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School of Government Services | Job postings for the School of Government Services at UNC-Chapel Hill.

Equality of Opportunity in the University

Admission to, employment by, and promotion in the University of North Carolina and all of its constituent institutions shall be on the basis of merit, and there shall be no unlawful discrimination against any person on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, genetic information, or veteran status. Read more about equality of opportunity in section 103 of The Code of the Board of Governors of the University of North Carolina and the UNC Policy Manual .  

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For Researchers

Join a study, make a difference.

Research for Me is dedicated to connecting you with research opportunities at UNC-Chapel Hill, UNC Health, and across North Carolina.

New to research? Start here.

Whether you're interested in a clinical trial or a research study, we’ll introduce you to the basics. Research is completely voluntary and it’s always your choice.

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Everyone’s reason for participating is different, but no matter your reason, it’s simple to find research you care about and might qualify for here.  Thank you for helping us make a difference!

Find your study and click, "I'm Interested."

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Everyone’s reason for participating is different, but no matter your reason, it’s simple to find research you care about and might qualify for here. Thank you for helping us make a difference!

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Working at Carolina

Chapel Hill, also known as the “southern part of heaven,” is the quintessential college town. Chapel Hill and its next-door neighbor, Carrboro , offer cultural variety, great schools and communities, beautiful natural surroundings and dynamic downtowns. In fact, Chapel Hill was recently named one of the most livable cities in America , thanks to its fare-free transit system.

Beyond the diverse and welcoming community of Chapel Hill, there’s also the Research Triangle — one of the nation’s fastest-growing high-tech centers — and the many cultural amenities of nearby Raleigh-Durham.

Centrally located in the state, Chapel Hill offers a convenient departure point for day trips to explore all that the beautiful state of North Carolina has to offer — from the breathtaking scenery of the Blue Ridge Mountains to the gentle, breaking waves of our ocean coastline.

The Carolina campus features natural beauty and historic and contemporary structures. More than 12,200 staff and faculty and 28,900 undergraduate, graduate and professional students excel in world-class research facilities, excellent libraries and one-of-a-kind historical collections, state-of-the-art living and learning spaces, renowned performing arts venues and a nationally-ranked academic medical center – all right on campus. We hope you’ll join our team.

Our Commitment to Equal Opportunity

Consistent with these principles and applicable laws, it is therefore the University’s policy not to discriminate on the basis of age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation or veteran status as consistent with the University’s Policy on Prohibited Discrimination, Harassment and Related Misconduct. No person, on the basis of protected status, shall be excluded from participation in, be denied the benefits of, or be subjected to unlawful discrimination, harassment, or retaliation under any University program or activity, including with respect to employment terms and conditions.

Read more about Carolina’s commitment to equitable employment opportunities .

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For more information on open positions and to apply for a job in the Department of Psychology and Neuroscience, please visit the UNC Chapel Hill Human Resources website .

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Clinical Trials at UNC Lineberger Comprehensive Cancer Center

The UNC Lineberger Clinical Trials Office (CTO) is the clinical research management team and turns research concepts into operational clinical trials.

Completing our mission requires a diverse team with unique skills unified by our passion to improve cancer outcomes.

Research Assistant (Work Study)

We are currently recruiting Work Study Undergraduate Research Assistants for Spring 2022 in the CIRCLE Lab!

The CIRCLE Lab at UNC in the Psychology and Neuroscience Department is looking for motivated undergraduate research assistants to join our team who are interested in graduate school in a social science discipline (psychology, social work, education), medical school, or allied disciplines. For more information on our lab, please see our lab website at circlelab.unc.edu.

The CIRCLE Lab is dedicated to building a diverse and inclusive academic community. We strongly encourage applications from diverse backgrounds who are committed to contributing to this goal in addition to applicants from historically under-represented groups. For our Diversity, Inclusion, Equity, and Antiracism Statement, please see: https://circlelab.unc.edu/statement-2/.

If you are applying to work in our lab, we require that you are able to commit at least 10 hours per week. In addition to learning more about adversity exposure in childhood and brain development, as a result of this job you will learn how to work with brain data using FreeSurfer and/or how to observe parent/child interactions for research.

This job is posted for Spring 2022, however we prefer to hire those who are interested in longer term commitment to the lab to support their career development goals. Paid positions will be made available during Summer 2022 for those who would like to continue working with us.

To express your interest in working in our lab, please apply on JobX AND complete the application: https://forms.gle/tx3FWbtfJBhQ2WNE6. The deadline to apply is Wednesday, December 1st, 2021.

We will be hosting two Zoom information sessions for those interested in learning more about the lab on Tuesday, November 16th, 2021 at 4-5pm (https://zoom.us/s/99151638671) and Thursday, November 18th, 2021 at 12-1pm (https://zoom.us/j/96293946897). We will also have a presentation at UNC Psych and Neuro Fest on Tuesday, November 9th, 2021 at 1-2pm (https://unc.zoom.us/j/99944396646).

For more information on undergraduate research experience in our lab, please visit our undergraduate resource page: https://circlelab.unc.edu/statement/resources-for-potential-undergraduate-research-assistants/.

Please direct application-related questions to [email protected].

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Cabarrus Health Alliance (CHA) – Communications & Public Information Officer

Click here for an application or visit www.cabarrushealth.org/jobs . CHA is the provider of public health services for Cabarrus County, North Carolina. CHA’s primary office is located in Kannapolis adjacent to the North Carolina Research Campus, with an additional location in Concord. CHA is both state and nationally-accredited. These designations are a direct reflection of high-quality performance from all staff.

The Communications & Public Information Officer:

• Communicates important health and safety information with the community
• Develops and maintains strong relationships with local media professionals
• Prepares written communications for the organization, including press releases
• Coaches and mentors staff on their message delivery
• Requires excellent attention to detail and organization skills
• Should have a great sense of humor!
• Has a flexible work schedule
• Has supervisory responsibility

Click on the image for a larger view (PDF).

Appalachian State Human Performance Laboratory

Research Technician Serve as a Research Technician for the AppState Human Performance Laboratory at the North Carolina Research Campus in Kannapolis, NC. Must be able to perform and/or assist with specialized research procedures in the Human Performance and/or Biochemistry labs. 

