Emergency Medical Services Program Faculty

Howard Community College ( HCC) is an exciting place to work, learn, and grow! We are proud to have received the Great Colleges to Work For honor for 12 consecutive years, 2009-2020.

Howard Community College values diversity among its faculty, staff and student population. We are an innovative institution that is committed to responding to the ever-changing needs and interests of a diverse and dynamic community. No matter where you want to go in your career, you can get there from here!

The Emergency Medical Services ( EMS) Faculty member provides high-quality instruction and contributes to the continued development and effectiveness of the college's EMS programs. Instruction may include emergency medical responder, emergency medical technician, paramedic, and related emergency sciences or health education courses. The faculty member teaches in didactic, laboratory, simulation, online, hybrid, clinical-preparation, and other assigned learning environments and works collaboratively with the EMS Program Director, Medical Director, faculty, staff, students, and community partners.

The faculty member supports a student-centered learning environment that emphasizes clinical reasoning, psychomotor competence, patient safety, ethical practice, teamwork, communication, cultural humility, and evidence-informed prehospital care. All duties are performed in accordance with college policies, the faculty handbook, the collective bargaining agreement, applicable Maryland requirements, approved curricula, and relevant programmatic accreditation standards.

The normal annual teaching workload is 36 credit or load hours, ordinarily distributed as 15 hours in the fall semester, 15 hours in the spring semester, and 6 hours during the summer term. The distribution may vary based on program and institutional needs, provided that the annual contractual workload is fulfilled. Assignments may include daytime, evening, weekend, in-person, online, hybrid, laboratory, and simulation instruction. Additional overload assignments may be required or offered in accordance with the collective bargaining agreement and college policy.

In addition to teaching, faculty maintain required office hours and perform advising, assessment, curriculum development, program service, professional development, and other responsibilities described in the faculty handbook and collective bargaining agreement. Administrative or program responsibilities may be assigned in lieu of a portion of the teaching load.

Instruction and Student Learning

* Teach assigned EMS and related courses in accordance with approved course descriptions, learning outcomes, curricula, syllabi, and program requirements.

* Clearly communicate course expectations, learning objectives, grading practices, attendance requirements, schedules, and student responsibilities.

* Use varied, inclusive, and evidence-informed instructional strategies that promote active learning, independent learning, clinical reasoning, problem solving, and higher-order thinking.

* Develop, maintain, and deliver course materials and learning activities for classroom, laboratory, simulation, online, and hybrid instruction.

* Develop and apply valid, reliable, and consistently administered methods of assessing cognitive, psychomotor, affective, communication, leadership, and team-based performance.

* Provide students with timely, constructive feedback and appropriate opportunities for remediation and reassessment consistent with program and college policies.

* Hold classes for the full scheduled period except when modified through appropriate college procedures or because of an emergency.

* Maintain accurate attendance, academic, competency, remediation, and other required records and submit grades and reports by established deadlines.

* Maintain appropriate availability to students through scheduled office hours, communication, advising, and academic support.

EMS-Specific Instructional Responsibilities

* Teach and evaluate knowledge and skills consistent with current National EMS Education Standards, Maryland EMS protocols and educational requirements, approved program curricula, and evidence-informed prehospital practice.

* Demonstrate, supervise, and evaluate patient assessment, clinical decision-making, communication, medication administration, airway and respiratory management, resuscitation, cardiology, medical, trauma, obstetric, pediatric, behavioral, operational, and other assigned EMS content.

* Plan and facilitate realistic simulation experiences that integrate patient assessment, treatment, communication, leadership, teamwork, documentation, and transport decision-making.

* Operate and help maintain EMS laboratory and simulation equipment, including patient simulators, cardiac monitors, airway equipment, medication-training supplies, stretchers, and related instructional technology.

* Prepare and restore laboratory and simulation spaces; maintain orderly equipment and supply inventories; identify repair, replacement, and purchasing needs; and support safe laboratory operations.

* Participate in practical skill evaluation, scenario-based assessment, remediation, competency verification, and other program testing activities.

* Maintain current familiarity with Maryland EMS protocols, national education standards, relevant accreditation requirements, instructional technology, and developments in EMS education and clinical practice.

Program, College, and Community Responsibilities

* Participate in curriculum review, course development, program assessment, student-outcomes review, continuous quality improvement, and long-range program development.

* Assist with student recruitment, orientation, advising, retention, progression, remediation, and completion initiatives.

* Collaborate with the EMS Program Director, Medical Director, other faculty, instructional support personnel, and clinical and field partners to promote consistent instruction and evaluation.

* Assist in orienting and supporting adjunct faculty, laboratory assistants, tutors, evaluators, preceptors, and other instructional personnel when assigned.

* Maintain student and program records required by the college, MIEMSS, accrediting organizations, and other applicable bodies while protecting confidentiality.

* Attend and actively participate in department, division, college, advisory committee, and other assigned meetings and activities.

* Participate in commencement and other significant institutional events as required.

* Engage in ongoing professional development related to teaching, EMS clinical practice, simulation, technology, and program improvement.

* Contribute to college service through activities identified in the faculty handbook, which may include academic advising, mentoring, committee service, peer support, and search committees.

* Respond promptly and professionally to reasonable requests for information and assistance from students, faculty, staff, administrators, and program partners.

