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Job Description

Operating Title

Online or Senior Online Professional Faculty – Human Services/Human Services Administration

Campus Location



GSC Academic Affairs

Summary of Position

Applicants are invited to apply for an Online or Senior Online Professional Faculty to begin in March 2023 (flexible start date) in the area of Human Services/Human Services Administration. We are prioritizing candidates with professional experience in the human services field who can also teach and provide program oversight for undergraduate and graduate courses. This faculty member will be responsible for providing disciplinary expertise, program direction, curriculum development, and adjunct faculty oversight for professionally oriented degree programs. This faculty role will serve in a leadership capacity in areas supporting faculty, curriculum, student engagement and assessment, outreach activities, and other areas as needed. The teaching load will vary with other responsibilities but will not exceed four courses per fiscal year. Online Professional Faculty are fiscal year employees and are non-tenure track. 

Posting Number


Acceptable Minimum Qualifications

 A master’s degree and extensive teaching experience at the appropriate level are minimum requirements for Online Professional Faculty. A doctorate or terminal degree is preferred. Substantial relevant industry/professional experience within the field, evidence of experience teaching in an online or hybrid environment, a commitment to teaching excellence, and a high level of student service are also highly desirable. Online Professional Faculty must maintain expertise through ongoing professional development and/or professional association activities.

Salary Information

Salary is complemented by a comprehensive benefits package which includes medical, dental, retirement, tuition, and paid time off.

Quick Link to Posting


Posting Date


Open Until Filled


Interested Internal Candidates Exist?


Appointment Type


This position is responsible for the supervision of

Does not supervise

Special Requirements

A background check will be required as a condition of employment.

EEO Statement

The University System of New Hampshire is an Equal Opportunity/Equal Access/Affirmative Action employer. The University System is committed to creating an environment that values and supports diversity and inclusiveness across our campus communities and encourages applications from qualified individuals who will help us achieve this mission. The University System prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, genetic information, veteran status, or marital status.

Special Instructions to Applicants

INTERFOLIO USERS: If using Interfolio to submit letters of reference, please follow the special instructions at this link: https://pa-hrsuite-production.s3.amazonaws.com/2729/docs/126635.pdf.

Instructions for reference providers can be access at: https://support.interfolio.com/m/29600/l/266335-submit-a-letter-of-recommendation-to-interfolio.


Online Professional Faculty are responsible for providing disciplinary expertise and leadership for professionally oriented academic programs. Online Professional Faculty workloads are determined by the university and shall include instructional and non-instructional activities. Initial workload assignments will be a routine component of the hiring process and specified to the extent practical in the hiring letter. Online Professional Faculty workload assignments will be reviewed, updated as appropriate, and clearly described each fiscal year. 

All academic activities that involve the instruction of enrolled students. In addition to teaching courses, other assigned activities may include: 

• Independent Learning Contracts: Teaching of undergraduate and graduate students, registered with the faculty member one-on-one or on a small group basis in an online or face-to-face format. 

• Supervision of student research projects, internships or field-work: this activity involves the placement of students in an internship or field-experience with the subsequent supervision, guidance, and evaluation. 

• Supervision of Capstone: This activity involves selection and definition of the project, and the subsequent supervision, guidance and evaluation of students. 

• Field-Based Faculty: This activity involves direct supervision and documenting demonstrated mastery of competencies of GSC students, as well as mandatory meetings and other responsibilities as outlined in the project contract. 

• E-Portfolio Coordinator: This activity involves coordination of e-portfolio systems to link program curricula and assignments to assessments, as well as advising, training faculty, coaching, and managing curricular updates. 


A variety of activities and projects within the discipline, division, college, or community. These activities may include serving as a program director or coordinator for one or more academic programs, providing faculty leadership, and participating in projects related to curriculum, academic success, outreach, service, and other activities. For example: 

Faculty Leadership work may include but not be limited to: Serve as hiring manager for discipline or program(s); supervise and provide training to faculty; and monitor and assess faculty performance, including serving as a peer reviewer. 

Curriculum Leadership work may include but not be limited to: Design and implement a plan for regular curriculum review; define, articulate, and regularly review expected student learning outcomes for courses and programs; align assessment criteria across course sections and with program goals to ensure consistency of assessment; support the prior learning assessment program through leading or participating in institutional validation reviews or experiential learning portfolios; review course content/outcomes to determine placement of courses in transfer; monitor consistency of delivery across course sections; and design new programs or curricular components. 

Academic Success Leadership work may include but not be limited to: Collaborate with campus teams and adjunct faculty to promote student academic success; guide faculty and student problem resolution including academic difficulties and conflicts; and identify students at risk and collaborate with campus teams to implement and monitor individualized success plans. 

Outreach Leadership work may include but not be limited to: Confer with prospective students and campus staff on program-specific questions and student goal setting in specific fields; develop curriculum/program pathways for articulation with other institutions; create and leverage external relationships; and consult with enrollment management and marketing on program content and promotion. 

Service Activities include but are not limited to: 

Service to the Institution through administrative activities in leadership roles at the college, division, or program or college level such as serving as a program director or coordinator. Service activities could also include active participation on committees that focus on issues or directives of the institution, which includes assuming a leadership role on one or more committees or actively participating on one or more committees per year. For senior faculty, service would also include formal mentoring of junior faculty. 

Service to the Discipline through active participation in professional or governmental organizations at the local, state, regional, national, or international level. This participation may include serving on committees, being an officer in an organization, and/or developing a conference program. It also includes providing professional peer reviews, news releases, or other means for informing the popular media; serving on external review teams; and presenting keynote addresses to local, regional, national, and professional agencies. 

Other Activities include but are not limited to: research, scholarship, and creative activity that have a focus within the discipline, division, College, or community. Specific examples include learning outcome assessment projects designed to answer questions relevant to teaching and learning at the University and provide evidence to affirm or change practices at the course, program, or institutional level; peer-reviewed or professionally reviewed publications or creative exhibitions; and, national and international professional presentations, conference or professional meeting keynote addresses, conference panel or respondent presentations

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