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Samuelmerritt

Simulation Educator

Peninsula, OH · On-site

Simulation Educators support simulation-based learning (SBL) and all other immersive learning modalities on the San Mateo campus. Duties and Responsibilities: The Simulation Educator's primary ...

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What are some common challenges faced by professionals in project-based learning roles, and how can they be addressed?

Professionals working in project-based learning often encounter challenges such as ensuring student engagement, facilitating effective group collaboration, and assessing individual contributions within group projects. Addressing these challenges typically involves setting clear expectations, using structured project guidelines, and incorporating regular check-ins to monitor progress. Additionally, leveraging rubrics and self/peer assessments can help provide fair and comprehensive evaluation while supporting student accountability and growth.

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To thrive as a Learning and Development Specialist, you need expertise in instructional design, training facilitation, and adult learning principles, often supported by a degree in education, human resources, or a related field. Familiarity with Learning Management Systems (LMS), e-learning authoring tools, and relevant certifications such as CPLP or ATD are typically required. Strong communication, creativity, and organizational skills help engage learners and manage multiple training projects effectively. These skills are crucial for developing impactful learning programs that enhance employee performance and support organizational growth.

What is the difference between Based Learning vs Data Learning?

AspectBased LearningData Learning
Required CredentialsTypically no formal credentials; focus on practical skillsOften requires knowledge of data analysis, statistics, or related certifications
Work EnvironmentEducational settings, online platforms, workshopsTech companies, data-driven industries, research labs
Industry UsageEducation, training programsTechnology, finance, healthcare
Search & Comparison IntentUnderstanding different learning methodsComparing data-focused learning approaches

Based Learning emphasizes practical, hands-on approaches to acquiring skills without necessarily requiring formal credentials. Data Learning, on the other hand, involves understanding data analysis and related skills, often with certifications. Both are used in educational and professional settings but serve different purposes: one focuses on experiential learning, the other on data proficiency.

What is based learning?

Based learning refers to educational approaches that center instruction around specific contexts, experiences, or projects, such as project-based learning or inquiry-based learning. These methods focus on engaging students in real-world problems and active exploration, helping them develop critical thinking, collaboration, and problem-solving skills. By connecting learning to meaningful activities, students are more likely to retain knowledge and apply it beyond the classroom.
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Based Learning jobs near you
Infographic showing various Based Learning job openings in Ohio as of June 2026, with employment types broken down into 1% As Needed, 78% Full Time, 14% Part Time, and 7% Contract. Highlights an 92% Physical, 2% Hybrid, and 6% Remote job distribution.

Simulation Educator

Samuelmerritt

Peninsula, OH • On-site

Full-time

Posted 22 days ago

Job description

Description:
Job Description Summary:
The Simulation Educator (SE) is under the direct supervision of the Executive Director of the Health Sciences Simulation Center. Simulation Educators support simulation-based learning (SBL) and all other immersive learning modalities on the San Mateo campus.
Duties and Responsibilities:

The Simulation Educator's primary responsibilities are to
Ensure best practices are being followed in the implementation of SBL.
Serve as an accessible resource and support person for SMU faculty as they integrate SBL strategies into their curricula.
Provide focused support to faculty from specific academic programs or entities external to SMU, as assigned.
Facilitate implementation of simulation scenarios for learners, including debriefing.

All HSSC team members are expected to
Effectively utilize TeamSTEPPS tools and strategies to enhance team performance and communication.
Engage in community outreach service by participating in or leading educational sessions within the HSSC for community and youth groups.

I. Education Responsibilities
1. Implement established SBL Sessions
Observe SMU faculty leading a SBL activity to ensure current, evidence-based standards are met.
Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.
Mentor faculty in effective debriefing practices that promote reflective learning.
Collaborate with the Simulation Technology Specialist (STS) in the implementation of the simulation to assure the STS is aware of the necessary tech support, the SBL plan for the session, and the required setup for the session.
Utilize the Educational Management Solutions (EMS) AV and database management systems effectively.

2. Design-Develop-Implement-Evaluate new SBL Sessions
Act as an expert resource to faculty in simulation-based learning (SBL) design and delivery.
Collaborate with SMU faculty to develop and implement SBL activities into their curricula.
Use evidence-based methods/ SBL theories to design, implement, and evaluate simulation curricula including debriefing and assessment.
Facilitate university-wide interprofessional education (IPE) activities/initiatives with SMU faculty across programs.
Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency.
Collaborate with the Simulation Technology Specialist (STS) in the implementation of the simulation to assure the STS is aware of the necessary tech support, the SBL plan for the session, and the required setup for the session.
Be accountable for maintaining the library of scenarios used in programs under your designated oversight (e.g., pre-licensure nursing, graduate nursing programs. PT, etc.)