Click here to learn more or apply for this position.

Interns The Appalachian State University (AppState) Human Performance Lab (HPL) at the North Carolina Research Campus (NCRC) is looking for two or three exercise science or sports nutrition interns to join our team. The mission of the AppState-NCRC HPL is to investigate unique nutritional products as countermeasures to exercise- and obesity-induced immune dysfunction, inflammation, illness, and oxidative stress. This internship opportunity will help young scientists gain valuable experience as they move forward with their careers.

UNC Greensboro Center for Translational Biomedical Research

Research Scientist The position will perform grant-funded research projects related to human diseases, including method development and biological applications proteomics and operation of LC-MS instrumentation.

Research Scientist The position will perform grant-funded research projects, including experimental design, sample preparation, data acquisition, data analysis and interpretation, research presentation at national/international meetings, manuscript preparation, and grant proposal preparation.

Research Scientist The position will perform grant-funded research projects related to human diseases, including method development and biological applications of metabolomics and lipidomics and operation of LC-MS instrumentation.

Post Doctoral Fellow The position is expected to focus on lipidomics and metabolomics studies of human diseases, using state-of-the-art instrumentation and tools for biomarker discovery/validation and a better understanding of the pathogenic mechanism of human disease.

Post Doctoral Fellow The position is expected to focus on proteomics studies of animal models of human diseases, using state-of-the-art instrumentation and tools for biomarker discovery/validation and a better understanding of the pathogenic mechanism of human disease.

Research Technician Perform laboratory and investigative procedures by carrying out a variety of routine experimental techniques, including protein digestion and clean up, metabolite and lipid extraction from biofluid and tissue samples, mammalian cell culture, analytical methods such as HPLC, LC-MS.

UNC Nutrition Research Institute (NRI)

No positions currently available

UNC Charlotte Bioinformatics and Genomics Research and Services

Nc state plants for human health institute, standard process inc., north carolina research campus.

150 Research Campus Dr. Kannapolis, NC 28081 704.938.5400

About Research Compliance Services

Our mission:.

In Research Compliance Services , our mission to enable, connect, and protect researchers, participants, and scholarship at the University of North Carolina. We help researchers navigate the regulatory frameworks that govern a global research institution. As a public research university, we work with our community, our participants, our regulators, and our research partners to pursue the highest caliber of ethics and integrity in research.

The Office of the Vice Chancellor for Research contains various research compliance functions, intended to:

• Assist researchers with federal licensing and auditing
• Protect participants and manufacturing integrity
• Make transparent research relationships
• Guide scholars in global collaboration.

We look forward to working with you.

Please visit our Training and Communications page for further resources.

Our Programs:

Clinical compliance, conflict of interest, export compliance, science and security, meet our team:.

Quinton Johnson

Assistant Vice Chancellor for Research Compliance [email protected]

Quinton Johnson serves as Assistant Vice Chancellor for Research Compliance at University of North Carolina. Quinton strives to facilitate international collaboration and clinical research programs by lowering the barrier to access compliance resources. In this role, he provides guidance and answers for research compliance operations, with the overarching aim of reducing compliance burden and fostering a culture of ethics and compliance.

Prior to overseeing Research Compliance services, Quinton Johnson was responsible for enterprise-wide compliance in his roles as the Chief Compliance Officer and Export Control Officer at University of North Carolina.

Valerie Buchholz

Senior Director, Clinical Compliance Office

[email protected]

Valorie (Val) Buchholz is a certified healthcare research compliance professional with over 25 years of experience in clinical research. Val, together with other members from the Clinical Research Compliance Office (CRCO), OVCR, faculty, and staff, will assess where compliance issues might be affecting the clinical research enterprise. Together, they will evaluate the level of risk and work toward developing solutions to mitigate these issues. Additionally, Val will continue to engage with the One UNC initiative and work closely with the Associate Vice Chancellors for Clinical Research and Research Compliance to synchronize policies, standards, and processes to boost compliance and enhance efficiencies throughout both the University and the Healthcare system.

COI Officer and Director, Conflict of Interest Office

[email protected]

Joy Bryde has been the University’s COI Officer since 2011 and directs the COI Office. She implements the Individual Conflict of Interest and Commitment Policy, the Institutional Conflict of Interest Policy and oversees the organizational conflict of interest process. With thirty years in higher education, Joy has ten years of experience in medical schools (SUNY Stony Brook and University of Miami). Starting at UNC in 2008, she worked at UNC’s Office of Human Research Ethics. She holds a BA from Bryn Mawr College and a Master of Social Work in Planning, Administration and Research from SUNY Stony Brook.

Brian Collier

Director, Science and Security Office

[email protected]

Brian Collier serves as the director of the Science and Security program. He brings over thirty years of experience in research, finance, and government administration into his role at UNC. After a fifteen year career in the National Institutes of Health, Brian joined UNC in 2013, where he now protects University research and researchers by facilitating compliance with federal research transparency and security directives.

Tatiana Shapiro

Director, Export Compliance Office

[email protected]

Tatiana Shapiro holds nationally recognized certifications as an Export Compliance Professional (ECoP®) in the U.S. International Traffic in Arms Regulations (ITAR) and the U.S. Export Administration Regulations (EAR), and a master’s degree in Mechanical Engineering. She has extensive experience in export/trade compliance and contract negotiation in higher education and the electronics industry, as well as project management and engineering design in the physical security and natural resources sectors. Leading UNC-Chapel Hill’s Export Compliance Office, Tatiana strives to apply her passion for higher education towards helping the members of the University community to safely navigate the intricate landscape of the export control and sanctions laws and regulations.

Welcome to Student Employment at The University of North Carolina at Chapel Hill!

Whether you are a student, supervisor, or hiring representative, you can find comprehensive information and resources that will help you navigate all aspects of student employment from start to finish., for students, for supervisors, for hiring representatives.

• SEP 18, 2024

How to Become a Private School Teacher in North Carolina: Requirements & Certification in 2024

by Imed Bouchrika, Phd

Co-Founder and Chief Data Scientist

Becoming a private school teacher in North Carolina is a rewarding journey that offers unique opportunities for educators seeking to make a meaningful impact. As an independent education journalist, I have observed the evolving landscape of private education in this state, where a diverse array of institutions cater to various student needs and learning philosophies. This article aims to illuminate the essential steps and considerations for aspiring teachers, drawing on insights from experienced educators and educational leaders.

