Director of Trades in at Salem University LLC

Position Title: Director of Trades

Reports Directly To: Provost

Location: Remote (Occasional Travel Required)

FLSA Status: Exempt

Position Summary:

The Director of Trades provides strategic academic leadership and operational oversight for Salem University’s skilled trades portfolio, including certificate, associate, and bachelor’s degree programs. This position is responsible for academic quality, faculty and mentor leadership, curriculum development, program innovation, workforce alignment, student success, accreditation compliance, enrollment collaboration, and continuous program improvement.

The Director serves as the academic leader for the Trades programs and works collaboratively with the Office of the Provost, academic leadership, faculty, Admissions, Marketing, the Registrar, Institutional Effectiveness, Information Technology, Student Services, Career Access, Workforce Enterprises, and external industry partners to ensure program integrity, relevance, growth, and operational effectiveness.

The Director leads the development of workforce-responsive programs that incorporate industry-recognized credentials, competency-based learning, apprenticeships, work-based learning, simulation, augmented and virtual reality, artificial intelligence, and other emerging instructional technologies. The successful candidate is a student-centered, data-informed, and industry-connected leader committed to academic excellence, workforce readiness, credential attainment, retention, graduation, and graduate employment outcomes.

Essential Duties and Responsibilities

The duties listed below are representative of the responsibilities of this position. Additional duties may be assigned based on departmental or institutional needs.

Academic Leadership and Program Oversight

• Provide strategic leadership and operational oversight for all Trades certificate, associate, bachelor’s degree, and related workforce programs.
• Establish and communicate the academic vision, annual goals, performance expectations, and strategic priorities for the Trades portfolio.
• Ensure academic rigor, instructional quality, curriculum alignment, and consistency across face-to-face, blended, online, laboratory, simulation, and work-based learning environments.
• Lead curriculum review, revision, innovation, and new program development in collaboration with faculty, academic leadership, and industry partners.
• Ensure course and program learning outcomes align with institutional standards, workforce competencies, employer expectations, credential requirements, and applicable accreditation standards.
• Oversee course scheduling, instructional coverage, faculty assignments, mentor assignments, laboratories, equipment access, and other academic resources.
• Monitor program performance and implement evidence-based continuous improvement strategies.
• Develop annual operating plans and provide regular updates regarding academic quality, student outcomes, program growth, risks, and resource needs.
• Ensure instructional activities reflect current industry practices, safety expectations, technology, and workforce standards.

Curriculum Innovation and Instructional Technology

• Lead the development and continuous improvement of workforce-aligned Trades curriculum.
• Integrate emerging instructional technologies, including simulation, augmented reality, virtual reality, artificial intelligence, digital learning platforms, and immersive training environments.
• Evaluate instructional technologies and recommend solutions that improve skills development, student engagement, instructional consistency, and career readiness.
• Collaborate with Information Technology, faculty, vendors, and industry partners to implement and maintain technology-supported learning environments.
• Promote the use of competency-based instruction, performance assessments, applied projects, and experiential learning.
• Support faculty training and adoption of new instructional technologies and methods.
• Ensure technology-enhanced learning activities remain accessible, academically appropriate, secure, and aligned with institutional policy.

Faculty and Mentor Leadership

• Recruit, recommend, onboard, supervise, mentor, support, and evaluate full-time faculty, adjunct faculty, instructors, laboratory personnel, and on-site mentors.
• Ensure faculty and mentors possess appropriate academic credentials, industry experience, certifications, and qualifications for assigned responsibilities.
• Establish clear instructional, communication, assessment, safety, and student-support expectations.
• Provide coaching and professional development focused on instructional quality, student success, workforce relevance, and technology-enhanced learning.
• Coordinate faculty workload planning and teaching assignments.
• Promote faculty engagement in curriculum development, assessment, program review, accreditation, professional development, and institutional service.
• Address faculty performance concerns and support timely resolution in accordance with university policy.
• Foster a collaborative culture focused on accountability, innovation, instructional excellence, and student achievement.

Student Success and Academic Operations

• Develop and implement strategies that improve student engagement, retention, persistence, completion, credential attainment, and workforce readiness.
• Monitor student progression using course performance, attendance, D/F reports, completion data, student feedback, competency attainment, and other indicators.
• Collaborate with faculty, Student Services, advising, and academic support departments to identify and support students who may be at risk.
• Establish intervention and remediation processes for students who have not demonstrated required competencies.
• Oversee academic planning activities, including transfer credit review, prior learning assessment, individualized learning plans, and progression monitoring where applicable.
• Address complex student academic concerns and ensure timely resolution in accordance with university policy.
• Promote professional behavior, workplace expectations, safety awareness, communication skills, and career readiness throughout the student experience.
• Support student progression into internships, apprenticeships, industry credentials, employment, and additional academic pathways.

