The development of students, To Know Him and To Make Him Known, is at the heart of College of Education’s purpose. Faculty members are called upon to embody and to implement CIU’s purpose and mission, as well as the educational philosophy and conceptual framework of the College of Education. This is accomplished by facilitating student growth in biblical knowledge, spiritual maturity, ministry orientation, and the professional skills necessary for service in a variety of cultural contexts. College of Education faculty members carry responsibility for such instructional activities as classroom teaching (undergraduate, graduate, and online), student mentoring, advising, and ministry supervision/coaching. They also serve as primary stewards of educational programs and policies.
- Teach and mentor students
- Oversee advisees
- Assist the Dean of the College of Education in the oversight, on-going development, and assessment of the curriculum to provide the professional competencies that contribute to the aim of the College of Education as expressed within its conceptual framework
- Oversee, maintain, and assess programs for alignment with CAEP, NAEYC, ACEI, SACSCOC, ABHE, and ACSI criteria, including minutes, report writing, and collection and use of data.
- Organize course offerings to fit the parameters of the program timeline and schedules.
- Assist the Admissions Office in its efforts to recruit qualified students.
- The instructional responsibilities of the full-time faculty member normally will not exceed 24 semester hours annually, 3/4 part time at 18.
- Modeling Christ-like Living and Service: Faculty members must conform to CIU’s Biblical and ministry standards, affirm annually and uphold without reservation the Institution’s Doctrinal Standard, and exemplify in personal, family, church, institutional, professional, civic, and societal contexts the highest standards of personal integrity and godly character.
- Instruction: Faculty are annually assigned instructional responsibilities and related duties including such activities as supervising education practicum and internships, and/or overseeing faculty directed studies and dissertations. This includes preparing course syllabi (including objectives, materials, assignments, instructional methods and technologies, and assessment means) designed to achieve core curricular and program objectives that reflect the mission of the College of Education.
- Student Advising: General student advising includes the following responsibilities: helping students explore career and life goals; providing personal and career guidance; maintaining a working knowledge of academic policies and procedures of the nature, purposes, and requirements of various program’s core curriculum and programmatic options; meeting with individual advisees to consult concerning program guidance, course selection, and progress in meeting graduation requirements; and making students aware of academic policies, providing proper authorization, and documentation of appropriate exceptions.
- Recruitment: Although the Admissions Office is often the initial contact with prospective students, faculty must be willing to phone, e-mail, meet with, attend special events, advise, review transcripts, guide, and provide information to those interested in the educational programs as appropriate.
- Student Activities/Relations: Faculty members are expected to exercise initiative in participating in student activities and in fostering vital informal contact with students. The Educational Philosophy and Responsibilities Guide outlines specific institutional expectations and provisions.
- Practice of Ministry: Outside opportunities and ministry responsibilities will be carried out according to one’s gifts and training in such a way as to enhance and not detract from the fulfillment of CIU teaching and leadership responsibilities.
- Professional Development and Scholarly Competence: Faculty members are responsible to remain current within their individual disciplines through professional development opportunities.
- General Contribution to Institutional Effectiveness: Faculty members participate in and contribute to the following types of institutional activities as prescribed: chapel and prayer day programs; annual faculty workshops; program meetings, College of Education and CIU faculty meetings; committee assignments; assessment of educational effectiveness at the program, college, and corporate level, and identifying and implementing improvement measures.
- Committed to the preparation of leaders for Kingdom education work
- Familiarity with standards-based assessment principles
- Previous K-6 teaching experience.
- Previous postsecondary classroom teaching experience
- Previous online college teaching experience
- Cross-cultural experience
- Early Childhood or Elementary state certification
- Familiarity with national and state standards, including CAEP, NAEYC, ACEI, SACSCOC, ABHE, and ACSI
- Excellent oral and written communication skills
- Ability to organize, manage, and complete timeline projects over multiple-year period
- Accredited Ed.D. or Ph.D. in education, with emphasis in Early Childhood