Associate Provost for Adult Education and Special Programs

Position Title: Associate Provost for Adult Education and Special Programs
Department: Office of the Provost
Reports To: Provost
Location: River Forest and Chicago Campus

Position Summary

The Associate Provost for Adult Education and Special Programs is a pivotal academic leadership role dedicated to advancing the university’s mission to provide innovative, accessible, and student-centered education specifically for adult and non-traditional learners. Partnering closely with the CEO of the Chicago campus, where most of the adult learning programs reside, the Associate Provost ensures the effective delivery of industry-aligned and culturally responsive programs and services that cater to the needs of adult learners.

In this role, the Associate Provost collaborates across university divisions, bolstering the academic and support infrastructure critical for the success of adult students. This position aligns closely with Dominican University's strategic goals by enhancing the university’s capabilities in serving non-traditional students, thus driving broader institutional objectives focused on inclusive education and student success. The scope of this position spans both the River Forest and Chicago campuses, requiring collaboration and regular interaction with faculty and staff on both campuses and emphasizing the university's commitment to adult-centered education and the broader impact on the regional workforce and community development.

 

Duties and Responsibilities:

Academic Leadership

• Provides oversight for curriculum, staffing, and assessment of adult education and special programs, including Bachelor of Professional Studies and Associate Degree programs, ensuring alignment with university standards and regional workforce needs.
• Follows market needs in career areas, making new degree and certificate recommendations to the deans on an annual basis.
• Evaluate and recommend academic policies, training, and best practices specific to adult education, creating an environment of continuous improvement and innovation in pedagogy and support services.
• Working with the academic deans, leads the design, development, and implementation of new adult education programs, including certificates, integrating considerations of modality, pedagogy, program duration, and market relevance to meet the evolving needs of adult learners.
• Manages program accreditation and compliance with state, federal, and accreditation bodies, ensuring that all programs meet regulatory standards and best practices for quality and effectiveness.
• Drives research and analysis on adult learning trends, employing data to inform program enhancements, student support initiatives, and marketing strategies that support Dominican University’s competitive positioning in adult education.

Program Development and Oversight

• Oversees academic components of Special Programs, including credit-bearing certificates, the Bachelor of Professional Studies, and Associate Degree programs, ensuring alignment with the university's academic standards and goals for adult education.
• Collaborates closely with deans across the university’s three colleges to maintain consistency in pedagogy, academic policies, and learning outcomes across adult learning programs, fostering a cohesive and rigorous educational experience for non-traditional students.
• Directs the development and growth of online courses, adult education programs, and credit-bearing certificates, strategically expanding access and providing flexible, high-quality educational options for non-traditional and adult learners.
• Aligns program development with industry standards and market demand, ensuring that programs remain relevant and equip students with skills valued by employers in key fields.
• Guides the assessment and continuous improvement of associates degree and adult education offerings, using data-driven insights to refine curriculum, instructional methods, and program support services.
• Leads interdisciplinary initiatives that enhance the academic experience for traditional and adult learners, integrating resources and support from across the university to meet the specific needs of adult education students.

Collaboration with University Units

• Partners with academic and non-academic offices to build comprehensive, culturally responsive, and adult-centered student support services and success strategies.
• Works closely with admissions, Student Success and Engagement, and other offices to drive growth in adult learning programs, including the Associate Degree program.

Workforce and Professional Development

• Oversees non-credit workforce development programs and credit-bearing certificates specifically designed for non-traditional learners, fostering pathways for professional growth and advancement that align with current industry demands.
• Cultivates and supports strategic partnerships with industry leaders, professional associations, and community organizations, enhancing program relevancy and enriching learning experiences that yield practical, career-ready skills for adult learners.
• Advances professional development initiatives that offer adult learners practical, applied learning experiences, certifications, and career support services tailored to facilitate their re-entry or advancement within the workforce.
• Leads outreach and engagement efforts to identify evolving workforce needs, expanding Dominican University's role as a regional resource for workforce training, career progression, and community development.

Advocacy and Institutional Leadership

• Serves as a university-wide advocate for adult education and non-traditional students, championing an inclusive, supportive approach that addresses their unique needs and promotes their full integration into the campus community.
• Stays informed of national and global trends in adult education, regularly benchmarking Dominican’s programs against industry standards to ensure they remain current, competitive, and aligned with evolving educational and workforce expectations.
• Engages in national networks and associations for adult education, bringing insights and innovations back to the institution to continuously improve program offerings and advocate for best practices in adult and non-traditional education.

