Clinical Assistant Professor of Online Programs, Clinical​/Applied Learning, and Student Success

Clinical Assistant Professor Of Online Programs

The College of Education, Health, and Human Services at the University of Michigan Dearborn is seeking a non-tenure track Clinical Assistant Professor of Online Programs, Clinical Applied Learning, and Student Success with a 12-month appointment. We are seeking a candidate to complement our expanding CEHHS Online programming. The position begins no later than Fall 2026.

The successful candidate will provide leadership and support for students in online and hybrid programs across the College of Education, Health, and Human Services with particular attention to onboarding, advising, retention, clinical/applied experiences, and student progression through degree or certification pathways. This role will also support the continued development of online pathways, including transfer partnerships, community college collaborations, and clinically or professionally embedded learning experiences.

This position is open to candidates with expertise in Education and/or Health and Human Services or a closely related field. The selected candidate will be appointed to the department most closely aligned with their background and qualifications and may teach in either the Department of Education and/or the Department of Health and Human Services. The department home will be determined based on the candidate's disciplinary background, expertise, and programmatic fit.

Occasional state-wide travel or on-campus presence may be required for meetings, orientations, partnership development, student support, clinical/applied learning coordination, or program events. The successful candidate will lead, teach, research, and serve as follows:

• Serve as a primary faculty contact and student success resource for students enrolled in designated online or hybrid CEHHS programs.
• Support onboarding and orientation experiences for incoming online students.
• Provide proactive, holistic academic support to students from admission through program completion.
• Monitor student progress and collaborate with advisors, program directors, and faculty to identify and support students who may need additional assistance.
• Develop communication strategies to keep online students informed of program requirements, deadlines, and academic opportunities.
• Foster a supportive, inclusive, and engaging online learning community.
• Support retention, progression, and completion initiatives across CEHHS online pathways.
• Collaborate with faculty and staff on scheduling, course sequencing, and student progression needs.
• Collaborate with the team members of the Hub for Teaching and Learning Resources (often referred to as the Hub). This team collaborates with faculty to strengthen a campus teaching culture rooted in scholarship that supports student learning, encourages measured pedagogical risk-taking, fosters teaching for equity, and builds community among faculty and students.
• Assist with program planning for online and transfer pathways, including community college partnerships (e.g., 2+2 or similar pathway models).
• Support in-person and virtual recruitment efforts for online programs, including information sessions, prospective student engagement, and communication with partner institutions.
• Maintain accurate student support, advising, and program coordination records in appropriate institutional systems.
• Contribute to data-informed decision-making related to enrollment, retention, progression, and completion.

Depending on the candidate's area of expertise and departmental appointment, the successful candidate may:

• Contribute to continuous improvement of clinical and applied learning models.
• Support accreditation, licensure, certification, or professional standards processes as applicable to the candidate's program area.
• Teach undergraduate and/or graduate courses in the candidate's area of expertise in online, hybrid, and/or in-person modalities.
• Support clinically embedded or applied coursework connected to field, practicum, internship, student teaching, apprenticeship, or professional learning experiences.
• Collaborate with faculty to ensure alignment between digitally-accessible coursework, program outcomes, clinical/applied learning expectations, and accreditation or professional standards.
• Possible teaching areas may include, but are not limited to:
• Online learning and professional preparation
• Educational technology or digital pedagogy
• Teacher preparation, teaching and learning, and clinical supervision
• Health education, public health, health promotion, or community health
• Human services, family studies, child and youth development, or community-based practice
• Professional seminars, practicum/internship seminars, or applied learning courses
• Student success, leadership, equity, or professional development courses
• For candidates appointed in Education, this may include supporting student teaching, apprenticeship placements, teacher…