Program Director of Pre-Clinical Education, Los Angeles College of Chiropractic

JOB TITLE: Program Director of Pre\-Clinical Education, Los Angeles College of Chiropractic

FACULTY RANK: Assistant, Associate, or Professor

DEPARTMENT: College of Chiropractic Education

LOCATION: Hybrid (70\-80% on\-ground)

EXEMPT/NON\-EXEMPT: EXEMPT

SUPERVISOR NAME: Nic Poirier

SUPERVISOR TITLE: Executive Dean (ED)

COMPENSATION: $130,000 \- $140,000 Subject to Rank Assignment. Includes Administrative Supplement.

GENERAL PURPOSE OF THE JOB:

The Program Director of Pre\-Clinical Education (PD) of Los Angeles College of Chiropractic (LACC) provides administrative leadership to the pre\-clinical (i.e., pre\-clerkship) and concentrations courses of the Doctor of Chiropractic Program at LACC. This includes providing oversight, management, guidance, and support to program faculty to ensure effective operations and

academic excellence in alignment with the SCU mission and values.

The PD works with the Executive Dean of the College of Chiropractic Education (ED) on program and teaching effectiveness for their area, ensuring academic excellence and accreditation compliance; provides an outstanding student experience; manages faculty and staff; participates in the budget operation and program planning initiatives; promotes service, scholarship and development; and fosters an environment and work culture that elevates the chiropractic program’s reputation.

The PD assists the ED in delivering a quality, relevant, innovative, accessible, experiential and marketable program \- consistent with SCU’s program design principles \- with sharp attention on attracting potential students to meet planned enrollments and support student retention, completion, and successful licensure.

The PD works closely with other leaders to ensure that LACC students are educated to be compassionate, evidence\-informed chiropractors that improve their lives through an integrated, person\-centered, outcome\-focused approach to health and healing.

The PD also supports the university mission, helping students be competent, caring, integrative healthcare professionals and practitioners in an academic community imbued with kindness, integrity, humor, and determination.

The PD supports student learning and outcomes through the delivery of innovative and engaging course offerings, evidence\-based curriculum and co\-curricular activities.

The PD ensures positive relationships with stakeholders, associations, governing bodies, accreditors, regulators, employers, and others as needed to sustain the reputation of the program and to provide the broadest opportunities for graduates.

The PD works collaboratively with the National Director of Clinical Education to ensure vertical and horizontal curricular whole health integration as students transition from pre\-clinical education to clinical education.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Academic Leadership:

The PD provides operational leadership and management for the pre\-clinical and concentration courses in the Doctor of Chiropractic program at the Los Angeles College of Chiropractic (LACC) under the guidance and support of the ED.

Supports the ED with articulating the vision and direction of LACC and ensure it is congruous with the Mission and Vision of the university.

Supports the ED to ensure the delivery of a high\-quality, up\-to\-date, and evidence\-based curriculum that meets accreditation standards and prepares students for successful chiropractic careers.

Works closely with the ED, the National Director of Clinical Education to ensure that students are educated to be competent, caring, and successful practitioners of integrative healthcare and whole health.

The PD effectively participates and interacts with university and program committees.

Accreditation and Compliance:

Supports the ED to ensure compliance with relevant accrediting bodies and regulatory agencies to maintain the chiropractic program's accreditation and approval status and reputation.

Supports the ED with timely and quality preparation and submission of program reports and self\-assessments, coordinating with faculty and staff as needed.

Supports the ED in collecting and reporting on quality assurance processes as requested.

Supports the ED and can serve as the secondary legislative spokesperson for LACC.

Personnel Management:

Oversees the Faculty in the pre\-clinical education portion of the curriculum, including the Faculty Department Leads.

Oversees Administrative Coordinator of the LACC.

Supports the ED with the recruitment, hiring, and retaining of qualified and diverse faculty members dedicated to excellence in teaching, scholarship, and service.

Supports the ED with the facilitation of faculty and staff development opportunities, including workshops, conferences, and training sessions to enhance teaching effectiveness and professional growth.

The PD conducts formal and informal evaluations of the faculty and provides constructive feedback to all personnel within the area of supervision to support continuous improvement.

Supports the ED with making final recommendations to the Vice\-Provost on all pre\-clinical faculty appointments, promotion, retention, and dismissals.

The PD effectively delegates tasks and responsibilities through the staff and faculty organizational structure of the program.

Supports the ED in promoting an environment of creativity and innovation, aligning academic priorities and initiatives across the college.

Curriculum Management:

Supports the ED with curriculum monitoring and quality assurance processes on ongoing cycles.

Supports the ED with curriculum revisions, modifications, and coordinates the results of revisions with the appropriate campus constituencies.

