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Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity The Workforce Analyst works with leaders, support teams, and staff in each supported team to help each unit meet goals around enrollment, retention, and student financial services. You will partner and collaborate with other teams within workforce management and department leadership to align staff to ensure service level/speed to answer goals are met for our learners. The Workforce Analyst provides direct assistance to each area of our operation to develop staff plans and create recommendations to balance staff entitlements and off-production activities against contact center demand, assists the Workforce Manager in compiling applicable data and reporting around department performance, determines priorities and implements action plans to ensure service delivery, and works directly with the Workforce Planning Manager to deliver a view of expected staffing each week and will schedule off-production activities according to these tactical plans. The Workforce Analyst is also responsible for delivering recommendations around hiring and staff alignment to meet the needs of each department. This is a remote friendly position (#LI-Remote). You will report to the Workforce Manager. What You'll Do: • Oversee intra-day management for an assigned area with the purpose of optimizing resources to achieve our goals. Monitor real-time work arrival and adherence patterns to help alert and adjust for outages, staff shortages, and unplanned events., • Create schedules weekly and schedule activities to provide complete staff plans weekly., • Provide feedback to management on productivity, adherence, performance, and results either through established reporting or ad-hoc requests., • Monitor dropped calls and queue/dialer abandon rates., • Partner with business leadership and the Contact Center Solutions department to build and oversee the monitoring and communication of outbound campaigns and dialing lists., • Provide feedback to leadership to ensure on-phone and off-phone activity is managed throughout the day., • Monitor callouts, tardiness, and PTO. Enter real-time exceptions into the workforce management tracking system (absence, tardiness, trainings, meetings, overtime, shift adjustments, etc.)., • Perform run-rate calculations to compare the forecast to intra-day volume trends and update the workforce management tracking system to improve capacity., • Identify and escalate service level risks through the weekly staff planning process and staff plan delivery and communications., • Work independently with business liaisons to ensure off-production activities are accounted for and reflected in staff schedules., • Provide in-depth analysis of our performance against goals and on an ad-hoc basis within the staff planning lifecycle., • Respond promptly to emails and chat requests., • Identify and escalate service level risks., • HSD/GED and 2 or more years of telephony or call center experience., • Knowledge of contact center solutions., • Working knowledge of Excel (can maintain complex spreadsheets) and PowerBI., • Knowledge of how planning/forecasting staff requirements translate to the creation of schedules and real-time (intra-day) management to support multi-department contact center operations with a distributed workforce to encourage work life balance., • Ability to work well with teammates, workforce management leaders, and supported business leaders., • Analytical, written, and oral communication skills., • Attention to detail and timelines, while handling several tasks at once., • Ability to look at data to draw conclusions or inform decisions., • Knowledge of Workforce Management systems such as NICE/IEX, Verint, or other similar systems. Compensation The annual pay range for this position is $48,301.00 - $77,296.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $53,373.00 - $72,210.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: * High-quality, low-deductible medical insurance * Low to no-cost dental and vision plans * 5 weeks of paid time off (plus almost a dozen paid holidays) * Employer-funded retirement * Free tuition program * Parental leave * Mental health and wellbeing resources

Loyola University Maryland Main Campus Full time R-0000000751 Position Title HVAC Mechanic Employee Type Regular Office/Department Facilities Work Environment Remote and hybrid positions are open to applicants based in states identified here: Work at Loyola | Loyola University Maryland. Loyola University Maryland Main Campus Position Duties The purpose of this position is to perform entry level duties installing, servicing and repairing a variety of residential and commercial heating, ventilation, air conditioning and refrigeration (HVAC) equipment.Essential Functions Assists in the installation, operation, service, and repair of light commercial heat pump/air conditioning systems and other HVAC equipment such as refrigerators, fume hoods, window units, exhaust ventilators, coolers, deep freezers, and unit ventilators. Assists in the operation, service, and repair of pneumatic, electric, or electronic control systems on HVAC systems. Regulates and monitors air handling equipment, compressors, cooling tower fans and other related support equipment as prescribed by operating procedures.Performs preventive maintenance tasks on a variety of HVAC equipment. Including replacing filters, motors and control devices. Performs service tasks such as adding refrigerant, lubricating, adjusting and replacing compressors and expansion devices, repairing pumps, cleaning out cooling towers and repacking valve glands and pump seals. Installs and reinstalls wiring and controls to connect components and controls to electrical power sources at low line voltage. Services and repairs traps, flash tanks, piping, control valves, condensate pumps and meters on steam systems. Performs mechanical joining of piping by using industry methods such as soldering, brazing, and gas welding. Insulates piping and mechanical equipment such as heat exchangers and associated subsystems. Performs insulation repairs to air duct systems.Operates and maintains tools, power tools, and equipment of the trade or area where assigned. Cleans work area upon completion of assignment. Assists with snow/ice removal campus-wide as required and directed.Non essential: Performs all other duties and responsibilities as assigned or directed by the supervisor. This may include attendance of and participation in required training for role. Physical/Environmental Demands Specific physical requirements or environmental exposures. Physical/Environmental Example Work involves the regular, and at times sustained, performance of heavier physical tasks such as walking over rough or uneven surfaces, bending, stooping, working in confined space, and lifting or carrying moderately heavy (20-50 pounds) items and occasionally very heavy (100 pounds or over) items. The work environment involves exposure to various elements such as chemicals, dust, fumes, cold, heat, noise, vibrations, or dampness, where work exposes the employee to potentially non-disabling injuries. Duties require that work be performed in adverse weather conditions. Work may require exposure to dangerous equipment and machinery. Work usually requires use of protective clothing or gear such as earplugs, hard hats, mask, gloves, insulated clothing, boots, coats, etc. Additional Information N/AEducation Required Vocational or technical training Required Certifications/Licensures Work Experience 1 - 3 years Describe Required Experience Minimum of 1 year related experience. Required Knowledge, Skills and Abilities Comprehensive knowledge of the principles of air conditioning and refrigeration; of the practices and techniques used in the installation, repair and maintenance of HVAC equipment and systems; of refrigerant types, environmental impact, and gas reclamation procedures and equipment. Knowledge of OSHA regulations related to the refrigeration trade; of National Electric Code; of basic mathematics including area, volume, and weights and the practical application of fractions, percentages, ratios, and proportions. Knowledge of plumbing, steam-fitting, and the electrical trades as they pertain to HVAC systems. Skill in the installation, repair and maintenance of commercial or industrial HVAC equipment and systems; in the use and maintenance of tools and equipment of the trade; in welding, brazing, soldering; in reading and interpreting blueprints, schematics, drawings, and specifications. Ability to read and explain manufacturer recommendations regarding scheduled and preventive maintenance, servicing and operation. Flexibility to work weekends, evenings and holidays as required. Must be able to rotate through on-call duties, covering evenings and weekends per the on-call procedures and guidelines. Must be able to successfully complete driver's clearance process. Ability to support the mission and values of a Catholic Jesuit education, as well as University goals for institutional diversity. Final compensation offers are determined by a variety of factors, including but not limited to, job-related experience, internal equity, and alignment with organizational budget. Successful candidates for any staff, faculty, or administrative position at Loyola University Maryland will be subject to a pre-employment background check. Note: Experience and/or education may be substituted for requirements. Employment Eligibility All candidates must be eligible to work in the United States and complete employment eligibility verification by the first day of employment at Loyola University Maryland, as required by law (e.g., Form I-9). Unless explicitly stated otherwise in the job description or job advertisement, Loyola University Maryland does not sponsor employment visas for this position. University Description Loyola University Maryland, located in the vibrant city of Baltimore, is a prestigious, selective, comprehensive university with a strong residential liberal-arts-based undergraduate program and professional graduate programs at the master’s and doctoral levels. Founded in 1852, Loyola is a Catholic University and one of 27 Jesuit colleges and universities in the United States and the first to bear the name of Saint Ignatius Loyola, founder of the Society of Jesus. Deeply committed to the Ignatian principles upon which it was founded, Loyola focuses on the care and education of the whole person — mind, body, and spirit — and its mission centers on preparing its students to learn, lead, and serve in a diverse and changing world. The Wall Street Journal ranked Loyola No. 19 overall in the nation in its 2026 “Best Colleges” list. Loyola was also ranked No. 51 for impact on graduate salaries and No. 81 in the nation for student experience. U.S. News & World Report has ranked Loyola among the top 10 universities in the North Region for the past decade. Princeton Review named it one of the nation’s top institutions for undergraduate higher education and one of the best Mid-Atlantic colleges for 2026. Loyola is one of 75 colleges and universities included on a list of the “new” dream schools in Jeffrey Selingo’s book, Dream School, Finding the College That’s Right for You. The list of “new” dream schools highlights institutions with strong outcomes, accessible admissions, and dynamic student experiences. Loyola was also listed among the “best value” private colleges in Kiplinger’s Personal Finance. Loyola University Maryland is proud to be recognized among the nation’s top institutions. From national rankings to regional accolades, our commitment to academic excellence, student success, and Jesuit values continues to earn praise from respected organizations and publications. Learn more about our prestigious rankings and notable accolades and university profile by clicking on the hyperlinks. Diversity Statement Loyola University Maryland strongly values the benefits that diversity brings to the workplace. In accord with its Ignatian values, the University is committed to creating and promoting a community that recognizes the inherent value and dignity of each person. Loyola University Maryland does not discriminate on the basis of race, sex, color, national or ethnic origin, age, religion, disability, marital status, sexual orientation, gender identity, genetic information, military status, or any other legally protected classification. The University recruits, hires, and promotes in accord with this policy and its Core Values. About Us Human Resources 410-617-2354 Work at Loyola PI7384b272ab97-25405-40413706

Loyola University Maryland Main Campus Full time R-0000000771 Position Title Assistant Teaching Professor of Biology Employee Type Regular Office/Department Biology Work Environment Remote and hybrid positions are open to applicants based in states identified here: Work at Loyola | Loyola University Maryland. Loyola University Maryland Main Campus Position Duties Loyola University Maryland (LUM) invites applications for an instructor committed to excellence in undergraduate teaching to join the Department of Biology at the rank of Assistant Teaching Professor. A master’s in biology or a closely related field is required; a Ph.D. is preferred. The candidate will teach introductory and upper-level courses in Ecology and Evolution for Biology majors as well as introductory courses in either Cell and Molecular Biology or Organismal biology. The candidate will also have the opportunity to develop an upper-level course in their area of specialty within ecology or evolutionary biology. Teaching load will be 4 lectures or labs in fall and the equivalent in spring, with no required summer teaching. The candidate will assist the department in curricular development, assessment, and advising as well as contribute to the educational mission of Loyola University Maryland. The successful candidate should possess an awareness of and interest in high impact practices in line with the mission of Jesuit higher education. The search committee is especially interested in candidates who will contribute to LUM’s stated goal of equity and inclusion of the academic community. We seek a broad spectrum of candidates, including but not limited to women, people of color, persons with disabilities, sexual minorities, first-generation college students, those with non-traditional career paths, and those who understand, respect, and can contribute to the University’s Jesuit mission and values. For more information about our values please visit: With a newly established Office of Equity and Inclusion headed by our Chief Equity and Inclusion Officer, we are committed to providing an environment where everyone can learn, grow, and thrive. Key efforts include faculty development programming, opportunities for learning (e.g., Diversity Reading Groups), investment in pedagogical resources for differential instruction (e.g., Fellows Programs), affinity faculty and staff groups, and following best practices for hiring. For a full list of benefits to working at Loyola University Maryland, please visit . Please note that Loyola University Maryland is a 503-b institution that qualifies towards Public Service Loan Forgiveness programs. Our department offers B.S. degrees in Biology and in Biohealth as well as several interdisciplinary programs and minors. You can read more about our vibrant and growing department at Please upload a cover letter, a Curriculum Vitae, a teaching statement, and a list of three professional references who can provide a recommendation letter. The teaching statement should include your philosophy of teaching and a summary of your teaching experiences. The priority review deadline is May 22nd but review of applications will continue until the position is filled. Salary range is $52,500 - 54,500 for those with a Masters' degree and $55,500 - 58,000 for those with a terminal degree. Required Qualifications Master’s degree in Biology or a closely related field; Demonstrate the potential for and a commitment to teaching excellence; Be responsive to the educational needs of our diversifying student population. Preferred Qualifications Ph.D. in biology or a closely related discipline An appreciation of or engagement in high-impact teaching practices Commitment to the goals of education in the Jesuit tradition Final compensation offers are determined by a variety of factors, including but not limited to, job-related experience, internal equity, and alignment with organizational budget. Successful candidates for any staff, faculty, or administrative position at Loyola University Maryland will be subject to a pre-employment background check. Employment Eligibility All candidates must be eligible to work in the United States and complete employment eligibility verification by the first day of employment at Loyola University Maryland, as required by law (e.g., Form I-9). Unless explicitly stated otherwise in the job description or job advertisement, Loyola University Maryland does not sponsor employment visas for this position. University Description Loyola University Maryland, located in the vibrant city of Baltimore, is a prestigious, selective, comprehensive university with a strong residential liberal-arts-based undergraduate program and professional graduate programs at the master’s and doctoral levels. Founded in 1852, Loyola is a Catholic University and one of 27 Jesuit colleges and universities in the United States and the first to bear the name of Saint Ignatius Loyola, founder of the Society of Jesus. Deeply committed to the Ignatian principles upon which it was founded, Loyola focuses on the care and education of the whole person — mind, body, and spirit — and its mission centers on preparing its students to learn, lead, and serve in a diverse and changing world. The Wall Street Journal ranked Loyola No. 19 overall in the nation in its 2026 “Best Colleges” list. Loyola was also ranked No. 51 for impact on graduate salaries and No. 81 in the nation for student experience. U.S. News & World Report has ranked Loyola among the top 10 universities in the North Region for the past decade. Princeton Review named it one of the nation’s top institutions for undergraduate higher education and one of the best Mid-Atlantic colleges for 2026. Loyola is one of 75 colleges and universities included on a list of the “new” dream schools in Jeffrey Selingo’s book, Dream School, Finding the College That’s Right for You. The list of “new” dream schools highlights institutions with strong outcomes, accessible admissions, and dynamic student experiences. Loyola was also listed among the “best value” private colleges in Kiplinger’s Personal Finance. Loyola University Maryland is proud to be recognized among the nation’s top institutions. From national rankings to regional accolades, our commitment to academic excellence, student success, and Jesuit values continues to earn praise from respected organizations and publications. Learn more about our prestigious rankings and notable accolades and university profile by clicking on the hyperlinks. Diversity Statement Loyola University Maryland strongly values the benefits that diversity brings to the workplace. In accord with its Ignatian values, the University is committed to creating and promoting a community that recognizes the inherent value and dignity of each person. Loyola University Maryland does not discriminate on the basis of race, sex, color, national or ethnic origin, age, religion, disability, marital status, sexual orientation, gender identity, genetic information, military status, or any other legally protected classification. The University recruits, hires, and promotes in accord with this policy and its Core Values. About Us Human Resources 410-617-2354 Work at Loyola Compensation details: 52500-58000 Yearly Salary PI0c20d46331f6-25405-40413707

Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity The Senior Director of Student Experience Communications leads strategic communications for one of SNHU's most critical portfolios, ensuring communications are proactive, aligned with institutional priorities, and drive understanding, engagement, and measurable impact. This role shapes and advances high-impact communications strategies for complex, university-wide initiatives, delivering clear, audience-centered messaging that supports SNHU's mission and goals. Reporting to the Assistant Vice President of Communications, within the Office of External Affairs and Communications (OEAC), you will be a strategic advisor to Student Experience leadership, partnering to guide messaging, support change management, and ensure early engagement in planning and decision-making. This role also oversees and develops an advocate team, driving consistency, quality, and best practices, while ensuring communications efforts are coordinated, measurable, and executed with excellence across the portfolio. What you'll do: • Serve as senior strategic advisor to SNHU's Chief Experience Officer., • Leads communication strategy for major institutional initiatives within Student Experience, change efforts, and leader communications., • Provide expert counsel on narrative framing, strategic messaging, and risk mitigation., • Accountable for communications outcomes across the assigned portfolio, including strategic alignment, effectiveness, and partner experience., • Supervise a team, providing coaching, feedback, and professional development., • Set strategic direction for the advocate function Student Experience and ensure consistency, quality, and best-practice adoption., • Set expectations and ensure consistent adoption of advocate best practices and OEAC standards., • Balance workload and allocate resources within the portfolio in collaboration with OEAC partners., • Lead development of comprehensive communications plans, message architecture, and key narratives for major initiatives., • Oversee execution quality, ensuring communications are audience-centered, clear, and aligned to strategy., • Lead or contribute to crisis communications and executive messaging within the portfolio as needed., • Evaluate effectiveness of strategies, messages, and channels using data, feedback, and insights., • Identify improvements and share learnings to strengthen OEAC practices., • Ten years of communications experience, including senior-level advising., • Bachelor's degree in Communications, Public Relations, Journalism, Marketing, or related field., • Demonstrated mastery in strategic communications, executive communications, and organizational change., • Proven people leadership experience (supervision, coaching, mentoring)., • Exceptional writing, storytelling, and narrative framing skills. Compensation The annual pay range for this position is $85,563.00 - $136,928.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $94,548.00 - $127,918.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: * High-quality, low-deductible medical insurance * Low to no-cost dental and vision plans * 5 weeks of paid time off (plus almost a dozen paid holidays) * Employer-funded retirement * Free tuition program * Parental leave * Mental health and wellbeing resources

Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity As the Chief Nursing Administrator/Academic Dean of Online Product Health, you will provide strategic leadership for SNHU's online Nursing academic portfolio within the Global Campus, including continuing professional development (NCPD) offerings. You will oversee program quality, growth, accreditation and licensure compliance, and overall portfolio performance through collaboration and external partner engagement. You will lead a diverse Nursing team, oversee required clinical and immersion experiences, and ensure efficient use of people, budget, and resources to support scale. With a focus on student success, you will use data-informed decision-making to manage risk and foster inclusive, high-quality learning environments for students and faculty. What you'll do: • Set vision, strategy, and direction for the online Nursing portfolio according to Provost and university priorities., • Lead interdepartmental and university-wide collaboration to support portfolio health, scale, and execution across delivery modalities., • Guide multi-year portfolio planning, including budget development, resourcing, and risk mitigation., • Translate portfolio trends and data into applicable, forward-looking recommendations., • Optimize program performance, student outcomes, retention, and engagement., • Oversee required clinical and immersion experiences. Support the review and execution of clinical and academic partnership agreements, in coordination with appropriate internal partners., • Ensure accreditation, regulatory, licensure, and internal policy compliance., • Lead program lifecycle management, including continuous improvement, revisions, and sunsetting., • Lead new program development and product refresh projects with care for institutional strategy and market demand., • Partner on instructional design enhancements and use of learning technologies., • Represent SNHU Nursing with accreditors, professional organizations, and peers; maintain active professional standing., • Develop leaders and teams grounded in university values., • Ensure resource allocation and fiscally responsible decision-making., • Promote a culture of data-informed decision-making and continuous improvement., • Partner with institutional leaders on processes, governance, reporting, and compliance audits., • Earned doctoral degree required; graduate degree in Nursing required., • Active, unencumbered Registered Nurse (RN) license required., • Professional certification as Certified Nurse Educator (CNE) required, • 8+ years of progressively increasing leadership roles in higher education administration., • Experience driving key student success metrics and elevating institutional performance in higher education., • Demonstrated accomplishment in the administration of online Nursing degree programs, with a focus on measurable, student-centered outcomes., • Experience in managing budgets and leading complex, multi-partner projects to successful completion., • Experience representing Nursing programs with external partners, including accreditors, boards of nursing, and professional organizations, to support accreditation, compliance, and program quality., • Experience meeting compliance standards of state boards of nursing, and regional and national nursing programmatic accreditation bodies. #LI-Remote We believe real innovation comes from inclusion - where different experiences, perspectives and talents are celebrated. So if you're wondering whether SNHU is right for you, take the leap and apply. You might be just the person we're looking for. Compensation The annual pay range for this position is $113,908.00 - $182,287.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $125,868.00 - $170,293.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: * High-quality, low-deductible medical insurance * Low to no-cost dental and vision plans * 5 weeks of paid time off (plus almost a dozen paid holidays) * Employer-funded retirement * Free tuition program * Parental leave * Mental health and wellbeing resources

Description Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity The Senior Director of Student Experience Communications leads strategic communications for one of SNHU's most critical portfolios, ensuring communications are proactive, aligned with institutional priorities, and drive understanding, engagement, and measurable impact. This role shapes and advances high-impact communications strategies for complex, university-wide initiatives, delivering clear, audience-centered messaging that supports SNHU's mission and goals. Reporting to the Assistant Vice President of Communications, within the Office of External Affairs and Communications (OEAC), you will be a strategic advisor to Student Experience leadership, partnering to guide messaging, support change management, and ensure early engagement in planning and decision-making. This role also oversees and develops an advocate team, driving consistency, quality, and best practices, while ensuring communications efforts are coordinated, measurable, and executed with excellence across the portfolio. What you'll do: Serve as senior strategic advisor to SNHU's Chief Experience Officer. Leads communication strategy for major institutional initiatives within Student Experience, change efforts, and leader communications. Provide expert counsel on narrative framing, strategic messaging, and risk mitigation. Accountable for communications outcomes across the assigned portfolio, including strategic alignment, effectiveness, and partner experience. Supervise a team, providing coaching, feedback, and professional development. Set strategic direction for the advocate function Student Experience and ensure consistency, quality, and best-practice adoption. Set expectations and ensure consistent adoption of advocate best practices and OEAC standards. Balance workload and allocate resources within the portfolio in collaboration with OEAC partners. Lead development of comprehensive communications plans, message architecture, and key narratives for major initiatives. Oversee execution quality, ensuring communications are audience-centered, clear, and aligned to strategy. Lead or contribute to crisis communications and executive messaging within the portfolio as needed. Evaluate effectiveness of strategies, messages, and channels using data, feedback, and insights. Identify improvements and share learnings to strengthen OEAC practices. Other duties and responsibilities as assigned. What we're looking for: Ten years of communications experience, including senior-level advising. Bachelor's degree in Communications, Public Relations, Journalism, Marketing, or related field. Demonstrated mastery in strategic communications, executive communications, and organizational change. Proven people leadership experience (supervision, coaching, mentoring). Exceptional writing, storytelling, and narrative framing skills. Strong interpersonal and collaborative skills; ability to work effectively with diverse constituencies. We believe real innovation comes from inclusion - where different experiences, perspectives and talents are celebrated. So if you're wondering whether SNHU is right for you, take the leap and apply. You might be just the person we're looking for. Compensation The annual pay range for this position is $85,563.00 - $136,928.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $94,548.00 - $127,918.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: High-quality, low-deductible medical insurance Low to no-cost dental and vision plans 5 weeks of paid time off (plus almost a dozen paid holidays) Employer-funded retirement Free tuition program Parental leave Mental health and wellbeing resources

