Education Instructor SMS-3844

We need to output HTML fragment with headings

for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. The posting includes description, duties, qualifications, supplemental info includes salary range. No explicit Benefits, Schedule. So we should include sections: About the role (maybe description), Responsibilities (duties), Qualifications (required and desirable), Pay (salary range). Possibly Skills? Not explicit. Could include Skills as part of qualifications? Better not create empty sections. So we output:

About the role

... description paragraph ...

Responsibilities

• ... list items ...
... but we need to preserve all substantive info. The duties are long; we could break into bullet points summarizing each duty? But we must not invent or summarize away detail. We need to preserve all substantive information; we can keep the prose as

but rule says use

• for any list of duties/requirements/benefits. The duties are presented as bullet-like sections (Teaching 60%, Curriculum Development & Organization, etc). We could treat each major bullet as
• . The content includes many sentences; we can keep them inside
• . That preserves detail. We need to extract the duties list from the posting. Let's parse: Under "Examples of Duties" there are sections: Teaching 60% Curriculum Development & Organization [paragraph...] B. Curriculum Delivery [paragraph...] Service 35% [paragraph...] Research 5% [paragraph...] We could treat each of these as a list item. But there are sub-bullets inside paragraphs (like "Develop, revise, and implement curriculum experiences..." etc). Those are sentences; we could keep them as part of the
• text. Thus
  • Teaching 60% ... (the paragraph after)
  etc. We need to ensure we don't lose any detail. Let's copy the relevant text exactly. From posting: Examples of Duties Teaching 60% Curriculum Development & OrganizationDevelop, revise, and implement curriculum experiences for undergraduate medical students that integrate the visual arts into medical education, with an emphasis on observation, interpretation, reflection, and humanistic practice as foundations for professional identity formation and clinician flourishing. Design and update modules incorporating visual arts (e.g., drawing, painting, photography, digital media, and mixed media) within the Medical Humanities curriculum, including the Medical Humanities Clerkship and integrated pre-clinical and clinical coursework, with attention to fostering meaning, connection, and well-being. Serve as a resource for visual arts–based pedagogy across Year 1–4 curricula, supporting faculty in incorporating arts-based approaches that enhance learner engagement, resilience, and reflective capacity. Develop and coordinate electives in visual arts and medicine, including studio-based, reflective, and digital design offerings that promote creativity, self-awareness, and flourishing in medical training. Contribute to interdisciplinary curriculum development that integrates visual arts with narrative medicine, ethics, professionalism, and clinical observation, emphasizing the role of the humanities in sustaining purpose and reducing burnout. Assist in planning and implementing co-curricular and extracurricular offerings (e.g., exhibits, workshops, humanities events) that cultivate community, belonging, and well-being through shared creative experiences. Collaborate with faculty across departments to integrate visual arts into clinical education, including observational skills training and reflective practices that support empathy, presence, and meaning-making. Participate in departmental curriculum planning, assessment, and continuous quality improvement efforts, incorporating measures of learner engagement, well-being, and flourishing where appropriate. Assume designated educational administrative responsibilities at the direction of and under the supervision of the Chair of the Department. B. Curriculum Delivery Deliver and evaluate learning experiences using visual arts methodologies in lectures, seminars, workshops, and small-group sessions across undergraduate and graduate medical education, with attention to psychological safety and inclusive learning environments. Facilitate studio-based and experiential learning sessions utilizing multiple visual art mediums (e.g., drawing, painting, collage, photography, digital illustration) to promote reflection, perspective-taking, and restorative learning. Teach electives focused on visual arts in medicine, including courses that incorporate digital graphic design and visual storytelling in healthcare contexts, highlighting the role of creativity in sustaining professional fulfillment. Guide learners in developing observational acuity, tolerance of ambiguity, and reflective capacity through engagement with visual art, supporting adaptive expertise and emotional resilience. Provide instruction and mentorship in the use of digital tools for visual communication, including graphic design, digital storytelling, and visual presentation, as a means of amplifying voice, advocacy, and meaning-making. Participate in interdisciplinary teaching activities, including Medical Humanities programming, clerkships, and pathway initiatives, with a focus on fostering connection and community. Contribute to continuing education offerings, workshops, and faculty development sessions related to visual arts in medical education and their role in clinician well-being. Mentor students in scholarly and creative projects related to visual arts and medicine, including capstone and pathway projects that explore identity, purpose, and flourishing in medicine. Service 35% Serve on Department, School of Medicine, and University committees as appropriate, contributing to initiatives that advance a culture of humanism, inclusion, and well-being. Contribute to the visibility and impact of Medical Humanities through exhibitions, installations, and public-facing programming and displays that highlight the role of the visual arts in fostering connection, reflection, and healing. Participate in regional, national, and/or international conferences, workshops, and professional organizations related to medical humanities, arts in health, and clinician well-being. Serve as a resource and consultant for integrating visual arts into educational, clinical, and community settings, with attention to supporting individual and organizational flourishing. Collaborate with community partners, galleries, museums, and arts organizations to enhance programming and promote community engagement and well-being.Support departmental initiatives, including student publications, showcases, and events that highlight creative expression as a vital component of a thriving learning environment. Research 5% Pursue scholarly and/or creative work at the intersection of visual arts, medical education, and clinician well-being, including publications, exhibitions, or presentations.Contribute to collaborative scholarship within the Department of Medical Humanities and across the School of Medicine, particularly in areas related to humanism, professional identity formation, and flourishing. Develop or assist in the preparation of grant proposals or funded initiatives supporting arts-based education, humanities programming, and innovations that promote learner and workforce well-being. Disseminate work through peer-reviewed journals, conferences, exhibitions, or digital platforms, contributing to the broader conversation on flourishing in health professions education. We need to preserve all that. Now Qualifications section: "REQUIRED QUALIFICATIONS: Sensitive to the needs of underrepresented minority populations.Master of Fine Arts (MFA) or equivalent advanced degree in visual arts or a related field. Demonstrated experience in multiple visual art mediums. Experience with digital graphic design and visual communication tools. Desirable Qualifications Interest in or experience with teaching, mentoring, or curriculum development in educational settings (health professions education preferred but not required). Demonstrated or emerging commitment to advancing humanistic, reflective, and flourishing-centered approaches in medical education." We need to split into Required and Desirable maybe as list items. Pay: "The budgeted annual salary range is $75,000 to $82,500, representing the academic base salary only, which is funded through the University. The final academic base salary will be determined by a thorough assessment of available market data, internal salary equity, candidate experience and qualifications, and budget considerations." We should include Pay section with that paragraph. No Benefits or Schedule. About the role: The description paragraph after "Description". Let's extract: "Under the direction of the Chair of the Department of Medical Humanities the appointee will perform the duties and fulfill the responsibilities of an Education Instructor. The appointee will participate in teaching, research, and services in areas of competence with a focus on visual arts. *This position is ON SITE only*" We need to keep that as prose. Now produce HTML:

