Director of Learner Development (DOLD)

Position Overview:

The Director of the Office of Learner Development (DOLD) is a senior academic and administrative leader responsible for the design, execution, and continuous improvement of the medical school's comprehensive learner development, performance optimization, and wellbeing strategy across all campuses. The role exercises independent professional judgment and serves as the institutional authority on learner development, academic progression support, and wellbeing-informed educational practices within Undergraduate Medical Education (UME).

The Director establishes institutional standards, policies, and frameworks that promote academic success, milestone achievement, professional identity formation, and psychological wellbeing for a diverse medical student population. Drawing on expertise in learning science, assessment, and mental health-informed education, the DOLD guides system-level decision-making related to learner support, remediation, and progression.

Guided by a three-stage public health-informed prevention model, the DOLD directs and oversees institution-wide primary, secondary, and tertiary learner development initiatives, ensuring consistency, equity, and effectiveness across campuses and phases of training. The Director partners with UME leadership to integrate learner development into curricular, assessment, and accreditation systems and to respond to emerging risks affecting learner performance and wellbeing.

Strategic Accountabilities:

• Establish and oversee a comprehensive, school-wide learner development framework that promotes academic performance, professional formation, and wellbeing for all medical students
• Direct all learner wellbeing strategy, programming, and evaluation across UME, ensuring alignment with institutional priorities and accreditation standardsE
• Provide executive oversight of the embedded counseling program, including scope of services, ethical practice boundaries, supervision structures, and integration with learner development and academic support systems
• Design, implement, and continuously refine institution-wide educational interventions supporting learner transitions and preparation for high-stakes assessments (Stage 1: Primary Prevention)
• Establish systems for monitoring learner performance, wellbeing, and progression risk, and direct targeted interventions to optimize outcomes (Stage 2: Secondary Prevention)
• Advise and support peer-based learner development and wellbeing and mental health programs
• Exercise delegated authority to design, recommend, and oversee remediation and recovery pathways for learners with academic or professionalism concerns (coursework, examinations, milestone assessments, professionalism, and USMLE Step exams) (Stage 3: Tertiary Prevention)
• Evaluate outcomes of remediation and learner development interventions (e.g., subsequent academic performance, committee outcomes, Match success)
• Coordinate learner development services across campuses, including collaboration with Duluth campus learner development staff
• Serve as a central resource for learners, faculty, and staff regarding on- and off-campus support services
  

Job Duties/Responsibilities:

Education and Training (Stage 1: primary prevention): The DOLD leads the strategic design and governance of learner development education across the UME continuum, identifying critical transition points, defining institutional expectations, and ensuring consistency across campuses and programs. Responsibilities include the design, implementation, evaluation, and continuous improvement of institution-wide programming related to:

• Test-taking strategies and performance optimization
• Wellbeing, stress management, and sustainable learning practices
• Preparation for USMLE Step examinations
• MS1 orientation and transition programming
• Clerkship transition programming (MS2)
• Residency application, Match preparation, and commencement transitions (MS3/4)

The DOLD also provides consultation, education, and training for faculty and staff regarding learner development, academic challenges, and wellbeing concerns, supporting a shared responsibility for learner success (LCME 11.3).

Direct Learner Consultation, Coaching & Referral (Stage 2: secondary prevention; Stage 3: tertiary prevention): The DOLD serves as the senior institutional consultant for complex, high-risk learner situations, including academic failure, professionalism concerns, mental health crises, and delayed progression. The Director exercises independent judgment in advising learners and leadership on appropriate interventions, remediation pathways, and safety planning, including:

• Academic performance barriers and learning strategy challenges
• Personal, emotional, or mood-related concerns
• Career development and professional identity questions
• Professionalism concerns
• Learning disabilities, neurodiversity-related needs, and accommodation navigation
• Unexpected life circumstances (e.g., illness, loss, trauma)

The Director collaborates with learners to clarify concerns, identify appropriate supports, and coordinate referrals to campus and community resources, including embedded counseling services. In cases of academic progression delays or acute wellbeing concerns, the DOLD provides leadership and advocacy in developing remediation, recovery, and safety plans in collaboration with appropriate stakeholders (LCME 11.3, 12.3, 12.4). In complex or high-impact cases, the DOLD represents learner development expertise in institutional decision-making, balancing learner support, academic standards, patient safety, and accreditation requirements.

Program Management, Development & Outreach: Provides institutional leadership and strategic direction for learner performance and wellbeing initiatives and serves as the primary point of accountability for their effectiveness across UME. and serves as a key institutional leader for learner performance and wellbeing initiatives.

Responsibilities include:

• Establishes and sustains formal partnerships with on- and off-campus entities to ensure coordinated, ethical, and effective learner support services. (LCME 12.3)
• Collaboration with Academic Health Center programs (e.g., MSTP, BeWell)
• Advising and supporting near-peer learner development and wellbeing programs, including:
  • Wellbeing Committee
  • Learning Communities / Houses Program
  • Peer Tutoring Program
  • Peer Mentor Program
  • Peers Supporting Peers
• Oversight and maintenance of online learner development and wellbeing resources and web-based materials (LCME 11.3)

Collaboration & Consultation with UME Offices: Partners with UME and Academic Health Center leadership to shape policy, align systems, and resolve complex learner progression issues to support a learner-centered, competency-based curriculum and an integrated system of learner support. Key partners include:

• Other Student Affairs Programs and Offices
• Admissions
• Curriculum
• Assessment & Evaluation
• Office of Diversity, Equity & Inclusion (ODEI)
• Registrar
• Financial Aid

Provides expert consultation and strategic recommendations that inform institutional policy, committee decisions, and continuous quality improvement efforts by:

• Serving in a consultative role to UME committees, including the Foundations Committee, Clinical Education Committee, Medical School Education Committee, and Committee on Student Scholastic Standing. (LCME 1.4, 11.3)
• Clarifying and optimizing the integration of learner development services with other student support processes
• Participating in strategic planning and continuous quality improvement initiatives related to learner success and wellbeing (LCME 8.4)

Professional & Administrative Responsibilities:

The DOLD:

• Provides full managerial and functional leadership for the Office of Learner Development, including performance management, role design, staffing strategy, and professional development including the Psychologist in Medical Education, Learning Specialist, and Program Coordinator (LCME 12.3)
• Maintains appropriate documentation of learner consultations in accordance with institutional policies and ethical standards
• Oversees payroll, staffing requests, and hiring of administrative staff, student employees, and trainees
• Directs institutional reporting and data analysis related to learner development, wellbeing, and academic outcomes, including accreditation, leadership briefings, and strategic planning inputs. (LCME 8.4)
• Oversees office communication and coordination (email, phone, scheduling)
• Represents the medical school through engagement in relevant national professional organizations (e.g., AAMC, APAHC)
• Participates in scholarly activity related to learner development, wellbeing, and medical education

Required Qualifications

• BA/BS degree plus at least eight years of relevant experience, or master's degree plus at least six years of relevant experience in educational psychology, counseling, student personnel, education, or a related field
• Demonstrated commitment to medical education, learner development, and student wellbeing
• Proven administrative leadership and collaborative skills
• Strong commitment to diversity, equity, inclusion, and working with learners from diverse backgrounds (LCME 3.3)
• Minimum of 3 years (preferred 5+ years) experience providing academic support, counseling, assessment, and referral services in postsecondary or graduate education
• Demonstrated experience developing learning support programs (medical education experience preferred)
• Eligibility to provide clinical oversight and supervision to counseling staff

Preferred Qualifications

• Ph.D. in educational psychology, counseling, student personnel, education, or a related field
• Exceptional interpersonal and communication skills
• Strong student advocacy orientation
• Collaborative, systems-oriented leadership style
• Excellent organizational, program development, and strategic planning skills

One School. Three Campuses.

The Mission of the University of Minnesota Medical School is to be a leader in enhancing the health of people through the education of skilled, compassionate and socially responsible physicians. With two campuses serving diverse populations in rural and urban Minnesota, the Medical School is dedicated to preeminent primary care medicine, exemplary specialty care and innovative research.

In addition to the overall Mission, the Duluth campus has a unique focus on rural and American Indian/Alaska Native (AI/AN) health and family medicine with a mission to be a national leader in improving healthcare access and outcomes in rural Minnesota and AI/AN communities. This is done by educating medical students dedicated to serving rural Minnesota and AI/AN communities, fostering excellence in research, emphasizing the training of physicians in family medicine, creating strong partnerships locally, regionally, nationally and internationally and working in diverse, innovative, interdisciplinary, and inter-professional teams.
In addition to the overall Mission, the CentraCare Regional Campus mission is to address the healthcare needs of Greater Minnesota by educating future physicians who are specifically committed to serving rural and immigrant communities.

Pay Range: $80,018.73-$150,035.13 annually; depending on education/qualifications/experience

Time Appointment: 100% Appointment

Position Type: Faculty and P&A Staff

Please visit the Office of Human Resources website for more information regarding benefit eligibility.

The University offers a comprehensive benefits package that includes:

• Competitive wages, paid holidays, and generous time off
• Continuous learning opportunities through professional training and degree-seeking programs supported by the Regents Tuition Benefit Program
• Low-cost medical, dental, and pharmacy plans
• Healthcare and dependent care flexible spending accounts
• University HSA contributions
• Disability and employer-paid life insurance
• Employee wellbeing program
• Excellent retirement plans with employer contribution
• Public Service Loan Forgiveness (PSLF) opportunity
• Financial counseling services
• Employee Assistance Program with eight sessions of counseling at no cost
• Employee Transit Pass with free or reduced rates in the Twin Cities metro area

Applications must be submitted online. To be considered for this position, please click the Apply button and follow the instructions. You will have the opportunity to complete an online application for the position and attach a cover letter and resume or CV.

This position will remain open until filled.

To request an accommodation during the application process, please e-mail employ@umn.edu or call (612) 624-8647.

The University recognizes and values the importance of diversity and inclusion in enriching the employment experience of its employees and in supporting the academic mission. The University is committed to attracting and retaining employees with varying identities and backgrounds.

The University of Minnesota provides equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. To learn more about diversity at the U: http://diversity.umn.edu

Any offer of employment is contingent upon the successful completion of a background check. Our presumption is that prospective employees are eligible to work here. Criminal convictions do not automatically disqualify finalists from employment.

The University of Minnesota, Twin Cities (UMTC)

The University of Minnesota, Twin Cities (UMTC), is among the largest public research universities in the country, offering undergraduate, graduate, and professional students a multitude of opportunities for study and research. Located at the heart of one of the nation's most vibrant, diverse metropolitan communities, students on the campuses in Minneapolis and St. Paul benefit from extensive partnerships with world-renowned health centers, international corporations, government agencies, and arts, nonprofit, and public service organizations.

At the University of Minnesota, we are proud to be recognized by the Star Tribune as a Top Workplace for 2021, as well as by Forbes as Best Employers for Women and one of America's Best Employers (2015, 2018, 2019, 2023), Best Employer for Diversity (2019, 2020), Best Employer for New Grads (2018, 2019), and Best Employer by State (2019, 2022).