The Vice President for Education (VPE) is the Chief Academic Officer for the Boston Architectural College (BAC) at an exciting time in the independent private College's 130-year history. The VPE provides leadership, innovation and oversight to advance the unique mission and diverse academic offerings of the College through collaborative partnerships with College leadership, faculty, staff and students. The VPE is expected to build on the College's substantial momentum to lead it to a new level of academic and practice excellence and prominence through the development of effective systems and programs consistent with the vision and strategy of the College.
The Vice President (VPE) serves as a key member of the newly-appointed President Dr. Mahesh Daas's leadership team, reporting directly to the President and working collaboratively with the President's Cabinet. The VPE will concurrently hold a faculty appointment in the College.
The VPE has oversight and responsibility for the leadership and management of education, including but not limited to: accreditation and implementation of institutional strategic initiatives; program assessment, new program development; direct and indirect management of personnel; oversight of academic standards, rigor, integrity and academic excellence; education policy development and implementation; and support and implementation of College standards and policies.
PRIMARY ESSENTIAL FUNCTIONS
Provide leadership for and oversight of all aspects of the Education operations, supervise the administration and management of academic and practice programs and personnel
Provide leadership to achieve excellence in the provision of design education with a fundamental commitment to rigorous educational quality assurance, data assessment and innovative recognition of practice-based learning outcomes
Foster teamwork and a sense of unity throughout the college community
Provide student-focused leadership, engaging in strategic thinking and results-oriented management
Oversee the development, organization, assessment, and revision of the College's academic programs and academic master plan
Develop and oversee integrated and documented systems, policies and procedures
Actively collaborate to promote student retention and persistence to graduation, and successful outcomes following graduation through a culture of academic engagement
Provide leadership in the overall work of Education through support of projects and duties assigned by the President in consultation and collaboration with other College leaders
Exercise active project leadership of such initiatives as: new program development and accreditation standards
Operate with a commitment to community service and outreach, practice-based research, and a commitment to developing and supporting practicing professionals as excellent teachers and mentors.
Oversee the Education budget and maintains an operating budget that adheres to College guidelines and reflects the long-range plans of the institution
The VPE has direct supervisory oversight of the following positions: Assistant VPAA; Academic and Practice Deans; Director of Academic and Faculty Services; Director of Liberal Studies; and Library Director.
Earned Terminal degree from an accredited institution required; Master's in design related field and/or Doctorate in Academic Administration or related field highly preferred.
Minimum of 10 years of experience in academia with a minimum of 3 years of progressively responsible management experience in higher education administration at the level of dean and chief academic officer of a with demonstrated success in promoting high standards, rigor, and academic program development.
Should be eligible for appointment at the rank of full professor or equivalent.
Must be as a leader with intellectual vision, great energy, and the personal qualities to inspire the College community to new levels of excellence across disciplines.
Have a distinctive record of scholarship and/or professional practice and a history of academic leadership including fiscal management with the ability to cultivate consensus across the College.
A demonstrated track record of accomplishments in creating and supporting new programs and initiatives in an academic setting, as well as creating a campus climate of community, understanding, and mutual respect within an environment of driven change and growth.
Working understanding of professional accreditation.
Broad understanding of current governmental regulations and policies related to higher education, including human resources; and demonstrated understanding of their impacts on education in a higher education setting.
Evidence of successful leadership in project management and education operations including academic policy and curriculum development, data-informed program planning and development, and fiscal responsibilities related to special academic programs.
Track record of success in working as a member of an academic department, program or faculty committee and in bringing about consensus to advance institutional goals.
An understanding of emerging trends in education and accreditation; a strong commitment to providing support services to non-traditional students
The ability to work collaboratively with faculty, students, staff, administrators, and practicing professionals who support the BAC's educational mission, and with firms within which BAC students work and receive educational credit.
ADDITIONAL ATTRIBUTES/SKILLS REQUIREMENTS
Excellent verbal, written, presentation, and interpersonal communication skills
Ability to work and lead within a cooperative team framework
Experience in working in different higher education institutional settings
Ability to compile and analyze data/information to inform decision-making
Proficiency in a variety of computer software and Microsoft Office applications
Strong time management and project management skills; excellent organizational skills and the ability to handle multiple, complex, and confidential tasks; ability to assess and prioritize the urgency of situations
Ability to plan strategically, prioritize and operationalize plans and projects
Advanced analytical and critical thinking skills, and the ability to effectively summarize and present information
Team and Interpersonal Skills: Success in this position requires proven ability to develop professional positive rapport with other team members including support staff and senior staff.
Service Orientation: Success in this position requires a service-oriented perspective in which, to the greatest extent possible, students and other employees are treated in such a way as to feel valued and well served in their contacts with a professional representative of the BAC.
Confidentiality and Discretion: Success in this position requires the ability not only to maintain the confidentiality of student and employee records, but also the ability to discern when it is appropriate to divulge privileged, if not necessarily confidential, information.
About Boston Architectural College
The Boston Architectural College was established as The Boston Architectural Club in 1889 by a group of both young and established local architects. The BAC's founders designed hospitals, churches, libraries, schools, theatres, and many notable homes in Back Bay and Fenway; started influential companies, including Peabody & Stearns and A. H. Davenport & Company; and boasted two future AIA presidents, R. Clipston Sturgis and Robert S. Peabody. One notable founder, Edward C. Cabot, served as the president of the Boston Society of Architects for nearly 30 years and designed the Boston Athenaeum.
According to its original charter, the founders created the Club "for the purpose of associating those interested in the profession of architecture with a view to mutual encouragement and help in studies." The BAC was envisioned as a broad community not just for architects but also sculptors, painters, decorative artists, and patrons of the arts. Clarence Blackall, the Club's first president, was passionate about creating an open and inclusive society, a tenet that is an essential part of the BAC's mission today. This accessibility attracted many first- and second-generation immigrants, who often could not attend traditional colleges.