Instructor​/Assistant Professor, Academic

Job Summary

Institute-specific faculty responsibilities and criteria for rank are outlined in the MGH Institute Faculty Handbook. Time spent in the areas below is negotiated between the Academic Unit Leader and individual faculty members, but is generally considered to be:

• Teaching: 60%
  • Teach IMPACT I, II, and III coursework in the fall, spring, and summer semesters.
  • Facilitate interprofessional faculty simulation training in the fall, spring, and summer semesters.
  • Lead Clinical Faculty Coordinator (CFC) for the IPDEU, responsible for model pedagogy, delivery, students, and instructor training. Coordinate across IHP and MGB programs to place students in assigned clinical units/dates.
  • Lead faculty for Child Development Day (CDD).
  • Serve as faculty for a variety of CIEP curricular and co-curricular events, including but not limited to Ann Caldwell Interprofessional Rounds, Atwood Interprofessional Health Equity Symposium, Schwartz Compassionate Care Rounds, and IPE Peer Facilitators / SP training programs.
  • Contribute to the development of IPEP CPD, grant initiatives, and workforce development offerings/ curricula.
• Service: 20%
  • Serve on a variety of IHP and departmental committees, including but not limited to the IPDEU Steering Committee, the Common Reading Committee, and the CIEP research committee.
  • Participate in IHP-level service, working across academic units and interprofessional faculty to represent the mission of CIEP.
  • Serve as co-chair of the Interprofessional Activities Committee.
  • Ad-hoc IHP and CIEP committee work, as needed.
• Scholarship: 20%
  • Identify a scholarship area, as outlined in the IHP Scholarship Model, and align with the CIEP needs.
  • Participate in scholarship activities within the identified domain commensurate with the level of appointment.
• Supervisory Responsibilities
  • Responsible for the supervision of graduate assistants / IPE peer facilitators involved in CIEP activities.
  • Support interprofessional faculty who may be assigned to assist with CIEP learning labs and coursework.

• Candidates must hold a master’s degree or higher.
• Have 3–5 years of clinical experience and a minimum of 2 years of teaching experience in an academic setting, with clear evidence of scholarly outcomes in interprofessional collaborative practice.
• A doctoral degree is preferred; outstanding applicants with a master’s degree and the necessary experience will also be considered.
• Preferred qualifications include prior teaching experience in interprofessional education and active participation in research.
• A current health professional license (e.g., Nursing, OT, PT, SLP) or eligibility for licensure in Massachusetts is required.
• Candidates must also show a strong commitment to scholarship and possess excellent technological, interpersonal, and teamwork skills.

Skills/Abilities/Competencies required:

• Administrative
  
  Skills:
  
  Excellent written and oral communication skills. Ability to work collaboratively with others to coordinate multiple activities, people, and projects. Skilled in developing and evaluating interprofessional academic and clinical curricula and programs; resource development and allocation; familiar with academic planning, policies, and procedures; able to set annual goals and objectives, monitor progress, and produce an annual report.
• Technical
  
  Skills:
  
  Ability to utilize information technology to support and fulfill the academic mission of the Institute and the responsibilities of CIEP faculty, as well as to provide information to the department and Dean / Provost. Effectively use software platforms including, but not limited to, D2L‑LMS, MS Office, iOnline, Formstack, Dropbox, Zoom, and the MS Office suite.
• Physical Capabilities:
  The physical requirements described here reflect those necessary for an employee to successfully perform the essential functions of this job. Reasonable accommodations may be provided to help individuals with disabilities fulfill these functions. The job requires specific vision abilities, including close vision and the ability to focus. Full‑time work involves both on‑campus office or classroom settings and interprofessional placement sites.