3. Develop Simulation-Based Learning Curricula
Act as an expert resource to faculty in SBL design and delivery, emphasizing thoughtful, cohesive, longitudinal integration of SBL throughout an academic program's entire curriculum.
Collaborate with SMU faculty to develop and implement SBL activities into their curricula.
Demonstrate best practices as identified by the Society for Simulation in Healthcare in their curriculum for Certification in Healthcare Simulation Education.
Observe SMU faculty leading a SBL activity to ensure current, evidence-based standards are met.
Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.
Mentor faculty in effective debriefing practices that promote reflective learning.
Facilitate university-wide interprofessional education (IPE) activities/initiatives with SMU faculty across programs.

4. Assess & Evaluate Simulation Based Learning
Use evidence-based methods and theoretical frameworks relevant to SBL to design, implement, and evaluate simulation curricula.
Observe SMU faculty leading a SBL activity to ensure current, evidence-based standards are met.
Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.
Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency.
Actively engage in continuous quality improvement of HSSC services by:
o Meeting with faculty on a periodic basis to review all curricular documents of SBL activities currently implemented
o Performing routine critical reviews with faculty of all SBL session learning objectives, confirming that they are relevant and in alignment with course learning outcomes, program learning outcomes, and Institutional learning outcomes
o Facilitating active, creative brainstorming with faculty groups around other SBL activities/scenarios to consider integrating into curricula

5. Provide faculty development opportunities
Act as an expert resource to faculty in simulation-based learning (SBL) design and delivery.
Collaborate with SMU faculty to develop and implement SBL activities into their curricula.
Demonstrate best practices as identified by the Society for Simulation in Healthcare in their curriculum for Certification in Healthcare Simulation Education.
Act as a mentor/coach to SMU faculty during a SBL activity to provide feedback and suggestions for improvement.
Collaborate with other HSSC and SMU faculty to design, develop, implement, evaluate, and study faculty development activities in the area of SBL and other immersive learning approaches.
Mentor faculty in effective debriefing practices that promote reflective learning.
Facilitate interprofessional education (IPE) activities with SMU faculty.
Collaborate with SMU faculty to develop and/or utilize existing assessment tools to evaluate learner competency.

II. Research & Development Responsibilities
1. Advocate for an innovative approach to all HSSC services and products
Be the person who constantly asks, "How might we...? How might we improve X...or completely reimagine Y...or find a new way to accomplish Z"
Maintain awareness of current trends in teaching and learning, focusing on simulation and other immersive learning modalities for healthcare professional education.
Complete critical analyses of academic and lay literature, as well as vendor/marketing information in order to make productive contributions to HSSC team decisions regarding services and products.

2. Support the HSSC Research Agenda
Engage in scholarly work according to SMU guidelines for scholarship in accordance with Institutional Review Board policies for Human Subjects research
Collaborate with HSSC team colleagues and SMU faculty in the conduct of research efforts involving the HSSC following consultation with the HSSC methodologist to ensure ethical and legal considerations are met
Represent the HSSC through the dissemination of research findings at professional conferences and/or publication
Negotiate faculty workload hours for individual scholarly endeavors with HSSC Executive Director.

Minimum Qualifications:
Bachelor's degree in a health profession, education or similar

2+ years' experience in simulation-based teaching & learning
Demonstrated ability to collaborate as a team member

Communicate and collaborate in a positive, professional manner with faculty, staff, learners, and stakeholders of the Health Sciences Simulation Center.

Ability to adjust to frequent changes in priorities, project needs, and workflow.

Preferred Qualifications:

Master's degree in a health profession, education, or simulation preferred

Registered Nurse LicensePreferred (within the last 5 years) OR Compact License

1+ years of experience with computer hardware equipment and software applications relevant to simulator functions preferred.

We strive to build a welcoming and supportive campus environment and acknowledge that diversity is an educational imperative to achieve excellence.

Employee Status:RegularExemption Status:United States of America (Exempt)Time Type:Full timeJob Shift:

Pay Range:

$99k to $108kSamuel Merritt University currently provides base salary ranges for all positions-on job advertisements-in the United States based on local requirements. Individual compensation will ultimately be determined based on a variety of relevant factors including but-not limited to qualifications, geographic location, and other relevant skills.

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