Applicants should submit all of their application materials through Interfolio here. Only electronic submissions will be accepted. For additional information, contact Mr. Jonathan Larson, (313) 593-5090 or jonalars@umich.edu, Associate Director of Curriculum, Transfer and Enrollment Initiatives, Teaching & Learning Clinical Faculty Search. The search process will begin immediately and continue until the position is filled.

Application Requirements:

Candidates should submit the following:

1. Cover letter summarizing how experience addresses position qualifications
2. Curriculum vitae
3. Statement of teaching philosophy
4. Unofficial copies of transcripts
5. Contact information for three professional references

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:

Responsibilities

Online Student Success & Program Coordination (25 - 50%)

• 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.

Teaching & Applied Learning Coordination (25 - 50%)

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 certification pathways, and partnerships with Birth Grade 12 schools and districts.

For candidates appointed in Health and Human Services, this may include supporting practicum, internship, community-based learning, health education, human services, public health, or related applied professional experiences.

Research (5-10%)

As a clinical faculty member, the successful candidate will be expected to remain professionally active and contribute to practice-based scholarship, program improvement, and/or applied research.

• Collaborate with program faculty and students regarding online programming and clinical-experience related research.
  • Publish related research with program faculty and students
  • Deliver presentations at state/national/international conferences with students and faculty
• Engage in scholarly or professional activity related to online learning, clinical/applied preparation, student success, educator preparation, health and human services, or related areas.
• Collaborate with CEHHS faculty, staff, students, and external partners on program evaluation, applied research, or continuous improvement initiatives.
• Contribute to publications, reports, professional learning materials, or other scholarly products as appropriate.
• Remain current in the candidate's professional field and in best practices related to online teaching and student success.

Service (5 - 10%)

• Attend Department of Education or Department of Health and Human Services (once a month) and College of Education, Health, and Human Services faculty meetings (once a semester)
• Engage in community partnerships across the state of Michigan that support online programming
• Serve on department, college, or university committees as assigned.
• Participate in accreditation, assessment, and continuous improvement processes.
• Contribute to program development, curriculum alignment, and online pathway initiatives.
• Support community, school, health, human service, and/or professional partnerships.
• Participate in faculty development opportunities related to online teaching, student success, accessibility, inclusive pedagogy, and applied learning.
• Represent CEHHS in recruitment, outreach, and partnership-building activities.
• If in Education, participate in statewide DARTEP meetings 4x a year

• Earned doctorate in Education, Health, Human Services, Public Health, Health Education, Educational Leadership, Teacher Education, Educational Psychology, Learning Sciences, Social Work, Human Development, or a closely related field. Highly qualified ABD candidates will be considered at the clinical instructor level.
• Experience teaching, advising, mentoring, supervising, or supporting students in culturally and linguistically diverse settings such as higher education, professional preparation, health education, public health, human services, community-based services, clinical/applied learning, PK-12, or related professional settings.
• Demonstrated ability to teach online, hybrid, face-to-face, clinically embedded, and/or technology-enhanced courses.
• Experience with online program development, coordination, or administration.
• Experience supporting students in online degree-completion, transfer, 2+2, or pathway programs.
• Commitment to student success, retention, access, and completion, particularly for online, transfer, adult, working, first-generation, and/or nontraditional students.
• Demonstrated ability to effectively integrate instructional and educational technologies including learning management systems, digital pedagogical tools, simulation, virtual supervision, and video-based observation platforms (e.g., GoReact) to support teaching, communication, advising, and online student engagement.
• Strong organizational, communication, interpersonal, and collaboration skills.
• Ability to manage multiple priorities and deadlines.
• Excellent oral and written communication skills.

Preferred candidates may demonstrate one or more of the following:

• Experience with academic advising, student success coaching, retention initiatives, or progression monitoring.
• Experience coordinating or supporting clinical placements, student teaching, practicums, internships, apprenticeships, field experiences, or community-based learning.
• Experience working with external partners such as schools, districts, community colleges, healthcare organizations, human service agencies, nonprofit organizations, or community partners.
• Experience with accreditation, assessment, licensure, certification, or professional standards processes.
• Experience teaching or mentoring students preparing for professional roles in education, health, human services, or related fields.
• Experience supporting multilingual learners, diverse learners, or students from historically underserved communities.
• Current or prior professional licensure, certification, or credentialing relevant to the candidate's field.
• Demonstrated commitment to building sustainable, trust-based partnerships that support student learning, workforce development, educator preparation, health promotion, community engagement, or human service delivery.
• Evidence of professional activity, applied scholarship, or research related to online learning, student success, clinical/applied preparation, or the candidate's disciplinary area.

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes.

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks.  Background checks are performed in compliance with the Fair Credit Reporting Act.

The University of Michigan is an Equal Opportunity Employer. We are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants, including protected veterans and individuals with disabilities.