Texas Christian UniversityJob Summary:
The Access and Accommodation Specialist reports to the Director for Student Affairs and is responsible for supporting the comprehensive well-being efforts for the TCU School of Medicine with specific focus of supporting services for students with disabilities. The Access and Accommodation Specialist works directly with the TCU Office of Student Access and Accommodation to implement and facilitate requests and documentation for access and accommodations and to support students with disabilities within the school of medicine. The Access and Accommodation Specialist also supports students in all facets of their holistic well-being in direct collaboration with the THRIVE Medical Student Well-Being initiative.
Duties & Essential Job Functions:
1. Coordinates and supports the development and maintenance of the TCU School of Medicine services for students with disabilities as well as promotes medical student well-being, education, success, and retention. Partners with the Director for Student Affairs and the Assistant Dean for Student Affairs.
2. Advises and provides guidance to students with disabilities and works directly with TCU’s Office of Student Access and Accommodation and School of Medicine faculty and staff to implement and facilitate access and accommodations in the classroom/clinical environment.
3. Assists students with disabilities with guidance for applying for accommodations with the USMLE or other TCU School of Medicine-specific graduation requirements.
4. Identifies best practices and future trends in services for students with disabilities in order to continuously improve offerings to medical students.
5. Evaluates and monitors impact of services for students with disabilities. Advocate for medical students, as appropriate, regarding matters affecting student well-being.
6. Assists with the creation of reports and presents data relevant to specific committees and administrative personnel.
7. Partners with providers of student support services offered within the TCU School of Medicine and TCU main campus to develop and support structured, cohesive and accessible well-being tools and resources for TCU School of Medicine students.
8. Serves as a student advocate and resource as needed on school of medicine standing committees.
9. Counsels and provides a safe space for discussing sensitive student issues in order to promote personal and professional success.
10. Determines best practices for making appropriate referrals for needs or services that exceed the scope of services for students with disabilities.
11. Supports the LCME and accreditation standards, as directed by student affairs leadership, related to the services for students with disabilities. When needed, facilitates programming to remedy any unsatisfactory data reported by students by assessing, engaging, and changing strategic planning to accommodate for that data.
12. Communicates governing policies to students and stakeholders, responds to policy questions, and develops internal procedures to ensure compliance with policies and state and federal laws and regulations.
13. Supports the management of the TCU’s School of Medicine Web site and social media.
14. Works collaboratively to support team members and to uphold the values of the TCU School of Medicine and TCU main campus.
15. Supports the coordination and integration of student well-being activities, programming and student affairs’ events across the school of medicine.
16. Works and serves underrepresented and marginalized student populations to support student success and retention.
17. Identifies, and programs, with appropriate stakeholders, to support the intersectionality of identities as it relates to students’ well-being.
18. Recognizes students in distress and refers through the proper channels and resources available at the TCU School of Medicine.
19. Manages sensitive and confidential information by adhering to ethical guidelines and practices related to having access to sensitive and confidential information.
20. Performs other related duties as assigned.
Required Education & Experience:
• Master’s degree in education/special education, clinical/school/educational psychology, vocational rehabilitation counseling, social work, student development or related field of study.
• 2 years of experience providing educational assessment and intervention assistance to adult learners within higher education. Experience must include utilization of assessment techniques and conducting educational workshops/training.
• 3 years of experience working with people with disabilities and applying disability accommodations (can be concurrent)
Preferred Education & Experience:
• Doctoral degree in education/special education, clinical/school/educational psychology, vocational rehabilitation counseling, social work or student development
• 1 year of experience in medical education setting working directly with students.
• 1 year of experience in a medical education setting working directly with students with disabilities.
Required Licensure/Certification/Specialized Training:
• None
Preferred Licensure, Certification, and/or Specialized Training:
• None
Knowledge, Skills & Abilities:
• Knowledge of teaching principles, practices, and procedures related to adult learning.
• Knowledge of curriculum development, educational and training resources.
• Knowledge of medical school curriculum and medical student licensure requirements, including knowledge of processes involved with USMLE Step 1, 2, and 3 examinations.
• Knowledge of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, and other applicable state and federal laws and regulations.
• Skill in strategic planning, organizational management, project planning, and analytical problem-solving.
• Skill in office-based software applications.
• Skill in program development, coordination and delivery of effective learning services.
• Ability to work effectively with diverse populations, cultures, and stakeholders and to foster an inclusive learning and work environment.
• Ability to interpret medical, psychological, educational and clinical testing results and related documentation to determine reasonable and appropriate accommodations in a post-secondary setting.
• Ability to manage multiple projects and meet deadlines.
• Ability to communicate in writing and orally, including public speaking.
• Ability to foster and maintain effective relationships with students, staff, and faculty including student mentoring and staff development in a rigorous academic setting.
• Ability to be keenly sensitive to issues of age, race, color, religion, sex (including sexual harassment and sexual violence), sexual orientation, gender, gender identity, gender expression, national origin, ethnic origin, disability, genetic information, socio-economic status, covered veteran status and any other basis protected by law.
TCU Core Competencies:
University Core Competencies definitions may be found on the Human Resources website and in the staff performance management system.
Physical Requirements (With or Without Accommodations):
• Visual acuity to read information from computer screens, forms and other printed materials and information.
• Able to speak (enunciate) clearly in conversation and general communication.
• Hearing ability for verbal communication/conversation/responses via telephone, telephone systems, and face-to-face interactions.
• Manual dexterity for typing, writing, standing and reaching, flexibility, body movement for bending, crouching, walking, kneeling and prolonged sitting.
• Lifting and moving objects and equipment up to 10 lbs.
Work Environment:
• Work is indoors and sedentary and is subject to schedule changes and/or variable work hours.
• This role is an on campus, in-person position, but will also spend time at affiliated sites and in the community.
• There are no harmful environmental conditions present for this job.
• The noise level in this work environment is usually moderate.
AA/EEO Statement:
As an AA/EEO employer, TCU recruits, hires, and promotes qualified persons in all job classifications without regard to age, race, color, religion, sex, sexual orientation, gender, gender identity, gender expression, national origin, ethnic origin, disability, genetic information, covered veteran status, or any other basis protected by law.
University of Notre Dame