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Psychology Master's Program Chair - Weimar University

Overview: The chair of the Psychology Master’s Program provides leadership and oversight to the master’s psychology faculty, provides support to all psychology master students, and reports to the Vice President of Academic Affairs

Education: Master’s Degree or higher degree from an accredited college or university. A Doctoral degree is
preferred.

Personal: Will have a love of learning and the ability to communicate effectively. The faculty member will be a member of the Seventh-day Adventist Church and hold an understanding of the unique educational mission of the College, using revelation as expressed in the Bible as a basic framework from which all subject matters are presented.

Duties and Responsibilities:

• Student advising
• Student career counseling
• Student complaints
• Prepare Program Review Self-Study as directed by Director of Assessment and IR committee
• Prepare Program Assessment documents giving evidence of using assessment data to improve student learning
at the end of each term as facilitated by the Director of Assessment.
• Work with the psychology master faculty to discuss/reflect on student achievement and how the program could be
improved.
• Oversee Psychology Master’s Program
• Advise faculty of requirements for program assessment and program review. Interact with faculty in the
Psychology Master’s program to identify signature assignments that will be used to assess student work within the Psychology Master’s curriculum, required experiences and requires reading, etc.
• Work with faculty to prepare an annual budget of supplies/needs for the program(s) within the Psychology
Department.

Business Department Chair - Weimar University

Overview: The chair of the Bachelor of Business Administration provides leadership and oversight to the business faculty, provides support to the Healthcare Administration and Organizational Management students, and reports to the Vice President of Academic Affairs

Major Responsibilities:

1. Teaching a full load
2. Student advising
. Student career counseling
. Student complaints
3. Prepare Program Review Self-Study as directed by Director of Assessment and IR committee
4. Prepare Program Assessment documents giving evidence of using assessment data to improve student learning at the end of each term as facilitated by the Director of Assessment.
5. Work with BBA faculty to discuss/reflect on student achievement and how the program could be improved to better prepare students for futures business administration
6. Advise faculty of requirements for program assessment and program review.
7. Interact with faculty in the BBA program to identify signature assignments that will be used to assess student work within the BBA curriculum, required experiences and requires reading, etc.
8. Work with faculty to prepare an annual budget of supplies/needs for the program(s) within the BBA program.
9. Recruit necessary department faculty and support personnel
. Assist in raising capital funds for the program
10. Complete the normal departmental and institutional administrative duties such as attending faculty meetings, textbook ordering, and coordination of the scheduling of classes.
11. Value the counsels provided by Ellen G. White especially as related to the Seventh-day Adventist health message and role of the nurse in sharing the gospel of Jesus Christ.
12. Strong verbal and written skills with proficiency in Word, Excel, and PowerPoint
13. Perform other duties as assigned:
. Ensure that all classes will be taught on a yearly schedule. Assign instructors to classes and verify that they will have an appropriate load for each semester
. Recommend and approve hiring instructors within the department.
. Participate in and supervise students for 6 hours of work education weekly
. Track, in collaboration with the registrar, students’ progress towards graduation
. Attend all required meetings, including religious functions, registration, extra-curricular activities
. Make recommendations for and update the academic calendar and bulletin as needed
. Prepare data and statistics as needed by the Vice-President for Academic Affairs and be prepared to present reports on the department to visiting committees
. Be aware of students on academic probation and track their progress with the instructors within the discipline. Notify the Vice-President for Academic Affairs, Dean of Academic Administration, Registrar, and Academic Standards of any deviance from plan
. Be available to instructors and students for mentorship, conflicts, scheduling and conferences
. Project development of the department and plan accordingly
. Be available to meet with the department instructors

Education: Master’s Degree or higher degree from an accredited college or university which includes A Doctoral degree is preferred.

Experience: A minimum of three years of actively working in a business field separate from academia. Healthcare administration or Management roles preferred.

Personal:
. Will have a love of learning and the ability to communicate effectively.
. The faculty member will be a member of the Seventh-day Adventist Church in good and regular standing and hold an understanding of the unique educational mission of the College, using revelation as expressed in the Bible as a basic framework from which all subject matters are presented.
. Maintains personal growth and professional development through ongoing faculty development activities.

