Primary Function: The full-time Clinical Mental Health Counseling instructor is a teaching position established to meet class demand. The instructor focuses on the delivery of the established learning objectives and curricula. The instructor provides meaningful interactions with students that promote student engagement, that connect student learning to career goals, and direct students to resources and interventions. The essence of Bellevue University’s educational experience is Real Learning for Real Life. 

Essential Functions/Academic Responsibilities: 

• Employs teaching methods and approaches that promote positive student engagement with the subject matter studied.
• Uses available data sources on instruction (student evaluations, dashboards, surveys, and so on) to adjust teaching methods or approaches necessary to create higher levels of student engagement.
• Offers the level of commentary on assignments that enables students to improve in acquiring both content knowledge and skills.
• Uses commentary on assignments, as appropriate, to guide the student in acquiring the specific knowledge addressed in the course assignments.
• Actively monitors student performance and proactively refers students to appropriate resources or interventions.
• Is available to assist students through various communication modes, including at least ten virtual and/or in-person office hours per week.
• Responds in a timely manner (not to exceed 48 hours) to student inquiries about content, assessments, and other concerns.
• Takes the steps necessary to remain current in the discipline, including the maintenance of applicable licenses and/or certifications.
• Adheres to established University and program policies and procedures.
• Completes all required training and development activities relevant to regulations and University practices.
• Demonstrates effective judgment and professional integrity in accordance with higher education standards. 
• If possible and in consultation with the Dean/Program Director, the instructor will attend University professional development events as well as attends Departmental, College, All-Faculty, and All-Campus meetings.

Must meet CACREP core faculty requirements. This includes:

• An earned doctoral degree in counselor education, preferably from a CACREP-accredited program; or a related doctoral degree. 
• Have been employed as a full-time faculty member in a counselor education program for a minimum of one full academic year before July 1, 2013; or have been employed as a full-time doctoral-level faculty member in a CORE-accredited master’s program prior to July 1, 2017; or have graduated from a rehabilitation doctoral program prior to January 1, 2018.

Demonstration of a professional counselor identity through each of the following: 

• Have sustained memberships in professional counseling organizations
• Relevant professional counseling credentials
• Show evidence of sustained professional engagement through at least two of the following: professional development and renewal activities related to counseling, professional service and advocacy in counseling, ongoing counseling practice, or research and scholarly activity in counseling commensurate with their faculty role.
• Technical competence with distance or technology-based educational delivery systems preferred.

Working Conditions: 

• Works with critical deadlines and works well in demanding environments.

About Bellevue University

Bellevue University believes that everyone, regardless of their status or circumstance, should have the opportunity to earn a quality college degree with the skills and engagement needed to open the door to a promising career and a high quality of life. To address the challenge and ensure all students have a chance at the American Dream, we set an ambitious vision of becoming "A Premier Open Access University in the United States." Our commitment to this vision signals our intent to build an accessible, yet high performing university, which transforms our students into some of the most diverse, skilled, and engaged workers possible. Unlike many universities that define success in terms of admissions exclusivity and selectivity, we choose to define our success as providing access with performance to many, regardless of their chosen path in life. From our first day of operation in 1966, we were designed to ensure all students had an accessible path to a quality degree. As the University turns fifty and sets the stage for the next fifty years, we aspire to be one of the best (premier) in the higher education access mission—delivering an accessible degree with the skills needed for success—our students need it more than ever.

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