Description Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide.Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you.Make an impact - from near or farAt SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming.We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states.The opportunityThe Financial Aid Specialist I supports the administration of federal, state, and institutional aid. You will process financial aid following all federal, state, and institutional regulations and policies.This is a remote friendly position and you will report directly to the Assistant Director of Financial Aid.In this Role You'll Get To:Complete specialized training to gain complete understanding of the financial aid cycle, federal regulations and all aspects of internal and external compliance.Review student files before awarding to complete any federal or institutional verification, C-Flag requirements.Evaluate student files for eligibility of federal, state, institutional, and private financial aid programs.Review documentation surrounding unusual circumstances by making adjustments or revisions to costs, need, or dependency status.Identify missing, incomplete, or incorrect student information and resolve through communication with the Student Finance Counselors.Troubleshoot processing problems and technical issues with regard to the system and Colleague software.Consult with the appropriate resources.Other responsibilities as assigned.What we're Looking For:Employment is dependent upon successful access to the National Student Loan Data System, which requires all federal student loans to be in good standing and not in default and a credit check to review that student loans are not in defaultA Bachelor's degree or equivalent education and experienceExperience in a processing or financial aid environment or equivalent education and experienceMust have experience with Microsoft Word, Excel (can perform complex functions), and OutlookOther Qualifications:Areas of concentration may include verification/c-flag, packaging, loan revisions, direct loan and return of Title IV management, financial literacy or student loan debt/default prevention functionsBanner experience#LI-RemoteThis is a remote position.Anticipated Start Date: 6/29/2026We believe real innovation comes from inclusion - where different experiences, perspectives and talents are celebrated. So if you're wondering whether SNHU is right for you, take the leap and apply. You might be just the person we're looking for.CompensationThe annual pay range for this position is $39,913.00 - $63,870.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $44,103.00 - $59,668.00. Exceptional benefits (because you're exceptional)You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get:High-quality, low-deductible medical insurance Low to no-cost dental and vision plans 5 weeks of paid time off (plus almost a dozen paid holidays) Employer-funded retirement Free tuition program Parental leave Mental health and wellbeing resources

Description Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity The Principal CRM Platform Owner will report to the Senior Director of Platform Operations. You will use expertise in CRM (Salesforce) and integration technologies (Mulesoft), to lead innovation and ensure the platform aligns with SNHU's strategic goals. You will be a member of the Business Technology Solutions team, this leader designs, implements, and optimizes SNHU's integration that pertain to the CRM portfolio which includes Mulesoft, Salesforce, marketing automation, telephony, and contact center tools. Responsibilities include defining our requirements, prioritizing enhancements, creating functional specifications, and managing vendors. You will be an important team member optimizing platform-powered capabilities, driving user adoption, and maintaining operations. The Platform Owner must be comfortable leading meetings, driving communication, and excelling in a dynamic environment. You will manage the strategic direction, operational stability, and continuous improvement of SNHU's integration platforms, with Mulesoft as the primary focus and Salesforce as a secondary platform. This role partners with partners, product managers, and technical teams to ensure integration solutions meet organizational needs, support business processes, and deliver value. The Platform Owner leads scrum teams, manages vendor relationships, and advocates for best practices in integration and CRM technologies. We ask that you have critical thinking to identify strengths, weaknesses, and opportunities for improvement, positively improving the student experience and organizational outcomes. You will work 100% remotely from any of our approved states. #LI-Remote What You'll Do: Build, partnerships with partners and peers to lead value-based decision-making and solution options. Advocate for the value of the Mulesoft platform and improve and delivery of innovative integration solutions. Define the Mulesoft platform vision and roadmap with product and vendor roadmaps; support Salesforce roadmap as a secondary responsibility. Maintain knowledge of Mulesoft capabilities and constraints; use out-of-the-box features to minimize custom code requirements. Partner with CRM Leadership team, Platform Owners, Product owners, and stakeholders to prioritize Mulesoft programs and support Salesforce enhancements. Lead scrum teams, promoting a collaborative and Agile environment, and manage all team delivery outputs, including ITIL problem and incident management. Influence and contribute to the Mulesoft vendor roadmap to meet our needs. Define and prioritize epics, features, and user stories for platform stability, focusing on operational drivers such as ease of use, reliability, recovery, scalability, and security. Collaborate with management to uphold platform and application standards and strategy. Mentor newer team members to support career growth. Manage multiple scrum teams and groupings of platforms/applications that are business-critical and invested areas for the organization. Establish clear governance principles and practices to drive executive decisions and provide escalation paths for solution delivery teams. Oversee the health and performance of the Mulesoft platform, ensuring high availability and responsiveness for staff, faculty, and learners; support Salesforce platform health. Implement and enforce governance and security policies for Mulesoft; assist with Salesforce governance. Manage budgets and resources to improve technology investments. Ensure platforms/applications are used for their intended purpose. Define standard operating procedures for Mulesoft and related platforms/applications. Monitor and approve customizations in Mulesoft, weighing our needs against cost/risk; support Salesforce customization review. Work with business and ITS teams to document business and technical processes for successful migration, operation, maintenance, and enhancement of integration solutions. Support the transition of solutions from development to production, prioritizing Mulesoft projects. Research incidents and perform trend analysis to escalate potential problems and resolve technical debt. Be a Problem Manager for Mulesoft platform/application issues or as assigned. Establish relationships with partners and functional partners; guide communication between ITS and assigned business groups. Facilitate conversations between functional and technical teams to ensure deep understanding of business needs and solution capabilities. Engage our users to maximize new or improved technology within the SNHU ecosystem, with a focus on Mulesoft. Participate in vendor dialogs to understand solutions, confirm offerings, and monitor performance toward SNHU requirements. Collaborate with product owners, business analysts, architects, developers, QA, and other team members throughout the software/system development lifecycle. Communicate platform/application updates and programs to stakeholders across departments. Gather user feedback and translate it into applicable improvements. Communicate messaging or updates around bugs and problems found in the platform. Other duties, responsibilities, or activities may be assigned. What We're Looking For: 10+ years of relevant IT experience, including work with integration platforms like (Mulesoft) OR CRM ecosystems (Salesforce). Bachelor's degree required. Professional certifications preferred: Mulesoft Certified Developer/Architect, Salesforce Certified Administrator, ITIL v4 Foundation, Agile, SCRUM, or BA certification such as CCBA, CBAP, or PMI-PBA. Experience supporting integration and CRM technologies from requirements through production, with demonstrated business, technical, and leadership skills. Experience with API management, data integration, and orchestration using Mulesoft or similar platform. Experience with Salesforce object management and Education Data Architecture as a secondary skill. Experience with accessibility and usability design approaches. We believe real innovation comes from inclusion - where different experiences, perspectives and talents are celebrated. So if you're wondering whether SNHU is right for you, take the leap and apply. You might be just the person we're looking for. Compensation The annual pay range for this position is $113,908.00 - $182,287.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $125,868.00 - $170,293.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: High-quality, low-deductible medical insurance Low to no-cost dental and vision plans 5 weeks of paid time off (plus almost a dozen paid holidays) Employer-funded retirement Free tuition program Parental leave Mental health and wellbeing resources

Description Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity As the Chief Nursing Administrator/Academic Dean of Online Product Health, you will provide strategic leadership for SNHU's online Nursing academic portfolio within the Global Campus, including continuing professional development (NCPD) offerings. You will oversee program quality, growth, accreditation and licensure compliance, and overall portfolio performance through collaboration and external partner engagement. You will lead a diverse Nursing team, oversee required clinical and immersion experiences, and ensure efficient use of people, budget, and resources to support scale. With a focus on student success, you will use data-informed decision-making to manage risk and foster inclusive, high-quality learning environments for students and faculty. What you'll do: Set vision, strategy, and direction for the online Nursing portfolio according to Provost and university priorities. Lead interdepartmental and university-wide collaboration to support portfolio health, scale, and execution across delivery modalities. Guide multi-year portfolio planning, including budget development, resourcing, and risk mitigation. Translate portfolio trends and data into applicable, forward-looking recommendations. Optimize program performance, student outcomes, retention, and engagement. Oversee required clinical and immersion experiences. Support the review and execution of clinical and academic partnership agreements, in coordination with appropriate internal partners. Ensure accreditation, regulatory, licensure, and internal policy compliance. Lead program lifecycle management, including continuous improvement, revisions, and sunsetting. Lead new program development and product refresh projects with care for institutional strategy and market demand. Partner on instructional design enhancements and use of learning technologies. Represent SNHU Nursing with accreditors, professional organizations, and peers; maintain active professional standing. Develop leaders and teams grounded in university values. Ensure resource allocation and fiscally responsible decision-making. Promote a culture of data-informed decision-making and continuous improvement. Partner with institutional leaders on processes, governance, reporting, and compliance audits. Improve ways of working, people, and budget to support scale, efficiency, and portfolio performance. What we're looking for: Earned doctoral degree required; graduate degree in Nursing required. Active, unencumbered Registered Nurse (RN) license required. Professional certification as Certified Nurse Educator (CNE) required 8+ years of progressively increasing leadership roles in higher education administration. Experience driving key student success metrics and elevating institutional performance in higher education. Demonstrated accomplishment in the administration of online Nursing degree programs, with a focus on measurable, student-centered outcomes. Experience in managing budgets and leading complex, multi-partner projects to successful completion. Experience representing Nursing programs with external partners, including accreditors, boards of nursing, and professional organizations, to support accreditation, compliance, and program quality. Experience meeting compliance standards of state boards of nursing, and regional and national nursing programmatic accreditation bodies. #LI-Remote We believe real innovation comes from inclusion - where different experiences, perspectives and talents are celebrated. So if you're wondering whether SNHU is right for you, take the leap and apply. You might be just the person we're looking for. Compensation The annual pay range for this position is $113,908.00 - $182,287.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $125,868.00 - $170,293.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: High-quality, low-deductible medical insurance Low to no-cost dental and vision plans 5 weeks of paid time off (plus almost a dozen paid holidays) Employer-funded retirement Free tuition program Parental leave Mental health and wellbeing resources

Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us - and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you. Make an impact - from near or far At SNHU, you'll have the option to work remotely in the following states: Alabama, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin and Wyoming. We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. Employees must reside in, and work from, one of the above approved states. The opportunity The AI Architect will report to the Vice President of Technology and Business Enablement. In this role, you will be a business and expert who guides the design, implementation, and governance of AI-powered solutions across the university's digital ecosystem. You will align AI capabilities with institutional strategy, technology roadmaps, and business priorities. You'll serve as a trusted advisor and technical lead on AI use cases ranging from intelligent agents to workflow automation. You will guide the business throughout the onboarding and implementation of our multiple AI solutions. You'll guide through the discovery, design, and hands-on configuration of AI-powered features, ensuring that the maximum value from AI capabilities supports outcomes. You will also bridge the gap between Customer Success, Product, and Engineering teams, helping define how AI transforms collaboration at scale-across the SNHU's broader tech ecosystem. The AI Architect will orchestrate collaboration across business, data, application, and technology domains, using platforms such as Salesforce, ServiceNow, Workday, D2L, Banner, and O365. You will balance innovation with compliance, ensuring solutions are secure, ethical, and scalable, while delivering measurable business and student outcomes. You will work remotely from any of our approved states. #LI-Remote What You'll Do: • Partner with business and technology partners to identify AI opportunities that support student success, operational efficiency, and digital business models., • Align AI programs with enterprise strategies, roadmaps, and higher education best practices., • Provide guidance on how AI, ML, and automation will improve current and future-state architectures., • Define, design, and oversee AI architectures that integrate with core enterprise platforms (Salesforce, ServiceNow, Workday, D2L, Banner, O365)., • Collaborate with business architects, data architects, and developers to source, govern, and manage data for AI solutions., • Lead evaluation, selection, and implementation of AI/ML models, frameworks, and platforms., • Ensure architectures account for privacy, compliance (FERPA, HIPAA, GDPR), and security standards., • Establish MLOps practices, including CI/CD for AI models, automated testing, validation, and deployment., • Embed MCP (Model Control & Performance) practices: lifecycle management, retraining, drift detection, and decommissioning., • Oversee deployment, monitoring, and lifecycle management of AI solutions., • Contribute to enterprise AI governance frameworks, standards, and policies., • Establish metrics and monitoring approaches to track AI model performance, bias, and risk., • Implement adversarial AI defense and secure AI infrastructure (encryption-in-use, multi-tenant isolation)., • Ensure compliance with ethical AI practices, accessibility standards, and institutional values., • Promote AI capabilities across the institution; facilitate workshops, proofs-of-concept, and demos., • Provide consultative support to enterprise architects, application teams, and business leaders., • Mentor technical teams on AI patterns, frameworks, and best practices., • Enable multi-agent orchestration frameworks (LangChain, AutoGPT, RAG) and ensure agent interoperability across platforms, • Ability to translate institutional goals into AI solutions that deliver measurable outcomes., • Deep understanding of AI/ML architectures, data pipelines, integration, and governance., • Behavioral: Strong leadership, collaboration, and consultative skills with the ability to influence at all levels., • Personal: Technology-neutral mindset, intellectual curiosity, adaptability, and integrity. Strategic mindset with a bias toward experimentation, iteration, and learning, • 15+ years in the technology industry., • 8+ years of experience in IT architecture., • 3+ years in AI/ML solution design and delivery., • Experience integrating AI solutions with enterprise platforms (e.g. Salesforce, ServiceNow, Workday, D2L, Banner, or equivalent)., • Hands-on experience with AI/ML frameworks (TensorFlow, PyTorch), cloud platforms (Azure, AWS, GCP), and big data technologies., • Hands-on experience designing or implementing AI solutions, including working with LLMs, prompt engineering, and agent frameworks (e.g. AutoGPT, LangChain, RAG), • Experience with system integration, APIs, cloud services, and enterprise data management., • Experience with enterprise architecture frameworks (TOGAF, Zachman) and agile delivery. Compensation The annual pay range for this position is $137,839.00 - $220,582.00. Actual offer will be based on skills, qualifications, experience and internal equity, in addition to relevant business considerations. We expect this position to be hired in the following target hiring range $152,311.00 - $206,068.00. Exceptional benefits (because you're exceptional) You're the whole package. Your benefits should be, too. As a full-time employee at SNHU, you'll get: * High-quality, low-deductible medical insurance * Low to no-cost dental and vision plans * 5 weeks of paid time off (plus almost a dozen paid holidays) * Employer-funded retirement * Free tuition program * Parental leave * Mental health and wellbeing resources

Job Description Team Carney is seeking a high performing Instructional Systems Designer (ISD) to support a client program. Our ISDs are highly motivated individuals whose primary responsibilities are to analyze, design, develop, and maintain instructional content for web-based and/or instructor-led courses and related training products; and nurture, build and sustain strategic client partnerships. This position is remote This position requires an active Top Secret Security clearance. Responsibilities • Assist and provide guidance on the application of the ADDIE methodology, • Collaborate with client personnel to conduct comprehensive Training Needs Analysis (TNA) that identify security competencies, training requirements, goals, learning objectives, topics, instructional strategies, media selection, and training recommendations for a specified audience, • Support new development, due to immediate requirements, through front end analysis, training design plans, storyboards, assessments and beta tests, • Support maintaining existing products by identifying changes based on policy, events or the Department of Defense Security Skill Standards (DS3)., • Develop detailed course design documents that include the course content outline, media treatments, technical specifications, assessment strategy, instructional materials and recommended design approach for the course, • Develop and update course storyboards which specifies the flow for audio and text of all content to include graphic design for inclusion in the final course product, • Conduct and participate in beta tests for products in development and evaluate for accuracy and instructional effectiveness, • Develop and update assessments for courses, • Evaluate products for instructional effectiveness, • Bachelor’s degree from an accredited university., • Minimum of five (5) years of experience in Instructional Systems Design, and developing online, instructor-led, or instructor-facilitated courses related to DOW training programs, and instructor-led, or instructor-facilitated distance-delivered courses., • Current Personnel (Security) Clearance/ Eligibility (PCL) at the Top Secret level with SCI security clearance/eligibility., • Minimum of five (5) years of experience designing training in the areas of Insider Threat, Counterintelligence, Law Enforcement and/or Personnel Security; knowledge of terminology, methodology, and information gathering techniques, and research and analytical techniques as applied to difficult and complex assignments in security, law enforcement, and counterintelligence analysis.Preferred Requirements, • Ten (10) or more years of experience in Instructional Systems Design, and developing online, instructor- led, or instructor-facilitated courses., • Eight (8) or more years of experience designing training in the areas of Insider Threat, Counterintelligence, Law Enforcement and/or Personnel Security; knowledge of terminology, methodology, and information gathering techniques, and research and analytical techniques as applied to difficult and complex assignments in security, law enforcement, and counterintelligence analysis., • Experience leading instructional development projects. Team Carney is committed to delivering exceptional results and fostering an inclusive environment where every member can thrive. Salary is determined by various factors, including but not limited to, the combination of education, certifications, knowledge, skills, competencies, and experience, internal and external equity, location, and clearance level, as well as contract-specific affordability and organizational requirements and applicable employment laws. The projected compensation range for this position is provided within the posting and is based on full-time status. Part-time staff receive a prorated salary based on regularly scheduled hours. The estimated minimum and maximum displayed represents the broadest range for this position (inclusive of high geographic and high clearance requirements) and is just one component of Team Carney's total compensation package for employees. General Salary range for ALL full time positions: $50,125 - $185,650 annually. Carney offers a full suite of benefits to our employees, including: • Multiple medical options (BCBS CareFirst), • Dental (BCBS CareFirst), • Vision insurance (BCBS CareFirst), • Carney paid life and disability, • 401k with match, • Flexible Spending Accounts, • Health Spending Accounts, • Paid time off, • 11 paid holidays, • Education/Tuition Assistance, • Buy-up Plans (additional life, disability, etc.), • Parental leave (six weeks paid), • Student loan repayment, • Get Out and Learn (up to $200 annually to learn almost anything!), • Get Out and Run (up to $200 annually to participate in fitness events!) Veterans/Disabled Powered by JazzHR qbp8Z93Eip

Job DescriptionDescription: AAWDC - Anne Arundel Workforce Development Corporation Career Coach In-School Youth (ISY) Anne Arundel Workforce Development Corporation (AAWDC) is a nationally recognized, innovative workforce development organization that provides high-quality workforce development services to drive purposeful changes in Anne Arundel County and across Maryland. AAWDC is the bridge between understanding the workforce and talent development needs of local and regional businesses and preparing individuals to meet their full career potential. AAWDC’s vision, mission, and core values are at the heart of the way the organization achieves success. Job Summary – Career Coach – ISY (In-School Youth) The Career Coach-ISY is responsible for providing career counseling to middle and high school students, coordinating career exploration resources, working with partners to develop career exploration activities and administering these activities in middle and high schools. The Career Coach-ISY will also work with students individually and in groups to assist them in determining their career pathway and matching post-CCR pathway. The Career Coach-ISY tracks and reports student progress through data management systems. Key Functions/Responsibilities To perform in this position successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Other duties may be assigned to meet the program’s needs. • Provide career coaching services to all middle and/or high schools in an assigned Anne Arundel County Public Schools (AACPS)ACPS campuses., • Administer career interest and aptitude assessments to help students identify career pathways using a career readiness and exploration platform., • Provide individualized and group coaching services, including development of student career plans, to AACPS students (coordinating with AACPS staff) through various activities such as but not limited to:, • Classroom push-in presentations, • One-on-one meetings, • Guest speakers, • Workshops, • Work-based opportunities, • Smail & large group activities, • Field trips, • Networking events or professional panels, • Career Day/Fair/Expo, • After-school events (virtual and in-person), • Hiring events, • Facilitate students in developing an individualized Six Year Plan as aligned to the Maryland Blueprint Pillar Three standards., • Conduct job readiness training and activities, including soft skills development., • Partner with community organizations, businesses and agencies to enhance program delivery and support students., • Collaborate with internal and external agencies, non-profits and community partners to expand program opportunities that assist students such as internships, apprenticeships, mock interviewing, career fairs, job shadowing, essential soft skills training and work experiences., • Conduct job readiness activities and training,, • Assist in developing and maintaining career exploration materials and self-service resources., • Collaborate with external and internal partners to implement summer career exploration activities, • Develop and provide career resources to be used by students., • Collect, track, analyze and report on student engagement and outcomes through various data reporting mechanisms., • Participate in individual and group supervision, staff and program meetings, professional development, conferences and other program and organizational events, as assigned. Middle School Career Coaches* • Monday–Thursday: 8:30 a.m. – 3:45 p.m. (7.25 hrs. per day), • This is a 12-month position, including summer work supporting assigned programs. Therefore, the expectation is that staff will work over the summer when school is not in session and will be required to provide support to whichever summer program(s) the Director, In-School Youth Services, assigns to the team member., • Staff are expected to work onsite daily at assigned schools., • When schools are closed, but offices are open, staff report to the Career Center unless otherwise directed., • Monday–Thursday: 8:00 a.m. – 3:15 p.m. (7.25 hrs. per day), • Friday: 8:00 a.m. – 2:00 p.m. (6 hours), • This is a 12-month position, including summer work supporting assigned programs. Therefore, the expectation is that staff will work over the summer when school is not in session and will be required to provide support to whichever summer program(s) the Director, In-School Youth Services, assigns to the team member., • Staff are expected to work onsite daily at assigned schools. The position requires staff to be onsite in their assigned schools every day, Monday through Friday, unless Anne Arundel County Public Schools (AACPS) are closed. On days when AACPS is closed but AAWDC is open, the career coaching team must report to the Career Center unless the Director, In-School Youth Services, has provided other guidance. Unless there is inclement weather and AAWDC’s Human Resources (HR) department has sent out an email with very clear directives about working from home, In-School Career Coaches do not have the option to telework. Requirements: Qualifications Education and Experience Requirements: • Bachelor's degree preferred. Two or more years working with youth in education, workforce, case management, human services, or social services., • Experience working in K-12 school system (Preferred)., • Knowledge of and experience in compliance with organizational policies, established procedures, regulatory requirements, and federal and state laws., • Knowledge of career counseling theories and techniques, including the impact of cultural values and unique needs of a diverse population, must be demonstrable., • Experience in preparing and conducting client workshops., • Excellent organizational skills include the ability to prioritize work and manage deadlines successfully., • Commitment to outstanding service delivery, teamwork and client outcomes must be verifiable through references., • General office environment., • General Hours for this position are aligned with the hours of the school(s) assigned., • Monday - Friday with flexibility to fulfill 35 hours per week., • Position may require evening and weekend hours as determined by departmental needs., • This position requires movement about the inside the office to access files, office machinery etc., • This position requires the ability to move (with assistance) tables weighing up to 50 pounds. As a potential AAWDC candidate working as a Career Coach (ISY), I acknowledge that l will be assigned to work onsite at an Anne Arundel County Public School. I understand and acknowledge that I will be disqualified from employment and potential continued employment with AAWDC and removed from consideration for employment or removed from current employment with AAWDC if any of the following apply: • I am currently on probation (in any state, federal or local jurisdiction or any US territory)., • I have a STET disposition (a court-approved indefinite postponement of a criminal case placing the matter on an inactive docket)., • I have received a Probation Before Judgment (PBJ), defined as a legal disposition in which a judge withholds a formal conviction following a guilty plea and places the individual on probation; and/or, • I have any pending criminal charges. Benefit Summary – AAWDC supports the needs of employees both in and outside of the work environment. Full-time AAWDC employees enjoy a robust benefits package including but not limited to: NO COST Dental & Vision Insurance Coverage • 35 hour work week, • Medical Insurance – employee paid portion of just 14% of total cost – AAWDC pays 86%!, • Dental Insurance – NO COST to employees – AAWDC covers 100% of the cost!, • Vision Insurance – NO COST to employees – AAWDC covers 100% of the cost!, • Retirement Plan – match is one dollar for every two dollars contributed, up to maximum of 5%, • Life & Accident Insurance - Free to employees – AAWDC covers 100% of the cost!, • Vacation Time (Annual Leave) – Eligible to accrue up to three (3) weeks to start!, • Holidays – twelve (12) paid holidays, • Personal Days – two (2) Personal Days for non-recognized holidays, • Sick Leave – up to 40 hours a year, • Professional Development – up to $2,000.00 per year, • Tuition Reimbursement – up to a $500.00 per year, • Voluntary Life & Accidental Death & Dismemberment Insurances for employee, spouse & children, • Voluntary AFLAC Insurances – Accident-Only, Cancer Indemnity, Critical Care & Hospital Confinement, • Voluntary Life Coverage – Transamerica Universal Life Insurance for employee, spouse & children Equal Employment Opportunity Policy Anne Arundel Workforce Development Corporation is an equal opportunity employer, with a strong commitment to a diverse workforce. We encourage all qualified applicants to apply regardless of gender, age, color, national origin, disability, or any other protected characteristic.

