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Temporary Behavior Analysis Professor Jobs in Virginia

Virginia Tech

Associate Professor

Blacksburg, VA

This is an organizational behavior/human resources position. As such, we are particularly ... Virginia Tech also recently opened the 1st building of the Global Business Analytics Complex on its ...

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Temporary Behavior Analysis Professor information

What is the difference between Temporary Behavior Analysis Professor vs Behavior Analyst?

AspectTemporary Behavior Analysis ProfessorBehavior Analyst
CredentialsTypically requires a doctoral degree in behavior analysis or related fieldRequires BCBA or BCBA-D certification
Work EnvironmentAcademic settings, universities, research institutionsClinical settings, schools, private practice
Employer & Industry UsageHigher education institutions, research organizationsHealthcare providers, educational institutions, clinics
Common Search & ComparisonOften compared for academic roles and research positionsCompared for clinical practice and applied behavior analysis services

The main difference is that a Temporary Behavior Analysis Professor typically works in academic and research settings with a focus on teaching and scholarly activities, requiring advanced degrees. In contrast, a Behavior Analyst works directly with clients in clinical or applied settings, holding specific certifications like BCBA. Both roles are integral to the field but serve different functions within the industry.

What are some unique challenges faced by a Temporary Behavior Analysis Professor, and how can they be addressed?

As a Temporary Behavior Analysis Professor, you may encounter challenges such as quickly acclimating to institutional policies, building rapport with students in a limited timeframe, and balancing teaching with research or service expectations. To address these, it's helpful to proactively communicate with department staff, seek mentorship from permanent faculty, and leverage available teaching resources. Staying organized and flexible will allow you to deliver effective instruction while adapting to the unique culture and needs of the department.

What are Temporary Behavior Analysis Professors?

Temporary Behavior Analysis Professors are educators who are hired on a short-term basis, such as for a semester or academic year, to teach courses in behavior analysis at colleges or universities. They may be responsible for delivering lectures, designing curriculum, supervising student research, and evaluating student performance. Unlike tenured or tenure-track professors, their positions are not permanent and are often used to fill gaps or cover specific courses. These professors typically hold advanced degrees in psychology, education, or applied behavior analysis and have experience in both research and practical applications of behavioral principles.

What are the key skills and qualifications needed to thrive as a Temporary Behavior Analysis Professor, and why are they important?

To thrive as a Temporary Behavior Analysis Professor, you typically need an advanced degree in behavior analysis or a related field, teaching experience, and Board Certified Behavior Analyst (BCBA) certification. Familiarity with learning management systems (LMS), behavioral data analysis software, and evidence-based instructional methods is also important. Strong communication, adaptability, and mentorship abilities help foster a supportive learning environment and engage diverse student populations. These skills ensure effective instruction, knowledge transfer, and positive student outcomes in a university setting.
What are the most commonly searched types of Behavior Analysis Professor jobs in Virginia? The most popular types of Behavior Analysis Professor jobs in Virginia are:
What are popular job titles related to Temporary Behavior Analysis Professor jobs in Virginia? For Temporary Behavior Analysis Professor jobs in Virginia, the most frequently searched job titles are:
What job categories do people searching Temporary Behavior Analysis Professor jobs in Virginia look for? The top searched job categories for Temporary Behavior Analysis Professor jobs in Virginia are:
What cities in Virginia are hiring for Temporary Behavior Analysis Professor jobs? Cities in Virginia with the most Temporary Behavior Analysis Professor job openings:
Temporary Behavior Analysis Professor jobs near you
Assistant Professor (Full-Time), PhD in Behavior Analysis, GuidedPath

Assistant Professor (Full-Time), PhD in Behavior Analysis, GuidedPath

Strategic Education, Inc.