Biochemistry Professor - Natural Science Program - Weimar University

Education: Minimum of a Master’s degree in area of discipline with qualifying experience. A Doctoral degree is
preferred.
Experience: Teaching experience and/or practical work in field for which students are being educated.
Personal: A love of learning and the ability to communicate effectively. Instructor must be a member of the Seventh-
day Adventist Church and must hold an understanding of the unique educational mission of the College
and Center, using revelation as expressed in the Bible as the basic framework from which all subject
matters are presented and evaluated.

Duties and Responsibilities:

1. Prepare for the teaching of classes assigned by the Chair. Preparation should be done in the weeks before classes
begin and in the interim periods between semesters.
2. Supplement classroom teaching with participation in oral and written presentations outside of the classroom.
3. Actively contribute to curriculum improvements and innovations.
4. Choose and order textbooks and other materials needed in each course.
5. Prepare a course outline to be filed in the registrar’s office before the class begins and given to the students in the
class.
6. Post a teaching schedule on the office door and/or on the course outline which includes the hours available for
student conferences.
7. Evaluate how each student reaches the class objectives through class discussion, tests, quizzes, writing assignments,
oral reports, and/or projects. Keep students informed of their progress in the class.

Men's Residence Hall Dean - Weimar University

Overview: The Men’s Residence Hall Dean provides student life updates to the Director of Student Services and faculty, provides support to students, and operates under the authority of the Director of Student Services.

Major Responsibilities:
1. Be available for student counseling as needed.
2. Supervise resident assistants.
3. Manage housekeeping and maintenance of residence halls.
4. Track data relative to student life and communicate with student finance when students arrive/check-out.
5. Oversee student citizenship problems.
6. Enhance spiritual growth by well-planned worships and regular visits in the students’ rooms.
7. Keep parents and mentors informed.
8. A member of the Student Affairs Council, Admissions Committee, and other miscellaneous committees as deemed necessary.
9. Be available each evening for dormitory students. Be on call as needed when on campus.
10. Ensure that ill students receive appropriate care.

Education:
▪ Minimum of a high-school diploma with qualifying experience.
Experience:
▪ Experience in student services and counseling.
Personal:
▪ A love of learning and the ability to communicate effectively.
▪ Must be a member of the Seventh-day Adventist Church
▪ Must have an understanding of the unique educational mission of Weimar Institute.

Maintenance Worker / Builder

Major Responsibilities:
● Knowledge in reading and understanding architectural plans.
● Experience builder
● Plan and perform/assigned routine preventative maintenance.
● Plan and perform/assign needed repairs.
● Perform/assign tasks as directed by the Chief Plant Officer such as remodeling, bathroom repair, plumbing, painting, light electrical, sheetrock, etc.
● Follow through with projects assigned by the Chief Plant Officer.
● Train and supervise other adult workers in the department.
● Train and supervise student workers in the department. Train students to be honest, productive workers. Advise and teach them in as many aspects of maintenance as possible, while showing Christ’s character to them. See that all Maintenance Department rules are followed.
● Distribute work orders received from the Chief Plant Officer to maintenance workers/supervisor.
● Assign projects to workers that fit their skills as much as possible.
● Ensure that the proper safety equipment and procedures are used on the job sites.
● Keep work areas, job sites, and office neat, clean, and orderly.
● Prepare student and adult worker time cards, keep office files, answer phone.
● Perform repairs and preventative maintenance as needed for other Plant Services departments.
● Research best price for purchasing materials, parts, tools, etc. Obtain approval for purchase from the Chief Plant Officer.
● Submit to the Chief Plant Officer a listing of estimated costs, man hours, and materials for all projects.

Education:
● A degree in building maintenance or certifications in this area, trade school, or apprenticeship – preferred
● High school diploma – required

Experience:
● 2 to 4 years experience in plant services maintenance
● 1 to 2 years supervisory experience
Personal:
● Ability to work well with students and other employees
● Dress should reflect the principles of modesty and practicality held at Weimar Center.
● Seventh-day Adventist having a personal relationship with Jesus

Housekeeper/Custodial

DUTIES AND RESPONSIBILITIES:
• Cleaning of all types as assigned by the housekeeping supervisor (i.e. bathrooms, toilets, windows, rooms, halls etc.).