Job Description Employment status/hours: Remote; Full-time Schedule: Monday – Friday; 37.5 hours/week (during traditional school hours) Application period: Open until filled Start date: August 17, 2026 End date: June 11, 2027 Compensation Saga Education is the nonprofit leader in high-impact tutoring, with an ROI that is among the best nationwide. We leverage the power of human capital and technology to accelerate student outcomes and foster educational excellence for students. Rigorous research shows that high-impact tutoring raises grades and builds student confidence and a sense of belonging. Saga co-designs and collaborates to develop and implement high-quality tutoring models, offering learning technology and resources to enable effective tutoring. We are proud to have helped tens of thousands of students over our first 12 years—now the goal is to partner with states and districts to support the millions of students who struggle with 6th–12th-grade math. Find out how you can be a part of the meaningful change needed to accelerate educational excellence. Visit saga.org/change. Saga Education | Change the Equation Our Tutors Our Math Tutors are selected from a diverse group of individuals from various backgrounds across the United States to support our students in mathematics; each tutor brings their unique skill set to assist students' success. We seek talented, caring, and capable people committed to supporting our students in their academic and social development. What You'll Do Saga Education's Math Tutors manage a small caseload of middle or high school students and promote academic success by focusing intently to provide high-dosage, high-impact tutoring that includes daily individualized instruction to students. During a typical school day, tutors will work remotely with students during multiple class periods and facilitate lessons using Saga Connect, our comprehensive online learning platform. Tutors will implement Saga's proprietary curriculum to foster academic success and help students reach their goals. In addition to offering academic support, tutors will serve as advocates and mentors, building strong, meaningful relationships with their students. Some of the key responsibilities for this role include: • Provide daily math tutoring to your assigned caseload of students for multiple class periods utilizing Saga Connect, • Develop lesson plans and prep for tutoring sessions using Saga Curriculum, • Manage the input and analysis of student data to differentiate math instruction for your students and adapt lesson plans as needed, • Maintain attendance records, monitor student academic progress and provide feedback, • Maintain regular ongoing communication with parents/guardians via email, text, or phone, based on parent/guardian preference and record efforts, • Navigate varying technology, both hardware and software, and troubleshoot technical issues as they arise, • Develop student incentives, trackers, and support with celebrations, awards and recognition, • Proactively check and respond to emails and Slack daily, and regularly consult with your Site Director and/or Director of Program, • Participate in weekly observation and feedback sessions with your Site Director, as well as weekly reflections and professional development for continuous growth, • Build strong relationships with students to effectively set expectations and manage behavior, • Build strong relationships with teachers, other staff and the community, • Mission Alignment - You recognize challenges in education and demonstrate a commitment to continuous growth and improvement, • Being Resilient - You rebound from setbacks and adversity when facing difficult decisions, • Nimble Learning - You use both successes and failures to actively learn new lessons, • Demonstrates Self-Awareness - You use feedback and reflection to gain productive insight, • Collaborates - You build partnerships and work collaboratively in a team environment, • Values Differences - You recognize the value of different perspectives and cultures, • You are authorized to work in the United States and reside within the U.S. (50 states) during the background screening, onboarding processes, and while you work as a Tutor with Saga. Saga does not provide visa sponsorship for this role., • You are age 18 or over with a high school diploma or GED, • You must clear a Criminal History Check and all other security and health requirements set forth by Saga Education and the school district in which you serve before the start of training, • On-camera presence is required during tutoring sessions and other activities necessary to fulfill the essential functions of this position, • Paid Time Off & Sick Leave, • Volunteer Day, • Access to Comprehensive Health Benefits, • Paid Pre-Service Training, • Consistent Professional & Leadership Development Trainings, • Employee Assistance Program Access, with Mental, Physical, & Financial Wellness Benefits, • Access to Saga 360 Wellness Program, • Ability to Participate in 401k, • Monthly Internet and Cell Phone Allowance Thank you for applying to Saga Education. #LI-Remote

< Health Promotion & Well-Being (HPWB) at Johns Hopkins University seeks a skilled and motivated Health Promotion Outreach Specialist - Gender-Based Violence Prevention and Response,to work in a dynamic, evidence-based, and evidence-informed environment and cultivate holistic well-being by providing education, services, and resources for individuals and groups within the JHU community. The Health Promotion Outreach Specialist works collaboratively with colleagues within HPWB, Mental Health Services, Primary Care, Student Disability Services, and campus partners to develop and execute a wide range of prevention programs and those that respond to the current health and well-being needs of undergraduate, graduate, and professional students as well as medical residents, medical fellows, postdoctoral fellows and other trainees. The person in this role will deliver and contribute to skills training, behavior change, and other initiatives that align with strategic actions toward a health-promoting university. The person in this role will be responsible for providing education and support to undergraduate, graduate students, and trainees around issues and experiences of sex and gender-based violence and related well-being issues. This role is part of an immediate team of staff who work collaboratively to prevent and respond to sexual misconduct as part of the student health and well-being health promotion team, and the broader student health and well-being division within university student services. The coordinator will work with mental health providers, student affairs administrators, Office of Institutional Equity staff, and campus security, among others. This confidential position will serve all JHU learners, including those on the Baltimore and DC campuses, as well as online learners. This position's responsibilities require presence at three JHU campuses in Baltimore and 2-4x per month in Washington, D.C., depending on the time of year. This position offers flexibility in hours and days of the week based on the programmatic needs and priorities for outreach and program delivery, and as new opportunities for campus partnerships develop. Specific Duties and Responsibilities • Serve as a confidential resource to students and trainees who disclose experiences of sex-and gender-based violence (sexual assault, rape, intimate partner violence, domestic violence, stalking) and manage case follow-up as needed. This includes connecting learners with additional resources, supporting them through institutional or legal processes as requested, and tracking internal metrics., • Develops, executes, and evaluates psychoeducational workshops, outreach presentations, resource fairs, community and student engagement meetings, and trainings on sex- and gender-based topics as well as intersections with well-being for a diverse community of students and trainees, coordinates logistics, supplies, marketing, and post-event evaluations., • Engages with students and trainees in informal interactions such as drop-in hours, attending student events, supporting and mentoring peer-led programs and initiatives to reduce barriers to accessing well-being services and other university services that support well-being., • Works closely with faculty, staff, and students across all schools to co-plan and co-facilitate programs and events. This often includes needs assessment, purchasing, room reservation, and evaluation. Assists with planning major events that live with HPWB, such as Sexual Assault Awareness Month, Red Zone weeks, Bystander Trainings, Consent Campaign materials, orientations, and other major initiatives., • Supervises, trains, and oversees the work of student bystander intervention trainers and assists with peer health and well-being groups that serve the populations of interest (PEEPS/Well-Being Ambassadors). May serve as an advisor to the Sexual Assault Resource Unit or subsidiary committee. The specialist is responsible for managing the education and administrative functions of these groups, including budget and registration needs. Recruits new students in alignment with the appropriate timeline of the schools and supports existing members in the promotion of healthy group recruitment and selection practices. Maintains the training curriculum and processes to ensure members are prepared to deliver evidence-based curriculum that is reflective of student voices and advances student well-being., • Facilitates leadership opportunities for students and trainees to both contribute to Health Promotion & Well-Being and also learn from the engagement., • Remains abreast of current literature and research on student health education practices specific to sex- and gender-based violence and other specialized topics relevant to the elements of well-being (barrier methods, sexual health education, etc.)., • In some cases, provide psychoeducation and resources for students and trainees who have participated as complainants or respondents in the University's sexual misconduct and/or Title IX process., • Contributes to reports, needs assessments, quality improvement processes, and evaluations of programs., • Overall duties and responsibilities are given as a general guideline and will vary depending on the time of year, needs of the organization, and program coordination responsibilities. Special Knowledge, Skills & Abilities • Knowledge and experience with gender/sexual violence issues in institutions of higher education, as well as specialized expertise and knowledge of the effects of sexual assault on victims, survivor recovery, and navigating medical and legal procedures for victims and survivors., • Ability to maintain discretion and sound judgment with highly confidential information., • Working knowledge of health promotion and behavior change theories., • Experience with literature review, needs assessment, and program planning/implementation., • Experience developing programs and initiatives related to addressing health, health equity, and supporting populations that are historically underserved in health and mental healthcare., • Exceptional organizational skills, attention to detail, and ability to manage logistics for small and large-scale programming, workshops, and events., • Ability to develop and execute health and well-being programs with independence and initiative., • Exceptional public speaking and presentation skills, with the ability to effectively provide programs for a wide audience. About Johns Hopkins University Division of Student Health and Well-Being The Johns Hopkins University Student Health & Well-Being practice group supports well-being, primary care, and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well-being promotion, support, and programming, student disability services including guidance and resources, and in-person primary and mental health care options at our clinics, as well as remote support through phone and online resources. We define well-being as an optimal and dynamic state that allows people and communities achieve their full potential. By focusing on the whole " the whole person, the whole educational experience, the whole institution, the whole community " well-being becomes a multifaceted goal and a shared responsibility for the entire institution. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities as well as personal and professional experiences to their roles. The Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well-being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well-being. Minimum Qualifications • Master's Degree in Counseling, Psychology, Public Health, Social Work, Education or related areas such as Women/Gender Studies is required. Eligibility for professional license in Maryland is required., • Two years of clinical experience in a mental health profession working with clients required; three years preferred., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Experience with gender/sexual violence prevention education and advocacy., • Experience in a university health or health promotion setting is strongly preferred., • Certified Health Education Specialist (CHES) or Certified Public Health (CPH) credential and/or, • Licensed or eligible to obtain a license in the State of Maryland preferred. Classified Title: Behavioral Health Specialist Job Posting Title (Working Title):Health Promotion Outreach Specialist - Gender-Based Violence Prevention and Response Role/Level/Range: ACRP/03/MB Starting Salary Range: $48,000 - $84,100 Annually ($65,000 targeted; Commensurate w/exp.) Employee group: Full Time Schedule: Mon - Fri / 08:30am - 05:00pm FLSA Status:Exempt Location: Hybrid/Homewood Campus Department name: Health Promotion and Well-Being Personnel area: University Student Services

< The Bloomberg American Health Initiative seeks to make progress on five challenges facing health in the United States: addiction and overdose, environmental challenges, obesity and the food system, risks to adolescent health, and violence. A key part of the initiative is the Bloomberg Fellows Program, which is designed for individuals who are currently working with organizations on the front lines of one of these five challenges in the United States. Bloomberg Fellows pursue either an MPH or a DrPH degree and center their studies in their focus area and engage with their organization while at the Johns Hopkins University Bloomberg School of Public Health. We are seeking a Tutor who will provide academic support to Bloomberg Fellows on an as needed basis for biostatistics and epidemiology courses and possibly other quantitative related coursework. The position will report to the Fellowship Officer. The Tutor will handle information of sensitive and confidential nature and as such, will be required to maintain strict confidentiality. This position provides students with additional academic support in a professional manner. Tutors elicit critical thinking and aid in students' understanding of their writing and academic requirements. The Tutor assists students in understanding content in designated courses by using various teaching/tutoring strategies and will prepare and lead one-on-one as well as possible group study sessions. Specific Duties & Responsibilities Instruction/Tutoring (95%) • Provide students with assistance in the writing process., • Use various teaching strategies to provide instruction., • Assist students with academic goal setting., • Keep records of appointments and student progress., • Attend all necessary training courses and workshops., • Lead training for peer tutors and conduct observations of peer tutors. Administrative Tasks (5%) • Using scheduling software to enter data and accurately record appointment attendance., • Attending monthly staff meetings., • On-time tracking and submission of weekly hours spent performing responsibilities., • Other duties as assigned. In Addition to the Duties Listed Above • Provide academic support/tutor Bloomberg Fellows specifically in core courses: Statistical Reasoning in Public Health 1 and 2 and Epidemiologic Inference 1 and 2 as requested., • Identify individualized strategies to aid students in the understanding of their course material., • Assist students with reviewing class material, understanding homework and assignments, and practice study skills for exams., • As needed, review and provide constructive feedback on homework, and assignments for students., • Manage a flexible schedule to meet the needs of Bloomberg Fellows via zoom, phone, or other virtual platforms. Minimum Qualifications • Bachelor's Degree in a related field of study., • Some related experience., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Advanced Degree in related field of study., • Master's degree in biostatistics or epidemiology., • One year of experience tutoring Master's and doctoral-level students in biostatistics and epidemiology. Previous experience as a teaching assistant at the graduate level is a big plus., • Experience navigating various learning management systems (I.e. Zoom, Google Classroom, etc.) Tutors should have a knack for,, • Being able to meet students at their level of understanding., • Break down complex theories into small, understandable ideas., • Ability to tutor the subjects listed below,, • Epidemiology (epidemiologic Inference), • Biostatistics, • Excellent verbal and written communication skills., • Excellent time management and organizational skills, attention to detail, and ability to follow-through., • Available on evenings and one weekend day throughout the academic year, including summer months to accommodate students in various time zones. Technical Skills and Expected Level of Proficiency • Differentiated Instruction - Awareness, • Educational Technologies - Awareness, • Literacy - Awareness, • Oral and Written Communication - Awareness, • Organizational Skills - Awareness, • Record Keeping - Awareness, • Stakeholder Engagement - Awareness The core technical skills listed are most essential; additional technical skills may be required based on specific division or department needs. Classified Title: Tutor Role/Level/Range: ACRP/03/MA Starting Salary Range: $17.11 - $29.90 HRLY (Commensurate w/exp.) Employee group: Part-time Schedule: Monday to Thursday 6:00pm - 10:00pm; Saturday 6:00pm - 10:00pm FLSA Status:Exempt Location: Remote Department name: BAHI Operations Personnel area: School of Public Health

The Engineering for Professionals division of the Whiting School of Engineering at Johns Hopkins University is seeking applicants for an online, part-time lecturer position for the course Strategic Communications in Technical Organizations in the Engineering Management program. We are seeking a highly qualified and experienced instructor to teach the online engineering master's course "Strategic Communications in Technical Organizations" at Johns Hopkins Engineering for Professionals (___). The instructor will be responsible for delivering high-quality instruction and facilitating student learning in the field of strategic communications within technical organizations. This course focuses on various aspects of communication, including oral and written communication, presentations, interpersonal skills, and strategic communication aligned with business/technical strategies. The instructor will guide students in developing effective communication techniques and strategies for navigating complex communication challenges in technical environments. Responsibilities: • Facilitate online discussions, group activities, and one-on-one interactions to enhance student learning and engagement., • Assign and grade coursework, assignments, and projects in a timely manner, providing constructive feedback to students., • Foster a collaborative and interactive online learning environment by encouraging active participation and knowledge sharing among students., • Assist students in understanding and applying theoretical concepts and practical skills related to strategic communications in technical organizations., • Address student inquiries, concerns, and provide timely and helpful support throughout the course., • Stay up to date with current industry trends, best practices, and advancements in the field of strategic communications and technical organizations., • Collaborate with a co-instructor for course team delivery. A minimum of 10 years work experience. Experience: • Demonstrated expertise and professional experience in strategic communications within technical organizations., • Strong knowledge of communication principles, including perception, cognition, semantics, and individual differences in information processing., • Experience in developing and delivering effective oral and written communications, presentations, and proposals within technical settings., • Familiarity with communication challenges between supervisors and subordinates, work assignment, reporting to management and sponsors, and conflict resolution in technical environments., • Experience with the difference in communicating as a subject matter expert to peers vs. communicating as a subject matter expert to a non-technical audience and to executives., • Excellent communication and interpersonal skills with the ability to engage and motivate students., • Familiarity with online teaching platforms, learning management systems, and other educational technologies., • Strong organizational and time management skills to effectively manage course delivery and administrative tasks. Please note that only shortlisted candidates will be contacted. The review of applications will begin immediately and continue until the position is filled. To apply for this position, visit: ___ Salary Range The referenced salary range represents the minimum and maximum salaries for this position and is based on Johns Hopkins University's good faith belief at the time of posting. Not all candidates will be eligible for the upper end of the salary range. The actual compensation offered to the selected candidate may vary and will ultimately depend on multiple factors, which may include the successful candidate's geographic location, skills, work experience, internal equity, market conditions, education/training and other factors, as reasonably determined by the University. Total Rewards Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here: ___. Equal Opportunity Employer The Johns Hopkins University is committed to equal opportunity for its faculty, staff, and students. To that end, the university does not discriminate on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristic. The university is committed to providing qualified individuals access to all academic and employment programs, benefits and activities on the basis of demonstrated ability, performance and merit without regard to personal factors that are irrelevant to the program involved. Pre-Employment Information If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the HR Business Services Office at ___. For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit ___. Background Checks The successful candidate(s) for this position will be subject to a pre-employment background check including education verification. EEO is the Law: Diversity and Inclusion The Johns Hopkins University values diversity, equity and inclusion and advances these through our key strategic framework, the ___. Vaccine Requirements Johns Hopkins University strongly encourages, but no longer requires, at least one dose of the COVID-19 vaccine. The COVID-19 vaccine does not apply to positions located in the State of Florida. We still require all faculty, staff, and students to receive the ___. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. This change does not apply to the School of Medicine (SOM). SOM hires must be fully vaccinated with an FDA COVID-19 vaccination and provide proof of vaccination status. For additional information, applicants for SOM positions should visit ___ and all other JHU applicants should visit ___. The following additional provisions may apply, depending upon campus. Your recruiter will advise accordingly. The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.

< Explore Engineering Innovation is based on an introductory engineering course taught to undeclared freshmen engineering students at JHU. EEI covers a range of fundamental engineering topics including materials science, computer science, civil, mechanical, and chemical engineering. The course includes lectures but focuses on hands-on lab experiments and group data analysis. Graded coursework includes lab reports, homework assignments, a group presentation, and a design project. At the end of the course, students who pass the course receive JHU credit for the course. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. Each class of EEI consists of 16-24 students with diverse academic backgrounds. Each class is typically team-taught by a PhD-level engineer and a high school teacher who teaches a STEM discipline. Select sections of EEI also have assigned to them a Teaching Assistant (TA). We are seeking a Teaching Assistant - EEI - Online who will support the teaching efforts of the Instructor and Teaching Fellow. Specific Duties & Responsibilities • Must be present and available during the entire course. This includes the daily synchronous 3-hour session as well as time to coordinate with the teaching team, grade student submissions, check student messages daily, and hold occasional study sessions., • Must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Must work with the Instructor and Teaching Fellow to develop a sense of community for the high school students participating in the class., • Must be able to assist students remotely as they conduct the various activities throughout the course., • Will work with the Instructor and Teaching Fellow to monitor the discussion boards and answer student messages in less than 24 hours., • Will assist with grading homework. They must ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • May be asked to hold online study sessions to assist students and their understanding of lectures, labs, assignments, and projects., • Must ensure that child safety protocols are upheld. Minimum Qualifications • High School Student who has completed the Explore Engineering Innovation course with a B or higher grade or a college student who has completed their first year of an engineering degree., • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to teach June 29 to July 31, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am - noon, 2-5pm, 7pm-10pm (all Baltimore local times)., • Availability to participate in pre-course training., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Must be able to effectively communicate both orally and in writing., • A strong understanding of general engineering principles is preferred. Special knowledge, skills, and abilities • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics and/or Chemistry. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the course. Classified Title: Tutorial Assistant Job Posting Title (Working Title):Teaching Assistant - EEI - Online (Explore Engineering Innovation) Role/Level/Range: ACRO37.5/02/CC Starting Salary Range: $15.70 - $26.25 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wkly; 7 days - Course runs June 29 to July 31Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am - FLSA Status:Non-Exempt Location: Remote Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

POSITION:Program Coordinator/Lecturer or Sr, Lecturer, Biotechnology Division REPORTS TO:Program Director, Biotechnology Division INSTITUTION:Johns Hopkins University Advanced Academic Programs The Advanced Academic Programs (AAP) is a division of the Krieger School of Arts & Sciences at Johns Hopkins University (JHU). AAP was established in 1992 to provide students with the opportunity to obtain a master's degree in a professional and part-time graduate program. Over the course of nearly 30 years, AAP has worked diligently to add new degree programs that fit within the academic structure of the Krieger School and satisfy the demands of the marketplace. It now boasts student numbers of over 6,000 across 26 programs, with classes offered online and onsite in both Washington, D.C. and the Baltimore Homewood Campus. AAP distinguishes itself through its intensive instructional assistance, selective admissions, and dedicated full-time faculty. Position Description: The Johns Hopkins University invites applications for the position of Program Coordinator in the Center for Biotechnology Education which is housed within the Krieger School of Arts & Sciences' Advanced Academic Programs (___). We are seeking an educator with experience teaching and engaging students from diverse backgrounds who can also model teaching excellence. The Program Coordinator's roles are primarily academic, with a minor amount of administrative duties, both detailed below. This position is a full-time, non-tenure-track, 12-month renewable faculty appointment with the academic title of Lecturer or Senior Lecturer.Applicants must be comfortable teaching across modalities which include remote, in-person, or hybrid. Salary The expected salary range for this position is:$80,200 - $109,000. The referenced salary range is based on Johns Hopkins University's good faith belief at the time of posting. The actual compensation offered to the selected candidate may vary and will be based on factors including, but not limited to, the experience and qualifications of the selected candidate - e.g., years in rank, training, field, discipline, other work experience, and other similar factors; geographic location; internal equity; external market conditions; and other factors as reasonably determined by the University. Academic Responsibilities: • Teaching six graduate courses per year, • Modeling teaching excellence using best practices for teaching, • Engaging, advising, and mentoring students from diverse backgrounds, • Developing and providing input on the curriculum and new course development, • Participating in faculty hiring and development process, • Master's degree in a life science, computer science, or engineering field with five years of experience after the degree., • One to two years of teaching experience online and/or at the graduate level, • Terminal degree (Doctorate, Ph.D.) in life science, computer science, or engineering field with research experience, • Three or more years of teaching experience online and/or at the graduate level, • Three or more years of work experience in life science and/or biotechnology field, • Expertise in Regenerative and Stem Cell Technologies, • Ability to teach onsite courses as needed, • Ability to work independently in a fast-paced environment with competing demands and multiple deadlines, • Cover letter, • CV, • Teaching evaluations for the two most recent semesters taught., • Teaching philosophy Salary Range The referenced salary range represents the minimum and maximum salaries for this position and is based on Johns Hopkins University's good faith belief at the time of posting. Not all candidates will be eligible for the upper end of the salary range. The actual compensation offered to the selected candidate may vary and will ultimately depend on multiple factors, which may include the successful candidate's geographic location, skills, work experience, internal equity, market conditions, education/training and other factors, as reasonably determined by the University. Total Rewards Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here: ___. Equal Opportunity Employer The Johns Hopkins University is committed to equal opportunity for its faculty, staff, and students. To that end, the university does not discriminate on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristic. The university is committed to providing qualified individuals access to all academic and employment programs, benefits and activities on the basis of demonstrated ability, performance and merit without regard to personal factors that are irrelevant to the program involved. Pre-Employment Information If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the HR Business Services Office at ___. For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit ___. Background Checks The successful candidate(s) for this position will be subject to a pre-employment background check including education verification. EEO is the Law: Vaccine Requirements Johns Hopkins University strongly encourages, but no longer requires, at least one dose of the COVID-19 vaccine. The COVID-19 vaccine does not apply to positions located in the State of Florida. We still require all faculty, staff, and students to receive the ___. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. This change does not apply to the School of Medicine (SOM). SOM hires must be fully vaccinated with an FDA COVID-19 vaccination and provide proof of vaccination status. For additional information, applicants for SOM positions should visit ___ and all other JHU applicants should visit ___. The following additional vaccine requirements may apply, depending upon your campus. Please contact the hiring department for more information. The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.

