campuses and sections. Through rigorous curriculum assessment practices and data-informed decision-making, the Director fosters a culture of academic excellence and innovation in teaching and learning.


ESSENTIAL DUTIES AND RESPONSIBILITIES
Management of Course Coordinators
• Institute and oversee course maintenance policies that ensure collaborative instructional development and innovation, while maintaining curricular integrity and consistency.
• Provide leadership, mentoring, training, and direction for Course Coordinators.
• Educate all core and contributing faculty regarding the curriculum plan, to include integration, threads, and instructional roles in curriculum development and review.
• Mentor faculty in the development of syllabi, including the construction of objectives and learning activities.
• Ensure proper sequencing of courses within the curriculum.

Curriculum Assessment
• Design, implement, and refine comprehensive systems for evaluating curriculum effectiveness.
• Align assessment strategies with institutional learning outcomes, accreditation standards, and program goals.
• Maintain documentation and assessment processes that meet regional and professional accreditation requirements.
• Collect and analyze data on curriculum effectiveness, including but not limited to course and program learning outcomes, course evaluations, and measures of instructional effectiveness.
• Identify trends, gaps, and areas for improvement across courses and programs.
• Report assessment findings and recommendations to internal curriculum stakeholders and accrediting bodies.
• Collaborate with faculty, academic leaders, and curriculum stakeholders through curriculum governance processes to implement data-driven and evidence-based improvements.
• Serve as a liaison during accreditation reviews and reporting related to curriculum and programmatic assessment.

• Ensure that curriculum review is an ongoing process, culminating in an Annual Curriculum Review.
• Coordinate and assist with agenda formation for the Annual Curriculum Review, to include:
◦ Annual review of the curriculum;
◦ Review of Program mission, goals and objectives;
◦ Summative results of Student Evaluation of the Curriculum;
◦ Summative review of adjunct, supportive, and guest faculty evaluations;
◦ Faculty input regarding curricular issues;
◦ Selected topics and current issues as recommended by faculty or indicated by professional trends;
◦ Reports all curriculum activities at faculty meetings;

Maintenance of Master Courses
• Provide program oversight of course maintenance process and ensure that any changes to master courses have been approved and reflect instructional quality and alignment with ILOs, PLOs, CLOs, accrediting standards, and USAHS teaching and learning approach.
• Maintain master documentation related to the curriculum, including curriculum mapping and matrices, master syllabi, course maintenance changes, course files, and course revision documentation.
• Ensure that content, learning activities, and assessments in master courses are sequentially aligned with program learning outcomes, and that levels of learning are scaffolded across courses appropriately to reinforce student learning and mastery.

Course Development, Revision, and Learning Innovation
• Collaborate with academic leadership to enforce existing and implement new quality and course design standards based on innovative pedagogy and best practices, such as active learning, integration of new technologies, interprofessional education, and simulation.
• Participate on course development and revision projects to lead SMEs in curriculum design, most importantly, the writing of objectives, competencies and learning activities that scaffold learning across sequences of courses.

Quality Assurance
• Work collaboratively with Digital Learning and Innovation, the supervising Program Leadership, and the supervising Program Director(s) to execute a system of quality assurance (QA) for course preparation, delivery logistics, and faculty performance as it relates to instructor engagement, active learning strategies, signature assignments, and outcome achievement across sections.
• Collect and analyze course and program outcome data and report metrics to academic leadership related to consistency in evaluation measures, reliability of signature assignments, simulation experiences (if applicable), and overall grade performance. Make recommendations for revision based on data.


OTHER DUTIES AND RESPONSIBILITIES
May perform other duties and responsibilities that program leadership may deem necessary from time to time.

POSITION IN ORGANIZATION
Reports to: Program leadership
Positions Supervised: None

TECHNICAL, MANAGERIAL & PEOPLE SKILLS REQUIRED
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. Incumbents will be evaluated, in part, based on performance of each essential function. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

EDUCATION and/or EXPERIENCE
• Minimum of five years teaching experience in a first professional program.
• Excellent organization and time management skills
• Ability to work independently with numerous projects/tasks with little or no supervision.
• Ability to work in a team environment
• Fluency with digital learning, including teaching in online, hybrid, and blended environments.
• Experience integrating educational technologies and/or clinical simulation into teaching and learning.
• Demonstrated commitment to lifelong learning and professional development.
• Instructional design or curricular design experience highly preferred.

LICENSURE and/or CERTIFICATION
• An advanced doctoral degree is preferred, however, candidates with an advanced master’s degree or a clinical doctorate will be considered. Salary and rank are commensurate with credentials and experience.
• Prior leadership experience preferred.

TRAVEL
Campus travel is required and projected to occur a minimum of 30% of the time. In addition, this appointment will require professional development, which will include conference attendance and a commitment to self-led activities that promote expertise in the assigned area.

BUSINESS COMPETENCIES
To perform the job successfully, an individual should demonstrate the following competencies:
• Collaborates - Building partnerships and working collaboratively with others to meet shared objectives.

• Being Resilient - Rebounding from setbacks and adversity when facing difficult situations.

• Instills Trust - Gaining the confidence and trust of others through honesty, integrity, and authenticity.

• Drives Results - Consistently achieving results, even under tough circumstances.

• Innovation - Creating new and better ways for the organization to be successful.

• Customer Focus - Building strong customer relationships and delivering customer-centric solutions.

• Drives Engagement (People Managers Only) - Creating a climate where people are motivated to do their best to help the organization achieve its objectives.

• People Leadership (People Managers Only) - Leads by example when it comes to finding and developing talent, with a focus on talent acquisition strategies, setting performance targets that raises standards and development of high potential talent.