Assistant Professor of Respiratory Care

Position Summary

Faculty members occupy a special place in the life of our academic institution, enacting multiple roles as teachers, mentors, and scholars. JCCC recognizes the value and contributions of its faculty to the mission of the institution. Because of this special role in an academic environment, full-time faculty appointments are expected not only to excel in teaching but also to provide opportunities available as members of the college community.

The respiratory care program simulation faculty member will be responsible for teaching both clinically in the simulation center and didactically. Expected to function in a multi-cultural, diverse working environment, respecting all gifts and differences.

A list of the key responsibilities of respiratory care simulation teaching faculty includes: 1. Design, implement, and evaluate high-fidelity simulation scenarios aligned with course objectives and NBRC content outlines. 2. Design, implement, and facilitate interdisciplinary simulation experiences within the Respiratory Care simulation lab that bring together students and/or faculty from multiple healthcare programs (e.g., nursing, EMS, and allied health). This includes developing collaborative, team-based scenarios that reflect real-world clinical environments and promote effective communication, role clarity, and coordinated patient care. 3. Operate and maintain simulation of equipment and technology, ensuring readiness for instructional use. 4. Collaborate with faculty to integrate simulation into the curriculum effectively. 5. Teach assigned courses within the Respiratory Care Program, which may include classroom, laboratory, and clinical instruction. 6. Develop course materials, lesson plans, and assessments to meet program and institutional goals. 7. Utilize evidence-based teaching strategies to foster critical thinking and clinical decision-making. 8. Collaborate with the program director and faculty to ensure alignment of simulation activities with program outcomes and clinical competencies. 9. Participate in the assessment and continuous improvement of the Respiratory Care Program. 10. Stay current with simulation, respiratory care, and education trends through professional development and participation in relevant organizations. 11. Foster a supportive and inclusive learning environment to promote student success. 12. Evaluate student performance and provide constructive feedback. 13. Participate in program accreditation activities 14. Develop a clinical schedule for the respiratory care simulation center 15. Train faculty and staff on high-fidelity simulation 16. Serve on departmental and institutional committees as needed. 17. Portray a positive professional attitude toward students and the teaching/learning process and utilize positive interpersonal skills. 18. Develop, coordinate, and maintain student records in conjunction with program policies. 19. Participate in the annual evaluation of the program, courses, and curriculum revision, goals and standards, and evaluation systems in the preparation of required annual reports and self-studies. 20. Participate in the student selection process for entry into the program and the scheduled orientation sessions for prospective students. 21. Participate in the program and advisory committee meetings, and faculty meetings. 22. Participate in continuing education to improve teaching and evaluation skills, maintain current knowledge and competency of respiratory therapy, and maintain active professional memberships. 23. Perform other duties as assigned by the Program Director.

Required Qualifications

• Bachelor's degree in respiratory care or related field.
• Registered Respiratory Therapist (RRT) credential with current licensure in Kansas.
• Minimum of four years of extensive adult critical care practice.
• Experience with or knowledge of simulation-based education and technology.
• BLS, ACLS certification

Preferred Qualifications

• Master's degree in respiratory care, education, or related field.
• Teaching experience in an academic or clinical setting.
• Proficiency in operating and troubleshooting simulation equipment (e.g., Laerdal, Gaumard, or similar systems).
• NRP, PALS certification
• NBRC credential beyond a RRT (e.g., RRT-ACCS, RRT-NPS, AEC, RRT-SDS, CPFT, RPFT)