< As part of a broad initiative to support talented and motivated first-generation and/or limited-income (FLI) students, the Success Coaching Program in Academic Advising (SCAA) was established at Johns Hopkins University in 2019. The SCAA team is comprised of a team of Academic Advisor/Success Coaches (AA/SCs) and Triage Specialists. AA/SCs assist students with all academic advising-related duties and support each student with success coaching focused on the student's academic and professional interests as well as their overall well-being. Triage Specialist(s) support the retention and academic persistence of high-priority FLI students in SCAA by tracking and resolving pending student service-related inquiries, referrals, and processes. As a point of contact between the student, the student's AA/SC, and in collaboration with student service-related offices. SCAA seeks a creative, energetic and entrepreneurial Sr. Administrative Coordinator to provide administrative and budgetary support for SCAA. Reporting to the Senior Director, Success Coaching and Advising, this position will perform a wide variety of duties and administrative tasks necessary for the smooth operation of this program. Some evenings and weekends may be required. The position is currently hybrid, requiring 3 days in the office and 2 days working from home. Specific Duties and Responsibilities Administrative (70%) • Manage the Senior Director's schedule/calendar and set up meetings., • Prepare the Senior Director for meetings by confirming meeting details., • Assist Senior Director with all permissible staff search and HR-related processes., • Provide administrative support for SCAA Project Teams as needed under the supervision of the Senior Director., • Manage scheduling of shared meetings rooms., • Initiate posting of job descriptions, support search processes (scheduling, coordinating interviews), complete, • ISRs and other relevant processing for hiring staff., • Maintain up-to-date knowledge of the OMT and TimeSheetX systems., • Prepare for onboarding new staff members (equipment, IT, etc.) and participate in the process of onboarding new employees to the SCAA team., • Coordinate travel for SCAA staff, students, and outside constituents as needed., • Assist with student recruitment for SCAA., • Provide various office management tasks such as ordering office supplies, communicating with students, making appointments, reserving space, and managing calendars., • Manages program operational logistics (e.g., IT, systems set up/access)., • Initiate the administrative process for student and staff hiring. Complete ISRs and other relevant processing documents for hiring students and staff., • Assist with and participate in SCAA staff onboarding and training., • Manage advisor reassignments and cohort assignments., • Be proactive in identifying and resolving scheduling conflicts., • Maintain general file management system for Senior Director and SCAA, including both paper and electronic files., • Communicate effectively and maintain positive, courteous, supportive, and professional working relationships with all levels of contacts., • Manage and maintain office IT equipment., • Work as needed with maintenance, housekeeping, telecommunications and IT., • Attend meetings as needed., • Other projects and duties as assigned. Budgetary Support (20%) • Manage budget account related to the SCAA portfolio by tracking expenditures, reconciliation, reimbursements, allocating payments/cost transfers, monitoring for budget discrepancies within the university's finance software., • Coordinate with Budget Analyst to manage quarterly and annual budget reporting., • Process transactions within the SAP system relative to expenses and accounts payable., • Maintain up-to-date knowledge of all aspects of SAP (budget and finance software)., • Receive training as necessary to keep abreast of changes and updating of software, including SAP and other software as necessary., • Review, track and reconcile monthly procurement credit card (P-Card) expenses., • Communicate regularly with Budget Analyst with trouble-shooting any budgetary inquiries., • Participate in annual processes of fiscal year close and budget planning process., • Maintain the ordering of program inventory (e.g., supplies, resources, etc.)., • Design and maintain budget tracking and filing systems for accounts., • Review, track and reconcile monthly Purchase Card expenses and reports for SCAA staff and program., • Develop and disseminate monthly and quarterly budget reports for the Senior Director., • Close out budgets and prepare year-end budget reports., • Create detailed budget reports to identify trends in spending as requested. Prepare annual budgets., • Communicate regularly with Homewood Student Affairs budget and university accounting staff, vendors, troubleshooting and problem solving., • Attend monthly Admin Finance meetings., • Process vendor contracts and payments consistent with university policies., • Process payroll for full-time and student expenses and/or stipends. Event Planning (10%) • Assist SCAA staff with the coordination of logistical arrangements for SCAA events to include staff retreats, programming, peer academic advising programming (e.g., invitations, room reservations, catering orders, etc.)., • Assist the Senior Director with staff meetings, training coordination, and agendas., • Serve as the primary point of contact for peer advisors to troubleshoot stipend concerns, training logistics, and other issues as needed., • Collaborate with other administrative support to organize logistics for joint, collaborative and program specific activities/events during the academic year., • Establish connections with campus partners and offices responsible for providing event support services. Special Skills, Knowledge & Abilities • Ability to navigate a large, decentralized campus environment and establish positive connections with collaborative partners., • Ability to work in a cross-cultural environment., • Timely responsiveness and the ability to meet deadlines and prioritize tasks., • Ability to balance and execute work duties in person and remotely with efficiency., • Ability to manage and prioritize multiple projects, including strong trouble-shooting and problem-solving skills, as well as the ability to make administrative/procedural decisions and judgments., • Ability to communicate clearly verbally and in writing., • Budget management skills., • Strong time management and organizational skills, keen attention to details., • Ability to work as part of a team in a fast-paced environment., • Ability to work independently and use discretion and sound judgment in independent decision-making., • Ability to maintain confidentiality and demonstrate professionalism., • Ability to demonstrate initiative, independent judgment, and 'tech-savvy-ness' with proficiency using MS Office, social media, and other marketing techniques., • Flexibility to occasionally work outside of normal business hours and some weekends as required. Minimum Qualifications • High school diploma or graduation equivalent., • Four years of related experience., • Additional education may substitute for required experience and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Bachelor's Degree or higher., • Five or more years of experience in administrative support, budgetary management, and customer service., • Process transactions within the SAP system relative to expenses and accounts payable., • Maintain up-to-date knowledge of all aspects of SAP (budget and finance software)., • Prior experience working with SAP and other financial/human resource management programs, and Qualtrics/Microsoft Forms, is preferred., • Professional experience planning events on a highly selective college or university is preferred. Classified Title: Sr. Administrative Coordinator Role/Level/Range: ATO 37.5/03/OF Starting Salary Range: $21.25 - $36.90 HRLY (Commensurate w/exp.) Employee group: Full Time Schedule: 3 Days in office; 2 Days remote. Some nights and weekends may be required. FLSA Status:Non-Exempt Location: Hybrid/Homewood Campus Department name: Center for Student Success Personnel area: University Student Services

Overview** We are hiring Individuals currently enrolled in or recently graduated from academic programs, or those with backgrounds in teaching or education.

Love What You Do - And Where You Do It We're reimagining what a career in optometry should look like. Think less burnout, more balance. Less micromanagement, more autonomy. Less routine, more purpose! At our practice, you're more than an optometrist - you're a trusted partner in eye care. We've built an environment where compassion, innovation, and your well-being come first. What you'll find here: * Supportive, collaborative culture * Advanced technology for excellent patient care * Flexible schedules for better work-life balance * Leadership and growth opportunities * A genuine focus on you - your goals, your life, your success Thrive personally and professionally with a team that values what matters most. Rewarding compensation * Competitive salary with bonus potential (not tied to sales) * Sign-on bonus options or student loan repayment support for select locations * License reimbursement and malpractice insurance included * Continuing education hours provided annually through our all-expense-paid CE Symposium A Smarter Way to Work * No on-call shifts. No late nights. Ever * Flexible schedules designed around your life and priorities * Generous paid time off, paid holidays, paid life insurance, and paid parental leave * Comprehensive medical, dental, vision, and retirement benefits with employer match * Travel reimbursement that meets policy guidelines Freedom to Lead, Room to Grow * Practice with clinical autonomy, supported by a collaborative team * Step into leadership roles, or develop into them-we'll back your vision every step of the way You'll deliver full-scope primary eye care with the support of a dedicated, cheerful team that allows you to focus on what you do best: providing excellent, personalized patient care. Here's what you can expect: * Deliver warm, high-quality care through expert exams and treatment * Educate and empower patients on eye health and prevention * Lead with compassion and build a positive, patient-first culture * Freedom to practice at your comfort level, whether your interests include contact lenses, myopia management, or ocular disease * Opportunities for professional growth as you expand your expertise Licensed (or eligible) to practice Optometry in the state where you'll practice For more information, please visit the website () . We are an equal opportunity employer. We evaluate qualified applicants without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, genetic information, disability, veteran status, and other legally protected characteristics. Salary Range: $531.00 - $577.00 per day

Remote Full time R-0000000767 Position Title Assistant Director Financial Aid Employee Type Regular Office/Department Financial Aid Work Environment Remote and hybrid positions are open to applicants based in states identified here : Work at Loyola | Loyola University Maryland . Remote Position Duties Provide information and counsel to prospective and current students and/or parents. This role is instrumental in the recruitment of prospective students. Determine eligibility for and award financial aid in accordance with Federal, state, and institutional policies. Ensure compliance with all federal, state, and institutional legislation, regulations, and policies. Manage programs and special projects as assigned by department leadership. Assist with communication, technology and reporting. Essential Functions: Manages the federal, institutional, and private alternative loan programs, including application processing, origination, disbursement, and solving loan related issues. Ensures successful transmission of data with the Department of Education, Loyola system(s) (Colleague, Workday, PowerFAIDS), private lenders, Perkins and Loyola University Loan system, and the National Student Loan Data System (NSLDS). Exercises expert level knowledge of COD, DL tools, and reports to perform monthly and annual federal loan reconciliation in conjunction with the Student Administrative Services Office and the Department of Education. Ensures all undergraduate R2T4 calculations and activities are compliant with federal regulations and completed within the federally mandated timeframe. Manages system setup and processing of Federal loan disbursement acknowledgment for Federal Direct Loans and Parent/Graduate PLUS Loans. Extracts and monitors all Federal loan related data for annual Financial Aid audit. Manages undergraduate Financial Aid Self-Service Loan system setup. Assists with setup and workflow for the Financial Aid Self-Service loan acceptance function. Continues to manage loan acceptance workflow for all undergraduate students making annual updates and changes as required. Continuously monitors the loan portion of self-service and making necessary revisions as needed. Generates complex reports using internal University database systems. Provide direct support to Associate Director Financial Aid Systems. Responsibilities include assisting with report creation, communication management, troubleshooting, and offering technical assistance to the Office of Financial Aid as needed. Perform data analysis including the ability to create charts, graphs, spreadsheets, and reports and make recommendations for improvement. Assist in the management of technology and resources to streamline and improve processes, reporting and service to students. Assist in developing and implementing plans and goals for the department. Ensure compliance with regulations and internal policies. Manage special projects or programs vital to the administration of financial aid. Manage all aspects of a student caseload including file review and application processing, verification, award, appeals, and professional judgment in accordance with Federal, State, and Institutional guidelines. Counsels prospective, new, and current students and parents in all matters concerning the financial aid process, including application procedures, packaging policies, terms and conditions of awards, alternative funding options individualizing information to the specific needs and situation of the student. Advises students and parents concerning complex federal and private loan processing requirements specific to their loans. Determines the types and amounts of financial aid to be awarded through the packaging process according to federal, state, and institutional requirements. Respond to student and parent inquiries and concerns promptly and professionally. Facilitate student problem resolution Performs all other duties and responsibilities as assigned or directed by the supervisor. This may include attendance of and participation in required training for role. Education Required Bachelor's degree Education Preferred Master's degree Other Professional Licensures Work Experience 5 - 8 years Describe Required Experience At least 5 years of experience with financial aid or similarly related experience. Closely related experience could include, career counseling, non-profit roles involving financial assistance, higher education administration, admissions, and/or student affairs support services. Required Knowledge, Skills and Abilities Ability to understand, interpret, and synthesize information from students/parents to effectively counsel Ablity to diffuse difficult and emotional situations Able to handle multiple tasks or projects at one time meeting assigned deadlines Working knowledge of state program rules and regulations, as they pertain to financial aid in the State of Maryland Working knowledge of Title IV rules and regulations, as they pertain to Federal Student Financial Aid Working knowledge of and abides by the regulations of Family Education Rights and Privacy Act (FERPA) Excellent interpersonal, initiative, teamwork, problem solving, independent judgment, organization, communication (verbal and written), time management, project management and presentation skills Proficient with computer applications and programs associated with the position (i.e. Microsoft Office suite, Colleague, Work day , Slate) Strong attention to detail and follow up skills Strong customer service skills and phone and e-mail etiquette Physical/Environmental Demands Office environment/no specific or unusual physical or environmental demands. Physical/Environmental Example Final compensation offers are determined by a variety of factors, including but not limited to, job-related experience, internal equity, and alignment with organizational budget. Successful candidates for any staff, faculty, or administrative position at Loyola University Maryland will be subject to a pre-employment background check. Note: Experience and/or education may be substituted for requirements. Employment Eligibility All candidates must be eligible to work in the United States and complete employment eligibility verification by the first day of employment at Loyola University Maryland, as required by law (e.g., Form I-9). Unless explicitly stated otherwise in the job description or job advertisement, Loyola University Maryland does not sponsor employment visas for this position. University Description Loyola University Maryland, located in the vibrant city of Baltimore, is a prestigious, selective, comprehensive university with a strong residential liberal-arts-based undergraduate program and professional graduate programs at the master's and doctoral levels. Founded in 1852, Loyola is a Catholic University and one of 27 Jesuit colleges and universities in the United States and the first to bear the name of Saint Ignatius Loyola, founder of the Society of Jesus. Deeply committed to the Ignatian principles upon which it was founded, Loyola focuses on the care and education of the whole person — mind, body, and spirit — and its mission centers on preparing its students to learn, lead, and serve in a diverse and changing world. The Wall Street Journal ranked Loyola No. 19 overall in the nation in its 2026 "Best Colleges" list. Loyola was also ranked No. 51 for impact on graduate salaries and No. 81 in the nation for student experience. U.S. News & World Report has ranked Loyola among the top 10 universities in the North Region for the past decade. Princeton Review named it one of the nation's top institutions for undergraduate higher education and one of the best Mid-Atlantic colleges for 2026. Loyola is one of 75 colleges and universities included on a list of the "new" dream schools in Jeffrey Selingo's book, Dream School, Finding the College That's Right for You. The list of "new" dream schools highlights institutions with strong outcomes, accessible admissions, and dynamic student experiences. Loyola was also listed among the "best value" private colleges in Kiplinger's Personal Finance . Loyola University Maryland is proud to be recognized among the nation's top institutions. From national rankings to regional accolades, our commitment to academic excellence, student success, and Jesuit values continues to earn praise from respected organizations and publications. Learn more about our prestigious rankings and notable accolades and university profile by clicking on the hyperlinks. Diversity Statement Loyola University Maryland strongly values the benefits that diversity brings to the workplace. In accord with its Ignatian values, the University is committed to creating and promoting a community that recognizes the inherent value and dignity of each person. Loyola University Maryland does not discriminate on the basis of race, sex, color, national or ethnic origin, age, religion, disability, marital status, sexual orientation, gender identity, genetic information, military status, or any other legally protected classification. The University recruits, hires, and promotes in accord with this policy and its Core Values. About Us Human Resources 410-617-2354 Work at Loyola PI334c61e9868e-25448-40353560

< Biomedical Engineering Innovation (BMEI) is an online course for high school students who have an interest in learning more about engineering. Biomedical Engineering Innovation is designed to give students an opportunity to learn more about biomedical engineering, allowing them to make informed college and career decisions. BMEI introduces biomedical engineering to high school students by (1) modeling biological systems and designing experiments to test those models and (2) introducing engineering principles to solve design problems that are biological, physiological, and/or medical. Students will model human efficiency and the cardiovascular system, design a biomedical sensor using Arduino, and complete an independent research project. We are seeking a Teaching Assistants - Graders - BMEIwho will be punctual, have a positive attitude, treat students with respect, and generate enthusiasm for learning. They must also be able to effectively communicate both orally and in writing. TAs and Graders must have completed their first year of an engineering degree and demonstrate knowledge of the content covered in BMEI. Special preference will be given to students who have completed EN.580.111 Biomedical Engineering and Design. Specific Duties & Responsibilities • Must be present and available for the duration of the course. Must login to the online course at least five of seven days per week., • Must be comfortable with the course material and be able to relate the curriculum to high school students., • Must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Must ensure that child safety protocols are upheld. Additional TA responsibilities include • Must work with the instructor to monitor the discussion board, answer student emails, and submit assignment feedback and grades for Discussions, Asking Questions, Reflections, and Peer Reviews., • May be asked to attend one-on-one design reviews between the instructor and each student three times during the session., • Must work with the instructor to develop a sense of community for the high school students participating in this online class., • Must work with Instructor and other TAs to respond to all student questions within 24 hours., • Must be able to assist students remotely as they conduct the various lab activities and projects throughout the course., • Instructors must arrange for at least three study session hours each week that are hosted by one member of the team. 2-3 of these hours should be held by each TA. The study session hours should be scheduled so that all students may participate in at least one hour each week. Additional Grader responsibilities • Must ensure that students receive their graded work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • Responsible for grading all Assignments and may be asked to assist with grading other student work., • Graders must ensure that grades are posted to the learning management system in a timely manner. Minimum Qualifications • High School Diploma/GED, • Must have completed their first year of an engineering degree and demonstrate knowledge of the content covered in BMEI., • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to participate in pre-course training., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Special preference will be given to students who have completed EN.580.111 Biomedical Engineering and Design., • Must be able to effectively communicate both orally and in writing. Special Knowledge, Skills, and Abilities • Must have knowledge of Trigonometry, Algebra 2, and Physics. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. specific physical requirements • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the course. Classified Title: Teaching Assistant Job Posting Title (Working Title):Teaching Assistant - Grader - BMEI (Biomedical Engineering Innovation) Role/Level/Range: ACRO37.5/03/CE Starting Salary Range: $19.75 - $35.35 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 30hrs/wk; 7 days/wk - The course runs June 22 - July 31, but there will be training before the course starts and wrap-up activities after the course ends. FLSA Status:Non-Exempt Location: Remote Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< Our practice group is recruiting aPrimary Care Clinic Physician (PCP) for a 28 hour/week position to provide in-person care at the Homewood and East Baltimore campus in addition to telehealth and as needed in-person care for the Washington, D.C. campus. The PCP will work collaboratively with other healthcare providers across the University on other campuses. The PCP is responsible for providing excellent and effective patient care through the evaluation, diagnosis, and treatment of acute and chronic illness and injury. The PCP provides direct clinical care with a significant emphasis on health maintenance and preventive measures and shares responsibility for clinic compliance with state, federal, and ambulatory accreditation requirements. The academic setting of the position also allows the physician the opportunity to work on population-specific issues and keep the clinic on the forefront of best practices in the university health field. Specific Duties and Responsibilities • Clinical care of patients at the SHWB primary care clinics. This includes, but is not limited to direct patient care, outreach / preventive health efforts, and follow-up of labs, radiological / other studies, and referrals., • Deliver culturally competent care, affirming a wide range of student/learner identities, and promoting the diversity, equity, and inclusion values of the Student Health and Well-Being practice., • Provide medical consultations as needed to SHWB Nurse Practitioners and Physicians as needed., • Assist in orienting and precepting residents or fellows who are rotating through SHWB., • Perform regular peer chart reviews and pass periodic laboratory proficiency testing and quality control reviews., • Act as proxy for other SHWB-PC clinician as assigned., • Provide back-up on-call phone services to SHWB patients in rotation with other SHWB physicians., • Participate in outreach activities with campus partners., • Attend SHWB educational and accreditation programs and show evidence of continued self-development and professional involvement by participating in continuing medical educational programs., • Assist in accreditation-related projects, including but not limited to policies, meetings, and studies., • Serve as an active member on one of the internal SHWB-PC committees. May serve as a representative on University-wide committees as designated by the Director of Primary Care Services and/or Chief Medical Director., • Perform other duties as assigned by the Director of Primary Care Services, Chief Medical Director, Associate Directors, or Senior Administrative Manager., • Directly reports to the Director of Primary Care Services. Special Knowledge, Skills & Abilities • The successful candidate should have experience working with diverse patient populations and appreciate and relate effectively to individuals who hold multiple, intersecting identities including but not limited to, historically marginalized and underrepresented populations, various ages and developmental status, cultural, ethnic, and socioeconomic backgrounds, international status, disability, gender and sexual identities, and presentations., • Knowledge of Microsoft Word and facility in emails is required., • Knowledge of Excel is helpful., • Must successfully complete all required and on-going electronic medical records and scheduling system trainings as directed., • Must complete all required HIPAA and any other specified online training courses deemed necessary., • Philosophical commitment to the care, development, and education of students and learners in academic environments., • Interest and understanding of quality improvement and/or professional development requirements is helpful., • Demonstrated excellent communication and organizational skills., • Demonstrated competence in adolescent/young adult health, public health, or college health., • Proven ability to relate effectively to people of various ages and backgrounds including gender and sexual orientation as well as cultural, ethnic, and international differences. Multiple work locations • Homewood, • School of Medicine, • Primarily for Homewood and E. Baltimore with flexibility to Washington, DC About Johns Hopkins University Division of Student Health and Well-Being The Johns Hopkins University Student Health & Well-Being practice group supports well-being, primary care and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well-being promotion, support and programming, student disability services including guidance and resources, and in-person primary and mental health care options at our clinics as well as remote support though phone and online resources. We define well-being as an optimal and dynamic state that allows people and communities achieve their full potential. By focusing on the whole " the whole person, the whole educational experience, the whole institution, the whole community " well-being becomes a multifaceted goal and a shared responsibility for the entire institution. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities as well as personal and professional experiences to their roles. The Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well-being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well-being. Minimum Qualifications • M.D. or D.O. Degree from an accredited institution., • Completion of an ACGME-approved residency program in Family Medicine, Internal Medicine, Med/Peds, or Pediatrics., • Board Certification or eligibility in Family Medicine, Internal Medicine, or Pediatrics., • Unrestricted license or eligible for unrestricted licensure to practice medicine in the State of Maryland. In the future may also need to be licensed in Washington, D.C., • Active or eligible for DEA and Maryland Controlled Drug Substances registrations., • Eligible for credentialing and privileging through Johns Hopkins Hospital and SHWB-PC., • Occupational health clearance including medical history, immunizations, and drug screen., • This position does not allow for education or experience substitutions. Preferred Qualifications • Completion of a certificate of added qualification (CAQ) or fellowship in Adolescent Medicine or two to three years' experience working in a college health setting or setting with transferrable skills highly desirable. Classified Title: Clinic Physician Job Posting Title (Working Title):Primary Care Clinic Physician (Student Health and Well-Being) Role/Level/Range: ACRP/04/MI Starting Salary Range: $117,900 - $206,500 Annually ($175,000-185,000 Targeted Salary, Commensurate w/exp.) Employee group: Full Time Schedule: To be determined with new hire (28hrs/week, Previous position conducted three 7.5 hour days and one 5.5 hour day per week) FLSA Status:Exempt Location: Homewood Campus Department name: Student Health and Well-Being Personnel area: University Student Services

