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Emerson College is committed to an active, intentional, and ongoing engagement with diversity—in people, curriculum, and the college’s intellectual and geographic communities. The Department of Communication Sciences and Disorders (CSD) seeks Speech-Language Pathologists who bring innovation, creativity, and impact to our student body, and who bring a greater depth, breadth, and diversity to our educational and programmatic experiences.


Our graduate level CSD program provides two learning modalities, residential and on-line, for aspiring speech-language pathologists across the United States. Our program prepares students to become Speech-Language Pathologists (SLPs) capable of working in any setting, with a variety of disorders, across the lifespan. To gain a broader understanding of our program, modality, and Course Facilitator role please view our Speech@Emerson Overview.


The Speech@Emerson curriculum mirrors our residential M.S. program, and each of our courses have been designed and built by Emerson faculty members. The courses consist of synchronous live sessions and asynchronous content which enables students to develop critical problem-solving and analysis skills.

 

A Course Facilitator is responsible for leading weekly live sessions via Zoom for a course section of approximately 10–17 students. Course facilitation is contingent upon adequate section enrollment(s) as determined by the College. Course Facilitator duties include:

• Acquire required text and materials for instruction at facilitators own expense.

• Participate in individual and group training (related to both the course content and objectives as well as the learning management platform and online teaching) prior to the beginning of the course.

• Facilitator will participate in any training required by Emerson

• Meet at least three times per term with the Convenor and other Facilitators to ensure course section parity.  

• Host weekly office hours and scheduling additional student meetings, as needed.

• Respond  to students’ questions in a timely fashion.

• Provide grades and feedback on student performance in a thoughtful, timely way.

• Provide asynchronous and synchronous feedback to the Convenor for course iterations.

COURSE-SPECIFIC REQUIREMENTS – The requirements below reflect the competencies needed to facilitate this specific course and assess its learning outcomes.

Preferred Experience:

• MA/MS or PhD in Communication Sciences & Disorders (or related field) with current CCC-SLP.

• Demonstrated expertise in speech development and speech sound disorders (articulatory/motor, phonological processes, dysarthria, childhood apraxia of speech), including diagnostic and evidence-based treatment approaches.

• Strong knowledge of phonetics and the International Phonetic Alphabet (IPA).

• Clinical experience assessing and treating speech sound disorders in children.

• Prior teaching experience at the graduate and/or undergraduate level.

• Experience with online/remote instruction (preferred).

Typical Live-Session Load: 

• One (1) live session per week at a set day/time.

• One (1) hour per week reserved for office hours.

• Team meetings 2–3 times per semester and/or as needed.

Course Tools and Assessments:

• Asynchronous lectures provided to students in addition to weekly live sessions.

• Assessments include: group presentation, midterm, final exam, and a two-part independent and relational analysis assignment.

• Facilitator resources provided: session lesson plans, breakout activities, video clips, handouts, and additional learning materials.

QUALIFICATIONS – Qualifications are deemed required or preferred and represent what is needed to effectively perform a job.

• Master’s degree with certification in speech-language pathology and possess a valid state license. 

• Brings a minimum of 4-6 years of experience as a practicing Speech-Language Pathologist 

Preferred Qualifications:

• Experience working in a speech and hearing clinical setting and/or ASHA professional certification.

• Fluent with webinar technology (i.e.  Zoom, WebEx, GoToMeeting, and Skype).

• Proficient with Microsoft Office, GSuite and presentation software.

• Experience with online educational programs.

KNOWLEDGE, SKILLS, AND ABILITIES – May be representative, but not all-inclusive, of those knowledge, skills, and abilities commonly associated with the job. 

• A highly skilled relationship-builder who is able to effectively engage diverse stakeholders, including faculty staff and college students from various backgrounds.

• Able to handle and maintain confidentiality.

• Able to exercise sound judgment and employ decision-making skills.

• Demonstrates a genuine passion for helping students.

• Able to present effectively to small and large groups and to work productively with a wide range of constituents in a diverse community.

• Highly effective written and oral communication skills with the ability to deliver information in a concise and articulate manner 

• Comfortable working in a remote work environment and have access to reliable internet and computer equipment. 

PHYSICAL ABILITIES – Activities commonly associated with the performance of the functions of this job. The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• This position is generally sedentary in nature, movement throughout the area is required from time to time.

• Requires long periods of mental concentration.

• Ability to effectively communicate in person and through communication media

• Repetitive movements, occasional lifting of up to 20 pounds, reaching, lifting, stooping and the ability to read a computer screen, detect color-coding and read fine print will be expected.

WORK ENVIRONMENT – Environmental or atmospheric conditions commonly associated with the performance of the functions of this job.

• The Course Facilitator position is a fully remote role which requires a designated work space that is quiet and distraction-free.

• In compliance with the Emerson College remote work policy, candidates for this position may reside in any of the 50 states with the exception of the following:

  • Montana

  • Colorado

  • Hawaii

  • Alaska

  • Puerto Rico

 

Please note: This position is remote