EDU - Healthcare Full-time Faculty

Full-Time Faculty: Healthcare Instructor Job Description

At Bryan University we believe in challenging the boundaries of traditional education and in liberating the innate greatness in people. We know that online learning is the best option for students looking to transform their lives. We offer career-focused degree programs that empower Bryan University graduates with the knowledge and practical skills that lead directly to professional careers.

The mission of the Instructor is to empower our students—our customers—with the essential knowledge and career-ready skills necessary to secure entry-level employment and achieve career longevity in their chosen field of study. We are dedicated to providing an exceptional online learning experience that liberates the innate greatness within each student.

Visit https://bryanuniversity.edu/about/careers/ to learn more about what makes us stand apart.

This is a remote, work-from-home position. We will consider applicants that reside in the following states: Alabama, Arizona, Georgia, Florida, Idaho, Indiana, Maryland, Missouri, Montana, Nevada, New Jersey, New York, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, and Utah.

Bryan University has been recognized as one of the Top Companies to Work for in Arizona for the past 7 years in a row! 

Position Summary of the Healthcare Faculty

The Full-Time Healthcare Faculty provides a high-quality, engaging, and supportive educational experience in our fully online, fast-paced (8-week) degree programs. The ideal candidate will possess recent, relevant industry experience in a Health Information Management (HIM),  health information related certifications and a passion for teaching adult learners in a virtual environment. This role is crucial for driving student success through substantive, timely feedback, proactive student outreach and engagement, and maintaining academic rigor consistent with program learning outcomes and industry standards.

Qualifications

Academic and Experiential Requirements

• Master’s Degree in Healthcare Administration, Health Informatics, Public Health, or a related field required.

• A minimum of three (3) years of recent, practical experience in Health Information, Coding, Revenue Cycle or Public Health experience required.

• RHIA/RHIT certification required.

Professional and Pedagogical Preferences

• Relevant industry certifications such as CCS, CCS-P,  COC, CAHIMS, CPHIMS, or CHES are preferred.

• Deep knowledge of the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) accreditation process, Standards, and curriculum requirements is highly preferred.

• Strong preference for experience in curriculum development including building, revising, and managing course content for associate and bachelor-level courses.

• Familiarity with the American Health Information Management Association (AHIMA) domains and core competencies for both the Registered Health Information Technician (RHIT) and Registered Health Information Administrator (RHIA) certifications is preferred.

• Previous experience teaching online using a learning management system (LMS) such as Canvas, especially in an accelerated format, is highly preferred.

• Familiarity with industry-standard software and tools, including Electronic Health Record (EHR) simulators (e.g., EHRgo), encoder technology (e.g., Solventum), MS Office, Google suite, and synchronous platforms like Zoom is preferred.

• A demonstrated ability to inspire students to a high level of achievement, coupled with sensitivity to the needs and requirements of adult learners.

• Exceptional written and verbal English language communication skills are required.

Institutional Responsibilities

School and Policy Adherence

1. Maintain a thorough knowledge and understanding of all school policies, diligently participating in their implementation and enforcement.

2. Be committed to interdepartmental cooperation and collaboration with administration and fellow faculty.

3. Actively participate in required non-instructional projects as business needs necessitate.

4. Maintain a safe and secure learning environment for all students, faculty, and staff.

Administrative Duties

1. Comply with all Faculty Handbook policies and procedures.

2. Accurately maintain and submit up-to-date records of student academic performance, attendance, and engagement metrics.

3. Submit final student grades and all required reports on-time per institutional policy.

4. Actively participate in and contribute to departmental and institutional meetings, training programs, and professional development activities as required.

5. Maintain flexibility in fulfilling the instructional and administrative needs of the school and department.

6. Complete other duties as assigned.

Professionalism and Compliance

1. Remain current with pedagogical best practices and industry developments within the area of instructional responsibility.

2. Maintain professional dress and demeanor, abiding by company policies for a virtual/remote work environment.

3. Uphold the highest standard of confidentiality when handling student records, faculty discussions, and administrative information (adhering to FERPA, etc.).

4. Strictly abide by all federal, state, and School and Program accreditation/compliance (i.e., NWCCU, CAHIIM)  rules and regulations.

5. Regularly engage in professional growth activities and provide required documentation.

6. Maintain current licensure or certification required to be legally employed as an instructor, providing copies to the school.

7. Treat students with fairness, respect, impartiality, and objectivity.

Instructional Duties

Online Classroom Management and Engagement

1. Maintain firm, fair, and consistent class control and adherence to institutional policies.

2. Proactively conduct student outreach to increase engagement and provide support, particularly for at-risk learners.

3. Facilitate asynchronous classes and synchronous live sessions (via Zoom or similar platform) during the class to enhance learning and foster community.

4. Provide timely, substantive, and constructive feedback on quizzes, tests, homework, and projects to guide student learning.

5. Regularly review academic progress with students well in advance of the end of the 8-week course to ensure success.

6. Meet or exceed institutional goals for overall student retention and student attendance/engagement.

7. Ensure that all learning activities, assignments, and examination items are directly based upon and cover all approved Course Outcomes and AHIMA/CAHIIM competencies.

Instructional Presentation and Delivery

1. Present enthusiastic, well-prepared, organized, and clear online lectures and activities consistent with the course syllabus and institutional standards.

2. Utilize a variety of learning modalities and support materials appropriate for an asynchronous and synchronous online environment (e.g., interactive simulations, multimedia, discussion forums, case studies) to facilitate the learning process.

3. Continually promote the development and effective use of 21st-century skills such as critical thinking, analytical reasoning, communication, and problem-solving, relating all material to the contemporary workplace.

4. Provide the opportunity for individual tutoring and remediation during scheduled office hours and 1:1 meetings to provide an excellent student experience.

5. Maintain a minimum overall customer satisfaction rating in alignment with school objectives.

Physical Demands, Requirements, and Preferences

Physical Demands (Remote Work Environment)

The position is a remote, work-from-home position that primarily involves sedentary work and requires the following abilities:

1. The ability to operate a computer and its peripheral equipment (keyboard, mouse, webcam, microphone, etc.) for extended periods.

2. The ability to effectively communicate verbally and in writing with students, faculty, and staff via email, phone, and synchronous video platforms.

3. The ability to use and troubleshoot instructional aides and software, including the Learning Management System (LMS), video conferencing tools (Zoom), and institutional databases.
   Reasonable accommodations will be made in support of individual instructors' needs.