< IT@JH Office of Deputy CIO is seeking a Data Engineer II who is responsible for the data architecture and integration of university processes, systems and data to improve reporting and analytics across functions, offices and schools. This includes the architecture, design and implementation of infrastructure and operations for the University Data Warehouse (UDW), complementary Lakehouse, and other modern data technologies. Specific Duties & Responsibilities • Contribute to the design, production, and maintenance of data pipelines for data acquisition, management, transformation, and back-end code development to power data web applications and convert raw data into usable information., • Write and maintain ETL/ELTs that operate on a variety of structured and unstructured sources., • Develop and maintain web data scraping systems for automatic data acquisition., • Help design data architecture and provide ongoing support., • Input/output data from databases and perform queries., • Create scripts to clean, transform, and analyze data., • Put data pipelines into production using data warehousing systems., • Create and implement production software to monitor data quality and detect data anomalies., • Perform daily manual data quality assurance tasks., • Support, maintain, and troubleshoot the software infrastructure., • Source data, conduct analyses, visualize data, and generate insights to support ongoing research projects and other requests across the organization., • Collaborate with developers, analysts, data scientists, researchers, policy experts, and other partners., • Communicate with Division leadership, and others on the team., • Collaborate with external partners, contractors, and vendors., • Other duties as assigned. On-Call Rotation • This position requires a support rotation, which may entail some off-hour support. Minimum Qualifications • Bachelor's Degree., • Five years of related work experience focused within database management and design and business requirement gathering., • Additional education may substitute for required experience and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Five years of progressive responsibility for data architecture in complex environment, extensive experience with relational, analytic, and other primary data and BI development approaches., • Implementation and support experience with large-scale real-time and batch ETL/ELT for data ingestion and integration., • Experience in dimensional modeling, student systems and information, APIs, advanced SQL, Power BI, Fabric, Azure, pipelines. Technical Skills & Expected Level of Proficiency • Data Management and Analysis - Intermediate, • Data Pipeline Architecture & ETL/ELT Development - Intermediate, • Database Querying - Intermediate, • Data Validation and Quality Assurance - Intermediate, • Data Visualization - Intermediate, • Data Warehousing & Architecture - Intermediate, • Oral and written communications - Intermediate, • Programming Languages - Intermediate, • Web Scraping and Data Acquisition - Intermediate Classified Title: Data Engineer II Job Posting Title (Working Title):Data Engineer II (IT@JH Office of the Deputy CIO) Role/Level/Range: ATP/04/PG Starting Salary Range: $99,800 - $175,000 Annually (Commensurate w/exp.) Employee group: Full Time Schedule: Mon-Fri, 8:30am-5pm FLSA Status:Exempt Location: Remote Department name: IT@JH Office of the Deputy CIO Personnel area: University Administration

< The Johns Hopkins University Center for Technology in Education (CTE) changes lives through knowledge that matters by designing, developing, and implementing learner-centered, technology-enhanced solutions to ensure equal access to education in classrooms and work settings across the globe. Our work at CTE involves many aspects of technology and innovation in education, from online learning platforms to systems that communicate or store data to digital tools educators need to successfully increase positive outcomes for all children, including those with disabilities. Our work focuses on landscape analyses, technical assistance, professional learning, and applied research techniques to build organizations' capacity to promote inclusionary practices and maintain equity for all learners. CTE is recruiting for a Maryland EXCELS Program Quality Specialist II. Maryland EXCELS is a Quality Rating Improvement System (QRIS) initiative sponsored by the Maryland State Department of Education to rate and improve the quality of participating early childhood and school-age programs. The primary function of this leadership position requires skills in early childhood, technology, communication, coaching, and training. The successful candidate also has strong skills in customer service, oral and written communication, and project management. The Maryland EXCELS Program Quality Specialist II serves in a lead role mentoring and supervising Program Quality Specialists. Additionally, this role carries a case load of participants and/or programs funded by sponsors of education related programs and research committed to promoting positive learning and educational experiences for children. In the lead capacity this position has a specialized focus, e.g. program operations or data and online content management. Specific Duties and Responsibilities • Supervise and mentor current and new team members., • Identify improvements and recommend updates to existing operating procedures., • Lead planning and implementation of new and current policies and practices., • Review the program's data collection and contribute to analysis., • Monitor and edit online content to ensure accuracy and accessibility for internal and external stakeholders., • Provides virtual and/or in-person support to identified programs., • Apply specific specializations based on specific expertise and experience, i.e. specific types of educational programs, coaching & mentoring, preassessments., • Collaborate with internal partners to improve required processes and effective use of supports and resources., • Work with external contacts, e.g., early childhood experts, specific education community to identify new or revise current supports and resources., • Use evidence-based knowledge to make independent decisions regarding educational programs., • Identify and provide necessary coaching supports to schools, programs, and/or classrooms. In addition to the duties described above • Support team members in the PQS role by providing coaching, daily support, leadership, and guidance., • Plan and execute training primarily designed for team members in the PQS role on topics that support efficiency, best practices in coaching, and QRIS standards revisions., • Participate in PQS leadership activities such as reliability assessment, performance data collection and analysis, improve efficiencies, and support the collaborative culture of the PQS team. Minimum Qualifications • Bachelor's Degree in a related field., • Five years of related experience., • Additional education may substitute for required experience and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Master's Degree in a related field., • Minimum of seven years of experience working in focus area or specific education community., • Experience coaching, mentoring, supervising adult learners. Technical Skills and Expected Level of Proficiency • Data Management and Analysis - Intermediate, • Digital Content Management - Intermediate, • Interpersonal Skills - Intermediate, • Oral and Written Communications - Intermediate, • Organizational Skills - Intermediate, • Partner Relationship Management - Intermediate, • Process Improvement - Intermediate, • Stakeholder Engagement - Intermediate, • Student Development - Intermediate The core technical skills listed are most essential; additional technical skills may be required based on specific division or department needs. Classified Title: Program Quality Specialist II Job Posting Title (Working Title):Maryland EXCELS Program Quality Specialist II (CTR for Technology in Education) Role/Level/Range: ATP/04/PC Starting Salary Range: $53,800 - $94,400 Annually (Commensurate w/exp.) Employee group: Full Time Schedule: Monday - Friday, 9:00 am - 4:30 pm FLSA Status:Exempt Location: Remote Department name: Center for Technology in Education (CTE) Personnel area: School of Education

The Johns Hopkins University's Department of Environmental Health & Engineering, in cooperation with the new Johns Hopkins Data Science and Artificial Intelligence (DS/AI) Institute, seeks applicants for tenured or tenure-track faculty positions focused on leveraging and developing DS and AI tools for environmental engineering, science, and public health applications. Candidates should have demonstrated excellence in research harnessing and creating new DS/AI/deep learning/machine learning/big data tools, and strong fundamental training in environmental engineering/science, hydrology, atmospheric science, environmental chemistry/microbiology, or related discipline. Although we will consider candidates who work in any environmental topical area, we specifically seek candidates in three thrust areas: Systems Analysis and Optimization for Sustainable Environment and Natural Resources Management: The challenges of future climate change, population growth, megadroughts and extreme events, water scarcity, decarbonization, and zero waste, require advanced systems and risk analysis methodologies for monitoring and managing complex human-natural coupled systems. The desired candidate will have a strong track record in devising and leveraging DS/AI for developing resilient, efficient, and socially beneficial strategies for complex water, air, ecosystem, and other environmental and resource systems. Harnessing Data Science/Artificial Intelligence/Machine Learning/Deep Learning/Big Data for understanding Earth System changes to inform planning for adaptation and resilience: Large volumes of historical simulations and future climate projections are available from a wide range of climate and environmental models. Simultaneously, the abundance of data streams generated by satellite, airborne, and drone-based remote sensing and in-situ sensor systems holds enormous promise for real-time environmental monitoring. Mining and extracting information from such big data streams requires overcoming challenges associated with scale, discoverability, analysis, and interpretation. We seek candidates who leverage modern DS/AI tools to integrate large multi-scale datasets and process-based models to inform environmental and resource strategies for the 21stcentury. Data Science/Artificial Intelligence Applications in Environmental Chemistry and Toxicology: Human and Planetary health is shaped by more than 100,000 chemical compounds that are in commercial use and released into the environment. Protecting human health against exposures to these complex chemical mixtures and byproducts that result from their reactions, is a much greater challenge than quantifying the toxicity of specific chemicals. There has been a recent growth in applications of machine learning to identify the chemical composition of complex mixtures. Simultaneously, DS/AI-based computational toxicology methods are demonstrating promise in meeting the principles of the 3R's concept, especially replacement of animal testing. We seek candidates with expertise in the development and use of DS/AI methods in computational environmental chemistry and toxicology, to identify chemicals of concern in complex environmental mixtures and predict their toxicity. Applications are particularly welcome from candidates who have demonstrated expertise in developing new DS/AI methods that would be of potential utility in other engineering and science fields, andwho would be qualified for joint appointments in one of the three core departments of the new JHU DS and AI Institute (). These include the Departments of Applied Mathematics & Statistics; Computer Science; and Electrical & Computer Engineering. The Department of Environmental Health and Engineering, a cross-divisional department spanning the Whiting School of Engineering and the Bloomberg School of Public Health, has approximately 50 tenured/tenure-track and 40 non-tenure-track faculty members. We embrace the vision outlined in the National Academy report Environmental Engineering for the 21st Century: Addressing Grand Challenges.We strive to make JHU the world leader in understanding how environmental change affects human health and welfare, and in finding solutions that improve the health of the planet, communities, and people. We invite candidates who share our vision to apply for this position. More information about the Department of Environmental Health and Engineeringcan be found at ___ The Whiting School of Engineering comprises over 200 full time tenure-track, research, and teaching-track faculty in nine academic programs with a total annual research budget of over $170 million. The Bloomberg School of Public Health is the number 1 ranked public health school in the country with over 670 full time tenure-track faculty in 10 academic departments with an annual budget of over $500 million. Research partnerships with the Johns Hopkins School of Medicine, Applied Physics Laboratory, and the Krieger School of Arts and Sciences make the Whiting School of Engineering a unique research and educational environment. In addition to the DS/AI Institute, opportunities exist for collaboration with several institutes and centers at JHU, including the Ralph S. O'Connor Sustainable Energy Institute (ROSEI), the Center for a Livable Future (CLF), the CHARMED center, and the Center for Alternatives to Animal Testing (CAAT). Student enrollment exceeds 1800 at the undergraduate level with over 1000 full time MS and PhD students. The Engineering for Professionals program enrolls over 2500 part time continuing education students and is the largest program of its kind in the country. The Whiting School of Engineering is in the top 20 for both undergraduate programs and graduate school rankings by US News and World Report. Applicants must hold an earned doctorate in an appropriate field by the time their appointment begins. Candidates must have demonstrated an ability to conduct outstanding independent research and establish a strong internationally recognized research program. Commitment to excellence in teaching and mentoring a diverse body of students at all levels is required. Applications at all levels will be considered; salary and rank will be commensurate with qualifications and experience. Applicants should submit a curriculum vitae, a research statement, a teaching statement, and three recent publications. Junior candidates who are applying at the assistant professor level should provide contact information for at least three references. References are not required at the initial application stage for senior candidates. Applications are due Jan. 15, 2026; applications welcome until position is filled. This institution is using Interfolio's Faculty Search to conduct this search. Applicants to this position receive a free Dossier account and can send all application materials, including confidential letters of recommendation, free of charge. To apply for this position, visit: ___ Salary Range The referenced salary range represents the minimum and maximum salaries for this position and is based on Johns Hopkins University's good faith belief at the time of posting. Not all candidates will be eligible for the upper end of the salary range. The actual compensation offered to the selected candidate may vary and will ultimately depend on multiple factors, which may include the successful candidate's geographic location, skills, work experience, internal equity, market conditions, education/training and other factors, as reasonably determined by the University. Total Rewards Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here: ___. Equal Opportunity Employer The Johns Hopkins University is committed to equal opportunity for its faculty, staff, and students. To that end, the university does not discriminate on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristic. The university is committed to providing qualified individuals access to all academic and employment programs, benefits and activities on the basis of demonstrated ability, performance and merit without regard to personal factors that are irrelevant to the program involved. Pre-Employment Information If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the HR Business Services Office at ___. For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit ___. Background Checks The successful candidate(s) for this position will be subject to a pre-employment background check including education verification. EEO is the Law: Vaccine Requirements Johns Hopkins University strongly encourages, but no longer requires, at least one dose of the COVID-19 vaccine. The COVID-19 vaccine does not apply to positions located in the State of Florida. We still require all faculty, staff, and students to receive the ___. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. This change does not apply to the School of Medicine (SOM). SOM hires must be fully vaccinated with an FDA COVID-19 vaccination and provide proof of vaccination status. For additional information, applicants for SOM positions should visit ___ and all other JHU applicants should visit ___. The following additional vaccine requirements may apply, depending upon your campus. Please contact the hiring department for more information. The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.

< Student Health and Well-Being (SHWB) Mental Health Services at Johns Hopkins University seeks an energetic, organized, and motivated Mental Health Services Clinician, Initial Consultation Team, to work in a dynamic, fast-paced environment focused on delivering innovative mental healthcare and supporting the well-being of a diverse community of learners. The Mental Health Services Clinician, Initial Consultation Team will provide triage and referral through the Initial Consultation process, which is the entry point to care at Mental Health Services. Initial consultations are 25-minute appointments, generally conducted via Zoom, that focus on exploring a client's presenting concerns, performing a brief assessment of key mental and behavioral health indicators, and developing individualized treatment recommendations in collaboration with the client to direct them to the most appropriate service(s) within the MHS portfolio, or to more specialized care in the community. The MHSC Initial Consultation Team will be a warm, welcoming first point of contact for new clients and will be highly skilled in brief assessment and triage. This position requires a deep knowledge of the range of services MHS provides, and a consistent, collaborative approach to treatment recommendations to support smooth clinical service delivery and ensure that clients are referred to the appropriate level of care. This position's clinical responsibilities will focus on triage and brief assessment and do not include an ongoing caseload; however, the position may engage in single-session therapy modalities (e.g., MHS's existing Single Session Consultation model) and brief follow-up visits to help clients transition to other care options. All MHS clinicians work collaboratively with psychiatry, case management, occupational therapy, primary care, and health promotion staff to provide care that emphasizes holistic wellness and mental well-being and that leverages students' resilience and other key skills. Specific Duties and Responsibilities This position's direct clinical service responsibilities will primarily be conducted via telehealth and Zoom, with 1/week in-person presence required for staff meetings, supervision, and department and division events. MHS operates in three licensure jurisdictions, and independent licensure in Maryland, Virginia, and Washington, D.C. is required. MHS reimburses costs associated with maintaining licensure in required jurisdictions. Percentages for duties and responsibilities are provided as a general guideline and will vary depending on the time of year, the needs of the clinical service, and program coordination responsibilities. Direct Clinical Service (70-85%, depending on time of year and clinical demand) • Creates a warm and welcoming clinical environment where clients feel supported and respected as they pursue their personal, academic, and professional goals., • Provides triage, brief assessments, and risk assessments to identify mental health disorders and support needs accurately., • Develops individualized recommendations that take into account the client's internal and external resources, acuity, motivation for treatment, and clinical needs., • Develops and maintains an in-depth understanding of MHS mission, scope of services, purpose, and utility of IC., • Utilizes clinical acumen to match client support needs with the appropriate service within MHS's range of options, and employs motivational interviewing skills to build client engagement in treatment recommendations., • Develops and maintains a deep understanding of campus and community resources across the university to facilitate connections with supportive resources., • Collaborates with providers within SHWB as an interdisciplinary treatment team, including therapists, psychiatric providers, primary care clinicians, case management, health coaches, and disability services staff., • In collaboration with the MHS Case Management team, provides clinical case management to facilitate connections to appropriate resources and ensure clients receive necessary care., • Consults, as appropriate, with providers in the community to facilitate continuity of care. Other Activities (15-25%) • Maintains awareness of MHS resourcing on a week-to-week basis to inform clinical dispositions and ensure appropriate recommendations align with available service capacity., • Participates in staff meetings, trainings, and administrative activities., • Participates in a weekly consultation group for the initial consultation team and other clinicians who provide brief assessments., • Remains abreast of current literature and research on student behavioral health and evidence-based intervention strategies, with a particular focus on triage, brief assessments, and single-session therapeutic interventions., • Participates in recruitment, hiring, and training processes for clinical staff and interns., • Contributes to staff development, engagement, and teambuilding activities and actively participates in MHS-wide events. Special Knowledge, Skills, or Abilities • Specialized training or experience with triage, brief assessments, crisis intervention and single-session therapeutic interventions., • Demonstrated high level of proficiency in accurately assessing and identifying mental health disorders and support needs and developing individualized treatment plans., • Specialized training or experience working with one or more populations historically underrepresented in the utilization of traditional mental healthcare., • Clinical experience with concerns prevalent within the student and learner population is strongly preferred (e.g., identity development, trauma, anxiety, mood disorders, disordered eating, co-occurring substance use disorders, sleep disorders, and ADHD)., • Bilingual proficiency is highly desirable. About Johns Hopkins University Division of Student Health and Well-Being The Johns Hopkins University Student Health & Well-Being practice group supports well-being, primary care, and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well-being promotion, support and programming, student disability services including guidance and resources, and in-person primary and mental health care options at our clinics, as well as remote support through phone and online resources. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities and personal and professional experiences to their roles. The Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well-being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well-being. Additional Information (Working Conditions) • Schedule, • This is a 37.5 hour/week position. One evening telehealth clinic (6 or 7 pm) per week may be required based on programmatic needs; additional flexible scheduling may be possible, • This position requires occasional evening and weekend work, dependent on the programmatic needs of the University., • and for activities during the academic year (e.g., orientation, special events, etc.)., • This position has a typical schedule of 4 days/week remote; additional on-site presence will be required during the initial onboarding period and for staff meetings, supervision (generally Wednesdays), and divisional events., • This is a 12-month, year-round position., • This position is designated as a Required Attendance Employee, designated as vital to the operation of a work group, so may be required to work during a university closure in response to operational needs. Minimum Qualifications • Master's degree in counseling, psychology, or social work from an accredited institution., • Minimum of 2 years of post-graduate clinical experience., • Licensed as a mental health provider in required jurisdiction(s) noted in job description (psychologist, LMFT, LCPC, LCSW-C) or license-eligible (licensed as a mental health provider in another jurisdiction, must obtain licensure in required jurisdiction(s) within 6 months of hire)., • Substitution/Equivalency: Doctoral degree (Ph.D. or Psy.D.) in psychology from an APA-accredited program and completion of an APA internship. If eligibility is based on a doctoral degree (Ph.D. or Psy.D.) in psychology, post-grad experience is not required to meet the minimum qualifications. Recent doctoral graduate hires must obtain licensure as a psychologist in the required jurisdiction(s) noted in the job description within 12 months of hire. Preferred Qualifications • Doctoral Degree (DSW, Ph.D., Psy.D., or relevant terminal degree) from an accredited program., • Experience with APA-approved doctoral training programs as a clinical supervisor and familiarity with the compliance requirements for accreditation of APA-approved internships in health service psychology., • Clinical experience in a university setting strongly preferred. Classified Title: Mental Health Services Clinician Job Posting Title (Working Title):Mental Health Services Clinician, Initial Consultation Team ( Student Health & Well-Being MHS) Role/Level/Range: ACRP/04/ME Starting Salary Range: $64,600 - Max $113,300 Annually ($80k-95k targeted, commensurate w/exp,) Employee group: Full Time Schedule: M-F; 4 days remote/ 37.5 hour workweek; some evening work may be required due to programmatic needs FLSA Status:Exempt Location: Hybrid/Homewood Campus Department name: Mental Health Services Personnel area: University Student Services

