Director of Learner Development (DOLD)

Apply for Job Job ID372341 LocationTwin Cities Job FamilyStudent Services Full/Part TimeFull-Time Regular/TemporaryRegular Job Code9762MD Employee ClassAcad Prof and Admin Add to Favorite Jobs Email this Job About the Job 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 orientat on 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 &... For full info follow application link. 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:

Created: 2026-03-07