Position Summary & Description
The IUP College of Osteopathic Medicine (IUPCOM) invites applicants for several inaugural full-time, tenure track and part-time nontenure track Clinical Sciences faculty teaching positions beginning in the Fall of 2026. These roles offer a distinctive opportunity to contribute to the College’s development by helping to shape a forward-thinking and rurally-focused medical education program grounded in interdisciplinary collaboration, community engagement, and academic excellence with early clinical experiences. Successful candidates will demonstrate a strong and engaged commitment to medical education and play an integral role in delivering an innovative, integrated, systems-based curriculum that prioritizes active learning, clinical relevance, and interprofessional collaboration. IUP is officially classified as an R2 doctoral universityinstitution and the College offers generous start-up financial support, research laboratory space and equipment, and other internal resources/support for scholarly pursuits.
The faculty, working closely with the IUPCOM Dean's Office, will provide support for the organization, development, operationalization, and assessment of the clinical aspects of the four-year educational curricular continuum. Note: these roles are curriculum development focused until students matriculate in the fall of 2027, which will then transition into teaching-focus with continued curriculum development.
Clinical Faculty Sought
We are seeking multiple full-time, tenure track and part-time nontenure track faculty members at the Instructor, Assistant, Associate, or Full Professor level. Note: These positions will involve teaching upon commencement of AY [contact details available in the full listing]. Prior to that, the roles will focus mostly on curriculum development and preparation of the academic program up until the start of AY [contact details available in the full listing].
These positions include, but are not limited to, the following disciplines/roles:
The IUP College of Osteopathic Medicine (IUPCOM) invites applicants for several inaugural full-time, tenure track and part-time nontenure track Clinical Sciences faculty teaching positions beginning in the Fall of 2026. These roles offer a distinctive opportunity to contribute to the College’s development by helping to shape a forward-thinking and rurally-focused medical education program grounded in interdisciplinary collaboration, community engagement, and academic excellence with early clinical experiences. Successful candidates will demonstrate a strong and engaged commitment to medical education and play an integral role in delivering an innovative, integrated, systems-based curriculum that prioritizes active learning, clinical relevance, and interprofessional collaboration. IUP is officially classified as an R2 doctoral universityinstitution and the College offers generous start-up financial support, research laboratory space and equipment, and other internal resources/support for scholarly pursuits.
The faculty, working closely with the IUPCOM Dean's Office, will provide support for the organization, development, operationalization, and assessment of the clinical aspects of the four-year educational curricular continuum. Note: these roles are curriculum development focused until students matriculate in the fall of 2027, which will then transition into teaching-focus with continued curriculum development.
Clinical Faculty Sought
We are seeking multiple full-time, tenure track and part-time nontenure track faculty members at the Instructor, Assistant, Associate, or Full Professor level. Note: These positions will involve teaching upon commencement of AY [contact details available in the full listing]. Prior to that, the roles will focus mostly on curriculum development and preparation of the academic program up until the start of AY [contact details available in the full listing].