< Sustainable Energy Engineering (SEE) is a freshman-level course that guides students through the inner workings of the world's energy systems, from thermodynamics to economics. The course includes lectures but focuses on hands-on demonstrations and data analysis. Graded coursework includes homework assignments, case studies, and a capstone design project. Students have the opportunity to earn three credits from Johns Hopkins University. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. More information can be found at . Each class of SEE consists of 16-24 students with diverse academic backgrounds. Each class is typically team-taught by a PhD-level engineer and a high school teacher who teaches a STEM discipline. Select sections of SEE also have assigned to them a Teaching Assistant (TA). We are seeking a Teaching Assistant - SEE - On Line who will support the teaching efforts of the Instructor and Teaching Fellow. Specific Duties & Responsibilities • Must be present and available during the entire course. This includes the daily synchronous 3-hour session as well as time to coordinate with the teaching team, grade student submissions, check student messages daily, and hold occasional study sessions., • Must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Must work with the Instructor and Teaching Fellow to develop a sense of community for the high school students participating in the class., • Must be able to assist students remotely as they conduct the various activities throughout the course., • Will work with the Instructor and Teaching Fellow to monitor the discussion boards and answer student messages in less than 24 hours., • Will assist with grading homework. They must ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • May be asked to hold online study sessions to assist students and their understanding of lectures, labs, assignments, and projects., • Must ensure that child safety protocols are upheld. Minimum Qualifications • High School Student who has completed the Sustainable Energy Engineering course with a B or higher grade or a college student who has completed their first year of an engineering Degree., • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to teach June 29 to July 31, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am - noon, 2-5pm, 7pm-10pm (all Baltimore local times)., • Availability to participate in pre-course training., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Must be able to effectively communicate both orally and in writing., • A strong understanding of general engineering principles is preferred. Special knowledge, skills, and abilities • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the course. Classified Title: Tutorial Assistant Job Posting Title (Working Title):Teaching Assistant - SEE - Online (Sustainable Energy Engineering) Role/Level/Range: ACRO37.5/02/CC Starting Salary Range: $15.70 - $26.25 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wk; 7 days - Course runs June 29 to July 31Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am - no FLSA Status:Non-Exempt Location: Remote Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< Explore Engineering Innovation is based on an introductory engineering course taught to undeclared freshmen engineering students at JHU. EEI covers a range of fundamental engineering topics including materials science, computer science, civil, mechanical, and chemical engineering. The course includes lectures but focuses on hands-on lab experiments and group data analysis. Graded coursework includes lab reports, homework assignments, a group presentation, and a design project. Students have the opportunity to earn three credits from Johns Hopkins University. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. Each class of EEI consists of 16-24 students with diverse academic backgrounds. Each class is team-taught by a PhD-level engineer and a high school teacher who teaches a STEM discipline. Select sections of EEI also have assigned to them a Teaching Assistant (TA). We are seeking a Teaching Assistant - EEI - In Person who will support the teaching efforts of the Instructor and Teaching Fellow. Specific Duties & Responsibilities • Must be present and available during the entire course. This includes the daily class time as well as time to coordinate with the teaching team, grade student submissions, set up and clean up the in-person classroom and lab space, check student messages daily, and hold occasional study sessions., • Must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Must work with the Instructor and Teaching Fellow to develop a sense of community for the high school students participating in the class., • Will work with the Instructor and Teaching Fellow to answer student questions during in-class activities., • Will assist with grading homework. They must ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • May be asked to hold study sessions to assist students and their understanding of lectures, labs, assignments, and projects., • Must ensure that child safety protocols are upheld. Minimum Qualifications • High School Student who has completed the Explore Engineering Innovation course with a B or higher grade or a college student who has completed their first year of an engineering degree., • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to participate in pre-course training is required., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Must be able to effectively communicate both orally and in writing., • A strong understanding of general engineering principles is preferred. Special Knowledge, Skills, and Abilities • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics and/or Chemistry. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements • Access to remote/virtual work environment for training prior to course., • Physical presence required during the course. Classified Title: Tutorial Assistant Job Posting Title (Working Title):Teaching Assistant - EEI - In Person (Explore Engineering Innovation) Role/Level/Range: ACRO37.5/02/CC Starting Salary Range: $15.70 - $26.25 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wk; 7days/wk, Course runs June 29 to July 24, 2026, Monday through Friday, from 9 a.m. to 3 p.m. for most locations. There will be training and preparation required ahead of the first day of class and course close-out after the course ends FLSA Status:Non-Exempt Location: Homewood Campus Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< Explore Engineering Innovation is based on an introductory engineering course taught to undeclared freshmen engineering students at JHU. EEI covers a range of fundamental engineering topics including materials science, computer science, civil, mechanical, and chemical engineering. The course includes lectures but focuses on hands-on lab experiments and group data analysis. Graded coursework includes lab reports, homework assignments, a group presentation, and a design project. At the end of the course, students who earn an A or B receive JHU credit for the course. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. Each class of EEI consists of 16-24 students with diverse academic backgrounds. Each class is team-taught by a PhD-level engineer and a high school teacher who teaches a STEM discipline. Select sections of EEI also have assigned to them a Teaching Assistant (TA). We are seeking aTeaching Assistant - EEI - Hybrid whowill support the teaching efforts of the Instructor and Teaching Fellow. Specific Duties & Responsibilities • Must be present and available during the entire course. This includes the daily class time as well as time to coordinate with the teaching team, grade student submissions, check student messages daily, set up and clean up the in-person classroom and lab space, and hold occasional study sessions., • Must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Must work with the Instructor and Teaching Fellow to develop a sense of community for the high school students participating in the class., • Must be able to assist students remotely as they conduct the various activities throughout the online portion of the course., • Will work with the Instructor and Teaching Fellow to monitor the discussion boards and answer student messages in a timely manner, typically less than 24 hours., • Will work with the Instructor and Teaching Fellow to answer student questions during in-class activities., • Will assist with grading homework. They must ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • May be asked to hold study sessions to assist students and their understanding of lectures, labs, assignments, and projects., • Must ensure that child safety protocols are upheld. Minimum Qualifications • High School Student who has completed the Explore Engineering Innovation course with a B or higher grade or a college student who has completed their first year of an engineering degree., • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to teach the entirety of Session 1 (online June 15 to June 26) Monday through Friday, 10am - 1pm, and June 29-July 10 in-person on the JHU Homewood campus, Monday through Friday, from 8:45 a.m. to 3:30 p.m.) or Session 2 (online July 6 to July 17, Monday through Friday, 10am - 1pm, and July 20 to July 31 in-person on the JHU Homewood campus, Monday through Friday, from 8:45 a.m. to 3:30 p.m.), • Availability to participate in pre-course training., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Must be able to effectively communicate both orally and in writing., • A strong understanding of general engineering principles is preferred. Special Knowledge, Skills, and Abilities • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics and/or Chemistry. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Specific Physical Requirements • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the online portion of the course., • Physical presence required during the in-person portion of the course. Classified Title: Tutorial Assistant Job Posting Title (Working Title):Teaching Assistant - EEI - Hybrid (Explore Engineering Innovation) Role/Level/Range: ACRO37.5/02/CC Starting Salary Range: $15.70 - $26.25 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wk; 7 days/wk; In 2026, EEI Hybrid will be offered in two different sessions. Session 1 will be offered online June 15 to June 26, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day, 10am FLSA Status:Non-Exempt Location: Hybrid/Mount Washington Campus Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< We are looking for a creative and detail-oriented Instructional Media Assistant to partner with our Instructional Design team. Your primary goal is to elevate the visual quality of our online courses by creating professional graphics, polished presentations, and engaging video content. You will play a key role in ensuring our courses are visually compelling and consistent with our institutional brand. The Instructional Media Assistant will provide support to faculty in the areas of curriculum delivery and course support which includes syllabi construction, coordination of course materials, textbook orders, course evaluations, and technological troubleshooting. The Instructional Media Assistant will participate in the analysis, design, development, and implementation of routine online courses, web-based training, and face-to-face training curricula. Specific Duties & Responsibilities Course/Program Support • Provide instructional design support and coordinate a range of online instructional tools and materials to enhance online course delivery., • Provide recommendations to faculty and subject matter experts to update existing courses. Perform routine revisions of existing course content., • Create and maintain faculty, student, and course information records in various locations/systems i.e. secured network drives, Teams, SharePoint, Learning Management System (LMS)., • Update course websites in the LMS by creating assignments, checking APA citations, building exams, building groups, adding rubrics, setting up the Grade Center, and performing other maintenance as necessary., • Complete general QA of courses throughout the term to ensure that materials and course content align, and that all information is up to date., • Correspond and coordinate with faculty on term start preparations, to set up course for the upcoming term and occasionally determine how to effectively use the LMS tools and other communication software., • Assist Design & Technology teams with compliance with established accessibility (ADA/508/UDL) standards as well as university/division standards., • Assist in preparing course materials throughout term prior to posting in classroom i.e. Ensure appropriate template usage and formatting for syllabi, rubrics, documents & PDFs, and all PowerPoint presentations., • Maintain a collaborative relationship with faculty, Instructional Designer and Technology team members, and Program Administrators to ensure quality and consistency throughout our courses and programs. Technical Support • Provide guidance and training to faculty, TAs, clinical instructors, and guest lecturers as needed on all technologies used in online courses., • Troubleshoot technical issues that are escalated from the Level 1/Level 2 Help Desks Assist with effective implementation of instructional technology tools within learning management systems., • Consult with faculty on the use of instructional technologies for activities such as evaluation, presentation, audience response, live meetings, streaming video, etc., • Assist multimedia specialists with the preparation and production of recorded audio/video lectures., • Support/troubleshoot various educational and communication technology i.e. Turnitin, Zoom, Office 365 products, VoiceThread, Qualtrics, PowerPoint, Excel, Word, Adobe Connect, Poll Everywhere, RPNow, Respondus, Examsoft, Adobe PDF, Shadow Health, Late Nite Labs, etc., • Participate in technology implementation projects, providing project coordination when needed., • Triage and respond to faculty and student questions, concerns, and inquiries. Troubleshoot when able and escalate calls, emails, & JIRA tickets to appropriate staff for matters requiring specialized or a higher level of expertise/authority., • Collaborate with faculty and IDs to select the most appropriate technologies based on the content of the course., • Perform thorough in-depth quality assurance testing as needed. Administrative Support • Provide administrative assistance in the areas of course material production, Internet research, textbook selections and orders, course assignments, LMS sites and evaluations., • Assist instructional design & technology staff by researching industry trends and best practices and brainstorming ideas to solve design challenges., • Collect, prepare, analyze, and evaluate data collected from faculty and students in order to make recommendations on the impacts of design changes and technological innovations in programs and courses., • Serve on staff academic committees, task forces, and other working groups as assigned, as a representative for the CSS working group., • Prepare course reports as needed and assigned., • Other duties as assigned. In addition to the duties described above • Visual Course Design: Create and implement custom graphics, icons, and layout elements for Canvas (LMS) courses to improve the student user experience., • Presentation Design: Revamp existing faculty PowerPoint presentations into modern, visually engaging, and accessible instructional assets., • Multimedia Production: Assist in the production of short-form educational videos, including basic editing, adding motion graphics/overlays, and creating thumbnail images., • Brand Alignment: Ensure all course materials adhere to organizational branding guidelines (color palettes, typography, and logo usage)., • Digital Asset Management: Organize and maintain a library of reusable design assets (templates, stock photos, and icons) for the ID team., • Accessibility Compliance: Ensure all visual assets meet WCAG accessibility standards (e.g., proper color contrast and alt-text readiness). Minimum Qualifications • Bachelor's Degree., • One year of related experience., • Additional education may substitute for required experience and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Familiarity with Blackboard and/or other Learning Management Systems., • Ability to navigate and understand new technologies and strong grasp of educational technologies (VoiceThread, Turnitin, Poll Everywhere, Respondus, AEFIS, publisher, etc.), • Basic HTML experience and the ability to edit code to remove errors/excessive tags, • Proficiency in Adobe Creative Cloud (specifically Photoshop and Illustrator) or Canva Pro., • Expert-level skills in PowerPoint (using master slides, layouts, and animations)., • Strong understanding of typography, color theory, and layout design., • Ability to take a rough concept from an Instructional Designer and turn it into a professional graphic., • Experience with basic video editing (Premiere Pro, Camtasia, or Descript)., • Experience working within Canvas or another Learning Management System., • Basic understanding of how people learn and how visuals can aid retention., • Experience with website design (e.g., layout aesthetics, intuitive navigation, and graphically appealing design). Technical Skills & Expected Level of Proficiency • Adult Learning Principles - Developing, • Educational Technologies - Developing, • Learning Management Systems - Developing, • Oral and Written Communications - Intermediate The core technical skills listed are most essential; additional technical skills may be required based on specific division or department needs. Classified Title: Course Support Specialist Job Posting Title (Working Title):Instructional Media Assistant (Center for Teaching & Learning Design) Role/Level/Range: ACRO37.5/03/CF Starting Salary Range: $22,75 - $40.50 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: M-F, 20 hrs wkly FLSA Status:Non-Exempt Location: Remote Department name: Center for Teaching and Learning Design Personnel area: Whiting School of Engineering

< We are seeking an Academic andStudent Success Advisor assists students with course registration, academic strategies, selecting majors and minors, and developing post- graduation plans. They troubleshoot academic problems, monitor academic progress and academic standing, and advise on policies and procedures. The Advisors use an appreciative, strengths-based advising model to increase retention, completion, engagement, satisfaction, and social mobility. Specific Duties & Responsibilities Academic Advising • Help students navigate their academic experience by assisting with proactive academic planning, creative problem solving, and connection to academic resources., • Assist undergraduates with course registration, academic strategies, selecting majors and minors, and developing post-graduation plans., • Conduct group advising sessions, advising workshops, and/or co-sponsor events with faculty and other support offices., • With the purpose of facilitating student success and retention, track student progress by running reports, analyzing student data, and communicating with students regarding registration, grades, and graduation. Troubleshoot problems with registration and refer students to support services to facilitate success., • Advise undergraduates on academic opportunities and requirements, policies and procedures., • Provide early interventions identifying and communicating with at-risk students identified by faculty in each academic term., • Meet with academic probation students and reinstated suspension students to conduct a self-assessment and academic success plan., • Monitor students' academic progress to advise them of their academic standing. Communicate to students the process and deadlines for graduation processing., • Create and maintain accurate academic records using degree audit software and SIS, document student meetings and notes in the student information database. Success Coaching • Support the success of designated students, by providing year-round proactive coaching and guidance throughout their undergraduate careers that address self-care, socio-emotional well-being, career-related issues including major choice, internships, full- time employment, graduate school opportunities, and other postbaccalaureate positions., • Proactively monitor student progress and performance, analyze problem areas, forecast solutions, and conduct intervention strategies., • Possesses current-state knowledge of assigned students' experiences through high-contact methods that mirror year in school and/or current students' needs., • Track advisees' progress via the university's comprehensive intervention system, including tracking advisee use of academic support services., • Make timely referrals for personal or academic issues as appropriate and engage on-going contact with faculty as needed., • Operate for advisees as a steadfast "hub" for all relevant "spokes" (other student services) by working in a prompt and coordinated fashion with other staff (e.g., health/wellness, residential life, financial aid and career advisors, pre-professional advising, etc.) to support students facing personal or academic challenges., • Serve as constant and immediate source of support for advisees; be present as a highly visible, extremely accessible resource for advisees. Be available for parent/family inquiries as appropriate., • Assist advisees with establishing, reviewing, and revising academic and co-curricular goals. Programming & Collaboration • Collaborate with appropriate faculty, campus partners, and students to develop programs, services, or opportunities to support the success of students within designated area of oversight., • Work closely with key campus partners (Student Outreach Services, Life Design, Financial Aid, Student Life, Residential Life) to ensure that this role functions effectively in connecting advisees to campus resources., • Participate on divisional committees, as requested., • Work with the Life Design, Alumni Relations, and other stakeholders to enhance student participation in high-impact learning experiences, such as undergraduate research, internships, and service learning., • Collaborate with students, faculty and/or staff to develop and facilitate out-of-classroom educational experiences that increase the capacity for critical thought about and understanding of issues of first- generation students and low-income students., • Perform other related duties as requested. Minimum Qualifications • Master's Degree in Student Affairs, Higher Education, Counseling, or related fields including social science is required., • Three years of relevant advising experience required., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Classified Title: Student Success Advisor Job Posting Title (Working Title):Academic and Student Success Advisor (Success Coaching & Academic Advising) Role/Level/Range: ACRP/04/MD Starting Salary Range: $55,800 - $97,600 Annually (Commensurate w/exp.) Employee group: Full Time Schedule: 2 days remote; 3 days in person some nights and weekends may be required. FLSA Status:Exempt Location: Hybrid/Homewood Campus Department name: Center for Student Success Personnel area: University Student Services

< Student Health and Well-being (SHWB) Mental Health Services at Johns Hopkins University seeks an energetic, organized, and motivated Staff Psychiatrist - Part Timeto work in a dynamic and fast-paced environment focused on delivering innovative mental healthcare and supporting the well-being of a diverse community of learners. The Psychiatrist will provide initial psychiatric evaluations, medication management visits, and consultation. The successful candidate will collaborate with colleagues to provide culturally competent, evidence-based psychiatric care. Mental Health Services provides care for undergraduate and graduate students, professional students (medical and nursing), residents, fellows, and trainees at multiple clinic locations in Baltimore and Washington, DC. This position's direct clinical service responsibilities will be primarily based at the Homewood campus clinic in Baltimore, with one day per week dedicated to our Washington, D.C. clinic. The Psychiatrist may provide virtual and in-person services and supervision at other locations in Maryland and Washington, D.C. See minimum qualifications for required timeframes of licensure. Jurisdictions required: Maryland, Washington, D.C. Specific Duties & Responsibilities Direct Clinical Service (80-85%) • Creates a warm and welcoming clinical environment where clients feel supported and respected as they pursue their personal, academic, and professional goals., • Provides psychiatric diagnostic evaluations, medication evaluations, and follow-ups., • Assists with urgent referrals and supports transitions to higher levels of care., • Collaborates with providers within SHWB as an interdisciplinary treatment team, including therapists, psychiatric providers, primary care clinicians, case management, and disability services staff., • Provides clinical case management to support connections to appropriate resources and bridge clients to care., • Consults, as appropriate, with providers in the community to facilitate continuity of care. Collaborative and Other Activities (15-20%) • Remains abreast of current literature and research on student behavioral health and evidence-based intervention strategies., • Contributes to the professional development of trainees and SHWB staff through the provision of didactic training and seminars., • Participates in case consultation, student risk management, peer chart reviews, and other departmental committees as directed., • Participates in clinical training programs and may serve as a clinical supervisor for residents or fellows., • Participates in MHS recruitment and hiring processes., • Completes documentation and administrative duties in accordance with MHS policies and procedures., • Other duties as assigned. Special Knowledge, Skills & Abilities • Experience working with diverse populations that may be historically underrepresented in mental health and psychiatric care is strongly preferred. Examples include members of the LGBTQ+ community, communities of color, historically underserved and minoritized populations, individuals on the autism spectrum or identifying as neurodivergent, and international students/learners., • Clinical experience in the outpatient setting within a university is preferred, with a focus on treating issues prevalent within the student/learner population, such as anxiety, mood disorders, autism spectrum, co-occurring substance use disorders, sleep disorders, and ADHD., • Bilingual proficiency is highly desirable. Additional Information (Working Conditions) • Credentialing through Johns Hopkins University and the Johns Hopkins Hospital Department of Psychiatry., • Schedule: 0.5-0.6FTE, or 19-23 (not including lunch breaks). Clinics are open Monday through Thursday, 8:30 a.m. to 6 p.m., and Friday, 8:30 a.m. to 5 p.m.; some after-hours and weekend work may be expected based on the university's programmatic needs during the academic year (e.g., orientation, special events, etc.)., • One day of remote work is standard for full-time staff; remote work for part-time staff is at the discretion of the supervisor., • Starting Date: as soon as possible., • This position is designated as a Required Attendance Employee, which is vital to the operation of a workgroup, so they may be required to work during a university closure in response to operational needs. About Johns Hopkins University Division of Student Health and Well-being The Johns Hopkins University Student Health & Well-Being practice group supports well-being, primary care, and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well-being promotion, support, and programming, student disability services including guidance and resources, in-person primary and mental health care options at our clinics, and remote support through phone and online resources. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities and personal and professional experiences to their roles. Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well-being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well-being. Minimum Qualifications • M.D. or D.O. Degree from an accredited medical school., • All residency and post-graduate training from accredited programs., • Board Certified in Psychiatry or Board Eligible. If Board Eligible, should be prepared to certify within a year of hire., • Unrestricted license to practice in Maryland and Washington, D.C.; complete sufficient continuing medical education credits to satisfy medical license/license renewal requirements on an ongoing basis., • Psychiatrist shall have DEA and State of Maryland and the District of Columbia Controlled Substances (CDS) Certifications., • Psychiatrist shall be credentialed at Johns Hopkins University before the start date., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Completion of an accredited fellowship program and 3+ years of experience is preferred. Classified Title: Staff Psychiatrist Job Posting Title (Working Title):Staff Psychiatrist - Part Time (Student Health & Well-Being - Mental Health Service) Role/Level/Range: ACRP/04/MI Starting Salary Range: $60.46 - $105.89 HRLY (Commensurate w/exp.) Employee group: Part-time Schedule: Mon - Fri / 08:30am - 05:00pm (19-23 weekly hours) FLSA Status:Exempt Location: Hybrid/Homewood Campus Department name: Mental Health Services Personnel area: University Student Services

Role Responsibilities Theory Course Coordinator(TCC)is a teaching assignment within theDNPAP orDNPExecutiveProgram. TheTCCis charged with teaching the theorycomponentof the curriculum to promote student learning andif applicablepromote integration of content into any associated clinical course.TheTCCmust incorporate evidence-based practice into teaching anddemonstrateknowledgeandcompetenceappropriate tothe level of the course.TheTCCreports to theTrack Coordinators and Program?Director and Associate Director.?? Position Term The position term is a semester in duration and renewed based on the program's needs, satisfactory clinical evaluations and on the approval of the Track and/or Program Director.? Major Responsibilities • Guide, evaluate, and oversee the attainment of competencies for studentsReview and deploy?syllabus?, • Maintain weekly office hours (minimum of 2 hours) forstudent support, • Provide virtual synchronous sessions for content reinforcement and support for students as determined by the needs of the course and students., • Grade student assignments in a timely manner that is consistent with the syllabus, providing constructive feedback to support learning., • Identify students at risk' for not meeting course outcomes and collaborate with the Track Director to develop to assist with corrective action plans and notifications. This should be communicated in writing with the Track Director by mid-term and prior to the end of the course., • Check official Johns Hopkins University (JHU) email daily Monday through Friday and respond to students within 48 business hours to maintain timely and professional communication., • Teaching in the online environment requires proficiency and adaptability in utilizing online platforms and digital tools. TCC's must be able to demonstrate the ability and flexibility to effectively use the school's software programs and embrace new technologies. The TCC should be able to guide students and preceptors in navigating these systems for communication, documentation, and evaluation, to ensure seamless integration of digital tools into the learning experience., • A template is required for the syllabus to ensure that "boilerplate" language is included.?Fixed syllabus elements include the course name, credits, description,objectives, and topical outline.? Any change in these elements must be approved by the DNP Curriculum Committee.Changes to a course shouldbe madein consultation with the Track Director to ensure compliance with policies and program/course objectives.Prepare,reviewand manage the?Canvas?Site., • Ongoing review with the?course-specificTrackDirector?- TheTCC will maintaincontact with therespective?TrackDirector?at various intervals through the semester including:, • Two?weeks after the start of the semester to?discuss how?the course is progressing;?the week following?mid-course student evaluations;?the end of the semester prior to posting final grades; anytime the TCC needs input and support, • MSNrequired; doctoral degree preferred, • Active, unencumbered RN and APRN license, along with certification in the specialty hiring area with a minimum of 2 years of direct care experience in an advanced nursing practice role., • Previous experience as a clinical educator or preceptor is preferred., • The role requires strong organizational skills, and excellent written and oral interpersonal communication skills. Candidates must display a high degree of professionalism and the ability to collaborate effectively with diverse partners. To apply for this position, visit: ___ Salary Range The referenced salary range represents the minimum and maximum salaries for this position and is based on Johns Hopkins University's good faith belief at the time of posting. Not all candidates will be eligible for the upper end of the salary range. The actual compensation offered to the selected candidate may vary and will ultimately depend on multiple factors, which may include the successful candidate's geographic location, skills, work experience, internal equity, market conditions, education/training and other factors, as reasonably determined by the University. Total Rewards Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here: ___. Equal Opportunity Employer The Johns Hopkins University is committed to equal opportunity for its faculty, staff, and students. To that end, the university does not discriminate on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristic. The university is committed to providing qualified individuals access to all academic and employment programs, benefits and activities on the basis of demonstrated ability, performance and merit without regard to personal factors that are irrelevant to the program involved. Pre-Employment Information If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the HR Business Services Office at ___. For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit ___. Background Checks The successful candidate(s) for this position will be subject to a pre-employment background check including education verification. EEO is the Law: Diversity and Inclusion The Johns Hopkins University values diversity, equity and inclusion and advances these through our key strategic framework, the ___. Vaccine Requirements Johns Hopkins University strongly encourages, but no longer requires, at least one dose of the COVID-19 vaccine. The COVID-19 vaccine does not apply to positions located in the State of Florida. We still require all faculty, staff, and students to receive the ___. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. This change does not apply to the School of Medicine (SOM). SOM hires must be fully vaccinated with an FDA COVID-19 vaccination and provide proof of vaccination status. For additional information, applicants for SOM positions should visit ___ and all other JHU applicants should visit ___. The following additional provisions may apply, depending upon campus. Your recruiter will advise accordingly. The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.

