Submit (1) your cover letter summarizing your reasons for applying for this position and your qualifications, (2) your resume detailing relevant experience, and (3) a list of at least three professional references to Rodney Fong, either by mail to: The John Marshall Law School, Attn: Associate Dean Rodney Fong, 315 South Plymouth Court, Chicago, Illinois 60604 or by email to firstname.lastname@example.org.
- Oversight of the assessment of student learning outcomes within the Law School.
- Provide leadership, along with the Associate Dean of Academic Achievement, Program Assessment, and Bar Preparation, for assessment of student learning outcomes.
- Strengthen the Law School’s capacity to collect, interpret, and act upon data to inform program level effectiveness.
- Shape a culture of inquiry and data-informed decision making.
- Develop and design assessment tools and comprehensive assessment practices, identify the appropriate data necessary to create a report, querying data tables from multiple sources, and create datasets.
- Analyze data and make recommendations to enhance student learning;
- Prepare and present reports and finding to relevant audiences to inform decision making and planning.
- Interact and coordinate efforts with the UIC Office of Academic Program Review and Assessment.
- Maintain currency with evolving American Bar Association (ABA) and Higher Learning Commission (HLC) standards, requirements and expectations.
- Ongoing professional development in national best practices concerning assessment and accreditation; service on relevant Law School committees.
- Serve on relevant UIC and JMLS committees as needed and assigned;
- Engage, as opportunities present, in national service.
Minimum Requirements: A successful candidate must possess the following knowledge, skills, and abilities. Applicants for this position should address each of the following items in the letter of application:
- A minimum of a Master’s degree and at least 2 years of experience directly related to the duties and responsibilities specified.
- Knowledge and understanding of higher education accreditation and assessment practices.
- Knowledge and understanding of accreditation planning and assessment methodologies and tools.
- Demonstrated knowledge in the areas of quantitative and qualitative research methods, research design, and statistical analysis techniques;
- Established competency using statistical analysis software.
- Skill in working with large data sets, verifying and checking data thoroughly for accuracy and completeness, importing and exporting files between software.
- Experience with querying databases using SQL or other programming knowledge.
- Ability to collaborate and work effectively with a variety of individuals and diverse groups, including administrators, faculty, students, staff, and other stakeholders.
- Ability to prioritize and manage multiple and varied tasks to meet deadlines and follow through on assignments with minimal supervision.
- Attention to detail and commitment to exceptional work quality standards.
- Advanced verbal and written communication skills.
- A high level of discretion and confidentiality.
Preferred Qualifications: These qualifications are not required, but would make the candidate more attractive.
- Master’s degree in Cognitive Psychology, Educational Psychology, Social Psychology, Education, or related fields.
- Experience with regional or professional accreditation processes as a member of an accreditation team or staff.
- Innovative, creative, and resourceful problem-solver.
- Prior teaching experience at any level, preferably with students from diverse backgrounds.
- Strong desire to make a substantial contribution to higher education.