The primary purpose of this position is to assist in the delivery of curriculum to medical students for three courses that take place in the Application Phase of the curriculum. Application Phase is the second of three phases of the undergraduate medical curriculum, and involves students completing their core clinical education. The first course this position will focus on is Community Based Longitudinal Care (CBLC). For CBLC, this position will be expected to perform tasks, including developing individual schedules that conform to curricular standards for 45 students each trimester that involve over 50 clinical sites in eight major locations (Durham, Greensboro, Wilmington, Raleigh, Chapel Hill, Burlington, Moncure, and Prospect Hill). The second course this position will manage is the Intensive Integration course that occurs once every four weeks for 150 students. The Intensive Integration course lasts for an entire day and is organized into several small group portions. The third course this position will support is Transition Course, a one-week, 8 hour-a-day orientation course for all 180 third year medical students. For all courses, this position will lead the communication of administrative and educational information to physicians, students, and site-specific staff. The positions will work in many different software platforms, including Sakai and one45, to carry out functions; as well as will be responsible for inputting and extracting critical data required for final grades and course evaluation required by the school's accreditation body.
Education and Experience:
Bachelor’s degree; or equivalent combination of training and experience. All degrees must be received from appropriately accredited institutions.
Ability to plan and organize work by sequencing and prioritizing tasks, coordinating with other work groups, and meeting major deadlines. Ability to respond to an environment with changing priorities and constant demands by adjusting workload appropriately. Ability to anticipate and prepare for the needs of faculty or potential conflicts, particularly as it relates to course support and committee work. Demonstration of strong writing and oral skills. Ability to maintain positive and professional relationships with individuals at various levels at the School of Medicine. Ability to learn and use a wide range of software and hardware for operational or educational purposes. Ability to demonstrate how to manage small or large scale projects. Ability to problem solve, think critically, and work independently.
Impeccable work ethic with a commitment to serve students. Ability to independently and creatively problem solve and take ownership of projects. Experience working in academic setting, especially higher education administration, and preferably with knowledge of UNC Chapel Hill. Commitment to build and maintain positive, interactive work relationships.
The University of North Carolina at Chapel Hill is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to age, color, disability, gender, gender expression, gender identity, genetic information, race, national origin, religion, sex, sexual orientation, or status as a protected veteran.
Carolina rates among the nation’s great institutions of higher education, set on an historic and beautiful campus that celebrates all four seasons. Carolina’s students, faculty and staff come here from around the world, bringing varied cultural, racial and ethnic heritages that help make UNC-Chapel Hill a thriving intellectual center. We’re repeatedly ranked the nation’s best value in higher education for students seeking to earn a college degree – the University has garnered the top spot each time since the ranking’s launch in 1998.Whether you’ve just started your career, are new to academia or are a seasoned professional with assorted campus experiences to draw on, we hope you will find a great place at Carolina.