  About the role

  Under the direction of the Chair of the Department of Medical Humanities the appointee will perform the duties and fulfill the responsibilities of an Education Instructor. The appointee will participate in teaching, research, and services in areas of competence with a focus on visual arts. *This position is ON SITE only*

  Responsibilities

  • Teaching 60% Curriculum Development & OrganizationDevelop, revise, and implement curriculum experiences for undergraduate medical students that integrate the visual arts into medical education, with an emphasis on observation, interpretation, reflection, and humanistic practice as foundations for professional identity formation and clinician flourishing. Design and update modules incorporating visual arts (e.g., drawing, painting, photography, digital media, and mixed media) within the Medical Humanities curriculum, including the Medical Humanities Clerkship and integrated pre-clinical and clinical coursework, with attention to fostering meaning, connection, and well-being. Serve as a resource for visual arts–based pedagogy across Year 1–4 curricula, supporting faculty in incorporating arts-based approaches that enhance learner engagement, resilience, and reflective capacity. Develop and coordinate electives in visual arts and medicine, including studio-based, reflective, and digital design offerings that promote creativity, self-awareness, and flourishing in medical training. Contribute to interdisciplinary curriculum development that integrates visual arts with narrative medicine, ethics, professionalism, and clinical observation, emphasizing the role of the humanities in sustaining purpose and reducing burnout. Assist in planning and implementing co-curricular and extracurricular offerings (e.g., exhibits, workshops, humanities events) that cultivate community, belonging, and well-being through shared creative experiences. Collaborate with faculty across departments to integrate visual arts into clinical education, including observational skills training and reflective practices that support empathy, presence, and meaning-making. Participate in departmental curriculum planning, assessment, and continuous quality improvement efforts, incorporating measures of learner engagement, well-being, and flourishing where appropriate. Assume designated educational administrative responsibilities at the direction of and under the supervision of the Chair of the Department.
  • B. Curriculum Delivery Deliver and evaluate learning experiences using visual arts methodologies in lectures, seminars, workshops, and small-group sessions across undergraduate and graduate medical education, with attention to psychological safety and inclusive learning environments. Facilitate studio-based and experiential learning sessions utilizing multiple visual art mediums (e.g., drawing, painting, collage, photography, digital illustration) to promote reflection, perspective-taking, and restorative learning. Teach electives focused on visual arts in medicine, including courses that incorporate digital graphic design and visual storytelling in healthcare contexts, highlighting the role of creativity in sustaining professional fulfillment. Guide learners in developing observational acuity, tolerance of ambiguity, and reflective capacity through engagement with visual art, supporting adaptive expertise and emotional resilience. Provide instruction and mentorship in the use of digital tools for visual communication, including graphic design, digital storytelling, and visual presentation, as a means of amplifying voice, advocacy, and meaning-making. Participate in interdisciplinary teaching activities, including Medical Humanities programming, clerkships, and pathway initiatives, with a focus on fostering connection and community. Contribute to continuing education offerings, workshops, and faculty development sessions related to visual arts in medical education and their role in clinician well-being. Mentor students in scholarly and creative projects related to visual arts and medicine, including capstone and pathway projects that explore identity, purpose, and flourishing in medicine.
  • Service 35% Serve on Department, School of Medicine, and University committees as appropriate, contributing to initiatives that advance a culture of humanism, inclusion, and well-being. Contribute to the visibility and impact of Medical Humanities through exhibitions, installations, and public-facing programming and displays that highlight the role of the visual arts in fostering connection, reflection, and healing. Participate in regional, national, and/or international conferences, workshops, and professional organizations related to medical humanities, arts in health, and clinician well-being. Serve as a resource and consultant for integrating visual arts into educational, clinical, and community settings, with attention