Graduate IT Program - Information Technology, Cybersecurity and Data Science - Faculty

Responsibilities

Training

All new faculty members complete Walden University training in online teaching techniques, use of the electronic learning platform, school or college policies and degree programs, Walden’s institutional culture, academic integrity, and research supervision. Faculty members are also expected to participate in ongoing professional development related to adult learning, inclusive teaching, student engagement, developmental feedback, mentoring, and effective online instruction.

Course Teaching

Faculty members are assigned graduate courses taught through the Canvas platform and are responsible for maintaining an active, welcoming, and academically rigorous instructional presence. Faculty members explain complex technical concepts using clear language, relevant examples, demonstrations, and multiple instructional approaches; facilitate substantive discussions; check for understanding; connect course material to students’ professional goals and experiences; and provide timely, specific, actionable, and encouraging feedback. Faculty members guide students toward solutions through coaching and questioning rather than simply supplying answers. Course discussions are available 24 hours per day, seven days per week; faculty participation must meet the response and engagement expectations established in the Faculty Handbook and other university requirements.

Availability

Faculty members are expected to be accessible and responsive to students within established university timelines. They communicate availability and response expectations clearly; provide opportunities for individual support outside the course discussion board; monitor engagement and performance for signs that a student may be struggling; conduct timely, constructive outreach; and refer students to appropriate academic or university support resources when needed. Faculty members respond to questions with patience, professionalism, empathy, and respect while maintaining clear academic expectations.

Mentoring
When assigned mentoring responsibilities, faculty members build supportive, professional relationships with doctoral students; clarify research milestones and expectations; provide timely, developmental scholarly feedback; help students work through academic and technical challenges; encourage persistence; and guide students toward increasing independence. Faculty mentors follow university research, academic integrity, and doctoral supervision requirements.

POSITION IN ORGANIZATION

REPORTS TO:  Associate Dean 2 of Graduate IT Programs

Qualifications

Candidates are encouraged to apply if they combine appropriate academic and technical expertise with a demonstrated commitment to supportive, student-centered instruction for adult online learners.

REQUIRED EDUCATION AND EXPERIENCE

• Earned doctorate in information technology, computer science, cybersecurity, data science, information systems, or a closely related field.
• Demonstrated success teaching, coaching, advising, or mentoring adult learners in an online or technology-supported environment, including the ability to explain complex technical concepts to learners with varied levels of experience and confidence.
• Three to five years of graduate-level teaching experience in technology-related courses, with evidence of effective student engagement, timely feedback, proactive outreach, and support for students experiencing academic difficulty.
• Demonstrated commitment to advocating for the learning and development needs of students in a distance-learning environment while maintaining high academic standards.
• Experience mentoring doctoral students and providing clear, constructive, developmental feedback on scholarly work.

PREFERRED EXPERIENCE
Record of intellectual or professional contributions to information technology or a related field, including relevant professional practice. Technical expertise is valued; successful candidates must also demonstrate the ability to translate that expertise into accessible, engaging, and supportive learning experiences.

COMPETENCIES

Creates a welcoming, respectful, inclusive, and academically rigorous online learning environment.

Communicates complex concepts clearly and adapts explanations when students do not initially understand.

Provides timely, substantive, and actionable feedback that identifies strengths, explains needed improvements.

Build trust through respectful, patient, culturally responsive communication; uses questions, examples, and scaffolded guidance to develop student independence; and demonstrates persistence when helping students work through difficult course material.