Faculty Development Specialist -Gainesville Campus

At Galen College of Nursing, we educate and empower nurses to change lives. Since 1989, we’ve dedicated our work to delivering high-quality nursing education with a student-first mindset. As one of the largest private nursing colleges in the country, we combine the support of a close-knit learning environment with the strength of a nationally recognized institution, HCA Healthcare.

That same passion for excellence in the classroom extends to our offices. At Galen, you’ll find a culture deeply rooted in collaboration, innovation, and a shared commitment to improving the future of healthcare. Your work directly touches the next generation of nurses, and your contributions help our students pursue their dream of a compassionate career.

If you’re looking for a career where you can make a difference, grow professionally, and be part of a caring team, we’d love for you to apply for the Faculty Development Specialist -Gainesville Campus position today! Click here to learn more about Galen! Position Overview: As a Faculty Development Specialist at Galen College of Nursing, you will be responsible for improving instructional effectiveness and supporting faculty success through structured onboarding, classroom observation, mentoring, coaching, and data-informed faculty development.

The role provides direct campus-based support to new faculty, faculty teaching courses for the first time, and faculty identified as needing instructional development. The position contributes to improved student learning outcomes, course success, faculty performance, retention of effective faculty, and program outcomes, including course attrition and NCLEX readiness indicators. This is a campus-based role that partners closely with campus academic leadership to support consistent implementation of instructional expectations, improve teaching effectiveness, strengthen student learning, and contribute to improved course and program outcomes, including course attrition, faculty performance, student progression, and NCLEX readiness indicators.

Key

Provides structured onboarding and first-year mentoring for newly hired faculty, including orientation to Galen’s curriculum, instructional expectations, classroom standards, student engagement practices, assessment expectations, learning management system use, and institutional teaching resources. Develops and monitors individualized first-year faculty support plans, including scheduled check-ins, classroom observations, feedback sessions, and documented progress toward teaching-effectiveness expectations.

Provides ongoing support to new faculty during their first year of teaching, with particular attention to classroom readiness, course preparation, instructional delivery, student engagement, and alignment with course outcomes. Collaborates with Program Directors, Deans, course leaders, and the Teaching & Learning Academy to identify new faculty support needs and ensure timely intervention when concerns are identified.\ Provides proactive coaching and preparation support for faculty teaching a course for the first time, including review of course expectations, instructional planning, student learning outcomes, common areas of student difficulty, assessment alignment, and available teaching resources.

Partners with campus academic leadership to identify faculty assigned to new course preparations and ensure appropriate support before and during the first course delivery. Conducts classroom observations and follow-up coaching for faculty teaching a course for the first time to support effective course delivery and early identification of instructional concerns. Conducts documented classroom observations across delivery modalities using approved observation tools, with priority given to: New faculty; Faculty in their first year of teaching; Faculty teaching a course for the first time; Faculty teaching high-risk or high-attrition courses; Faculty with concerning student course feedback; Faculty referred by academic leadership; and Faculty whose course or student outcome data indicate a need for instructional support.

Provides timely written feedback following classroom observations, including identified strengths, areas for improvement, specific coaching recommendations, and follow-up actions when applicable. Develops and supports individualized faculty coaching plans based on classroom observations, student outcomes, student feedback, faculty self-assessment, and academic leadership input. Provides instructional coaching related to teaching effectiveness, student engagement, classroom management, active learning, formative assessment, remediation strategies, educational technology, and alignment of instruction with course and program outcomes.

Conducts follow-up observations or coaching meetings to determine whether recommended instructional improvements have been implemented and whether additional support is needed. Maintains accurate documentation of observations, coaching interactions, coaching plans, follow-up actions, and faculty progress. Reviews course-level and faculty-level performance indicators to identify faculty development needs, including course attrition, exam performance, student progression, student course evaluations, classroom observation trends, and NCLEX-related indicators.

Collaborates with campus and academic leadership to identify courses, faculty, or instructional patterns requiring targeted faculty development intervention. Supports faculty development in high-risk courses, including courses with elevated attrition, low student performance, poor student feedback, inconsistent instructional delivery, or other indicators of concern. Uses available data to recommend faculty development priorities, targeted coaching strategies, campus-based training needs, and follow-up actions.

Provides periodic reports to academic and campus leadership summarizing observation completion, coaching activity, faculty development needs, intervention status, recurring instructional themes, and outcome trends. Collaborates with the Teaching & Learning Academy to design, coordinate, and deliver workshops, learning communities, training sessions, and faculty development resources aligned with identified campus and institutional needs.

Supports and monitors faculty participation in required or recommended faculty development courses and activities offered through the Teaching & Learning Academy. Disseminates evidence-based teaching practices, adult learning strategies, educational technology resources, and instructional tools to strengthen teaching effectiveness across modalities. Organizes and supports campus-based and college-wide faculty development events, workshops, seminars, and training activities.

Builds collaborative relationships with campus faculty, Program Directors, Deans, course leaders, and the Teaching & Learning Academy to align faculty development efforts with instructional needs and student outcome priorities. Serves as a resource to campus academic leadership regarding faculty development needs, instructional trends, teaching effectiveness concerns, and recommended faculty support strategies. Escalates persistent or significant teaching-effectiveness concerns to appropriate academic leadership with supporting documentation and recommended next steps.

Contributes to campus and program efforts to improve course outcomes, student learning, faculty effectiveness, NCLEX readiness, and regulatory or accreditation-related academic expectations. Performs other duties as assigned. Position

Performance in this role will be evaluated based on timely completion and quality of faculty onboarding, classroom observations, coaching documentation, follow-up activity, faculty-development programming, responsiveness to identified instructional needs, and contribution to improved course and program outcomes. Relevant indicators may include new faculty onboarding completion,