These positions include, but are not limited to, the following disciplines/roles:
Primary Care (multiple position openings-family medicine, internal medicine, pediatrics) Curriculum development, and once student matriculate, deliver lectures, clinical skills lab instruction, including standardized patients and simulation-based activities; facilitate small-group, team-based, or case-based learning sessions; integrate clinical correlations and osteopathic principles (OMM relevance to anatomy); develop practical exams and written assessments; develop and lead the family…
medicine, internal medicine, and pediatrics rotations in Year 3; develop and lead the Rural Family Medicine rotation in Year 3, and the internal medicine/pediatrics subspecialty rotation in Year 4; teach general clinical medicine in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how primary care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with family medicine, internal medicine, and pediatrics input; deliver instruction on primary care in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on primary care conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Develop curriculum and, once students matriculate, teach/lead the OMM/OPP I-VI courses in the four-year curriculum; teach general clinical medicine in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how OPP/NMM care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with integrated OMM/NMM content; deliver instruction on OPP/NMM in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on OPP/NMM conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Develop curriculum and once students matriculate, instruct/lead the Psychiatry System course in Year 2; develop and lead the Psychiatry rotation in Year 3; develop and lead the Psychiatry and Behavioral Sciences I-VI four year curriculum; teach general clinical medicine and psychiatry in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how psychiatric care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with psychiatric input; deliver instruction on psychiatry in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on psychiatric conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Behavioral Health Specialist
- Assist in curricular development and once students matriculate, deliver instruction on psychology, psychiatry, social determinants of health, ethics, and professionalism; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); lead sessions on clinical skills such as motivational interviewing, empathy, and cultural competence; connect behavioral health concepts to primary care, chronic disease management, and whole-person osteopathic care; reinforce mind-body-spirit principles central to osteopathic philosophy; design longitudinal behavioral science/psychiatry content across preclinical and sometimes clinical years; develop reflective writing assignments, and professionalism assessments; create board-style questions focused on psychiatric conditions and behavioral principles; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns; collaborate with social workers, psychologists, and community health organizations; incorporate population health, public health, and health disparities into teaching
- Pediatrics - Division Chief
- Develop curriculum and once students matriculate lead the Pediatrics System course once students enrolled in Year 2; develop and lead the Pediatrics rotation in Year 3; teach general clinical medicine in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how pediatric care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with pediatric input; deliver instruction on pediatrics in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on pediatric conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding OB/GYN Faculty – Division Chief
- Develop curriculum and once students matriculate teach/lead the OB/GYN System course in Year 2; develop and lead the OB/GYN rotation in Year 3; teach general clinical medicine and OB/GYN related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how OB/GYN care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with OB/GYN input; deliver instruction on psychiatry in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on OB/GYN conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding Surgery Faculty – Division Chief
- Develop curriculum and once students matriculate teach/lead the SURGERY System course in Year 2; develop and lead the SURGERY rotation in Year 3; teach general clinical medicine and SURGERY related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how SURGERY care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with SURGERY input; deliver instruction on psychiatry in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on SURGERY conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding Emergency Medicine Faculty – Division Chief
- Develop curriculum and once students matriculate teach/lead the EMERGENCY MEDICINE System course in Year 2; develop and lead the EMERGENCY MEDICINE rotation in Year 3; teach general clinical medicine and EMERGENCY MEDICINE related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how EMERGENCY MEDICINE care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with EMERGENCY MEDICINE input; deliver instruction on psychiatry in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on EMERGENCY MEDICINE conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding Hematology/Oncology Faculty
- Develop curriculum and once students matriculate lead the Hematology/Oncology System course in Year 1; develop and support the Internal Medicine rotation in Year 3; develop an elective course in Hematology/Oncology for Year 4; teach general clinical medicine and Hematology/Oncology related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how Hematology/Oncology care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with Hematology/Oncology input; deliver instruction on psychiatry in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on Hematology/Oncology conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding Dermatology Faculty
- Develop curriculum and once students matriculate lead the Dermatology System course in Year 1; develop an elective course in dermatology for Year 4; teach general clinical medicine and dermatology related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how dermatology care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with dermatology input; deliver instruction on dermatology in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on dermatological conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding Neurology Faculty
- Develop curriculum and once students matriculate lead the Neurology System course in Year 1, working in conjunction with neuroanatomy faculty to create a neurology/neuroanatomy course; develop an elective course in neurology for Year 4; teach general clinical medicine and neurology-related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how neurological care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with neurology input; deliver instruction on neurology in each of the systems where appropriate; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on neurology conditions; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Founding Radiology Faculty
- Develop curriculum and once students matriculate serve as lead faculty in the Foundations of Biomedical Sciences course in Year 1, working in conjunction with course directors throughout Years 1 and 2 to integrate clinically-oriented radiology into each clinical system; develop an elective course in radiology for Year 4; teach general clinical medicine and radiology-related concepts in both the pre-clinical and clinical years, including going out to the clinical sites to work with students in rural areas to train them on how radiological care is delivered rurally; work with Clinical Skills and Simulation Faculty to develop cases and learning modalities through years 1-4 with radiologic input; contribute to longitudinal curriculum strands (e.g., doctor–patient relationship, communication skills, wellness); develop reflective writing assignments, and professionalism assessments; create board-style questions focused on radiology, integrated with other clinical systems; mentor students on professionalism, resilience, and career development; engage in student wellness initiatives and remediation for professionalism concerns.