The PD collaborates with faculty to promote innovative teaching methods, continuous curriculum improvement, and the incorporation of emerging research and practices.

The PD supports the ED and the Dean of Interprofessional Education in implementing course\-level and co\-curricular IPE activities in alignment with the programmatic and institutional goals for interprofessional education.

Supports the ED with fostering all aspects of integration – vertically and horizontally \- from foundational health sciences to clinical education courses \- emphasizing cooperation and intra and inter\-professional collaboration \- and help students and faculty understand the importance of fulfilling this portion of the university mission.

The PD promotes a culture of scholarship among faculty and students, encouraging participation in chiropractic research projects and publications.

Develops and communicates course schedules to faculty in a timely manner, coordinating the schedules with the National Director of Clinical Education for faculty with dual roles.

Teaching:

The PD maintains a 3\-6 credit teaching load per year.

Continuous Improvement and Assessment:

The PD supports the ED in maintaining a robust system of program effectiveness evaluation and assessment to measure program outcomes and student learning outcomes \- and drive continuous improvement efforts.

This includes, but is not limited to, performance of students on national licensing examinations and completion rates.

Collaborates with faculty in their area to maintain and keep up to date curricular maps of course content related to national board examinations.

Provides regular reports to faculty on the performance of the students on the sections of the licensing exams for which their courses are mapped.

Collaborates with faculty to initiate a course review when courses consistently perform lower than the program benchmark on licensing exams.

The PD collaborates with the Director of Assessment and Institutional and Academics Insights Office to use data\-driven insights to make informed decisions about program enhancements and modifications.

The PD works with faculty to ensure that their assessments are correctly tagged to the sections of the boards for which their courses are mapped.

The PD collaborates with faculty to support the creation of board reviews and/or preparatory exams related to the areas of the board mapped to their courses.

Student Support and Engagement:

The PD fosters a positive and inclusive learning environment that supports student success, well\-being, and personal development.

The PD works closely with the CoCE Director of Academic Support, the Academic Advising Office (AAO) and SCU Student Services Office to address student concerns and ensure appropriate resources are available to meet their needs.

The PD encourages student engagement in co\-curricular and extracurricular activities and professional organizations related to chiropractic care.

Community Outreach and Partnerships:

The PD, in collaboration with the ED, may represent the chiropractic program and the institution at professional conferences, meetings, and events to enhance its reputation and build valuable connections.

The PD, in collaboration with the ED, may develop and maintain collaborative partnerships with local, national, and international healthcare organizations and chiropractic associations.

The PD, in collaboration with the ED, may represent the university at appropriate external venues in the chiropractic and greater healthcare communities.

Budget and Resource Management:

The PD, in collaboration with the ED, assists in development, proposal, and management of the chiropractic program's budget for their area, allocating resources effectively to support the program’s needs.

The PD works with the ED, faculty and staff to identify learning equipment needed to support the instructional needs of the program and monitors the condition of the equipment, planning for replacement, maintenance, or upgrades when needed.

The PD, in collaboration with the ED, identifies opportunities for cost optimization and revenue generation to support program growth and sustainability.

Attendance:

Must be punctual and timely in meeting all requirements of performance, including, but not limited to, attendance standards and work deadlines, scheduled meetings, and compliance with applicable attendance expectations and policies. Use excellent professional judgement to determine when physical presence is required to positively influence outcomes in addition to minimum attendance requirements.

Onsite:

This position requires onsite support and/or attendance in order to meet the essential functions of the job. Onsite activities may include but are not limited to the following: meeting with students or other stakeholders, supporting admissions activities, official events, teaching and teaching observation, clinical site evaluation, patient care, accreditation activities, and others as needed to maintain quality, relevance, innovation, and marketability of the program, as well as full program compliance. Opportunities for remote work can be discussed with the ED.

Intellectual:

Reads, analyzes, and interprets the most complex documents; responds effectively to the most sensitive inquiries or complaints.

Uses superior organizational skills and exceptional ability to multitask in a detail\-oriented and accurate manner.

Interpersonal:

Uses excellent communication and customer service skills; Thinks and acts strategically. Utilizes Windows OS; Internet Software; Payroll Systems; Spreadsheet Software (Excel); Human Resource Systems; Order Processing Systems; Project Management Software; Word Processing Software (Word); Electronic Mail Software (Outlook); Presentation software (PowerPoint).

Strong presentation skills; demonstrated ability to communicate effectively with diverse audiences, and to facilitate collegial dialogue in academic settings.

Leadership:

Experience and ability leading complex projects with multiple stakeholders.

Demonstrated ability to lead and motivate teams effectively.