SKILLS AND SPECIFICATIONS:
• Ability to work well with students and other employees

DESIRED EDUCATION / EXPERIENCE AND QUALIFICATIONS:
• High school diploma – preferred
• Experience in housekeeping/ janitorial preferred, but a willingness to learn is also acceptable
• Seventh-day Adventist having a personal relationship with Jesus

NEWSTART Women's Hydrotherapy/Massage Therapist

Major Responsibilities:
– Provides therapeutic massage and hydrotherapy as prescribed by the NEWSTART physicians, our out-client’s PCP.
– Use critical thinking skills to establish priority of care.
– Follows NEWSTART massage and hydrotherapy department policies and protocols.
– Documents all care provided in S.O.A.P notes per protocol.
– Assesses vitals before and after treatment
– Thoroughly cleans and disinfects between clients, using appropriate amounts of products for sanitation and cost-
effectiveness.
– Identifies clients at increased risk for complications and/or adverse reactions.
– Takes appropriate action, functioning effectively in emergency situations.

Education:
– Vocational/Technical/Business School

Experience:
– Minimum of 6 months of experience in both hydrotherapy and massage.

Personal:
– Must be a Seventh Day Adventist in good standing

English Teacher - Weimar University

Overview: Plan, organize, and deliver English instruction in didactic classroom settings to promote student success. Provide students with frequent, timely assessment of and clear feedback regarding academic performance.

Major Responsibilities:
1. Help with student advising at the request of the department chair
2. Help with the various aspects of program assessment and comprehensive program review at the request of the
department chair
3. Prepare course syllabi according to the required Weimar University template
4. Prepare course material to facilitate and enhance student learning
5. Prepare SLOs at the activity/course level (ASLOs) as well as learning experiences for each course and require
students to demonstrate the expected level of proficiency or competency though signature assignments for each
ASLO.
6. Look for continuing education opportunities to improve teaching and learning methods for students
7. Look for opportunities to integrate real-life experiences into the classroom
8. Remain relatively up-to-date with developments in their respective field
9. Keep the department chair informed of faculty/departmental needs
10. Keep office hours for students to access help outside of the classroom; facilitate and work with teaching
assistants/tutors to enhance student learning
11. Mentor students as needed

Experience: A minimum of three years of teaching experiences.

Personal:
 Will have a love of learning and the ability to communicate effectively.
 The faculty member will be a member of the Seventh-day Adventist Church in good and regular standing and hold an understanding of the unique educational mission of the College, using revelation as expressed in the Bible as a basic framework from which all subject matters are presented.
 Maintains personal growth and professional development through ongoing faculty development activities.

Education:
 Master’s Degree or higher degree from an accredited college or university.

Elementary School Teacher

Overview: Prepare students for academic achievement and growth while imparting principles of the Seventh Day Adventist Church throughout lesson plans, appropriate for each age group.

Major Responsibilities:
▪ Teach assigned classes
▪ Plan lessons that help students see wholeness and relevance in learning
▪ Evaluate student work and return it to them in a timely manner
▪ Plan lessons that connect biblical principles to concepts about God’s world.
▪ Be on time to all classes and appointments
▪ Communicate with parents on students’ progress and needs

Skills and Specifications:
▪ Be a member of the Seventh Day Adventist Church
▪ Be conscientious and responsible
▪ Display a loving attitude
▪ Practice love, joy, patience, kindness, self-control, gentleness, faithfulness, truthfulness

Education:
▪ Bachelor’s degree
▪ Must be a member of the Seventh-day Adventist church in good standing
▪ Demonstrate that they are in agreement with the philosophy and policies of Weimar University.

Experience:
▪ Candidates with experience in classroom teaching will be preferred.
▪ Candidates should be proficient in the use of office applications and have an attitude of service.