Teaching

• Teaches one course per academic year focused on adult learning and development, or in an appropriate academic discipline.

Required Qualifications

• Advanced degree in adult education, higher education administration, or a combination of experience in adult education with an appropriate advanced or terminal degree in an academic discipline.
• Minimum of 8 years of progressive experience in adult education, program management, or non-traditional education settings, demonstrating a strong track record of leadership and innovation.
• Proven success in developing, implementing, and managing programs specifically designed for adult learners and non-traditional student populations, including workforce development initiatives, credit-bearing certificates, and flexible learning options.
• Deep knowledge of adult learning theories, curriculum design, and program evaluation, including academic policies, systems, and procedures that support non-traditional programs, with the ability to apply these concepts to create impactful and accessible educational experiences.
• Demonstrated success with cross-campus departmental collaboration with academic program development.
• Excellent communication, collaboration, and leadership skills, with a commitment to student-centered and inclusive practices.

Preferred Qualifications:

• Doctorate from a regionally accredited institution.
• Experience in managing online education programs with a strong foundation in best practices for digital pedagogy and course design specifically tailored to adult learners, enhancing accessibility and engagement.
• Familiarity with the workforce development and continuing education landscape, including associates degree programs, certificates, and experience building and maintaining partnerships with industry and community organizations to ensure program relevancy and practical applicability for adult learners.
• Demonstrated success in implementing relevant inclusive pedagogy and culturally responsive support services and retention strategies that address the unique needs of adult learners, fostering a welcoming and inclusive learning environment.
• Ability to advocate effectively for adult learners and act as a visible and influential leader for non-traditional education within the university, contributing to institutional initiatives and representing the university’s commitment to inclusive education.

Physical Demands:

• Ability to spend long durations of the workday sitting at a desk and working on a computer
• Must be able to lift up to 15 pounds at times

Salary and FLSA Status

• Salary: $135,000 - $150,000 annually
• FLSA Status: Exempt 37.5 hours

Benefits

• Comprehensive health, dental, and vision insurance
• Retirement plan with employer matching contributions
• Professional development opportunities
• Tuition remission for employees and their dependents
• Flexible spending accounts (FSA)
• Generous paid time off (PTO)

Employment at Dominican University is contingent upon the successful completion of a background investigation.

About Dominican University

Dominican University is a Catholic, comprehensive teaching university located in River Forest, a suburb of Chicago, with an additional campus in the Pilsen neighborhood of Chicago. Accredited by the Higher Learning Commission, Dominican University offers associate, baccalaureate, master’s, and doctoral degrees. It is highly regarded for its academic rigor, thoughtful accompaniment of students, intentional affordability, and values- based, relationship-centered learning environment.

Dominican currently enrolls over 3,800 students, including 2,690 undergraduates and 1,114 graduate students. Sixty-eight percent (68%) of undergraduate students identify as Latinx, 5% as Black or African American, and 3% as Asian. Under-represented minority students comprise 77% of the undergraduate enrollment and 38% of the graduate enrollment. Over 90 percent of undergraduates receive some form of financial aid. Nearly half of all undergraduates are first-generation college students; over half are federal Pell Grant recipients, illustrating their families’ level of income; and 58% are eligible for low-income MAP grants from the State of Illinois.

Recognized since 2011 as a Hispanic-Serving Institution (HSI) by the U.S. Department of Education, Dominican is committed to expanding and enhancing educational opportunities for Latinx students and all students from historically underrepresented groups. For more information, visit www.dom.edu.

Expectations for all Dominican Employees:

To support the University's mission of preparing students to pursue truth, give compassionate service, and participate in the creation of a more just and humane world, engage in university service work that promotes collaboration and community building. This includes participating in organizational initiatives, supporting campus events, contributing to community outreach, and fostering a diverse and inclusive environment through involvement in various staff-driven activities and groups.

Institutional Statement

Dominican University is committed to fostering a diverse and inclusive academic community. We encourage applications from individuals of all backgrounds. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities.

Equal Employment Opportunity Statement

Dominican University is an equal opportunity employer and encourages applications from women, minorities, individuals with disabilities, protected veterans, and candidates from diverse backgrounds. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, or any other characteristic protected by law.

If you need accommodations due to a disability, you may contact us at opc@dom.edu for assistance.