Herndon, VA • On-site, Remote

Full-time

Posted 17 days ago

Strategic Education rating

8.8

Company rating: 8.8 out of 10

Based on 11 frontline employees who took The Breakroom Quiz

9th of 223 rated education and training

Job description

Assistant Professors are full-time employed faculty who provide a variety of educational services to degree, certificate, and non-degree learners. Assistant Professors are responsible for meeting the expectations and requirements of Capella University while establishing and maintaining effective relationships with learners, colleagues, staff, and administration. Assistant Professors are able to perform well in all key accountabilities of the role, are nimble and flexible and expected to be able and willing to take on essential roles and other duties as needed, within the department, school or university. Assistant Professors ensure that learners receive quality educational experiences consistent with stated course outcomes as well as HLC and any program accreditation standards. They provide high-quality, impactful, and inclusive experiences that deliver exceptional learning outcomes. Capella values the scholarly-practitioner model and expects Assistant Professors to continue learning and development through participation in scholarly activities or professional practice in the discipline. Among the responsibilities that Assistant Professors are expected to perform include: teaching (online), mentor and committee work (graduate level only), and contributing to curriculum development. Assistant Professors also participate in school governance through faculty committees and may participate in a variety of other activities based upon the university's needs and the faculty member's unique skill set.
Essential Duties & Responsibilities:
  • Teaching and Instruction - Assistant Professors are highly engaged instructors in the courses and residencies they teach. They are sought out by learners and consistently exceed set expectations for faculty who teach courses at Capella. Assistant Professors use course data to constantly improve their individual teaching performance and contribute regularly to the improvement and refinement of the courses they teach. Regularly reviews course feedback and implements change to continually strengthen performance and enhance learner experience.
  • Doctoral Mentoring - Assistant Professors are highly knowledgeable about established dissertation and doctoral capstone processes and resources. They interact effectively with learners, develop strong relationships and offer guidance. They have demonstrated success in chairing and serving on doctoral committees. Assistant Professors facilitate highly interactive dissertation and capstone course-rooms and their learners are supported to timely completion of the dissertation or capstone product.
  • Curriculum and Course Development - Assistant Professors are knowledgeable in the Capella course development process and have demonstrated the ability to work successfully with cross functional partners across Capella to plan and deliver high quality course and curriculum in the area of their expertise. Participates in the design development and continuous improvement of courses and course materials including course plans, objectives, and outcomes, teaching aids, competency-based assessments, and authentic assessment tools. Ensures sensitivity diversity and inclusiveness in curriculum design, course content, and study materials as needed.
  • School and University Governance - Assistant Professors regularly demonstrate leadership roles in school and university governance. They willingly assume school and university committee roles as active participants and are effective in driving the positive impact of these governance structures. They are the role models and leaders among faculty and serve as peer mentors.
  • Professional Service and Practice - Assistant Professors are active in contributing their professional knowledge and skills to the needs of their local communities and within their professional network affiliations. They carry the "Capella Brand" and mission to their local regions and communities. Research and Scholarship - Assistant Professors stay current in their scholarly field(s) and demonstrate expertise through writing, speaking and conference attendance.
  • Leadership through Team Engagement - Assistant Professors are expected to take on essential roles and other duties as needed, within the department, school or university. Bringing their unique skills and perspectives, Assistant Professors regularly contribute to departmental leadership whether it be through specific roles, active contribution of innovative ideas, or taking on challenging tasks. All full-time faculty are depended on, and relied upon, for immediate and unplanned needs and must be nimble and adjust to changes as they occur. These roles may include specialized assignments such as faculty and cross functional staff meetings, commencement, residencies, Capella-sponsored faculty development, problem resolution, faculty orientation/mentoring, webinar facilitation, course revisions, etc.
  • Additionally, some Assistant Professors may have certain "areas of emphasis" where a greater degree of leadership is expected and include such as specialized responsibilities or coordinating functions in support of the school's educational goals such as Learner Management, Research and Advising, Program Development and Advising, Field Education, Accreditation or support of B2B partnership efforts. Responsibility areas and specific assignments are based on the needs of the school and capabilities of the faculty member. Faculty assignments and areas of emphasis may vary significantly from school to school; however, the position is structured to ensure the faculty member is able to contribute optimally to essential teaching and related support services to learners.

Job Skills:
Teaching and Assessment and/or Doctoral Mentoring:
Refers to the ability to enable learner academic progression, provide guidance, and enhance learner experience.
  • Understand and apply Capella's competency-based education model that aligns program outcomes, competencies, assessments, and reports with external standards and Capella educational philosophy to improve learning.
  • Convey and share content knowledge and relevant professional experience in the discipline.
  • Facilitate learner acquisition of course and/or research competencies aligned with their program.
  • Consider learner differences and appreciate the diversity of experience and interpretation among learners.
  • Effectively assess and document learner knowledge, skills, and dispositions through formative and summative feedback. Monitor learner progress and achievement, and refers learners to additional resources as needed.
  • Display cultural awareness and sensitivity to learner differences and seek information about strengths, needs, and interests of the learner to provide personalized support.
  • Engage learners in effective, timely, and relevant interactions and nurtures a learning community that cultivates a spirit of trust, interaction, and learning.
  • Effectively manage key online course and/or advanced doctoral processes and tools.
  • Provide a timely, visible, consistent, and responsive presence in the courseroom and/or mentoring process, and communicate appropriately and respectfully.
  • Encourage learner engagement consistent with the learner code of conduct and support the free exchange of ideas.

Research and Scholarship:
These activities advance teaching and mentoring as well as professional development. Activity varies by person and field. Meeting research and scholarship requirements as defined by external accreditors, where appropriate. Schools may identify focus areas of research, specific conferences, or professional journals.
  • Scholarship for applying innovative teaching methods, especially those that can be empirically validated as having a positive impact on learner success (e.g., course success, continuation, graduation).
  • Submit proposals and/or present at workshops or conferences (internally and externally).
  • Showcase original/innovative work/exhibition.
  • Maintain an active research agenda.
  • Attend professional development events, attain continuing education credits, and pursue additional credentials.
  • Present research (whether applied or teaching-focused).
  • Submit paper and/or publish at industry-recognized channels.

