Faculty, Emergency Medical Services (9mo)

As a Faculty member in Emergency Medical Services (EMS) at WSU Tech, your main responsibilities include providing instruction in both classroom and practical settings, developing engaging course materials, and ensuring students achieve required competencies for their careers. You'll also assess student performance, maintain accurate attendance and performance records, and contribute to program reviews aimed at enhancing learning outcomes.

To apply for the Faculty, Emergency Medical Services position at WSU Tech, candidates must possess current EMT or Paramedic certification and have at least one year of full-time experience in the field. While previous teaching or training experience in adult education is preferred, excellent communication skills and the ability to work well with students and staff are essential.

Absolutely! Faculty members in the Emergency Medical Services program at WSU Tech are not only responsible for delivering instructions but also for developing and updating curriculum materials to stay current with EMS protocols and standards. This ensures that students receive the most relevant and practical education possible.

The work environment for Faculty in the EMS program at WSU Tech is collaborative and supportive, promoting a values-based culture. Faculty members work closely with students, fostering an inclusive classroom that encourages engagement and participation, all while adhering to regulatory guidelines to ensure high standards of education.

Working as a Faculty member in Emergency Medical Services at WSU Tech offers the opportunity to make an impact on students' lives, engage in curriculum development, and work in a values-driven environment committed to diversity and inclusion. Additionally, the position includes competitive compensation and professional development opportunities.

To design an engaging lesson plan for EMS students, start by identifying learning objectives based on program standards. Incorporate interactive teaching strategies, such as group discussions or simulations, that facilitate hands-on learning. Include both theoretical content and practical exercises to cater to different learning styles, and ensure that assessment methods are aligned with the objectives.

In my previous roles, I have been actively involved in curriculum development, focusing on current EMS protocols and best practices. I collaborated with industry experts to ensure the curriculum was relevant, aligning learning materials with real-world applications. I believe in continuous improvement, so I regularly seek feedback from students and peers to refine the content.

To assess student performance effectively, I would use a combination of formative and summative assessments. This includes quizzes, practical skills evaluations, and project-based assessments. I also believe in providing constructive feedback to help students identify areas for improvement, fostering a growth mindset within the learning environment.

Maintaining an inclusive learning environment involves creating a positive atmosphere where all students feel valued and respected. I would encourage open dialogue, diverse perspectives, and group activities that promote collaboration. Additionally, I ensure that course materials reflect diverse viewpoints and that I accommodate various learning needs and styles.

My teaching philosophy in adult education revolves around the principles of respect, engagement, and practical application. I recognize that adult learners bring valuable experiences to the classroom, so I strive to connect course content with real-world applications. Facilitating active participation fosters a sense of ownership over the learning process and enhances understanding.

When encountering a struggling student, I would first reach out to understand their challenges. I would offer personalized support, such as one-on-one mentoring sessions, additional resources, or alternative learning strategies tailored to their needs. My goal is to empower students and provide them with the tools they need to succeed.

In a previous position, I led a hands-on training session focused on critical patient assessment skills. The session included real-life scenarios and simulations, allowing students to practice their skills in a safe environment. The success was evident in the performance improvements observed in subsequent evaluations, leading to an enhanced understanding of the material.

Feedback plays a crucial role in my teaching method as it informs students of their progress and areas for improvement. I provide timely, specific feedback on assignments and assessments and encourage students to engage in self-reflection to foster a deeper understanding of the material and their learning journey.

To stay updated with changes in EMS protocols and standards, I actively engage in professional development through workshops, webinars, and conferences. I also subscribe to industry publications and participate in online forums to ensure that my teaching is aligned with the latest practices and information.

I aspire to be a faculty member in the EMS program at WSU Tech because I am passionate about educating the next generation of healthcare professionals. WSU Tech’s commitment to quality education and workforce development resonates with my values, and I believe my background and enthusiasm for teaching will help foster a positive learning environment.