< Reporting to the Data Analytics Manager for Integrative Learning and Life Design (ILLD) and with a primary focus on Homewood undergraduates and master's students, we are seeking aSr. Business Intelligence Analystwho will be responsible for data analytics and additional support for performance measures, ongoing measurement, data collection, reporting, data visualizations, and information dissemination. The Sr. Analyst is responsible for implementing the strategic design and maintenance of business intelligence applications. The Sr. Analyst will identify, research, and resolve technical problems. The Sr. Analyst will ensure that the use of business intelligence applications enhances business decision-making capabilities. The Sr. Analyst will engage in data exploration exercises with a variety of complex business intelligence tools, requiring knowledge of relational database structures. The Sr. Analyst will serve as a resource on complex technical and business matters. The Sr. Analyst will work independently and contribute to moderately complex to complex aspects of projects. Provides a leadership role for work groups using knowledge in the area of specialization. The Sr. Analyst will collaborate with other analytic teams and the central engineering team as directed. The Sr. Analyst will work under the supervision of a Data Trust Analytic Team Leader or other data governance or analytic leadership appropriate for the scope of work. This supervision may be through a matrixed or direct reporting structure. Specific Duties & Responsibilities Business Intelligence/Data Reporting (80%) • Responsible for data analytics and additional support for performance measures, ongoing measurement, data collection, reporting, data visualizations, and information dissemination., • Applies innovative and scientific/quantitative analytical approaches to draw conclusions and make 'insight to action' recommendations to answer the business objective and drive the appropriate change., • Responsible for implementing the strategic design and maintenance of business intelligence applications. Identifies, researches, and resolves technical problems., • Ensure that the use of business intelligence applications enhances business decision-making capabilities., • Engage in data exploration exercises with a variety of complex business intelligence tools, requiring knowledge of relational database structures., • Serve as a resource on complex technical and business matters. Leverages expert business/analytical knowledge to participate or lead discussions with cross-functional teams within ILLD to understand and collaborate on highly complex business objectives and influence solution strategies that best represent Homewood's needs., • Provide a leadership role for the work group through knowledge in the area of specialization. Works in collaboration with ILLD departments to fulfill data reporting and analytics for the Homewood Life Design Lab and Master's Life Design Hub., • Collaborate with other analytic teams and the central engineering team as directed. Serves as a partner with the University Data Warehouse (UDW) team to help optimize data processes via the data architecture for ILLD by defining business requirements and performing user acceptance testing to increase efficiency and effectiveness of the divisions' reporting needs., • Take primary responsibility and implement processes and procedures that maintain data security and confidentiality in accordance with all local, state, and federal regulations (e.g., FERPA)., • Prioritize daily tasks and assignments appropriately. Business Analysis & Cross Collaboration (10%) • Work with the ILLD divisional offices and the Life Design Lab to communicate, translate, and simplify business requirements that impact Homewood reporting., • Make appropriate decisions, using available resources, to achieve positive outcomes for students, alumni, and employers in balance with sound business practice., • Work in collaboration with Homewood departments to develop strong visualizations and craft a cohesive narrative that engages and resonates with internal and external users., • Work directly with the Homewood departments to develop effective and impactful data stories., • Work with Life Design Lab and ILLD Leadership teams to develop strategic priorities., • Make recommendations for changes in the current departmental systems and processes, and contribute ideas and suggestions for solutions to problems., • Respond to urgent, impromptu, and unplanned situations by assessing their level of importance, instituting appropriate action, and appropriately managing information and communication, • Communicate decisions to appropriate management., • Collaborate with other analytic teams as directed. System Administration & System Implementation (5%) • In partnership with the Director of Digital Transformation and subject matter experts, lead the implementation of new technology and/or functionality., • Create testing plans and test scenarios / use cases for end users for the deployment of new functionality. Prepare incident/occurrence reports as necessary., • Complete mandatory software or analytic tool training as required., • Report and follow up on software problems delaying workflow., • Assist with developing and deploying methods for measuring training effectiveness and incorporates learnings into delivery and design of future courses. Other Duties as Assigned (5%) • Actively foster relationships and develop projects in the Johns Hopkins and regional community that elevate the visibility and strengthen the brand of Integrative Learning & Life Design., • Pursue professional development, research, and learning in design thinking, leadership & management, diversity, equity and inclusion, entrepreneurship, and communications that allow the direct engagement with and education of Homewood stakeholders. Minimum Qualifications • Bachelor's Degree in Data Science, Statistics, Computer Science, or a related field., • Four years of related experience, including two years of data analytics experience., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Master's Degree preferred., • Experience in reporting and/or data management with knowledge of data and reporting concepts along with exposure to applicable tools and languages (e.g., SQL, R, Python) required., • Working knowledge of the function/discipline demonstrated through application of knowledge, skills, abilities, and technologies towards work products required (i.e., querying, report development, requirements gathering)., • Requires a high level of analytical and critical thinking skills, including the ability to generate organized reporting tools and statistics., • Working knowledge of business intelligence technologies required (e.g. Power BI, Tableau)., • Preference will be given to candidates with knowledge and experience in a higher education environment, who understand the unique institutional needs and policies governing university data., • Experience in data warehouse design desired., • Knowledge of project and information management., • Data mining/management, data collection instruction, including ability to show data in a user-friendly format for a variety of audiences., • Advanced critical thinking skills and ability to apply these skills in various situations., • Proven subject matter expert using descriptive and inferential statistics with at least 3 years of experience with statistical applications., • Requires the ability to work independently, to assess situations and respond appropriate. Requires a willingness to accept change and demonstrate flexibility, • Experience working with diverse datasets, including protocols for optimizing data hygiene and working with sensitive data., • Advanced interpersonal skills to effectively interface with department heads, JHU personnel, vendors, and consultants to lead projects., • Ability to balance multiple tasks simultaneously and quickly switch between priorities/tasks., • Awareness of the need for timely communication, ability to identify potential barriers and strategies, and ability to synthesize and integrate information., • The ideal candidate is comfortable working remotely and within a flexible and innovative environment. For this model to work, the ideal candidate must present excellent skills in relationship development., • The ideal candidate is entrepreneurial, data and outcomes driven, strong in planning and execution, comfortable working with groups, and enjoys developing relationships and connections with multiple stakeholders at once. Technical Skills & Expected Level of Proficiency • Analytics & BI Tools - Developing, • Data Analysis - Developing, • Data Tools and Platforms - Developing, • Data Visualization: Developing, • Interpersonal Skills General - Developing, • Oral and written communications - Developing, • Project Management - Developing, • Strategic Thinking - Developing, • Troubleshooting - Developing The core technical skills listed are most essential; additional technical skills may be required based on specific division or department needs. Classified Title: Sr. Business Intelligence Analyst Role/Level/Range: ATP/04/PD Starting Salary Range: $62,900 - $110,100 Annually ($85,000 targeted; Commensurate w/exp.) Employee group: Full Time Schedule: Monday - Friday (8:30 - 5 p.m.) FLSA Status:Exempt Location: Remote Department name: Integrative Learning and Life Design Personnel area: University Student Services

< Sustainable Energy Engineering (SEE) is a freshman-level course that guides students through the inner workings of the world's energy systems, from thermodynamics to economics. The course includes lectures but focuses on hands-on demonstrations and data analysis. Graded coursework includes homework assignments, case studies, and a capstone design project. Students have the opportunity to earn three credits from Johns Hopkins University. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. More information can be found at . We are seeking aTeaching Fellow SEE - Onlinewho understands, appreciate, and apply an instructional style that emphasizes the process of problem-solving rather than memorizing material. The object is to engage students by getting them to think and participate rather than being lectured to. Each SEE class has a broad range of 16-24 students with diverse backgrounds, and teaching staff must be prepared to accommodate a multitude of learning styles. The Teaching Fellow must be able to engage, encourage and excite the students. Specific Duties & Responsibilities • Teaching Fellows must be present and available during the entire course. This includes the daily synchronous 3-hour session as well as time to coordinate with the teaching team, grade student submissions, check student messages daily outside of class time, and hold occasional study sessions., • Teaching Fellows must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Teaching Fellows must be comfortable with the course material and be able to relate the curriculum to high school students., • Teaching Fellows must work with the Instructor to develop a sense of community for the high school students participating in the class., • Teaching Fellows must be able to assist students remotely as they conduct the various activities throughout the course., • Teaching Fellows must work with the Instructor to monitor the discussion boards and answer student messages in less than 24 hours., • Teaching Fellows may create, as needed, additional videos to act as supplemental material to clarify/demonstrate the lab set up and/or to fill in any instructional holes that may arise., • Teaching Fellows will assist Instructors and ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • Teaching Fellows will assist Instructors and ensure that grades are posted to the learning management system in a timely manner., • Teaching Fellows must ensure that child safety protocols are upheld. Minimum Qualifications • Bachelor's or Master's Degree in a Science, Technology, Engineering or Math Discipline, • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to teach June 29 to July 31, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am - noon, 2-5pm, 7pm-10pm (all Baltimore local times)., • Availability to participate in pre-course training., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Bachelor's or Master's Degree in engineering preferred., • Three plus years of experience as a high school teacher in a STEM discipline [DW1.1] Special knowledge, skills, and abilities • Excellent classroom management skills., • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the course. Classified Title: Teaching Assistant Engineering Job Posting Title (Working Title):Teaching Fellow SEE - Online (Sustainable Energy Engineering) Role/Level/Range: ATO 37.5/03/OI Starting Salary Range: $31.10 - $54.50 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wkly; 7 days - Course runs June 29 to July 31, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am FLSA Status:Non-Exempt Location: Remote Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< We are seeking aSr. Systems Administrator who will perform in accordance with institutional policies and standards and be responsible for administration, configuration, scripting, maintenance, performance, implementation, security, and support of various departmental and components of enterprise-wide platforms, including the installation and testing of new software, operating systems, related utilities/services, and hardware products as well as the integration of new products and/or software release upgrades into the current environment. The Sr. Systems Administrator will conduct systems performance evaluations, monitoring, patch management, and security evaluations. The Sr. Systems Administrator analyzes user needs in various computer environments (including but not limited to mainframe, Windows, and mid-range) and documents the needs so they can be evaluated for solutions. The Sr. Systems Administrator will ensure that all systems environments are maintained in an efficient and cost-effective manner. This position is essential to maintaining the functionality of Timesheet X, the system used by all JHU hourly student employees to record and submit their time. This position ensures that timesheets are accurately transferred to SAP so students are paid correctly and on time. Looking ahead, this position will also play a key role in supporting the transition from Timesheet X to Workday's timekeeping functionality, ensuring a smooth migration and uninterrupted operations. Specific Duties & Responsibilities Systems Analysis/Design (Environment/Platform) • Design business, clinical, education, or infrastructure solutions by meeting with customers to observe and understand current processes and the issues related to those processes. Provide written documentation and diagrams of findings to share with the client and other IT colleagues., • Design solutions that conform to institutional policies, standards, guidelines, and infrastructure environment, and to vendor and industry best practices to deliver a quality product., • Recommend infrastructure applications that reside between end user applications and hardware operating systems by working with vendors, customers, and other sources (i.e., open source or Internet2 initiatives) to provide configurable tools to the customers. Install and Configure • Install and configure server hardware and operating systems by following technical documentation to provide a working product., • Evaluate, implement, and manage appropriate software and hardware solutions by using best practices for the environment to ensure system integrity., • Install and configure infrastructure applications by following product installation and configuration directions and industry best practices to deliver a solution to the customers., • Implement a schedule of system backups and archive operations by using best practices for the environment to ensure data/media recoverability. Maintain and Troubleshoot • Provide server level administration (manage HW/SW, maintenance, upgrades and patches, account maintenance, backups and recoveries, and assist users) by following documented procedures to ensure a stable environment., • Monitor and tune the system by following documentation and procedures to achieve optimum performance levels., • Develop scripts and solutions by using departmental standards to automate systems management., • Perform system software upgrades including planning and scheduling, testing, and coordination by following documentation and departmental standards to provide a stable product for the environment., • Audit and maintain user access and authorization by following access and authorization documentation to provide for system security., • Generate and maintain periodic and ongoing system-specific reports by using appropriate tools to assess system performance, integrity, and capacity in order to deliver a stable environment to the users., • Follow and maintain IT security awareness and best practices by understanding security principles as they pertain to environments supported in order to deliver secure solutions to customers., • Utilize system management and monitoring tools and incident tracking systems by following documentation and standards to detect incidents, take corrective actions, and determine root cause., • Monitor changes and resolve any incidents by responding to problems as they occur, by reviewing all processing and output of the newly implemented solution, and by proactively ensuring the solution works successfully in order to satisfy the customer requirements and provide a smooth transition to the new solution. Project Collaboration and Lifecycle Participation • Implement changes while adhering to the change management policies and procedures in order to deliver a successful solution to the customer. Communicate to all parties the nature, significance, and risk factors., • Evaluate vendor proposals by reviewing requirements for the product to select the most appropriate vendor., • Assist vendors, consultants, and inside Enterprise groups in developing applications by meeting with the team on a regular basis to deliver quality products to customers., • Participate in scheduled project team meetings by attending all meetings to provide input to the project team., • Create and maintain documentation by writing audience-appropriate materials to serve as technical and/or end-user reference., • Test all changes by using the appropriate test scenarios to ensure all delivered solutions work as expected and errors are handled in a meaningful way. Contribute and make recommendations to the development of test scenarios. Other General Duties • Oversee end-of-period timesheet finalization across all divisions, correct errors submitted by students or supervisors, assign approvers, respond to tickets, and resolve any system or process issues that arise., • Trouble-shoot problems, research solutions, and interface with divisional support staff and student users' university-wide., • Keeps process/policy guides up to date, reflecting new policies/processes. Supervising updates of, and providing content for, TSX SOP document., • Works closely with campus administrators to ensure the proper cost centers are associated with the appropriate positions on all submitted timesheets., • Communications with Vendor (NextGen), EBS IT Team, and EBS Team for troubleshooting system errors between SAP and TimesheetX., • Other duties as assigned. Special Knowledge, Skills & Abilities • Awareness of the need for timely communication, ability to identify potential barriers and strategies, and ability to synthesize and integrate information. Data mining/management, data collection instruction, including the ability to show data in a user-friendly format for a variety of audiences., • Knowledge in the assigned IT environments., • Knowledge of both Timesheet X and Workday timekeeping functionality. Minimum Qualifications • Bachelor's Degree., • Three years of related experience., • Additional education may substitute for required experience and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Classified Title: Sr. Systems Administrator Role/Level/Range: ATP/04/PD Starting Salary Range: $62,900 - $110,100 Annually ($82,200 targeted; Commensurate w/exp.) Employee group: Full Time Schedule: Mon-Fri, 8:30-5pm FLSA Status:Exempt Location: Remote Department name: Integrative Learning and Life Design Personnel area: University Student Services

< Explore Engineering Innovation is based on an introductory engineering course taught to undeclared freshmen engineering students at JHU. EEI covers a range of fundamental engineering topics including materials science, computer science, civil, mechanical, and chemical engineering. The course includes lectures but focuses on hands-on lab experiments and group data analysis. Graded coursework includes lab reports, homework assignments, a group presentation, and a design project. Students have the opportunity to earn three credits from Johns Hopkins University. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. We are seeking aTeaching Fellow EEI Hybrid who will understand, appreciate, and apply an instructional style that emphasizes the process of problem-solving rather than memorizing material. The object is to engage students by getting them to think and participate rather than being lectured to. Each EEI class has a broad range of 16-24 students with diverse backgrounds, and teaching staff must be prepared to accommodate a multitude of learning styles. The Teaching Fellow must be able to engage, encourage and excite the students. Specific Duties & Responsibilities • Teaching Fellows must be present and available during the entire course. This includes the daily class time as well as time to coordinate with the teaching team, grade student submissions, set up and clean up the in-person classroom and lab space, check student messages daily outside of class time, and hold occasional study sessions., • Teaching Fellows must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Teaching Fellows must be comfortable with the course material and be able to relate the curriculum to high school students., • Teaching Fellows must work with the Instructor to develop a sense of community for the high school students participating in the class., • Teaching Fellows must be able to assist students remotely as they conduct the various activities throughout the online portion of the course., • Teaching Fellows must work with the Instructor to monitor the discussion boards and answer student messages in less than 24 hours., • Teaching Fellows and Instructors will answer student questions and provide guidance during labs and projects., • Teaching Fellows must be available for supplementary instruction outside of class hours., • Teaching Fellows will assist Instructors and ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • Teaching Fellows will assist Instructors and ensure that grades are posted to the learning management system in a timely manner., • Teaching Fellows must ensure that child safety protocols are upheld. Minimum Qualifications • Bachelor's or Master's Degree in a Science, Technology, Engineering or math discipline, • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to teach the entirety of Session 1 (online June 15 to June 26) Monday through Friday, 10am - 1pm, and June 29-July 10 in-person on the JHU Homewood campus, Monday through Friday, from 8:45 a.m. to 3:30 p.m. )or Session 2 (online July 6 to July 17, Monday through Friday, 10am - 1pm, and July 20 to July 31 in-person on the JHU Homewood campus, Monday through Friday, from 8:45 a.m. to 3:30 p.m.), • Availability to participate in pre-course training is required., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Bachelor's or Master's Degree in engineering., • Three plus years of experience as a high school teacher in a STEM discipline. Special knowledge, skills, and abilities • Excellent classroom management skills., • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics and/or Chemistry. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements f • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the online portion of the course., • Physical presence required during the in-person portion of the course. Classified Title: Teaching Assistant Engineering Job Posting Title (Working Title):Teaching Fellow EEI Hybrid (Explore Engineering Innovation) Role/Level/Range: ATO 37.5/03/OI Starting Salary Range: $31.10 - $54.50 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wk; 7 days/wk, In 2026, EEI Hybrid will be offered in two different sessions. Session 1 will be offered online June 15 to June 26, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day, 10am FLSA Status:Non-Exempt Location: Hybrid/Homewood Campus Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< Sustainable Energy Engineering (SEE) is a freshman-level course that guides students through the inner workings of the world's energy systems, from thermodynamics to economics. The course includes lectures but focuses on hands-on demonstrations and data analysis. Graded coursework includes homework assignments, case studies, and a capstone design project. Students have the opportunity to earn three credits from Johns Hopkins University. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. More information can be found at . We are seeking aTeaching Fellows - SEE - In-Person should understand, appreciate, and apply an instructional style that emphasizes the process of problem-solving rather than memorizing material. The object is to engage students by getting them to think and participate rather than being lectured to. Each SEE class has a broad range of 16-24 students with diverse backgrounds, and teaching staff must be prepared to accommodate a multitude of learning styles. The Teaching Fellow must be able to engage, encourage and excite the students. Specific Duties & Responsibilities • Teaching Fellows must be present and available during the entire course. This includes the daily class time as well as time to coordinate with the teaching team, grade student submissions, set up and clean up the classroom and lab space, check student messages daily outside of class time, and hold occasional study sessions., • Teaching Fellows must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Teaching Fellows must be comfortable with the course material and be able to relate the curriculum to high school students., • Teaching Fellows must work with the Instructor to develop a sense of community for the high school students participating in the class., • Teaching Fellows and Instructors will answer student questions and provide guidance during labs and projects., • Teaching Fellows must work with the Instructor to monitor the discussion boards and answer student messages in less than 24 hours., • Teaching Fellows will assist Instructors and ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • Teaching Fellows will assist Instructors and ensure that grades are posted to the learning management system in a timely manner., • Teaching Fellows must ensure that child safety protocols are upheld. Minimum Qualifications • Bachelor's or Master's Degree in a Science, Technology, Engineering or Math Discipline, • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to participate in pre-course training is required., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Bachelor's or Master's Degree in engineering., • Three plus years of experience as a high school teacher in a STEM discipline [DW1.1]. Special knowledge, skills, and abilities • Excellent classroom management skills., • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with the Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements • Access to remote/virtual work environment for training prior to course., • Physical presence required during the course. Classified Title: Teaching Assistant Engineering Job Posting Title (Working Title):Teaching Fellow - SEE - In-Person (Sustainable Energy Engineering) Role/Level/Range: ATO 37.5/03/OI Starting Salary Range: $31.10 - $54.50 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wkly; 7 days - Course runs June 29 to July 24, 2026, Monday through Friday, from 9 a.m. to 3 p.m. for most locations. There will be training and preparation required ahead of the first day of class and course close-out after the course ends FLSA Status:Non-Exempt Location: Mount Washington Campus Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