Personal:
▪ Maintain the highest standards to prepare students for academic achievement while imparting, by example and
instruction, Seventh-day Adventist beliefs and philosophy into all parts of the curriculum.
▪ Present subjects in such a way that the students understand and are inspired by Biblical and Church teachings and
God’s presence in their lives.
▪ Be available to counsel and pray with students regarding their spiritual, religious, and moral development and offer
advice and guidance regarding to parents about their children in these areas.
▪ Foster Christian character development, and guide students to choices which develop ways of thinking and habits
that reflect the tenets of their faith and the Seventh-day Adventist lifestyle.

Contact Us

Human Resources

+1 (530) 422-7970
careers@weimar.org

Mon – Thu 9:00A.M. – 5:00P.M.
Friday 9:00A.M. – 1:00P.M.

Apply Now

Contact Us

Human Resources

+1 (530) 422-7970
careers@weimar.org

Mon – Thu 9:00A.M. – 5:00P.M.
Friday 9:00A.M. – 1:00P.M.

Apply Now

Lifespan Development (3 Credits)

From conception to old age, this course explores focuses on the biological, psychological, and social developmental issues and milestones for each stage of the lifespan, paying particular attention to the aspects of context, culture, and environmental issues. Topics include, but are not limited to: parenting style (child guidance), social contexts, social stress, poverty, low educational attainment, abuse and neglect, gender and family issues salient to relationships, separation, nontraditional and blended families and inadequate housing and how these affect development. Issues of aging and long-term care are included.

Moral Identity and Faith as a Counselor (3 Credits)

This course explores the formation of the student therapist’s identity as a counselor within the framework of Christianity and how this plays out in a secular world of counseling. This course presents philosophical and ethical perspectives integral to the understanding of the contemporary psychologies. Students learn how to analyze the ethical bias of psychotherapeutic psychologies, identify their underlying philosophical assumptions, and develop an appreciation for the moral components in individual, marital, and family identity formation. Also included will be a workshop to enhance spiritual development.

Christian Counseling and Psychotherapy: Basic Theories and Skills (3 Credits)

This course develops an understanding of the major theoretical orientations used by current practitioners, focusing on systemic approaches. Theories provide a coherent framework for understanding how people change. This course will highlight the Biblical understanding of how change takes place. This course covers the concepts and techniques associated with the primary theories of counseling psychology: psychodynamic, existential-humanistic, cognitive-behavioral, and post-modern; in contrast with wholistic counseling techniques. Also included are the evidence-based treatments, limitations, and outcome research associated with each concept. The course also highlights cultural and spiritual diversity as it applies to the therapeutic process and awareness of the self, interpersonal issues, and spiritual values as they impact the use of theoretical frameworks. This course also introduces the student to basic skill in attending behavior, clinical interviewing and clinical intervention. Finally, this foundational course clarifies key issues in human nature and prepares the student for developing a worldview that is consistent with their theological and spiritual orientation.

Advanced Counseling Theory (3 Credits)

This course will examine several individuals, and family approaches for counseling. The development of specific behavioral, cognitive, humanistic/experiential, psychodynamic and systemic frameworks will be deconstructed. Student will distinguish Christian approach of addressing individual and family concerns. Students will be involved in experiential activities designed to relate the observation, demonstration and practice to research-based explanations. In this course, we will consider how each approach is used in clinical, school, and marriage and family counseling applications. Training in the use of the therapeutic relationship will be a focus for understanding and intervening with clients.

Group Processes in Counseling (3 Credits)

This course introduces students to the theory and practice of group counseling with children, adults, families, and couples. The course focuses on basic group counseling theory including therapeutic group factors, stages of group development, and principles of commonly accepted and research-based group interventions. The course will cover different types of groups, such as support, psycho-educational, and process groups; the tasks, skills, and qualities of effective group leaders; roles of group members; and legal and ethical issues pertaining to groups, group leaders; roles of group members; and legal and ethical issues pertaining to groups. Importance is placed on responsibilities and skills and cultural considerations. Emphasis on small and large group processes and involvement in experiential activities is designed to relate the clinical process to theoretical explanations. Throughout, there is an emphasis on group work within community mental health settings.

