Clinical Assistant Professor, School of Nursing (3644)

Job Description The Clinical Assistant Professor is a full-time or half-time (0.5 FTE ), 9-month faculty appointment in the Undergraduate Nursing Program— with FTE status determined by the successful candidate’s preference — with primary responsibility for high-quality clinical, laboratory, simulation, and didactic instruction. This role emphasizes excellence in teaching, student mentorship, curriculum implementation, and professional role modeling, while also contributing to service, leadership, and quality improvement initiatives within the School of Nursing. Faculty are assigned a designated home campus, which serves as the primary site for in-person teaching and determines mileage for required travel to clinical settings. This position is not eligible for new visa sponsorship at this time. Candidates who already hold valid U.S. work authorization may be considered. Key Responsibilities The Clinical Assistant Professor provides instruction in undergraduate nursing courses across classroom, laboratory, simulation, and clinical settings. Responsibilities include facilitating student learning, evaluating student performance, integrating evidence-based practice and clinical judgment into teaching, and collaborating with faculty to ensure consistent, high-quality educational experiences across campuses. Faculty participate in curriculum development, implementation, assessment, and continuous quality improvement to ensure alignment with AACN Essentials, CCNE accreditation standards, licensure requirements, and program outcomes. Responsibilities may also include mentoring adjunct faculty, clinical instructors, and instructional support personnel, and collaborating with clinical partners and preceptors to support student learning. Following onboarding, faculty are expected to engage in service and shared governance activities, advise students, attend faculty meetings and key School events, participate in committee work, and contribute to initiatives that support student success, program quality, and continuous improvement. Teaching workload may be adjusted to support approved leadership, service, quality improvement, or scholarly activities.