Assistant Teaching Professor

Job Summary

The Assistant Teaching Professor works collaboratively with the members of the Department of Speech‑Language Pathology, including the Program Director, Director of Clinical Education, faculty and staff, as well as College and University faculty and administration, to develop and implement programs that ensure a superior didactic and clinical experience for graduate students. This role assures that all educational processes align with the standards and principles set forth by the Council on Academic Accreditation of the American Speech‑Language‑Hearing Association (CAA).

Additionally, the Professor engages in teaching, research, and service to advance the training of students across current and anticipated programs, while contributing to the profession’s body of knowledge through a personal research agenda and the scholarship of teaching and learning.

• Provides course instruction across the lifespan.
• Instruction will primarily be face‑to‑face but may include online/hybrid teaching activities.
• Assists with designing, implementing, coordinating, and evaluating graduate‑level (master and eventually doctorate) SLP curriculum that infuses the five themes associated with the SLP program across the curriculum, including:
  • Interprofessional education and collaborative practice
  • Cultural competency
  • Leadership and management across professional settings
  • Critical thinking and problem‑based learning
  • Prevention of communication and swallowing disorders
• Adheres to the creation, development, and implementation of course syllabi using standardized university policies, procedures and formats.
• Interviews and selects student applicants for admission to the SLP graduate program.
• Assists with communication with and coordination of part‑time and consultant faculty services to assure that supplemental faculty members are performing their duties within the didactic and clinical curriculum.
• Evaluates student performance by developing competency‑based standards, student learning outcomes, and formative and summative evaluation tools.
• Serves as advisor for SLP graduate students.
• Assures the availability of remedial and advanced instruction based on student needs.
• Assists with curriculum design, change and updates based on evaluation measures from students and stakeholders.
• Develops a clinical or basic science line of research with the goal of pursuing funding opportunities and engaging students in research.
• Participates in community‑based service projects and programs to enhance public relations of the SLP program.
• Utilizes and instructs students via state‑of‑the‑art technology and clinical record‑keeping software.
• Assists in writing the annual accreditation reports summarizing faculty and student accomplishments and program outcomes.
• Helps effectively market the SLP program to various constituents.
• Serves as a faculty clinic supervisor in the on‑campus speech‑language pathology clinic.
• Other duties as assigned.

• Minimum of a Doctorate in Speech‑Language Pathology or related field (PhD or EdD, with consideration of SLPDs).
• Preference given to a faculty member with experience, expertise, and/or willingness to teach graduate‑level coursework in adult neurogenic/neurological disorders of speech, language and cognition, research, and/or counseling.
• ABDs will be considered if the doctoral degree is earned by the end of Fall Semester 2026 and can be proven via final official doctoral degree transcript.
• Degree from an SLP graduate program located at an accredited university.
• Abides by the current ASHA code of ethics, standards of practice, philosophy, vision, and goals.
• ASHA Certified Speech‑Language Pathologist (CCC‑SLP) with current licensure in Pennsylvania, or license‑eligible.
• Minimum 2‑5 years SLP clinical experience in selected areas of academic/research interest.
• Documented expertise in relevant areas of teaching/research responsibility.
• Knowledge of content delivery methods including web‑supported classes (CANVAS) and distance learning.
• Excellent oral, written, and computer skills (proficiency in electronic communication, word processing, and accessing internet resources and clinical/didactic…