Pathology Faculty

Specific Responsibilities

• Teaching - Teach in didactic preclinical and/or clinical educational programs for years 1 - 4. Responsibilities include time spent in the classroom, or laboratory, courses and in immediate preparation for them; maintaining and improving competence in subjects being taught; preparing teaching materials; conferring with students on course materials; directing individual and group studies; reviewing written examinations and papers.
• Working closely with other faculty to develop and implement innovative and interactive presentations of the curriculum, professional peer review and professional development are essential features of effective teaching.
• Advising - Student advising to include time spent meeting with students regarding academic, curricular and career matters. Participation in student mentoring in preparation for examinations including licensing board exams.
• Research - Working to create and add to knowledge in a field, including the advancement of new theories and principles. Assisting in the planning and development of research programs and the allocation of resources to support such research. Supervision of student participation in departmental research endeavors.
• Service - Participating in courses/lectures/workshops to meet the curricular needs of the department to include: course structure and content, course preparation, written course materials, lecture, workshop and lab presentations, course quizzes, exams, course evaluations and course faculty evaluations. Service on the departmental governing bodies and committees.
• Participating in faculty development and meetings.
• Representing ICOM in a positive and productive manner in areas assigned by the Department Chair and/or the Dean.

Requirements

• Any terminal degree in a related/educational/professional field.
• A substantial record of success as an educator with experience in teaching foundational concepts which are relevant to medical education.
• Preferred candidates shall have teaching experience in an academic setting being preferred.
• Experience with curricular and instructional design and training or experience in educational theory and/or evaluation preferred.
• Experience using innovative teaching methods which might include team-based learning, 'flipped classroom', problem-based learning, distance learning, interactive large group presentation, audience response systems, curriculum delivery systems (e.g.Canvas), and proficiency in exam item writing (COMLEX and/or USMLE-style) preferred.