Medical Assisting Adjunct Faculty Instructor; Tampa

Overview

We are seeking Medical Assisting Adjunct Faculty Instructor to facilitate in-person, clinical skills labs and weekly virtual live classes using Zoom at our Tampa Campus on weekday afternoons and/or evenings.

This is the right role for you if:

You are committed to equity, access, and building economic mobility. You understand that economic disparity and income inequality are destabilizing forces for a true democracy. You know the power of a great education—one that catapults a learner into new, choice‑filled opportunities. You want to break down barriers, destroy misconceptions, and prepare and connect extraordinarily talented people with the opportunities they deserve.

You are driven to succeed, passionate about serving all Accelerate U participants including first‑generation learners, and you’re agile, creative, flexible and engaging in how you teach.

You love every part of teaching medical assisting: the technical stuff, of course, but also the professional skills, mindsets, and habits essential for success in a hospital or health clinic. You’re excited to teach across different mediums—synchronously over Zoom, asynchronously on our learning management system, one‑on‑one with individual learners or small groups, etc. You’re eager for feedback and always trying to get better, and you’re excited to collaborate with others such as professional coaches, peer instructors, and the Accelerate U team.

You want to create a community—a sense of belonging—for every learner. Learners are not passive enrollees in our program, but active drivers of their own learning. You will create a space for learners to build “social capital” among their colleagues so that they head into work with a meaningful, professional network.

• Establish Relationships and a Safe Learning Environment
  • Dedicate time to getting to know your students and how they best learn.
  • Make your expectations clear regarding student behavior by consistently sharing and enforcing expectations in synchronous sessions.
  • Use inclusive and supportive language that honors your students’ identities and assumes the best in their actions.
• Deliver Excellent and Engaging Synchronous Sessions – Daytime and Evening Instructor Needed
  • Deliver two, 2‑hour Zoom‑based synchronous (live) classes a week with your students to develop clinical skills and build on/reiterate recent learning in the program.
  • Empower students to develop competency by sharing a passion and expertise for the medical assistant profession and its competencies and skills.
  • Leverage a variety of active learning activities that ensure learners are doing something beyond listening (e.g., skill practice, discussions, role plays, simulations, games).
  • Build in strategies to check for the understanding of all learners in your class (e.g., share‑out, Zoom chat, polls, Google‑Doc note‑takers).
• Demonstrate Fluent Use of Your Teaching Tools
  • Utilize technology‑based teaching platforms including Zoom and Desire to Learn (D2L), the University’s Learning Management System.
  • Support learners in navigating D2L and the course textbook.
• Communicate and Provide Feedback Frequently
  • Grade students’ work every week to ensure students maintain a clear understanding of their academic progress.
  • Log in to D2L and respond to your NLU email every business day.
  • Post announcements twice a week clarifying learners’ expectations, sharing lecture recordings, and providing encouragement/updates.
  • Provide written feedback on all assignment submissions highlighting strengths and specific details on how to improve.
• Implement and Orchestrate Differentiated Supports
  • Review your class progress and grades data weekly to identify students who are in need of additional support, and reach out to those students to ensure they are aware of their status and the supports available to them.
  • Engage in weekly 1‑on‑1s with students’ career coach, providing updated course grades and attendance information for each student, and collaborating to make a plan of support for every student who is falling behind.
  • Communicate high expectations and high confidence in students and their ability to complete the program and become great medical…