In North Carolina, private schools often prioritize innovative teaching methods and individualized student attention, creating an environment where passionate educators can thrive. However, the path to securing a position in this sector requires a blend of academic qualifications, teaching experience, and an understanding of the distinct culture within private institutions. By exploring the necessary credentials, application processes, and values that underpin private education, this guide will equip you with the knowledge to embark on this fulfilling career.

Key Things You Should Know About Becoming a Private School Teacher

• In North Carolina, aspiring private school teachers benefit from the absence of state certification requirements, which opens the door to a wider range of candidates.
• While private schools are not mandated to seek accreditation, many choose to do so from independent bodies to bolster their reputation and attract families.
• New private institutions must register with state authorities, outlining their operational plans to ensure compliance with educational standards.
• It is important to note that standardized testing is required for certain grade levels, helping to maintain academic rigor.
• Each private school may have its own educational philosophy, making it crucial for candidates to familiarize themselves with the specific curriculum and values of the institution they wish to join.
• Although there is no formal application process for a private school teacher license, candidates should be prepared for fingerprinting and background checks, which are often prerequisites for employment.
• Fees associated with these background checks can vary, so it’s wise to budget accordingly and inquire about specific costs during the application process.
• Engaging with the school community and understanding its unique culture can greatly enhance your chances of securing a position and thriving in this rewarding educational environment.

Table of Contents

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Becoming a private school teacher in North Carolina requires a thoughtful approach to educational qualifications, which, while less rigid than those for public school educators are still significant for securing a position. Here are key components to consider:

• Bachelor’s Degree: A foundational requirement is a bachelor’s degree, typically in education or a related field such as English, Mathematics, or Science. This degree equips candidates with essential knowledge and skills for effective teaching.
• Teacher Preparation Programs: Many private schools favor candidates who have completed a teacher preparation program. These programs provide vital coursework in areas like pedagogy, child development, and classroom management, complemented by hands-on teaching experiences through student teaching placements. Understanding the educational requirements for private school teachers in North Carolina can help candidates better prepare for their roles.
• Certification: While North Carolina does not mandate certification for private school teachers, having a teaching license can significantly enhance job prospects. Some private institutions may prefer or require candidates to hold a North Carolina teaching license, which involves passing specific exams and meeting continuing education requirements.
• Advanced Degrees: For those aspiring to teach higher grade levels or specialized subjects, pursuing a master’s degree in education or a related area can be beneficial. Advanced degrees not only improve employability but can also lead to higher salaries and greater responsibilities.
• Experience and Skills: In addition to formal education, private schools often value teaching experience and specific skills, such as effective communication and a genuine passion for education. Engaging in professional development can further strengthen a candidate's qualifications. Those interested in becoming a private school teacher in North Carolina should actively seek out these opportunities.

Reflecting on the journey to becoming a private school teacher, a teacher from North Carolina shared her experience of navigating this path. She recalled the initial excitement of pursuing her degree in education, but also the challenges she faced during her student teaching placement. Balancing lesson planning with classroom management was daunting, yet it was during those moments of struggle that she discovered her resilience and passion for teaching. She emphasized the importance of seeking mentorship and professional development opportunities, which not only enhanced her skills but also connected her with a supportive community. Ultimately, her journey reinforced her belief that while the educational requirements are essential, the personal growth and relationships formed along the way are equally invaluable in shaping a successful teaching career. For those considering a similar path, additional resources can be found for becoming an educator in South Carolina .

In North Carolina, the pathway to becoming a private school teacher is distinct from that of public school educators. While public school teachers are required to obtain state licensure, private school teachers often face different standards. Many private institutions do not mandate state licensure, allowing for a broader range of candidates, including those with diverse educational backgrounds and experiences. However, some private schools may prefer or even require teachers to hold a valid North Carolina teaching license, particularly for certain subjects or grade levels.

For those aspiring to teach in private schools, it is essential to consider the following:

• Educational Background: A bachelor's degree is typically necessary, and many schools favor candidates with degrees in education or specific subject areas. For those interested in early childhood education, pursuing an online bachelor's degree for early childhood education can be a valuable step.
• Experience: Practical teaching experience, whether through student teaching, internships, or previous employment, can significantly enhance a candidate's appeal.
• Professional Development: Engaging in ongoing professional development can be beneficial, as it demonstrates a commitment to education and personal growth.

While the absence of stringent licensure requirements may seem liberating, it is crucial for prospective teachers to understand that many private schools uphold high standards for their faculty. This often translates into a competitive hiring process, where qualifications and teaching philosophy play a pivotal role. Understanding the private school teacher licensure in the North Carolina landscape can also provide insights into the expectations of various institutions.

Reflecting on the journey of a teacher from North Carolina, she shared her experience of navigating the application process for a private school position. Initially, she felt overwhelmed by the lack of clear guidelines regarding licensure. However, she found that her passion for teaching and her commitment to student success resonated with the school’s administration. The interview process was rigorous, involving multiple rounds of discussions about her teaching philosophy and classroom management strategies. Ultimately, she felt a profound sense of accomplishment when she received the job offer, realizing that her unique background and dedication were valued. This journey taught her that while formal licensure may not always be necessary, the essence of teaching lies in the ability to inspire and connect with students. Understanding the North Carolina private school teaching requirements can further aid candidates in preparing for their desired roles.

In North Carolina, the path to becoming a private school teacher is notably more accessible than that of public school educators. Individuals holding a valid teaching certificate or an associate's degree can find opportunities in private institutions, which often have less stringent educational requirements. This flexibility opens doors for those who may not possess a four-year degree but are eager to engage in the teaching profession.