Child and Adolescent Counseling (3 Credits)

This course provides an understanding of the broad range of childhood and adolescent problems and maladjustment behaviors. A variety of psychotherapeutic modalities are presented, providing the student with an opportunity to develop knowledge of basic child and adolescent therapy skills, assessments, and treatment strategies. The impact of the development aspects, family dynamics, social environments, and multicultural issues are addressed. In addition, legal and ethical issues and the role of hospitalization are considered.

Addictions Counseling and Treatment (3 Credits)

This course covers the prevention, assessment, and treatment of substance abuse/dependence, behavioral addictions, and co-occurring conditions. Theories of etiology, populations at risk, and the role of persons and systems in supporting or compounding abuse/addiction are discussed. The course reviews the cognitive, affective, behavioral, and neurological effects of psychoactive drug use and the impact of addiction on the family system. Best practices for the screening, assessment, and treatment of addictions and co-occurring behaviors are covered as well as community resources for individuals and family members. Additional focus will be placed on developing understanding of Recovery Oriented Care, social and psychological implications of socioeconomic position, and cultural awareness and competencies.

Counseling Diverse Populations (3 Credits)

This course focuses on the intersection and convergence of culture, race, ethnicity, gender, sexuality, disability, socioeconomic status, religion, acculturation, and chronological age and how these inform effective mental health care. The goal is to increase awareness of multiple dimensions of diversity in order to prepare students to work sensitively and effectively with California’s multi-cultural population. Attention also is given to issues of privilege, marginality, and oppression, including sexism, racism, classism, ableism, ageism, and heterosexism. Theoretical perspectives on multicultural counseling will be examined as well as strategies for intervention and advocacy. This course will focus on eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. Throughout, effective strategies for communicating about emotionally charged material is emphasized.

Couples and Family Counseling: Post-Modern (3 Credits)

This course continues the study of the assessment, diagnosis, and treatment of individuals, couples, and families using interactional and brief models. This course provides advanced training in the theories and techniques of modern and post-modern schools of family therapy including Cognitive Behavioral, Behavioral, Solution-Focused, and Narrative Therapy. Also included are the evidence-based treatments, outcome research, and limitations associated with each theory. Specific family issues addressed include: transition to parenthood, parenting young and school-age children, household division of labor, and blended families. Throughout, careful attention is paid to the historical and cultural context in which the theories were developed and the implications for working with diverse populations in recovery-oriented community mental health settings.

Christian Counseling and Psychotherapy: Advanced Techniques (3 Credits)

This course is designed to further develop the psychotherapeutic skills of students prior to their entry into a clinical placement. Students focus on developing proficiency in the core interviewing qualities, deriving goals for a clinical session, and in making contracts with clients for change. Additionally, students are encouraged to begin developing a theoretical and conceptual understanding of cases and trained to work with diverse populations. Students are also encouraged to address issues regarding the integration of their faith with the practice of psychotherapy.

Assessment of Individuals, Couples, and Families (3 Credits)

This course examines the application of psychological instruments to the assessment of individuals, couples, and families. Fundamentals of psychological assessment are reviewed including standardized and non-standardized testing approaches, basic statistical concepts, and moral, ethical and cultural considerations in assessment. The course will also provide an overview of issues related to cognitive assessment, achievement, aptitude, and neuropsychological assessment. Emphasis will also be on clinical, behavioral, and personality assessment.

Knowing God Better Through Career Development: Theories and Techniques (3 Credits)

This course prepares students to address the intersections of career, values, and life roles in the context of career counseling and responding to career and work-related issues

for majority and marginalized groups. Students will gain core knowledge of major career development theories; examine the implications of sociocultural factors on career development, work transitions, and the career counseling process; gain experience with career counseling assessments and resources; and become familiar with current career development literature.

Crisis and Trauma Counseling (3 Credits)

Students will develop a foundation for assessing and treating post-trauma reactions in adults along with an overview of trauma responses in children. We will begin by reviewing the variety of trauma populations followed by in-depth instruction on the mechanism of development major trauma concerns. The assessment and intervention of post-trauma conditions will be identified. Next, we will address clinical interventions including disaster mental health and exposure-based treatment. Finally, we will review issues affecting therapists working with trauma populations and self-care strategies to prevent compassion fatigue.