* Perform other duties consistent with the faculty role as assigned.

* Current knowledge of paramedic-level clinical practice, EMS systems, prehospital patient care, and applicable professional standards.

* Knowledge of instructional design, adult learning, student assessment, remediation, simulation-based education, and a variety of teaching delivery methods.

* Ability to teach and evaluate didactic content, psychomotor skills, clinical reasoning, teamwork, communication, and professional behavior.

* Strong organizational and time-management skills, including the ability to establish priorities, manage concurrent responsibilities, maintain detailed records, and meet deadlines.

* Strong written, verbal, interpersonal, and presentation skills and the ability to communicate effectively with diverse students, colleagues, and community partners.

* Ability to work independently, flexibly, and collaboratively in a high-volume, deadline-driven environment.

* Ability to use learning-management systems, common productivity software, simulation technology, audiovisual systems, and EMS-specific instructional equipment.

* Ability to maintain strict confidentiality and exercise sound professional judgment.

* Commitment to equity, inclusion, accessibility, student success, patient safety, and ethical professional practice.

* Bachelor's degree from an accredited institution in emergency medical services, education, health sciences, or a related discipline.

* Current National Registry Paramedic ( NRP) certification.

* Current healthcare provider level CPR certification, including AHA ACLS and PALS certifications.

* Substantial professional experience in advanced life support, emergency medical services, or prehospital emergency care.

* Demonstrated current clinical competence in paramedic-level knowledge and skills.

* Demonstrated knowledge of instructional methods and ability to provide didactic, laboratory, simulation, online, and hybrid instruction.

* Master's degree in education, emergency medical services, health sciences, or a related discipline.

* Current Maryland paramedic licensure.

* College-level teaching experience, particularly in EMT or paramedic education.

* Maryland Instructor Certification Review Board ( MICRB) Level II certification.

* Nationally Certified EMS Educator ( NCEE) credential or completion of recognized EMS instructor education.

* Experience with simulation-based education, curriculum development, student remediation, competency-based assessment, and learning-management systems.

* Experience teaching within or supporting a CAAHEP-accredited paramedic program.

* Experience supporting clinical education, field experience, or capstone field internship.

* Current relevant advanced clinical certifications.

The faculty member must maintain National Registry Paramedic certification and current competence in paramedic-level clinical knowledge and psychomotor skills appropriate to assigned responsibilities. Clinical currency may be demonstrated through active clinical or operational practice, relevant certifications and continuing education, participation in clinical or simulation-based competency verification, professional development, or other evidence acceptable to the EMS Program Director.

A faculty member who does not possess MICRB Level II certification at the time of hire will be expected to actively work toward certification, maintain a professional development plan developed in consultation with the EMS Program Director, and demonstrate satisfactory continuing progress. Completion is expected within the maximum timeframe permitted by applicable requirements, recognizing that required training, mentored teaching, observations, and external approvals may be subject to availability.

Responsibilities involve frequent deadlines, a high volume of student and employee contacts, detailed recordkeeping, and management of multiple concurrent priorities. Regular attendance is required. The position may require work outside normal daytime hours, including evenings, weekends, and occasional additional hours necessary to complete assignments, consistent with the collective bargaining agreement and college policy.

The position requires the ability to prepare, operate, and restore EMS laboratory and simulation environments. Essential functions include frequent standing and walking and occasional bending, kneeling, reaching, and working at floor level; manipulating EMS equipment and supplies; moving and positioning training manikins, stretchers, monitors, equipment cases, and instructional materials; and safely demonstrating or supervising patient assessment, treatment, lifting, moving, and transport techniques.

The faculty member must be able to lift and move up to 50 pounds independently and assist with heavier equipment, manikins, and simulated patients. The position may require participation in team lifting and movement activities involving up to 125 pounds of an equally distributed load, including raising a load to approximately 33 inches and moving it approximately 10 feet. These functions are performed with or without reasonable accommodation and in accordance with applicable safety practices.

Howard Community College offers competitive salaries, excellent medical and dental selections, tuition reimbursement and paid leave programs. As a participating member of the Maryland Retirement and Pension System, HCC offers two retirement options: The Pension, which requires a 7% employee contribution and The ORP, a 403(b) with a 7.25% employer contribution only. Employees in positions that do not require a bachelor's degree must participate in The Pension. Employees that possess a bachelor's degree and hold professional positions that require a bachelor's degree may choose to participate in either The Pension or The ORP.

*Pre-employment criminal background investigation is a condition of employment.

HCC is interested in all qualified applicants who are eligible to work in the United States. However, HCC will generally not sponsor applicants for work visas. Due to HCC policy, only employees living in states contiguous to Maryland are eligible for work at HCC and include Virginia, West Virginia, Washington DC, Pennsylvania. Candidates must live in the commutable area or willing to relocate at their own expense if offered the position because HCC does not offer relocation benefits.

Please complete the entire HCC Employment Application (Candidates will be evaluated on completing the college's application in full).

Howard Community College ( HCC) is an Equal Employment Opportunity & Affirmative Action employer & values diversity within its faculty, staff & student population. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, gender, sexual orientation, gender identity, genetic information, disability or protected veteran status.

HCC understands that persons with specific disabilities may need assistance with the job application process and/or with the interview process. For confidential assistance with the job application process, please contact the Office of Human Resources at 443-518-1100.