Professional Service and Practice:
Includes external-facing activities related to learners, institution, profession, and/or community. Activities increase the service of the institution and strengthen its external reputation. Meeting professional service and practice requirements as defined by external accreditors, where appropriate. In most situations, the acitivities are with reduced-fee/pro bono/honorarium.
  • To learners: Career and well-being advising, leading student organizations, guidance on learning and projects outside of courseroom, learner-facing webinars.
  • To institution: Providing support for institutional activities with external audience (e.g., presentations for employer partners, job fairs, representing the institution at conferences).
  • To profession: Leadership in organizations or professional associations, advocacy for the advancement of the profession and communities served, organize professional conferences.
  • To community: Sharing knowledge with the public, volunteer for community-based events with their expertise (e.g., volunteering at clinics for underprivileged communities).

Governance and Leadership:
Include internal-facing activities to increase the effectiveness of the institution, the school, and faculty practice.
  • Active participation in appropriate program, department, school, or university committees, providing expertise and perspectives to advance university and school's strategic direction.
  • Active participation in faculty staff meetings, Capella-sponsored faculty development, and other faculty-focused events (e.g. CU Faculty Virtual Conference), including sharing best practices, providing personal expertise via different communication channels, promoting better community support among peers, etc.
  • Serve as SMEs in course and program development; support for accreditation efforts; and serve in pilot groups for innovation projects at program, school, or university levels.
  • Identify and orchestrate the proactive management of curriculum content quality and currency. Demonstrate expertise in evaluating and coordinating the ongoing assessment of content to ensure its relevance, accuracy, and up-to-date nature.
  • Take on additional, challenging projects to serve the needs of the school or university in support of learner success.
  • Provide mentorship, feedback, and guidance to other faculty members when appropriate.

Performance Criteria:
  • Satisfactory performance of teaching and/or mentoring activities based on the university faculty expectations is required and will be reviewed as part of the annual plan of work and review process.

Work Experience:
  • Three or more years teaching in an online setting highly preferred.
  • Experience teaching in higher education required.
  • Experience mentoring doctoral students highly preferred.
  • Experience writing curriculum highly preferred.
  • Membership/affiliation in an educational leadership organization on a national, regional, and/or local level.
  • Demonstrated commitment to service and practice in the field of educational leadership.
  • Experience with leadership through team engagement.
  • Evidence of supporting learner success and a commitment to quality teaching outcomes.
  • Ability to contribute through teaching and/or service to the diversity, cultural sensitivity, and excellence of the academic community.
  • Experience presenting at professional conferences on a national and/or local level
  • Experience with scholarly writing and use of APA 6th edition.

Education:
  • Doctorate degree required.
  • All degrees must be conferred and from a regionally accredited institution. Copies of required certificates and licenses and unofficial transcripts for all graduate degrees with the institution and conferred degree and date must be attached.

Certificates, licenses, and registrations:
  • Must be a BCBA, BCBA-D preferred.

Other:
  • Must be able to travel occasionally should a business need arise. For most roles travel would not be common. Travel may involve plane, car or metro. In accordance with ADA policies, reasonable accommodations regarding travel limitations can be provided. Travel will be more common for roles such as Account Executives (25 - 50%), senior leaders (10 - 20%) or all levels of Capella Faculty (5 - 10%).
  • Ability to work onsite in Corporate or Campus location (in a typical office environment) may be required based on role. If so, this would include being mobile within the office, including movement from floor-to-floor using elevators or stairs.
  • If offsite or hybrid role, must have access to work in setting which enables meeting all requirements of the role (including privacy, reliable internet access, phone, ability to video conference, etc.) at a remote location.
  • Faculty and Federal Work Study roles require access to work in setting which enables meeting all requirements of the role (including computer, privacy, reliable internet access, phone, ability to video conference, etc.) at a remote location.
  • This role may require lifting, however reasonable accommodations will be provided in accordance with our ADA policies.
  • Must be able to meet critical thinking and problem solving aspects aligned to job duties, as well as effectively communicating with co-workers.
  • Must be able to work more than 40 hours per week when business needs warrant. Accommodations related to schedule may be considered.
  • Able to access information using a computer.
  • Other essential functions and marginal job functions are subject to modification.

Applicants must be authorized to work in the United States. Visa sponsorship is not available for this position.
$82,000 is the expected starting pay for this position. This offer is based on current budgetary guidelines and the additional factors outlined below.
SEI offers a comprehensive package of benefits to employees scheduled 30 hours or more per w

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