< Reporting to the Chief Medical Director of Johns Hopkins University Student Health and Well-Being Primary Care (JHU SHWB-PC), we are seeking aDirector of Primary Care Services (DPC) who will play a pivotal role in shaping the health and well-being of our JHU student community. This is a multi-faceted position that blends clinical leadership and campus-wide health advocacy with direct patient care. From overseeing clinical protocols to spearheading quality improvement initiatives and providing primary care services, the DPC will be at the forefront of college health innovation. With a significant emphasis on continuous improvement, the DPC will collaborate closely with the SHWB team to ensure the highest standards of care for a diverse student and learner population of over 17,000 undergraduates, graduates, post-docs, and clinical trainees. The DPC will split their time among multiple sites, including the Homewood and East Baltimore campuses, as well as supporting services at the Washington, DC campus. The DPC will be a key member of the primary care executive committee, serving as a proxy for the Chief Medical Director in the Chief Medical Director's absence. The DPC will lead all accreditation-related activities. This involves providing clinical leadership, facilitating provider credentialing and privileging, monitoring peer reviews, and ensuring clinics meet accreditation standards. The DPC will serve as the direct supervisor for all primary care physicians within JHU SHWB-PC and serve as a consultant for other clinical providers. The DPC will guide the ongoing internal education process for clinicians, nurses, and other center staff, and seek and recommend external continuing education opportunities. The DPC advises the Chief Medical Director on clinical matters, policies affecting patient care and clinic workflows, and consults with SHWB providers on difficult clinical problems. The DPC represents the clinical staff in the development of written policies and procedures and serves as a liaison among providers, staff, and the Chief Medical Director. The DPC reviews Incident Reports after evaluation by the Chief Medical Director if deemed necessary and serves on special committees as assigned. Specific Duties and Responsibilities: Leadership (>60%) • Recruit, supervise, and evaluate the performance of primary care physicians within SHWB-PC, including full-time, casual, and faculty physicians., • Consult with the Program Coordinator for Credentialing, Licensing, and Compliance regarding accreditation and provider credentialing duties., • Oversee communication with the provider team from all three sites by developing and presiding over monthly provider meetings., • Assist the professional development committee with CME credit for monthly in-service, as well as advise providers and clinical leadership about external CME opportunities to ensure best practices and the most updated evidence-based clinical knowledge., • Develop and implement educational opportunities for SHWB-PC staff, including presentations to campus partners or to external organizations (e.g., ACHA Annual Meeting)., • Serve on various committees, including but not limited to medical leave of absence, eating disorder collaborative, ACHA clinical medicine section, and JHM Office of Johns Hopkins Physicians Quality and Safety Committee., • Oversee clinical aspects and mentorship of Adolescent Medicine fellow rotations at SHWB-PC Homewood., • Act as a proxy for the Chief Medical Director and provide coverage for their responsibilities when they are absent., • Lead implementation of SHWB-PC educational and accreditation programs, including overseeing peer review process, coordinating quality improvement program with QI committee, developing and reviewing policies and protocols, coordinating monthly accreditation committee meetings, and managing PowerDMS software., • Assist other SHWB departments with accreditation planning as needed., • Serve as a resource for the larger campus community, including participation in health promotion programs, building university/campus partner relationships, and serving as a medical consultant for university policies as needed., • Work collaboratively throughout the organization to ensure the adoption of standards and policies for all functional aspects of clinical services that result in patient care improvements., • Perform other duties as assigned by the Chief Medical Director. Direct Clinical Care (<40%) • Clinical care of patients, including but not limited to direct patient care, outreach/preventive health efforts, and follow-up of labs, radiological/other studies, and referrals., • Provide medical consultations to SHWB-PC providers and assist in orienting and precepting new clinicians., • Lead a practice that emphasizes evidence-informed and culturally competent care, affirming a wide range of student/learner identities, and promoting the diversity, equity, and inclusion values of SHWB. This includes the evaluation of current practices, ongoing training, and staff development., • Provide back-up on-call phone services to SHWB-PC patients either when the on-call coverage provider is absent or in rotation with SHWB-PC physicians., • Provide valuable feedback to the leadership team from the perspective of a clinician who participates in direct clinical care. Special Knowledge, Skills & Abilities • Proven ability to relate effectively to people of various ages and backgrounds, including gender and sexual orientation, as well as cultural, ethnic, and international differences., • Considerable experience working with underrepresented and historically marginalized communities in removing barriers to access to care., • Demonstrated excellent written and oral communication and organizational skills., • Demonstrated competence in young adult health, public health, or college health. Philosophical commitment to the care, development, and education of students and trainees. About Johns Hopkins University Division of Student Health and Well-Being The Johns Hopkins University Student Health & Well-Being practice group supports well-being, primary care, and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well-being promotion, support, and programming; student disability services, including guidance and resources; in-person primary and mental health care options at our clinics; and remote support through phone and online resources. We define well-being as an optimal, dynamic state that allows people and communities to achieve their full potential. By focusing on the whole " the whole person, the whole educational experience, the whole institution, the whole community " well-being becomes a multifaceted goal and a shared responsibility for the entire institution. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities and personal and professional experiences to their roles. The Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well-being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well-being. Minimum Qualifications • MD or DO Degree from an accredited institution., • Completion of an ACGME-approved residency program and board certification in Family Medicine, Internal Medicine, Med/Peds, or Pediatrics., • Unrestricted license or eligible for unrestricted licensure to practice medicine in the State of Maryland and the District of Columbia., • Active or eligible for DEA, Maryland, and District of Columbia Controlled Dangerous Substances (CDS) registrations., • Credentialing and privileging through Johns Hopkins Hospital and SHWB-PC., • Occupational health clearance, including medical history, immunizations, and drug screen., • At least 5 years of job-related experience (in medical settings and/or higher education administration) with 2 years of clinical-administrative/leadership experience., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Training in leadership or business management (e.g., master's level degree or certificate program in education, leadership, or business management)., • Knowledge and experience in accreditation, compliance, and credentialing. Classified Title: Lead Clinic Physician Job Posting Title (Working Title):Director of Primary Care Services (Student Health & Well-Being - Primary Care) Role/Level/Range: ACRP/04/MJ Starting Salary Range: $200,000 - $250,000 Annually (Commensurate w/exp.) Employee group: Full Time Schedule: Monday - Friday, 8:30 am to 5:00 pm, FLSA Status:Exempt Location: Homewood Campus Department name: Student Health and Wellness Center Personnel area: University Student Services

< Student Health and Well-being (SHWB) Mental Health Services at Johns Hopkins University seeks an energetic, organized, and motivated Staff Psychiatrist to work in a dynamic and fast-paced environment focused on delivering innovative mental healthcare and supporting the well-being of a diverse community of learners. The Psychiatrist will provide initial psychiatric evaluations, medication management visits, and consultation. The successful candidate will collaborate with colleagues to provide culturally competent, evidence-based psychiatric care. Mental Health Services provides care for undergraduate and graduate students, professional students (medical and nursing), residents, fellows, and trainees at multiple clinic locations in Baltimore and Washington, DC. This position's direct clinical service responsibilities will be primarily based at the Homewood campus clinic in Baltimore, with one day per week dedicated to our Washington, D.C. clinic. The Psychiatrist may provide virtual and in-person services and supervision at other locations in Maryland and Washington, D.C. See minimum qualifications for required timeframes of licensure. Jurisdictions required: Maryland, Washington, D.C. Specific Duties and Responsibilities Direct Clinical Service (80%-85%) • Creates a warm and welcoming clinical environment where clients feel supported and respected as they pursue their personal, academic, and professional goals., • Provides psychiatric diagnostic evaluations, medication evaluations, and follow-ups., • Assists with urgent referrals and supports transitions to higher levels of care., • Collaborates with providers within SHWB as an interdisciplinary treatment team, including therapists, psychiatric providers, primary care clinicians, case management, and disability services staff., • Provides clinical case management to support connections to appropriate resources and bridge clients to care., • Consults, as appropriate, with providers in the community to facilitate continuity of care. Collaborative and Other Activities (15-20%) • Remains abreast of current literature and research on student behavioral health and evidence-based intervention strategies., • Contributes to the professional development of trainees and SHWB staff through the provision of didactic training and seminars., • Participates in case consultation, student risk management, peer chart reviews, and other departmental committees as directed., • Participates in clinical training programs and may serve as a clinical supervisor for residents or fellows., • Participates in MHS recruitment and hiring processes., • Completes documentation and administrative duties in accordance with MHS policies and procedures., • Other duties as assigned. Special Knowledge, Skills & Abilities • Experience working with diverse populations that may be historically underrepresented in mental health and psychiatric care is strongly preferred. Examples include members of the LGBTQ+ community, communities of color, historically underserved and minoritized populations, individuals on the autism spectrum or identifying as neurodivergent, and international students/learners., • Clinical experience in the outpatient setting within a university is preferred, with a focus on treating issues prevalent within the student/learner population, such as anxiety, mood disorders, autism spectrum, co-occurring substance use disorders, sleep disorders, and ADHD., • Bilingual proficiency is highly desirable. Additional Information (Working Conditions) • Credentialing through Johns Hopkins University and Johns Hopkins Hospital Department of Psychiatry., • Schedule: 37.5 hours per week (not including lunch breaks). Clinics are open Monday through Thursday, 8:30 a.m. to 6 p.m., and Friday, 8:30 a.m. to 5 p.m.; some after-hours and weekend work may be expected based on the university's programmatic needs during the academic year (e.g., orientation, special events, etc.)., • One day of remote work is standard for full-time staff; remote work for part-time staff is at the discretion of the supervisor., • Starting Date: as soon as possible., • This position is designated as a Required Attendance Employee, which is vital to the operation of a workgroup, so they may be required to work during a university closure in response to operational needs. About Johns Hopkins University Division of Student Health and Well-being The Johns Hopkins University Student Health & Well-Being practice group supports well-being, primary care, and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well-being promotion, support, and programming, student disability services including guidance and resources, in-person primary and mental health care options at our clinics, and remote support through phone and online resources. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities and personal and professional experiences to their roles. Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well-being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well-being. Minimum Qualifications • M.D. or D.O. Degree from an accredited medical school., • All residency and post-graduate training from accredited programs., • Board Certified in Psychiatry or Board Eligible. If Board Eligible, should be prepared to certify within a year of hire., • Unrestricted license to practice in Maryland and Washington, D.C.; complete sufficient continuing medical education credits to satisfy medical license/license renewal requirements on an ongoing basis., • Psychiatrist shall have DEA and State of Maryland and District of Columbia Controlled Substance (CDS) Certifications., • Psychiatrist shall be credentialed at Johns Hopkins University before the start date., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Completion of an accredited fellowship program and 3+ years of experience is preferred. Classified Title: Staff Psychiatrist Role/Level/Range: ACRP/04/MI Starting Salary Range: $117,900 - $206,500 Annually ($200,000 targeted; Commensurate w/exp.) Employee group: Full Time Schedule: Mon - Fri / 08:30am - 05:00pm (Some after-hours and weekends) FLSA Status:Exempt Location: Hybrid/Homewood Campus Department name: Mental Health Services Personnel area: University Student Services

< Explore Engineering Innovation is based on an introductory engineering course taught to undeclared freshmen engineering students at JHU. EEI covers a range of fundamental engineering topics including materials science, computer science, civil, mechanical, and chemical engineering. The course includes lectures but focuses on hands-on lab experiments and group data analysis. Graded coursework includes lab reports, homework assignments, a group presentation, and a design project. Students have the opportunity to earn three credits from Johns Hopkins University. Ultimately, the goal of the course is to expose students to engineering principles, allow them to apply the math and science they learn in high school to solving real world problems, and to help students develop critical thinking skills. We are seeking Teaching Fellows EEI - Onlinewho understand, appreciate, and apply an instructional style that emphasizes the process of problem-solving rather than memorizing material. The object is to engage students by getting them to think and participate rather than being lectured to. Each EEI class has a broad range of 16-24 students with diverse backgrounds, and teaching staff must be prepared to accommodate a multitude of learning styles. The Teaching Fellow must be able to engage, encourage and excite the students. Specific Duties & Responsibilities • Teaching Fellows must be present and available during the entire course. This includes the daily synchronous 3-hour session as well as time to coordinate with the teaching team, grade student submissions, check student messages daily outside of class time, and hold occasional study sessions., • Teaching Fellows must be prepared to spend time independently to review course materials and complete the online training program prior to the first day of the course., • Teaching Fellows must be comfortable with the course material and be able to relate the curriculum to high school students., • Teaching Fellows must work with the Instructor to develop a sense of community for the high school students participating in the class., • Teaching Fellows must be able to assist students remotely as they conduct the various activities throughout the course., • Teaching Fellows must work with the Instructor to monitor the discussion boards and answer student messages in less than 24 hours., • Teaching Fellows must be available for supplementary instruction when requested by a student outside of the synchronous session., • Teaching Fellows may create, as needed, additional videos to act as supplemental material to clarify/demonstrate the lab set up and/or to fill in any instructional holes that may arise., • Teaching Fellows will assist Instructors and ensure that students receive their graded assigned work promptly - within 1-2 days of the assignment due date - and provide detailed feedback to students so that they are able to learn from the activity and improve their future performance., • Teaching Fellows will assist Instructors and ensure that grades are posted to the learning management system in a timely manner., • Teaching Fellows must ensure that child safety protocols are upheld. Minimum Qualifications • Bachelor's or Master's Degree in a Science, Technology, Engineering or Math Discipline, • Candidates for these positions will be subject to a pre-employment background check and fingerprinted per policies related to working with minors., • All employees participating in Hopkins Pre-College programs must enroll and participate in mandatory online training relevant to working with minors and working at JHU., • Availability to teach June 29 to July 31, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am - noon, 2-5pm, 7pm-10pm (all Baltimore local times)., • Availability to participate in pre-course training., • Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications • Bachelor's or Master's Degree in engineering preferred., • Three plus years of experience as a high school teacher in a STEM discipline [DW1.1] Special Knowledge, Skills, and Abilities • Excellent classroom management skills., • Knowledge of Algebra II and Trigonometry., • Knowledge of Physics and/or Chemistry. Technical qualifications or specialized certifications • Familiarity with Canvas or similar LMS., • Proficient with Microsoft Office Suite, particularly Outlook, Word, Excel, PowerPoint, Teams., • Proficient with Zoom or similar video conferencing software. Physical Requirements • Access to remote/virtual work environment for training prior to course., • Access to remote/virtual work environment during the course. Classified Title: Teaching Assistant Engineering Job Posting Title (Working Title):Teaching Fellow EEI - Online (Explore Engineering Innovation) Role/Level/Range: ATO 37.5/03/OI Starting Salary Range: $31.10 - $54.50 HRLY (Commensurate w/exp.) Employee group: Casual / On Call Schedule: 37.5hrs/wkly; 7 days - Course runs June 29 to July 31, Monday through Friday. Each class will meet synchronously for a single 3-hour block at the same time each day. The synchronous class meeting will occur during one of the following time intervals: 9am FLSA Status:Non-Exempt Location: Remote Department name: Pre-Collegiate Programs Students_Casuals Personnel area: Whiting School of Engineering

A prestigious academic institution seeks a Remote Support Specialist to provide technical assistance and troubleshoot issues for staff, faculty, and students. This role focuses on the installation and maintenance of end-user devices while ensuring excellent customer service and support.

This remote position offers flexible scheduling and competitive pay based on performance and student engagement.

Job Description Bachelor’s or Master’s degree in Education, Special Education, or Visual Impairments, active Teacher of the Visually Impaired certification and 1+ years Teacher of the Visually Impaired experience required. Applicants who do not meet these qualifications will not be considered. This opportunity involves providing specialized educational support to students with visual impairments via telehealth. The ideal candidate will utilize their expertise to enhance learning experiences and promote independence for students in a remote setting. Key Responsibilities: • Deliver individualized instruction and support to visually impaired students through telehealth platforms., • Develop and adapt educational materials to meet the unique needs of each student., • Collaborate with families, educators, and related service providers to create effective learning plans., • Monitor student progress and adjust instructional strategies accordingly., • Certification or licensure in visual impairment education., • Experience working with students who are blind or visually impaired., • Strong knowledge of adaptive technology and instructional methods for visually impaired learners., • Excellent communication skills for virtual instruction. Benefits: • Opportunity to impact students’ lives through innovative telehealth services., • Work within a flexible, contract-based role suited to professionals seeking specialized assignments. #p35

Job Description Entomology and Biostatistics Intern (Summer 2026) Vectech | Baltimore, MD Schedule: Full-time (32 hrs/week minimum), June 20 – September 30, 2026. Exact hours are flexible, coordinating with the entomology team. Location: Primarily in-person at our Baltimore office and lab (3600 Clipper Mill Rd, STE 401), with field work in Anne Arundel and Montgomery Counties. Occasional remote work permitted where compatible with the day's scope of work. Compensation: $25/hour + $2,125 travel stipend delivered in tranches over the course of the internship to cover travel to the lab and field sites. About the project Vectech builds AI-powered tools that identify mosquitoes and ticks from images, helping public health organizations make faster, smarter decisions about vector control. But AI systems are only as good as the biological data that trains and validates them. That's where you come in. This summer, two Entomology and Biostatistics Interns will support Vectech's operational vector surveillance work in Maryland, running mosquito traps, identifying and imaging catches using Vectech's AI-assisted identification products, and analyzing the resulting data to answer real questions about mosquito prevalence, behavior, and distribution across Anne Arundel and Montgomery Counties. You'll also support field testing of new Vectech products including Scout, our smart mosquito trap, and a native bee camera trap - helping evaluate trap performance and generating monitoring data for the areas sampled. This is hands-on, boots-in-the-mud field science that directly feeds the development and validation of deployed AI systems. If you want to understand how real-world biological data collection shapes the performance of machine learning models, and spend part of your summer outside, this is the role for you. What will you do? • Conduct field collections through insect traps, tick dragging, and other methods, including driving to field sites, • Sort, image, and identify mosquitoes and ticks using Vectech's vector surveillance imaging and identification products, • Record pollinator visitation rates using native bee camera traps, • Analyze biological prevalence data accounting for sampling biases, weather, geography, and other relevant variables, • Support quality assurance and data labeling in Vectech's arthropod image database, • Perform field testing and validation of new products with guidance from engineers and the senior entomologist, • Compile data and contribute to reports, • Maintain equipment and supplies in good working order, • Adhere to all safety and environmental regulations, • Other entomology and insect imaging tasks as needed Required experience/skills • Holding or currently pursuing a degree in entomological sciences, biological sciences, environmental science, or equivalent — or prior experiential learning providing a commensurate foundation in entomological biology and basic scientific work in the lab and field, • Some coursework or relevant projects in statistics and geographical analysis, • Some experience and comfort working with insects, whether through personal interest, work, or schooling, • Comfort working closely with mosquitoes, ticks, bees, and other arthropods, • Comfort working in outdoor environments, • Valid driver's license and ability to drive to field sites., • Ability to carry equipment weighing up to 20 lbs over short distances, • Basic proficiency in Excel or Google Sheets, • Basic proficiency in R, Python, ArcGIS, or similar tools for statistical analysis, • Undergraduate coursework in entomology, • Experience with insect rearing, • Familiarity with AI-assisted identification tools or image annotation platforms, • Experience with environmental or ecological data analysis Candidate Eligibility This position is funded through the Maryland Lighthouse Industries and AI Internship Program. To be eligible, candidates must meet one of the following: • Current graduate student (Master's or PhD) enrolled at a Maryland institution of higher education, • Current undergraduate senior enrolled at a Maryland institution of higher education, • Maryland resident who is a current undergraduate senior or graduate student at an out-of-state institution, • Recent graduate (within 2 years of completing an Associate's, Bachelor's, Master's, or PhD) who is a Maryland resident Who is Vectech? Vectech equips professionals with the capabilities of a medical entomologist using AI. Mosquitoes are the deadliest animals on Earth, killing over half a million people each year. Ticks transmit deadly and debilitating diseases. With Vectech's products, public health and vector control organizations can quickly generate the information they need to make better decisions, faster. As a public benefit corporation, we care deeply about the people we work with and the mission we're working toward. We hope you will too. Powered by JazzHR exlSQbzewj

Job Description Job Title: Residential Experience & Marketing Coordinator - 100% in office position Reports To: Director of University Affiliated Housing Location: Towson University - Millennium Hall, Tubman House & Harris Hall Compensation: $50,000-$60,000 per year and a comprehensive benefits package FLSA Status: Exempt Summary Under the direct supervision of the Director, the Residential Experience & Marketing Coordinator is responsible for all aspects of marketing, advertising, and the resident experience. This position is expected to prioritize resident/guest experience, marketing and advertising, and administrative responsibilities. Essential Duties and Responsibilities Marketing & Advertising: • Execute marketing and advertising campaigns to support leasing and brand awareness., • Create and maintain content for digital marketing efforts, including social media content, email campaigns, website updates, and on-site marketing., • Support event marketing, promotions, and resident engagement initiatives., • Represent the community at campus events, housing fairs, and outreach activities., • Coordinate off-campus marketing initiatives, including tabling, flyers, and partnerships, • Maintain brand consistency across all marketing channels, • Build and maintain relationships with university departments, student organizations, and local businesses., • Develop & Manage marketing inventory, promotional materials, and signage., • Develop and implement resident retention strategies to increase renewal rates., • Collaborate with the Director to plan and execute all administrative and guest experience activities related to move-in and move-out for all lease periods (fall, spring & summer)., • Oversee and manage all student housing accommodation requests, including Emotional Support Animals (ESAs), medical accommodations, and housing exemptions, ensuring compliance with institutional policies and applicable laws., • Serve as the primary point of contact for students requesting housing accommodations, providing clear guidance on policies, procedures, and timelines., • Coordinate housing assignments and adjustments to ensure approved accommodation is implemented effectively and in a timely manner., • Monitor and enforce policies related to ESAs and approved accommodations within residential communities, addressing concerns or violations as needed., • Plan and execute resident raffles, appreciation initiatives, and collaborative programming with on-campus partners., • Respond to inquiries via phone, email, text, social media, and in person., • Serve as the point of contact for students and guarantor concerns and feedback., • Resolve issues or escalate appropriately while ensuring timely follow-up., • Document complaints, feedback, and resolutions., • Maintain accurate records related to complaints, feedback, ADA accommodations and marketing efforts., • Assist with reporting on resident satisfaction and marketing performance., • Support leasing, operations, and management team as needed., • Execute annual and seasonal surveys and marketing plans aligned with leasing and pre-leasing goals., • Participate in team meetings, training, and process improvement initiatives, • Assist with customer service functions, including e-mail, phone, and in-person communications, recording work orders, and resident lockouts., • Assist with lead tracking and prospect follow-up strategies., • Support the general management and administrative operations of the facilities., • Participates in management on-call duty rotation. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. • Bachelor’s degree in Marketing, Communications, Business, Hospitality, or related field (or equivalent experience)., • 1-2 years of experience in student housing marketing/leasing, student housing operations, or property management preferred., • Availability to work occasional evenings and weekends for events and peak leasing periods., • Ability to organize and maintain sensitive data., • Strong interpersonal and communication skills, computer competency, including Microsoft Office apps, and the ability to work with a diverse population., • Confidence in managing confidential crisis issues., • Effective skills in customer service, leadership, and organization., • Critical thinking, organizational, and problem-solving skills., • Ability to develop collaborative relationships with University partners., • Ability to lift and/or move up to 35 pounds., • Experience in higher education administration and/or property management., • Experience with social media platforms and email marketing tools., • Experience with ADA Accommodations processes and applicable laws., • Experience managing multiple projects in a deadline-driven environment., • Experience developing marketing content for promotional and/or sales purposes. The physical demands described here 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 the essential functions. While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel and talk or hear. The employee is frequently required to walk, climb stairs and reach with hands and arms. The employee is occasionally required to stand and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 35 pounds. Specific vision abilities required by this job include close vision and distance vision. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This is not an employment contract. This position does not qualify for remote work and is a 100% in office position. Competitive benefits package, including health benefits, dental benefits, vision coverage, and 401K. If you are unable to submit an application because of incompatible assistive technology or a disability, please contact COCM Recruitment from our website. We will make every effort to respond to your request for assistance as soon as possible. To provide equal employment opportunities to all individuals, employment decisions at Capstone On-Campus Management (COCM) will be based on qualifications, and abilities. COCM does not discriminate in employment opportunities or practices on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, marital status, veteran status or any other characteristic protected by law.