Key points to consider include:

• Varied Hiring Standards: Private schools in North Carolina may prioritize teaching experience or specific skills over formal educational credentials. Each institution may have its own unique set of expectations, making it essential for candidates to research individual schools thoroughly.
• Less Regulation: Unlike public schools, private institutions are not bound by the same regulatory frameworks. This allows them to hire teachers with lower educational qualifications, creating a pathway for those who wish to contribute to education without the traditional barriers of a bachelor's degree.
• Valued Attributes: Personal qualities such as dedication, character, and teaching ability are often highly regarded in private school hiring practices. Candidates who exhibit strong interpersonal skills and a genuine enthusiasm for teaching may find themselves in demand, even if their formal education is limited.
• Standardized Testing Requirements: While private schools have more flexibility in hiring, they are still required to administer standardized tests for certain grades. Teachers may need to demonstrate proficiency in core subjects, which can influence hiring decisions.

Reflecting on this journey, a teacher from North Carolina shared her experience of entering the private school teaching field with just a certificate. Initially, she faced uncertainty about her qualifications, especially when competing against candidates with advanced degrees. However, her passion for teaching and ability to connect with students quickly became her strongest assets.

She recalls the moment she was hired, feeling a mix of excitement and apprehension. The first few weeks were challenging as she navigated lesson planning and classroom management without the extensive training that a bachelor's program might provide. Yet, the support from her colleagues and the school community helped her grow. Over time, she found her rhythm and discovered that her unique perspective and dedication resonated with her students. This experience taught her that while formal education is valuable, the heart of teaching lies in the ability to inspire and connect with learners.

In North Carolina, the financial landscape of private education is often perceived as manageable, especially when juxtaposed with national figures. Understanding the costs associated with private schooling can provide valuable insights for prospective teachers and families considering this educational path.

• K-12 Tuition: Families typically invest around $10,280 annually for private K-12 education. This figure reflects a commitment to personalized learning environments that many parents find appealing.
• Elementary Education: T he average yearly expense for private elementary schools hovers around $9,437, closely mirroring the national average. This suggests that parents in North Carolina can access quality education without straying far from typical costs seen across the country.
• Secondary Education: For those with older children, private secondary school tuition averages about $10,756. While this is slightly elevated compared to elementary education, it remains competitive, indicating a robust market for secondary education options.
• Higher Education: When considering private colleges, the average annual cost, including room and board, is approximately $46,268. Tuition and mandatory fees alone account for about $33,990, which is a significant investment but reflects the value placed on higher education in the state.

These figures illustrate that North Carolina offers a range of private educational opportunities that are relatively affordable compared to other regions, making it an attractive option for families seeking quality education.

Reflecting on the journey of becoming a private school teacher in North Carolina, one educator shared her experience. She recalled the initial challenges of navigating the application process, which required not only a deep understanding of educational philosophies but also a commitment to fostering a nurturing environment for students. The emotional investment was profound; she felt a strong sense of purpose in shaping young minds. Despite the hurdles, including adapting to the unique culture of her school and building relationships with families, she found immense fulfillment in her role. The joy of witnessing her students thrive made every challenge worthwhile, reinforcing her belief in the value of private education in North Carolina.

In North Carolina, the journey to becoming a private school teacher can be relatively swift compared to the more rigorous pathways required for public school educators. For those holding a valid teaching certificate or an associate's degree, the transition into private education can often be achieved in a matter of months. Here’s a breakdown of the typical timeline and steps involved:

• Initial Preparation: If you already possess a teaching certificate, you may only need to familiarize yourself with the specific requirements of the private schools you are interested in. This could take a few weeks of research and networking.
• Application Process: Once you identify potential schools, the application process can vary in duration. Preparing your resume, gathering references, and completing interviews may take anywhere from one to three months.
• Onboarding and Training: After securing a position, new teachers often undergo an onboarding process, which can last from a few days to several weeks, depending on the school's policies. This period typically includes orientation sessions, curriculum training, and classroom management strategies.
• Continuous Professional Development: Many private schools encourage ongoing education and professional development, which can be pursued concurrently with teaching responsibilities. This could involve attending workshops or pursuing further certifications, which may take additional time but can enhance your teaching skills.

Overall, the entire process from initial preparation to becoming a fully integrated member of a private school faculty can range from three to six months, depending on individual circumstances and the specific school’s requirements.

Reflecting on her experience, a teacher from North Carolina shared that her journey into private education was both challenging and rewarding. She recalled feeling a mix of excitement and apprehension as she navigated the application process. "I remember spending countless evenings researching schools and tailoring my resume to highlight my unique skills," she said. "When I finally landed an interview, I felt a rush of hope, but also a weight of uncertainty about whether I would fit into the school's culture." After securing her position, she found the onboarding process to be supportive, allowing her to connect with fellow educators and adapt to her new environment. "It was a whirlwind, but every moment was worth it when I saw my students thrive," she reflected, emphasizing the fulfilling nature of her role in shaping young minds.

Becoming a private school teacher in North Carolina involves several financial considerations that prospective educators should carefully evaluate. The journey begins with initial application and enrollment costs. While submitting an application is free, enrolling in a program requires a one-time fee of $299 or the option to pay in three monthly installments of $115, totaling $345.

Once you secure a teaching position, you will encounter program fees. The total cost for the program is $4,700 if paid upfront, or you can opt for a payment plan of 12 monthly installments of $425, which brings the total to $5,100. This fee encompasses access to over 270 hours of online training, exam preparation, and job search assistance, providing a solid foundation for your teaching career.

In addition to these primary costs, there are other expenses to consider:

• Transportation: Costs can vary based on your location and commuting needs, particularly for attending job fairs and training sessions.
• Study Materials: You may need to purchase textbooks or other resources, which can add to your financial burden.
• Certification Exams: Fees for required certification exams are typically not included in the program fees.

Fortunately, financial support options such as scholarships and discounts may be available to help alleviate some of these costs. Programs often offer annual scholarships and partnerships with organizations like TeachNC can provide fee reimbursements.

Reflecting on the financial journey, a teacher from North Carolina shared her experience: “When I decided to pursue teaching, I was overwhelmed by the costs. I remember sitting down with my budget, and realizing that every dollar counted. The initial fees felt daunting, but I was determined. I took advantage of scholarships and worked part-time to manage my expenses. The training was rigorous, but it prepared me well for the classroom. Now, looking back, I see that every sacrifice was worth it. Teaching in a private school has been incredibly rewarding, and I feel proud to have navigated those challenges.”