Industry Credentials and Workforce Pathways

• Collaborate with faculty, employers, workforce organizations, and industry associations to embed relevant industry-recognized certifications and competencies into academic programs.
• Develop stackable credentials, micro credentials, apprenticeships, pre-apprenticeships, and workforce-to-degree pathways.
• Ensure students receive clear information regarding credential requirements, career pathways, licensure expectations, and employment opportunities.
• Maintain awareness of changes to industry certifications, licensing requirements, apprenticeship standards, and employer expectations.
• Evaluate credential attainment and workforce outcomes and recommend program improvements.
• Coordinate with Career Access and Workforce Enterprises to strengthen experiential learning and employment pipelines.
• Support articulation agreements, prior learning recognition, and transfer pathways that increase access and student progression.

Accreditation, Compliance, and Assessment

• Lead or support annual program review, student learning assessment, institutional effectiveness, and continuous quality improvement activities.
• Ensure Trades programs comply with institutional policies, accreditation requirements, state and federal regulations, workforce program standards, and contractual obligations.
• Participate in accreditation, authorization, audit, and regulatory reporting activities, including preparation of complex reports and supporting documentation.
• Maintain documentation supporting faculty qualifications, curriculum alignment, student outcomes, equipment standards, safety procedures, and program compliance.
• Collaborate with Institutional Effectiveness to establish appropriate measures of academic quality, student achievement, credential attainment, and employment outcomes.
• Use assessment findings, employer feedback, student data, and labor market information to guide program improvements.
• Ensure established systems, policies, procedures, and approval processes are followed.

Employer, Industry, and Community Engagement

• Develop and maintain relationships with employers, trade associations, workforce boards, unions, economic development organizations, apprenticeship sponsors, and community partners.
• Establish advisory committees or other structured methods for obtaining employer and industry feedback.
• Expand internship, apprenticeship, externship, job-shadowing, applied project, and work-based learning opportunities.
• Collaborate with employers to identify current and emerging skills, technologies, safety standards, and workforce needs.
• Support the development of employer-sponsored cohorts, customized training, and other partnership opportunities in coordination with Workforce Enterprises and Growth Strategy leadership.
• Represent Salem University at industry events, workforce meetings, advisory councils, conferences, and community initiatives.
• Strengthen employer awareness of Trades programs and graduate capabilities.
• Monitor partner satisfaction and identify opportunities to expand or renew relationships.

Strategic Growth and Enrollment Collaboration

• Collaborate with Admissions and Marketing to ensure accurate, compliant, and competitive representation of Trades programs.
• Support recruitment activities by providing program expertise, participating in information sessions, and engaging prospective students and employer partners.
• Analyze enrollment trends, labor market demand, student outcomes, and competitor activity to identify opportunities for program expansion.
• Recommend new programs, concentrations, credentials, delivery models, and workforce verticals aligned with approved institutional strategy.
• Evaluate the academic, operational, financial, equipment, staffing, and regulatory feasibility of proposed initiatives.
• Support program launches by coordinating curriculum, faculty, facilities, instructional technology, equipment, and compliance requirements.
• Strengthen the reputation and visibility of the Trades portfolio through academic quality, industry engagement, innovation, and graduate success.

Budget, Resources, and Operational Leadership

• Assist with the development and management of program budgets, staffing plans, equipment needs, instructional resources, and capital requests.
• Monitor resource utilization and recommend improvements that support quality, safety, scalability, and financial sustainability.
• Develop equipment replacement, maintenance, and technology-upgrade plans.
• Identify external funding opportunities, including grants, employer sponsorships, donated equipment, and workforce development funds.
• Collaborate with Finance, Operations, Information Technology, and other departments to support effective delivery program.
• Prepare reports, presentations, business cases, and recommendations for university leadership.
• Serve on University committees, task forces, and institutional planning initiatives.
• Perform other duties as assigned.

