Description

Position Summary

The Director is responsible for the strategic oversight, design, and implementation of cutting-edge curricula that leverage simulation to enhance clinical competence, interprofessional teamwork, and patient safety. In close partnership with clinical and educational subject matter experts, the Director fosters pedagogical innovation and curricular rigor across the learner continuum. In addition, the Director leads and coordinates collaborative educational research initiatives, promoting scholarly inquiry, dissemination, and academic impact while strengthening Weill Cornell Medicine’s national reputation in simulation-based education.

Reporting to the Medical Director, the Director of Education provides visionary leadership for the educational mission of the Simulation Center. Working collaboratively with the Associate Medical Directors, the Operations Manager, and a multidisciplinary faculty and staff, the Director advances innovative, simulation-based educational programming aligned with institutional priorities and national standards of excellence.

The Weill Cornell Medicine NewYork-Presbyterian Simulation Center is a premier academic partnership between NewYork-Presbyterian Hospital and the Weill Cornell Medicine Departments of Medicine, Emergency Medicine, Pediatrics, and OB GYN. Weill Cornell Medical College is ranked among the nation’s leading medical schools, and NewYork-Presbyterian Hospital is recognized as one of the top five hospitals in the United States by U.S. News and World Report.

Instructional Responsibilities

Course and Program Development

• Lead the design, development, implementation, and evaluation of innovative courses and educational initiatives in collaboration with multidisciplinary and interprofessional subject matter experts.
• Systematically review, validate, and refine existing curricula to ensure educational rigor, alignment with program objectives, and adherence to best practices in simulation-based education.

 Program Innovation and Enhancement

• Develop and execute strategic initiatives to advance educational programs and services, leveraging existing institutional resources and identifying new tools to meaningfully integrate simulation-based education across the healthcare curriculum.
• Incorporate emerging educational methodologies and technologies to enhance learner engagement and outcomes.

 Assessment, Feedback, and Continuous Improvement

• Collect, analyze, and interpret learner and program-level feedback to assess educational effectiveness and impact on clinical learning.
• Identify opportunities for curricular improvement and pedagogical innovation, using data-driven approaches to optimize course delivery and simulation design.

 Simulation-Based Instruction and Mentorship

• Provide high-quality instruction in clinical skills, critical thinking, crisis management, and team-based care using evidence-based simulation strategies.
• Serve as a mentor and educator for clinicians, staff, and leadership, modeling excellence in teaching, professionalism, and reflective practice.

 Professional Development and Academic Leadership

• Foster a culture of educational excellence by modeling inclusive, respectful, and learner-centered teaching behaviors.
• Maintain expertise in simulation and health professions education through active participation in seminars, workshops, and professional organizations.
• Contribute to the academic mission through publication and presentation of simulation-based educational work at regional, national, and international conferences.

Collaboration and Communication

• Communicate clearly and professionally with faculty, staff, learners, and institutional partners.
• Cultivate a collaborative educational environment by aligning simulation activities with diverse departmental goals and curricular priorities.

Administrative Responsibilities

 Strategic Leadership and Governance

• Partner with the Medical Director to develop, implement, and continuously refine policies, procedures, and standards that advance the Simulation Center’s educational mission and strategic goals.

 Program and Operational Management

• Ensure ongoing compliance with accreditation, certification, and licensure requirements; serve as liaison to accrediting and regulatory bodies.
• Maintain expertise in current and emerging simulation technologies, including theoretical foundations, instructional design, and implementation.
• Oversee data confidentiality, security, and infrastructure for secure data storage and retrieval.

Grants, Funding, and Resource Development

• Identify, develop, and submit competitive grant proposals and partnership opportunities (government, foundation, and industry) to support simulation-based education, innovation, and patient safety research.

Institutional and External Collaboration

• Build and sustain collaborative relationships with administrators, faculty, staff, learners, and external educational organizations.
• Promote interdisciplinary and interprofessional research collaborations, facilitating scholarly productivity and publication.

 Research Leadership and Scholarship

• Lead and support research initiatives evaluating the effectiveness of simulation-based training, technologies, and educational interventions.
• Collaborate with faculty to design research protocols, secure funding, oversee data collection and analysis, and disseminate findings through peer-reviewed venues.

Outreach, Visibility, and Public Engagement

•  Advance the visibility and impact of the Simulation Center through public relations initiatives, community engagement, and development of new educational applications and markets.
• Represent the Simulation Center in professional societies, advisory groups, and civic organizations.

Institutional Liaison and Engagement

• Serve as a key liaison to institutional leadership to ensure alignment between simulation initiatives and broader organizational priorities.
• Lead tours, orientations, and stakeholder engagements to showcase Simulation Center capabilities and programs.

 Regional, National, and Global Engagement

• Collaborate with regional, national, and international healthcare education communities to advance the science and practice of simulation-based education.

 Reports directly to the Medical Director. 

Performs other duties as assigned. 

Working Conditions/Physical Demands

Requires an ability to assist in the move, assembly, and disassembly of various simulation equipment and furniture.

Cornell welcomes students, faculty, and staff with diverse backgrounds from across the globe to pursue world-class education and career opportunities, to further the founding principle of “any person, any study.” No person shall be denied employment on the basis of any legally protected status or subjected to prohibited discrimination involving, but not limited to, such factors as race, ethnic or national origin, citizenship and immigration status, color, sex, pregnancy or pregnancy-related conditions, age, creed, religion, actual or perceived disability (including persons associated with such a person), arrest and/or conviction record, military or veteran status, sexual orientation, gender expression and/or identity, an individual’s genetic information, domestic violence victim status, familial status, marital status, or any other characteristic protected by applicable federal, state, or local law. 

Cornell University embraces diversity in its workforce and seeks job candidates who will contribute to a climate that supports students, faculty, and staff of all identities and backgrounds. We hire based on merit and encourage people from historically underrepresented and/or marginalized identities to apply. Consistent with federal law, Cornell engages in affirmative action in employment for qualified protected veterans as defined in the Vietnam Era Veterans’ Readjustment Assistance Act (VEVRRA) and qualified individuals with disabilities under Section 503 of the Rehabilitation Act. We also recognize a lawful preference in employment practices for Native Americans living on or near Indian reservations in accordance with applicable law.

Requirements

Minimum Requirements

Doctoral degree in Education or a health discipline: Medicine, Nursing, Health Care Administration, or another related field. 

Highly Desired Requirements

• Preferred: minimum of two years’ experience in planning, developing, implementing, evaluating, and customizing clinical, educational, or simulation programs, though highly qualified new doctoral candidates may be considered.
• Preferred: professional experience as a practitioner in a clinical environment, with significant exposure to direct patient care.
• Preferred: experience in the provision of clinical education.
• Experience in curriculum development and documentation.
• Experience writing proposals for education or research.