Becoming a private school teacher in North Carolina presents a promising opportunity for aspiring educators. The educational landscape in the state is evolving, leading to an increase in demand for teachers, particularly in specialized subjects. Here are some key insights into the job outlook for private school educators:

• Positive Growth Trends: Although specific data for private school teachers is less prevalent, the overall job growth for educators in North Carolina is projected at 2.5%. This trend indicates a favorable environment for private school teachers, especially in regions facing teacher shortages. The job outlook for private school teachers in North Carolina appears optimistic, with various factors contributing to this growth.
• High Demand for Specialized Subjects: There is a significant need for teachers in critical areas such as math, science, and special education. Private schools are actively seeking qualified professionals in these fields, which can lead to more job openings. This demand highlights the importance of specialized training and qualifications for those pursuing private school teaching careers in North Carolina.
• Supportive Legislative Environment: Recent legislative initiatives in North Carolina aim to improve educational quality and increase parental engagement. These measures, such as tax credits for corporate contributions to private school scholarships, may enhance enrollment in private institutions, thereby boosting the demand for teachers.
• Attractive Compensation: Many private schools in North Carolina offer competitive salaries, particularly in well-funded institutions. This flexibility allows them to create appealing compensation packages to attract skilled educators. As a result, teaching in private schools can be a financially rewarding career choice.
• Focus on Professional Development: Private schools often prioritize the professional growth of their staff, providing resources for ongoing training and development. This emphasis can make teaching positions in these schools particularly attractive for those looking to advance their careers. Educators can find numerous opportunities to enhance their skills and knowledge, further enriching their teaching experience.

In reflecting on the journey to becoming a private school teacher in North Carolina, one educator shared her experience of navigating the hiring process. She recalled the initial excitement of applying to various schools, driven by a passion for teaching and a desire to make a difference in students' lives. However, she also faced challenges, such as the competitive nature of the job market and the need to demonstrate her qualifications effectively. After several interviews, she finally secured a position at a well-regarded private school. The sense of fulfillment she felt upon receiving the offer was profound, as she knew she would be part of a supportive community that valued her contributions. This teacher emphasized the importance of perseverance and adaptability, noting that the journey, while challenging, ultimately led her to a rewarding career where she could inspire and educate young minds.

For those interested in pursuing a career in education, understanding the various pathways, including the growth of specific degrees, can be beneficial. For instance, exploring the potential of a history degree can provide insights into the diverse opportunities available in the field. You can learn more about this by visiting History Degree Growth .

Becoming a private school teacher in North Carolina can be a rewarding yet challenging journey. Unlike public school educators, private school teachers often face a different set of expectations and opportunities. While the specific salary for private school teachers can vary widely based on factors such as the institution's funding, location, and the teacher's experience, it is generally observed that salaries tend to be lower than those in public schools.

• Salary Range: Private school teachers in North Carolina typically earn between $30,000 and $60,000 annually. This range reflects the average income of private school teachers in NC, which can fluctuate based on various factors.
• Experience Matters: More experienced educators or those with advanced degrees may command higher salaries, particularly in prestigious institutions. For those looking to enhance their qualifications, pursuing an advanced degree can be beneficial. You might consider exploring online teaching master's programs to improve your prospects.
• Benefits: While some private schools offer competitive salaries, they may also provide additional benefits such as smaller class sizes, more autonomy in curriculum design, and a supportive community environment.

For those considering this path, it is essential to understand that private schools often prioritize a strong alignment with their educational philosophy and mission. This means that prospective teachers should be prepared to demonstrate not only their teaching skills but also their commitment to the school's values.

Reflecting on the journey of a teacher from North Carolina, she shared her experience of transitioning from a public school to a private institution. Initially, she was apprehensive about the lower salary compared to her previous role. However, she found that the smaller class sizes allowed her to form deeper connections with her students, which was incredibly fulfilling. She recalled the moment she realized that her passion for teaching outweighed the financial considerations. The supportive environment and collaborative spirit among faculty members made her feel valued and inspired. Ultimately, she concluded that the personal and professional growth she experienced in her new role was worth every challenge she faced along the way.

In summary, while the salary for private school teachers in North Carolina may not match that of their public school counterparts, the unique benefits and fulfilling experiences can make this career path an attractive option for many educators.

In North Carolina, aspiring private school teachers can explore a multitude of career paths that cater to their interests and expertise. The private education sector is diverse, encompassing various types of institutions, each presenting unique opportunities for educators. Here are some potential avenues for those considering a teaching career in this vibrant landscape:

• Subject and Grade Specialization: Many private schools seek teachers who can focus on specific subjects or grade levels. Opportunities abound for elementary educators, middle school teachers, and high school specialists, particularly in areas like art, music, and technology. This specialization allows teachers to immerse themselves in their passions while enriching the curriculum. Understanding the private school teacher licensure in North Carolina can also help candidates align their qualifications with the requirements of specific institutions.
• Administrative Advancement: For those with experience, transitioning into administrative roles can be a rewarding path. Positions such as department heads, curriculum coordinators, or school administrators require strong leadership and organizational skills. These roles are crucial for managing educational programs and ensuring the smooth operation of the school.
• Academic Support and Tutoring: With a growing emphasis on personalized education, there is an increasing demand for academic support specialists and tutors. These positions enable teachers to work closely with students who require additional assistance, fostering a nurturing and supportive learning environment. Many private schools have specific teaching requirements that aspiring educators should familiarize themselves with to enhance their candidacy.
• Extracurricular Engagement: Private school teachers often have the opportunity to lead extracurricular activities, such as coaching sports teams or overseeing clubs. These roles not only enhance the educational experience but also allow teachers to build meaningful connections with students outside the classroom.

Reflecting on her journey, a teacher from North Carolina shared her experience of becoming a private school educator. Initially drawn to teaching due to her love for literature, she faced challenges in finding a position that aligned with her passion. After several applications, she secured a role at a small independent school. The transition was not without its hurdles; she had to adapt to a different curriculum and navigate the unique culture of the school. However, she found immense fulfillment in mentoring students and leading a book club, which allowed her to share her enthusiasm for reading. This experience reinforced her belief that teaching is not just about imparting knowledge but also about fostering a community where students feel valued and inspired.