Ability to manage multiple projects simultaneously with clear deadlines.

Commitment to promoting diversity, equity, and inclusion in academic settings.

Organization:

Strong organizational and problem\-solving skills.

SUPERVISORY RESPONSIBILITIES:

This position supervises the pre\-clinical education faculty and the administrative coordinator of LACC.

EDUCATION AND/OR EXPERIENCE:

• Required Doctor of Chiropractic (DC) degree
• Preferred master’s degree in education or health sciences (or additional relevant degree)
• Prior experience as a department chair or closely related program leadership position
• A minimum of 3 years of experience in supervising faculty or administrators in higher education
• Prior experience with interprofessional education, course development, curricular design and review
• Prior experience with institutional and programmatic accreditation
• Preferred track record of scholarly production

LANGUAGE SKILLS:

• High proficiency in written and verbal English.
• Ability to communicate at all levels of the University as well as to external stakeholders.
• Ability to interpret, apply, and explain regulations, requirements, policies, and procedures with varied audiences, including students and faculty.

COMPUTER SKILLS:

To perform this job successfully, an individual should have knowledge of: Internet Software; Payroll Systems; Spreadsheet Software (Excel); Word Processing Software (Word); Electronic Mail Software (Outlook); Presentation software (PowerPoint); and classroom\-specific programs like Canvas, Zoom, ExamSoft, and others.

CERTIFICATES, LICENSES, REGISTRATIONS:

Must have, or be able to obtain within 6 months of hire, a Doctor of Chiropractic license in the State of California.

PHYSICAL DEMANDS:

Prolonged Sitting: the majority of the workday is spent sitting at a desk, working on a computer. This requires the ability to maintain a sedentary position for extended periods. However, periodic business travel is also required; thus, the position requires mobility to support travel and time away from the office.

Computer Use: Constant use of a computer and other office equipment, such as a keyboard and mouse, is essential. This involves precise hand\-eye coordination and finger dexterity.

Vision: Strong visual acuity is necessary to read and analyze data on a computer screen, documents, and other materials.

Hearing: Good hearing abilities are needed to effectively communicate with colleagues, clients, and customers over remote communication equipment and in person.

Lifting and Carrying: Occasional lifting and carrying of light objects such as files, documents, and office supplies may be required.

Standing: While the job mainly involves sitting, there may be instances where standing is required, such as during travel, presentations, conferences, meetings or when accessing office equipment.

Walking: Some walking within the premises and in support of business travel may be necessary, such as attending meetings or collaborate with colleagues.

Repetitive Motions: Regular use of hands and arms for typing and other tasks may lead to repetitive motions.

Occasional Travel: There may be occasional travel to attend conferences or other business\-related events.

WORK ENVIRONMENT:

The work environment is typically indoors in a climate\-controlled office setting. It is generally a low\-risk environment with regard to physical hazards. However, ergonomic considerations are essential to ensure comfort and well\-being. SCU offers ergonomic support.

Expectations of SCU Employees

The SCU President’s Cabinet has identified a set of values and attributes that are bare minimums for employment, those that are core to who we are as a university, and values to which we aspire. Further identified are qualities and attributes desirable for employees in general, and senior leadership specifically. This is in harmony with principles found in The Advantage, by Patrick Lencioni.

SCU Core Values:

1\) Integrative Health: We teach, learn, collaborate, and lead by creating an open environment for multiple disciplines and professionals to bring their shared and unique skills together for the benefit of patients and students.

2\) Evidence\-based Practice: We value a culture of inquiry, assessment, research, scholarship, and judicious use of current best evidence to inform our decisions and work.

3\) Health Equity: We value people equally. We strive to educate graduates that are prepared to improve individual and community health.

4\) Inclusivity: We welcome everyone regardless of age, race, ethnicity, class, religion, gender, gender expression, sexual orientation, disability, or any other similar or protected status. We believe inclusivity leads to more diversity in our reasoning, better representativeness in our conclusions, more ingenuity in our problem solving, and greater equity in our care

Profile Qualities:

1\) Customer service focused

2\) Willing to invest in student/client success by fostering positive relations, guidance, and assistance

3\) A belief that no task that improves the University is beneath us/servant leadership

4\) Be an ambassador of the brand

5\) Be a part of recruitment

6\) Resource innovator

Profile\-Specific Qualities by Category:

1\.) They promote positivity and teamwork

a. They actively work to build up teams and break down silos

b. They actively work to be part of the solution

c. They actively work to empower themselves and their teammates, working together in decision making processes

2\.) They see how they can affect the bigger picture

a. They understand how their role helps to build the future of integrative healthcare

b. They pay attention to the details.