Research and Evaluation in Counseling (3 Credits)

The goal of this course is to enable students to become informed consumers of psychological research and to use current research knowledge and tools to improve treatment outcomes. Students will explore methods and issues associated with the conduct and use of research concerning phenomena relevant to counseling psychology. The course provides an overview of hypothesis generation, research design, data collection and interpretation, and utilization of research findings in clinical practice, while considering systemic and sociocultural influences. Students will review seminal research findings including research on specific treatments and common factors across treatments that improve therapy outcome. The course also provides students with assessment tools for evaluating mental health programs and the effectiveness of one’s own clinical practice. Emphasis is given to helping students become knowledgeable consumers of research, including the use of research to inform evidence-based practice.

Clinical Neuroscience and Psychopharmacology (3 Credits)

Fulfills the California Board of Behavioral Sciences requirement for surveying the use of pharmacological agents in patient care. This course provides a basic overview of neurobiology in order to understand the biological bases of behavior and the psychopharmacological treatment of mental disorders. The course includes information about commonly prescribed psychiatric medications for children and adults – indications, contraindications, mechanisms of action, side effects, drug-drug interactions, iatrogenics, and variability related to age, gender, ethnicity, and medical condition. Students will learn how to work cooperatively and effectively with clients, family members, and prescribing clinicians. Additionally, controversies related to the medical model and to specific prescribing practices will be explored.

Psychopathology & Diagnostic Processes (3 Credits)

This course examines the major types of psychopathology. It explores techniques of intake interviewing and determining mental status to formulate a differential diagnosis based upon the Diagnostic and Statistical Manual of Mental Disorders. Students will also recognize and understand the controversial history of the development of the DSM. The

course also includes a critical examination of the clinical and experimental literature in psychopathy. Etiologies of cognitive/affective functions and dysfunctions and implications for therapeutic intervention are also addressed.

Human Sexuality and Sex Therapy (3 Credits)

This course will provide students with an understanding of human sexual development with a particular focus upon sexuality counseling from a systems perspective. The goal of this course is to learn about the many facets of human sexuality and the treatment of sexual dysfunctions in a safe and respectful environment. Topics include the physiology, psychology, and sociology of sexuality, including the effects of sexual attitudes and functioning on individuals and families. Gender Identity and LGBTQ and sexual perspectives will be reviewed. Clinical applications, including the treatment of sexual difficulty and dysfunction will also be explored. Students will develop familiarity with the language and terms of sexology and demonstrate an ability to apply this knowledge to clinical situations. Finally, students will explore the above with a framework of Christian compassion and love, exploring how God created sex to be beneficial. A review of AIDS, HIV, and STDs will be given.

Legal, Ethical, and Professional Issues in Counseling (3 Credits)

This course introduces students to the legal, ethical, and moral issues related to the practice of LPCC and MFT in the state of California. This course focuses on contemporary professional law and ethics and moral dilemmas related to counseling practice. Students review statutory, regulatory, and decisional laws related to the scope of therapy practice, including confidentiality, privilege, reporting requirements, family law, and the treatment of minors. Professional codes of ethics (ACA, AAMFT/ CAMFT, and APA) will be reviewed. California law that is relevant to the practice of counseling will be examined including goals and objectives of professional organizations, standards of training, licensure, and the rights and responsibilities of professional counselors. Case examples will be discussed. Consideration is also given to the student practitioner’s values and behaviors, especially in relation to becoming a Christian therapist.

Practicum in Counseling (6, 3 per term)

The purpose of this course is to develop counseling competencies when working with a variety of clients with unique presenting concerns. Specifically, the focus will be on your ability to engage your clients in treatment, establish a working alliance, identify dysfunctional patterns, and use either general strategies or ECBIS strategies to facilitate change. You will work toward the development of a personally acceptable and professionally effective style of establishing and working in helping relationships. We will work toward helping you to examine your behaviors and rationales and to modify for greater effectiveness.

Course Prerequisites:
This is the terminal course for the program and will run concurrently with a weekly seminar that will address issues in counseling practice.