For those interested in pursuing childhood development career options , exploring economical online education degrees can provide a flexible pathway to meet the necessary qualifications while balancing other commitments.

Here’s What Graduates Have to Say About Becoming a Private School Teacher in North Carolina

“Teaching in a private school in North Carolina has been a transformative experience for me. The smaller class sizes allow for more personalized attention, which I believe is crucial for student development. I’ve seen my students thrive in an environment that fosters creativity and critical thinking. It’s incredibly rewarding to witness their growth firsthand.” – Jin M.

“Becoming a private school teacher in North Carolina has given me the freedom to innovate in my teaching methods. The curriculum is often more flexible, allowing me to incorporate diverse materials and approaches that resonate with my students. I feel empowered to create a learning atmosphere that is both engaging and effective.” – Elle T.

“I was drawn to private education because of the strong sense of community among teachers, parents, and students. In North Carolina, I’ve found a supportive network that encourages collaboration and professional growth. The relationships I’ve built here have enriched my teaching experience and made me feel truly valued as an educator.” – Nathan R.

Key Findings

• In North Carolina, private schools often have more lenient hiring standards than their public counterparts, allowing individuals without formal teaching licenses to seek employment.
• Experience and expertise in specific subjects are highly regarded, making it advantageous for candidates with relevant degrees or prior teaching roles.
• Unlike public schools, private institutions do not utilize lateral entry programs, necessitating alternative routes for aspiring educators.
• For high school teaching positions, candidates may be required to prove their subject knowledge, which could involve assessments or interviews.
• Engaging with local educational networks and exploring opportunities at private schools can greatly improve your chances of securing a teaching position.
• While private schools may not mandate a formal licensing process, candidates should be prepared for background checks and fingerprinting, which are common practices to ensure student safety.

Can a foreigner become a teacher in North Carolina?

Yes, a foreigner can become a teacher in North Carolina, particularly in private schools, which have more flexibility in hiring practices compared to public institutions. Private schools in the state are authorized to employ foreign nationals, provided they meet specific requirements.

• Visa Requirements: Foreign teachers typically need a work visa, such as an H-1B, which necessitates sponsorship from the school.
• Certification: While private schools are not mandated to require state licensure, many prefer candidates with teaching credentials or relevant experience.
• Cultural Fit: Understanding the local culture and educational philosophy is crucial for success in a private school environment.

In my experience, building relationships and demonstrating adaptability can significantly enhance your teaching journey in North Carolina.

Is it hard to be a private school teacher in North Carolina?

Being a private school teacher in North Carolina can indeed be challenging, yet deeply rewarding. The difficulties often stem from limited resources and smaller budgets compared to public schools, which can restrict access to teaching materials and technology. Additionally, private schools may have higher expectations for student performance, placing pressure on teachers to deliver exceptional results.

However, the rewards are significant. Private school teachers often enjoy smaller class sizes, allowing for more personalized attention and stronger relationships with students. According to the North Carolina Association of Independent Schools, many private institutions offer competitive salaries and benefits, fostering a supportive community among educators.

• Strong parental involvement can enhance the teaching experience.
• Opportunities for professional development are often more accessible.
• The freedom to innovate in curriculum design can be invigorating.

Ultimately, while the path may be demanding, the chance to inspire and shape young minds in a nurturing environment makes it a fulfilling career choice.

What state pays private school teachers the most?

When considering a career as a private school teacher in North Carolina, it's essential to understand the broader landscape of compensation across the United States. While North Carolina offers a competitive salary, states like California, New York, and Massachusetts typically pay private school teachers the most, with average salaries exceeding $60,000 annually.

In North Carolina, private school teachers earn between $30,000 and $50,000, depending on experience and the institution.

• The cost of living in North Carolina is relatively lower, which can enhance your purchasing power.
• Many private schools offer additional benefits, such as professional development opportunities and smaller class sizes, fostering a more personalized teaching environment.

Reflecting on my experience, the joy of teaching often outweighs financial considerations. However, understanding salary trends can help you make informed decisions about your career path.

What is the best state for private school teachers to live in?

When considering the best state for private school teachers, North Carolina stands out, but two other states also deserve mention: Massachusetts and California.

• Massachusetts: Known for its prestigious private institutions, it offers competitive salaries and a strong emphasis on professional development. Teachers here benefit from a rich educational culture and access to numerous resources.
• California: With its diverse student population and innovative teaching methods, California provides a vibrant environment for educators. The state also boasts higher salaries, particularly in urban areas.

In North Carolina, private school teachers enjoy a supportive community, with an average salary of around $40,000, and the opportunity to engage in smaller class sizes, fostering meaningful connections with students. The state's blend of rich history, natural beauty, and a growing educational landscape makes it an appealing choice for educators seeking both professional fulfillment and quality of life.

References:

• Education Data Initiative. (2023). Average Cost of Private School. https://educationdata.org/average-cost-of-private-school
• masters-education.com (n.d.). Teaching in North Carolina. https://www.masters-education.com/teaching-in-north-carolina
• North Carolina Teachers of Tomorrow (n.d.). Program Pricing. https://www.teachersoftomorrow.org/northcarolina/program-pricing
• North Carolina Association of Independent Schools. (2024). Welcome to the Job Board for the North Carolina Association of Independent Schools. https://ncais.mcjobboard.net
• Reddit. (2021). Career Change - Thinking of becoming a private school teacher in North Carolina (NC) - How? https://www.reddit.com/r/Teachers/comments/oay4v6/career_change_thinking_of_becoming_a_private
• U.S. Department of Education. (2013). North Carolina State Regulations.  https://www2.ed.gov/about/inits/ed/non-public-education/regulation-map/northcarolina.html

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Give to the School

Alexander V. Kabanov , PhD

Adjunct Professor Director Mescal Swain Ferguson Distinguished Prof

Alexander V. Kabanov, Ph.D., Dr.Sci.

Director, center for nanotechnology in drug delivery, mescal swain ferguson distinguished professor, center for nanotechnology in drug delivery, adjunct professor, unc department of biomedical engineering, current projects, honors and awards.

