Job Description

This position will advocate for and support Self-Regulated Learning within the pharmacy professional program. This includes academic coaching of students in the cognitive,
motivational, affective, behavioral and contextual aspects of learning the Areas of Science required to Think Like a Pharmacist. This individual will build a strong understanding of the risk
factors and drivers of student performance problems, as well as diagnostic skill in identifying specific knowledge and skill developmental challenges. This individual will also build institutional understanding and capacity to support these learning challenges.  Students will be escalated/referred to the Learning Support Specialist by advisors, the academic skills coach, support panels, administrators, academic standing and instructors. When students face complex learning challenges, student academic coaching with the applicable policies and processes (eg, exam review) are executed to foster optimal outcomes.

The expectation is that this person will work primarily with pharmacy students. However, the experience with risk factors and diagnostic assessment will also support MLS and OT.

40% Knowledge, Skill and Progression Support
● Supports progression related issues in experiential, simulation/lab or classroom settings, when students are referred by advisors, academic skills coach, support panels, administrators, preceptors, academic standing and instructors.
â—‹ Works with the Block 1 team to develop a cohort-level, academic monitoring and intervention plan that supports transition to the professional program and early identification of at-risk individuals (eg use of entry exam information).
â—‹ Works with the APPE Readiness module team to develop an assessment and support plan to support transition to APPEs.
â—‹ Works with the Block 7 team to develop an assessment and support plan for identified individuals at-risk for issues in transition to practice or with licensure.
â—‹ Works with faculty and preceptors to aid in student support and in remediation.
● Supports course and rotation interventions or remediation for individual students in collaboration with block leads, including individualized plans and support from tutors or TAs.
â—‹ Acts as the primary source of individualized progression support for experiential education in partnership with site preceptors and the office of experiential education.
● Act as lead for policies, processes, and systems related to support of progression and remediation, working with PED, OSS, PEPC, ASC and the Registrar, as appropriate.
â—‹ Develops, establishes and maintains a process to identify students who struggle on experiential rotations. This includes assuring that preceptors, faculty and students understand and use the processes.
â—‹ Coordinates remediation support and progression support with advisors, academic skills coach, support panels, administrators, academic standing and faculty, delivering support if necessary.
â—‹ Serves as an administrative liaison to the Academic Standing Committee.
● Communicates developments and updates to the appropriate individuals within student services or program oversight/delivery, as well as appropriate Block Leads, students and preceptors.
● Partners with the Academic Skills Coach to provide Learner Support Services
â—‹ Refers students to the Academic Skills Coach for development of specific academic skills.
â—‹ Works with coaches/advisors/counselor/block leads in identifying needs for academic skills, designing programming and preparing enduring materials for student access.

20% Learner Diagnostic Assessments and Resource Curation
● Partners with university resources to build expertise in diagnostic assessment, and identify resources for learning support .
● Works with individual students to identify and address specific areas of learning challenge, using performance data, student self-assessments (ie, motivational and affective challenges), learning analytics and program-level data.
● Identifies and/or designs resources to support student knowledge/skill acquisition to solidify prerequisite skills and support progression .
● Builds TA and tutor capacity and ability to support individualized learning needs within whole task learning and professional skill development components of the curriculum.
● Supports organizational learning by sharing emerging risk factors, including information on motivation to learn and capacity to learn, within the pharmacy program and with OT and MLS.
● Works to facilitate the development of diagnostic skills in faculty to aid in general student assessment, support, coaching and remediation.

20% Learning and Remediation Support
● Structures and manages a centralized library of learning resources that are available to students as they progress through the program to support initial learning, remediation, and opportunities for repetition/practice.
● Identifies high-priority areas for developing (or locating/curating) media-rich materials.
â—‹ works with coordinators to identify existing media used to assist in learning (e.g. animations, graphics, videos) and encourages utilization .
â—‹ evaluates learning support resources and services for utility within the program.
â—‹ manages licenses related to access to learning materials, working with library liaisons.
● Supports organizational effectiveness by sharing resources and learning within the pharmacy program and with OT and MLS.
● Develops coaching and remediation skills in faculty, using best practices and outcomes data to define priority skills.

5% Supervision and Coordination
● Supervises, trains and evaluates those TAs and/or tutors assigned to the position to provide support to students receiving learning support services.
â—‹ Assign personnel for execution of individualized learning plans based on diagnostic assessment.
â—‹ Evaluates learner progress.
â—‹ Evaluate tutor/TA performance.

15% Miscellaneous
● Develops and maintains a deep understanding of learning challenges/disabilities, diagnostic assessment, progression and remediation support.
● Administrative service within the College based on the individual's expertise and the needs of the college.
● Duties as assigned.

Working Conditions:
● While most of the personâ™s time will be spent on the Twin Cities campus, the individual may be required to travel to University Minnesota campuses outside the Twin Cities area.
● This role is offered as a hybrid position (some combination of onsite and remote) where you are required to be onsite at our Minneapolis, MN or Duluth, MN-based campus on a regular basis.
● Required onsite details will be determined between you and your supervisor and based on the educational needs of the College of Pharmacy.

Salary range- 

Required Qualifications
● BA/BS with at least 8 years of experience; knowledge typically acquired through completion of a Doctor of Pharmacy degree program or professional work experience in a pharmacy setting.
● At least 5 years of coach/advisor responsibilities in a university setting coaching students on specific learning difficulties, including pharmacy-related knowledge, skills and affective challenges.
● Eligible for licensure as a MN pharmacist.
● Experience managing, interpreting, and sharing information/data related to student/resident performance.
● Excellent written, verbal, and interpersonal communication skills to establish working relationships with faculty, staff, senior leadership, and students.
● Knowledge of and commitment to the principles of diversity, equity and inclusion and an ongoing commitment to working with and across diverse communities.
● Ability to maintain a high level of integrity, professionalism, diplomacy, good judgment and confidentiality.
● Ability to work independently, creatively, and adaptively in a fast-paced and dynamic work environment.

Preferred Qualifications:
● Doctor of Pharmacy degree from an accredited school of pharmacy
● At least 5 years of experience as a practicing pharmacist.
● Completion of residency with ambulatory care focus (PGY1 or PGY2).
● A commitment to the College of Pharmacyâ™s core values:
o Diversity and Inclusion
o Integrity
o Excellence
o Joy
o Curiosity, Creativity, and Innovation
● Ability to work in a highly matrixed work environment.
● Ability to cope with complexity and ambiguity when dealing with student issues.
● Ability to strategically and creatively solve problems.
● Ability to exercise discretion and successfully manage multiple priorities at once.
● Familiarity with the health care community in Minnesota.

About University of Minnesota Twin Cities

The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.

Connections working at University of Minnesota Twin Cities

Job Tags

Work experience placement, Remote job,

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