- Additional Faculty (non-tenure track) including table trainers
and lab instructors?
- Develop curriculum and once students matriculate , serve in non-tenure track, part-time roles, supporting hands-on training in medical education, including OMM/OPP/NMM table trainers, various lab instructors, clinical skills faculty, and clinical patient care supervision; guide students in training on osteopathic manipulative medicine (OMM) techniques, clinical skills practice, anatomy-based learning, and patient care interactions; facilitate small-group instruction; provide real-time feedback; ensure safe, effective skills development in lab and classroom settings.
- Collaborate in development, design, and delivery of the biomedical science, clinical, and osteopathic disciplines of the entirety of the curriculum with emphasis on clinically-oriented vertical and horizontal integration across foundational and systems-based courses
- Contribute to the design and implementation of course and system-level curricular objectives aligned with programmatic outcomes
- Teach and facilitate in face-to-face classroom instruction, active learning sessions, case-based discussions, and laboratory settings, including simulation and standardized patient encounters, as appropriate to expertise
- Contribute to clinically relevant biomedical science content in systems courses in Years 1-2 as well as clinical rotations in Years 3-4, as appropriate
- Participate in curriculum delivery, assessment, and continuous quality improvement activities as part of the COM's ongoing assessment program
- Develop board-style questions aligned with COMLEX competencies
- Engage in scholarly activity, research, curricular innovation, and professional service (University, community, state, national, and international) consistent with expectations for tenure and promotion, with an emphasis on osteopathic principles and practice
- Advise and mentor students regarding academic progress, professional development, and career planning
- Participate in faculty development activities and contribute to the educational mission of the College
- Demonstrate professionalism, ethical conduct, and collegiality in all academic and institutional responsibilities
- Perform other duties as assigned in support of the University, biomedical sciences curriculum, and COM mission
- Terminal degree (e.g., PhD, DO, MD, EdD, or PharmD) or eligible, or master’s with teaching experience for all positions, must have terminal degree (e.g., PhD, DO, MD, EdD, or PharmD) for tenure-track roles and to be considered for rank of Assistant Professor or higher.
- Minimum (1) year academic experience as a faculty member at an accredited US allopathic or osteopathic medical school, or other clinical, graduate, or undergraduate program with proven experience teaching clinical practice in an accredited health-sciences or nursing program.
- Strong interpersonal and teamwork skills for working with interdisciplinary faculty and engaging adult learners effectively
- Strong foundational and expert knowledge in area of biomedical science specialization with ability to connect to clinical practice and osteopathic principles
- Demonstrated ability to mentor and motivate peers and learners
- Skills in delivering lectures, facilitating small groups (TBL/PBL), and using active learning strategies in an integrated, systems-based curriculum
- Ability to develop course materials, align objectives with competencies (e.g., COMLEX), and integrate content across disciplines
- Proficiency in writing high-quality exam questions (especially board-style questions) and assessing student performance (written exams, OSCEs, practicals)
- Ability to engage in research or educational scholarship, analyze data, and contribute to academic literature
- Skill in advising, mentoring, and supporting diverse learners, including professionalism and academic development
- Demonstrated leadership and productivity in the areas of medical education, clinical, or professional service
- Good standing with all regulatory and governmental boards and agencies