Alexander “Sasha” Kabanov, Ph.D., D.Sc., is the Mescal S. Ferguson Distinguished Professor and director of the  Center for Nanotechnology in Drug Delivery  at the UNC Eshelman School of Pharmacy and co-director of the  Carolina Institute for Nanomedicine  at the University of North Carolina at Chapel Hill.

Kabanov began his academic journey at M. V. Lomonosov Moscow State University (MSU), where he graduated in 1984. He continued his studies at the same institution, earning a Ph.D. in 1987 and a D.Sc. in 1990. His scientific career took root in the Soviet Union and later transitioned to the United States. From 1994 to 2012, Kabanov was affiliated with the University of Nebraska Medical Center in Omaha, Nebraska. During his tenure there, he established the first academic nanomedicine center in the United States in 2004.

In 2012, Kabanov moved to the University of North Carolina at Chapel Hill where his research focuses on several key areas.

• Polymeric Micelles : Kabanov co-developed the first polymeric micelle drug that entered clinical trials for cancer treatment, thereby establishing polymeric micelles as a clinically approved drug delivery platform.
• Polyplexes : Kabanov was among the first to use polycations and later, cationic block copolymers for delivering nucleic acids into cells. He evaluated core-shell polyelectrolyte complexes of nucleic acids and polypeptides, now known as “polyplexes”, for therapeutic drug and gene delivery.
• Nanogels, Nanoparticle-Macrophage Carriers, and Exosomes : These have been utilized for delivering small drugs, nucleic acids, and polypeptides to treat cancers and diseases of the central nervous system.

Kabanov is a highly cited researcher, with over 340 scientific papers (garnering over 50,000 citations, and a Google h-index greater than 115), 36 US patents, and has co-founded several pharmaceutical companies. His cumulative research support in academia has been over $120 million.

Kabanov has mentored more than 80 graduate students and postdocs, half of whom are women and underrepresented minorities. Nineteen past members of Kabanov laboratory hold faculty appointments. He is the director of the NCI’s T32 training program in Cancer Nanotechnology .

Kabanov also established symposium series in nanomedicine and drug delivery , chaired Gordon Research Conferences, and received numerous honors and awards, including the Lenin Komsomol Prize, NSF Career award, George Gamow award, and the Controlled Release Society (CRS) Founders award.

Kabanov is an elected member or fellow of prestigious academies and organizations, including Academia Europaea, Russian Academy of Sciences, National Academy of Inventors, American Association for the Advancement of Science, American Institute for Medical and Biological Engineering, and CRS. He has served as the past President and current CEO of the Russian American Science Association, director-at-large for CRS (2019-2022), and chair of the CRS College of Fellows sub-committee (2022-2023).

Education, Certification and Licensure

• 1990: Doctor of Chemical Sciences (D.Sc.) in Chemical Kinetics and Catalysis and Biochemistry at Moscow State University
• 1984 – 1987: Candidate of Chemical Sciences (Ph.D. equivalent) in Chemical Kinetics and Catalysis at Moscow State University
• 1979 – 1984: Diploma with distinction (M.S. equivalent) in Chemistry at Moscow State University

Courses and Lectures

DPMP 862/863 “Special Topics in Advanced Pharmaceutics” 3 cr.

Office Hours

By appointment only

Google Scholar

Lab Website

Twitter @alkabanov

ORCID iD: 0000-0002-3665-946X

• Carolina Cancer Nanotechnology Training Program (C-CNTP)
• Towards Translation of Nanoformulated Paclitaxel-Platinum Combination
• Extracellular Vesicles for CNS Delivery of Therapeutic Enzymes to Treat Lysosomal Storage Disorders
• Cell-based Platform for Gene Delivery to the Brain

Highly Cited Researcher: Thompson Reuters/Clarivate Analytics – Pharmacology & Toxicology (2014, 2018, 2021)

Huang, Kabanov and Roth Recognized for Research Influence

Three faculty members from the UNC Eshelman School of Pharmacy were recognized on the Clarivate Analytics list of Highly Cited Researchers for 2018. Leaf Huang, Ph.D., Alexander Kabanov, Ph.D., Dr.Sci., and Bryan Roth, Ph.D., M.D., were among 6,000 scientists worldwide … Read more

Kabanov Named President of Russian-American Scientists Association

Alexander Kabanov, Ph.D., Dr.Sci., assumed office as president of the Russian-American Scientists Association (RASA-America) on Nov. 5. Kabanov is the Mescal S. Ferguson Distinguished Professor and director of the Center for Nanotechnology in Drug Delivery at the UNC Eshelman School of Pharmacy and … Read more

Kabanov Elected 2018 Controlled Release Society Fellow

Alexander “Sasha” Kabanov, Ph.D., Dr. Sci., has been selected for membership in the College of Fellows of the Controlled Release Society for his “outstanding contributions to the field of delivery science and technology.” Kabanov will be inducted into the college … Read more

Kabanov Receives TBJ Life Sciences Award

Alexander “Sasha” Kabanov, Ph.D., Dr. Sci., is a recipient of a 2018 Life Sciences Award from the Triangle Business Journal. Kabanov was nominated in the category of Outstanding Individual Research from Universities or Research Institutes. The award was presented at … Read more

Third Carolina Nanoformulation Workshop Shares Discoveries in Nanomedicine

From March 12 to 16, scientists from industry and academia came together at the UNC Eshelman School of Pharmacy to learn about the latest advances in nanomedicine and to get hands-on experience with advanced nanoformulations at the third annual Carolina … Read more

Kabanov to Lead Russian-American Science Society

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Alexander “Sasha” Kabanov, Ph.D., Dr.Sci., Mescal Swaim Feruguson Distinguished Professor at the UNC Eshelman School of Pharmacy, has been named a Fellow of the National Academy of Inventors, the organization announced Tuesday. Kabanov is the director of the School’s Center … Read more

Kabanov Meets with President of Armenia

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Postdoc Elizabeth Wayne Reflects on TED Experience

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• UNC Chapel Hill

Department of Psychiatry

Roza m. vlasova, phd.

Research Assistant Professor

Areas of Interest

Neuroimaging

Dr. Vlasova has strong experience in both human and non-human primate neuroimaging data processing including structural MRI, diffusion MRI, and functional MRI.

