Assistant or Associate Professor, Undergraduate Nursing and Director, Pathway to Practice (Non-Tenur
la salle universityCoatesville (PA)
Assistant or Associate Professor, Undergraduate Nursing and Director, Pathway to Practice (Non-Tenur
Posted 12 days ago
la salle universityCoatesville (PA)
SENIORITY
Lead
About the role
Assistant or Associate Professor, Undergraduate Nursing and Director, Pathway to Practice (Non-Tenure Track) La Salle University invites applications for a Director of the Pathway to Practice Program who will serve as a full-time, benefits-eligible, non-tenure-track faculty member at a rank of Assistant or Associate. This position is dedicated to advancing student success and licensure readiness through an intentionally designed, outcomes-driven model and was developed in response to outcome data highlighting the need for early intervention, longitudinal academic support, and stronger integration of didactic and clinical learning. The Director will provide proactive, structured academic coaching beginning in the sophomore year and continuing throughout the nursing program, with a focus on clinical judgment development, NCLEX-RN readiness, and successful transition to professional nursing practice. This is a 9-month faculty appointment accompanied by a 12-month secondary administrative appointment as Director. The faculty and Director roles are interdependent and must be held concurrently; continuation in each role is contingent upon service in the other. Rank (Assistant or Associate) will be commensurate with qualifications and experience.
Essential Duties: Student Success and Academic Coaching:
- Provide early, longitudinal academic support to pre-licensure nursing students beginning in the sophomore year.
- Coach students in effective study strategies that emphasize application, synthesis, and clinical judgment rather than rote memorization.
- Support development of NCLEX-RN–aligned test-taking strategies and clinical reasoning skills.
- Guide students in making meaningful connections between classroom instruction, clinical experiences, and professional nursing practice.
- Utilize student performance data and assessment outcomes to identify students in need of additional support and develop individualized academic success plans.
- Licensure Readiness and NCLEX-RN Outreach:
- Lead a structured NCLEX-RN outreach initiative beginning with the 2026 graduating class to support timely and successful licensure testing.
- Strongly encourage graduating students, prior to program completion, to schedule the NCLEX-RN examination within six to eight weeks of graduation, consistent with evidence-based best practices for knowledge retention and test readiness.
- Develop and implement a structured post-graduation NCLEX-RN preparation plan that includes guided review resources, study timelines, and faculty-supported strategies to strengthen clinical judgment and test-taking skills.
- Provide proactive guidance to graduates who anticipate delaying their initial NCLEX-RN attempt, including individualized preparation plans and coaching prior to testing.
- Coordinate targeted outreach to graduates who are not successful on their first NCLEX-RN attempt and offer individualized personal learning plans, academic coaching, and structured study support prior to re-testing.
- Use licensure outcome data to continuously refine outreach strategies and improve first-time and subsequent NCLEX-RN pass rates.
- Faculty Development and Collaboration:
- Lead and coordinate a faculty development initiative to establish a cohort of five faculty members trained to partner with the Director in supporting student success.
- Facilitate targeted professional development focused on: clinical judgment pedagogy, NCLEX-style assessment design, academic coaching and advising strategies, use of Elsevier Performance Learning Plans, interpretation and application of student performance and progression data.
- Organize and lead workshops, collaborative review of course and assessment data, shared advising strategies, and calibration of expectations across didactic and clinical courses.
- Serve as a resource to faculty regarding evidence-based teaching practices and student success interventions.
- Programmatic and Team-Based Leadership:
- Function as a core member of a coordinated student success team in collaboration with trained faculty partners.
- Ensure consistent messaging to students regarding academic expectations, progression standards, licensure readiness, and professional accountability.
- Contribute to continuous quality improvement efforts focused on teaching effectiveness, student learning, progression, and licensure outcomes.
- Participate in program evaluation, reporting, and accreditation-related initiatives as appropriate.
- Teaching:
- Teach in the Bachelor of Science in Nursing (BSN) day and BSNachieve programs.
- Secondary Responsibilities - Perform other related duties as assigned.
Required Qualifications:
Doctoral degree in nursing from an accredited institution. Current registered nurse (RN) license in Pennsylvania or multistate license. Experience in nursing education, academic coaching, student advising, and/or curriculum support. Demonstrated knowledge of NCLEX-RN frameworks, clinical judgment models, and evidence-based instructional strategies. Experience using student performance data to inform academic interventions. Knowledge of and commitment to the mission of La Salle University.
Preferred Qualifications:
Experience with Elsevier products, including Performance Learning Plans. Faculty development or leadership experience in higher education. Familiarity with accreditation standards and outcomes assessment in nursing education.
Physical Requirements and/or Unusual Work Hours - The Chair is required to be available on a 12-month basis. Some evening and weekend work may be required at times. Some local travel may be required.
Documents Needed to Apply:
- Cover Letter/Letter of Interest
- Resume/Curriculum Vitae
- Optional Documents:
- Statement of Teaching Philosophy
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