Knowledge, Skills, and Abilities

• Comprehensive knowledge of skilled trades education, workforce development, vocational training, or applied technical education.
• Strong understanding of curriculum development, competency-based education, assessment, and program evaluation.
• Knowledge of industry-recognized credentials, apprenticeships, work-based learning, and stackable credential pathways.
• Familiarity with construction, facilities, industrial operations, HVAC, advanced manufacturing, or related skilled-trades environments.
• Knowledge of emerging instructional technologies, including simulation, augmented reality, virtual reality, artificial intelligence, and digital learning platforms.
• Strong academic and operational leadership skills.
• Ability to supervise and develop faculty, instructors, mentors, and technical personnel.
• Strong understanding of accreditation, institutional effectiveness, and higher education regulatory requirements.
• Ability to use student, program, workforce, and labor market data to inform decision-making.
• Excellent project management, organizational, and implementation skills.
• Strong financial and resource-management capabilities.
• Excellent written, verbal, presentation, and interpersonal communication skills.
• Ability to build effective relationships with faculty, students, employers, industry leaders, vendors, and community partners.
• Strong analytical, problem-solving, and change-management skills.
• Ability to lead cross-functional initiatives in a matrixed and growth-oriented organization.
• Commitment to academic quality, safety, integrity, innovation, workforce readiness, and student success.

Minimum Qualifications

• Bachelor’s degree in construction management, Building Science, Industrial Technology, Facilities Management, Business, or a closely related field.
• Demonstrated knowledge of emerging instructional technologies, including simulation, AR/VR, digital learning platforms, artificial intelligence, or other technology-enhanced training environments preferred.
• Knowledge of current workforce development trends, skilled trades technologies, and innovative instructional practices supporting career readiness and employer engagement.
• Exceptional interpersonal, written, and oral communication skills.
• Proven ability to collaborate effectively across multiple departments and external partners.
• Commitment to fostering innovation, transparency, and data-informed decision-making.
• Understanding of accreditation, assessment, workforce education, and higher education regulatory environments.
• Ability to lead in a fast-paced, growth-oriented university environment.

Preferred Qualifications

• Prior experience in higher education leadership (Program Director, Department Chair, Dean, or similar)
• 2–3 years of experience in a skilled trade or related work environment, such as construction, facilities management, or industrial operations.
• Trade certification or journeyperson license in a relevant skilled trade
• Experience teaching or training adult learners in higher education, workforce development, apprenticeship, or industry settings required.
• Experience developing workforce-focused curriculum incorporating industry-recognized certifications, micro credentials, apprenticeships, stackable credentials, or competency-based learning experiences preferred.
• Master's degree preferred in Construction Management, Building Science, Industrial Technology, Facilities Management, Business, or a closely related field.

Physical Requirements

The physical demands described below are representative of those required to perform the essential functions of this position.

• Prolonged periods of sitting and working at a computer.
• Frequent standing, walking, and movement through classrooms, laboratories, workshops, and training environments.
• Frequent use of computers, telephones, presentation equipment, and virtual meeting technologies.
• Ability to observe instructional activities, equipment use, student performance, and safety practices.
• Ability to travel to employer locations, University sites, conferences, workforce events, and partner meetings.
• Ability to occasionally lift or move instructional materials, tools, equipment, or supplies weighing up to 25 pounds.
• Ability to enter active construction, laboratory, workshop, industrial, or training environments and comply with applicable safety requirements.
• Ability to work occasional evenings or weekends for program activities, employer engagement, or institutional events.

Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the position.

Work Environment

This position operates in a dynamic academic and workforce environment that may include offices, classrooms, laboratories, workshops, simulation spaces, employer locations, construction environments, and other technical training settings.

The Director must balance strategic academic leadership with hands-on program development, faculty support, employer engagement, operational problem-solving, and continuous improvement. The position requires regular collaboration with internal departments and external industry partners.

The role may require regular on-site presence, travel between university and partner locations, and occasional evening or weekend availability for program launches, employer meetings, recruitment events, student activities, and institutional initiatives.

Licenses, Certifications, and Employment Requirements

The successful candidate must:

• Successfully complete employment verification, education verification, reference checks, criminal background screening, and any other pre-employment requirements established by Salem University.
• Maintain a valid driver’s license and an acceptable driving record when travel or operation of university or rental vehicles is required.
• Successfully complete a Department of Motor Vehicles/Motor Vehicle Record check if driving is an essential function of the position.
• Maintain any professional license, certification, or industry credential required for assigned responsibilities.
• Completely required safety, compliance, technology, and instructional training.
• Maintain confidentiality of student, employee, employer, financial, and institutional information.
• Comply with FERPA, University policies, accreditation standards, contractual obligations, and applicable federal and state regulations.

Equal Employment Opportunity

Salem University is committed to providing equal employment opportunities to all applicants and employees in accordance with applicable federal, state, and local laws.

Americans with Disabilities Act

Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the position.

Job Description Disclaimer

This job description describes the general nature and level of work performed by individuals assigned to this position. It is not intended to be an exhaustive list of all duties, responsibilities, qualifications, performance measures, or working conditions.

Salem University reserves the right to modify, assign, or remove responsibilities and performance expectations as academic programs, technologies, workforce priorities, regulatory requirements, and institutional needs evolve.