She started doing human neuroimaging in 2010 in the Functional MRI Group of Federal Center for Medicine and Rehabilitation in Moscow, Russia. It involved designing task-based fMRI paradigms as well as fMRI data processing for functional brain mapping in patients undergoing brain surgery due to intractable epilepsy and brain tumors. In 2017 she became a postdoctoral scholar at the University of California Los Angeles working on neurobiological mechanisms of Geriatric Depression and Resilience under the supervision of Dr. Helen Lavretsky and Dr. Katherine Narr. After that for four years 2018-2021, she was a postdoctoral fellow in the Neuro Image Research and Analysis Laboratory at the  University of North Carolina at Chapel Hill, where she studied risk factors for neurodevelopment such as maternal immune activation, iron deficiency, and anesthesia exposure in non-human primate models under supervision of Dr. Martin Styner. Now she continues working on non-human MRI image studies of neurodevelopment as a Research Assistant Professor in the Neuro Image Research and Analysis Laboratory at the University of North Carolina at Chapel Hill.

Lomonosov Moscow State University, Russia, Moscow

Computer models evaluate risks before floods

Gillings researchers can estimate mortgage defaults and property abandonment down to the neighborhood.

Before waters rise, governments, banks and insurance companies can help people who live in flood-prone areas, thanks to researchers in the UNC Gillings School of Global Public Health.

Professor Greg Characklis, director of the Center on Financial Risk in Environmental Systems, and his team used cutting-edge mathematical techniques to develop computational models that combine census records with environmental and financial data to evaluate risks. The first-of-its-kind modeling involves a series of advanced approaches, including machine learning, to estimate the probability of mortgage default and property abandonment down to the neighborhood scale. Characklis is the W.R. Kenan Jr. Distinguished Professor in the school’s environmental sciences and engineering department.

What the models show can aid policymakers and stakeholders in creating effective and equitable strategies for helping communities recover. After floods and other natural disasters, people sometimes abandon their damaged houses. They may default on mortgages because repair costs are either unaffordable or higher than the property’s value.

Greg Characklis

Improved information on who is at risk gives policymakers a better chance at reducing mortgage default rates through aid programs. It can also reduce property abandonment rates, which can occur when neither owners nor lenders take responsibility for damaged properties. In such cases, local governments often bear the burden of maintaining or demolishing them.

The models produce aggregated data reports based on census tracts, which are small, relatively permanent statistical parts of a county that average about 4,000 inhabitants. The reports pin-point high-risk neighborhoods that governments and entities can help by developing policies, providing resources, subsidizing flood insurance or creating buyout programs. The models use data on home proximity to streams and other bodies of water, home elevations, paved land, flood policies and claims. The models also evaluate census records, mortgage data and home values to estimate the amount of damage and estimate the risk of default or abandonment.

By estimating mortgage balance and home values, researchers determine which homeowners can borrow against their home’s equity to make post-flood repairs. “Those with lower mortgage balances and more equity in their homes are better positioned to borrow against the value of their home. Homeowners who have flood insurance are less vulnerable to default because they have the ability to draw on their policy to pay off some or all losses,” Characklis said.

For a 2023 study published in Earth’s Future , a model estimated $562 million in previously unquantified financial risks in eastern North Carolina from property value changes and uninsured flood damages associated with Hurricane Florence. Characklis and Antonia Sebastian, assistant professor of Earth, marine and environmental sciences, co-authored the paper with lead author Hope Thomson, a graduate student.

“All this financial risk hadn’t been quantified before,” Characklis said. “Our work has the potential to provide information that can be used to improve situations for people.”

Characklis has briefed some state government officials on the models’ capabilities, and he plans to inform N.C. General Assembly members. The North Carolina Collaboratory , established by the General Assembly, funds the lab’s work.

“Our government does not want people in FEMA trailers or in motels or hotels for extended periods,” he said. “By identifying financially at-risk groups, the state can better target aid.”

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EXSS major promotes ‘mental fortitude’ in cycling class

Senior TJ Maske uses music and lessons from exercise and sport science to help Tar Heels de-stress and recharge.

Gift expands Ackland’s conservation efforts

An anonymous gift endows a full-time, permanent conservator for the largest art on paper collection in North Carolina.

How to get a flu vaccination at Carolina

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CLINICAL RESEARCH NURSE COORDINATOR

Durham, NC, US, 27710

School of Medicine

Established in 1930, Duke University School of Medicine is the youngest of the nation's top medical schools. Ranked sixth among medical schools in the nation, the School takes pride in being an inclusive community of outstanding learners, investigators, clinicians, and staff where interdisciplinary collaboration is embraced and great ideas accelerate translation of fundamental scientific discoveries to improve human health locally and around the globe. Composed of more than 2,600 faculty physicians and researchers, nearly 2,000 students, and more than 6,200 staff, the Duke University School of Medicine along with the Duke University School of Nursing, and Duke University Health System comprise Duke Health, a world-class academic medical center. The Health System encompasses Duke University Hospital, Duke Regional Hospital, Duke Raleigh Hospital, Duke Health Integrated Practice, Duke Primary Care, Duke Home Care and Hospice, Duke Health and Wellness, and multiple affiliations.

Job Title: Clinical Research Nurse Coordinator                  

Primary role:

Participate in or lead day-to-day operations of clinical research studies conducted by principal investigator(s) at Duke Medicine; perform a variety of duties involved in the collection, compilation, documentation, and analysis of clinical research data. May oversee the work of junior staff.

Essential tasks/responsibilities:

Clinical Research Operations

• Screen, schedule, consent, and collect adverse event information for participants in a variety of studies. Maintain subject level documentation. Prepare documents, equipment, or supplies for research visits. Conduct and document visits and protocol- specific testing/interviews according to study protocol, operational plans of clinical departments, and Standard Operating Procedures (SOPs) for all types of studies independently. Employ strategies to maintain recruitment and retention rates, and to assist participants with individual needs. Evaluate processes to identify issues related to recruitment and retention rates. May provide training to junior personnel.
• Collect, prepare, process, ship, and maintain inventory of research specimens and train others in these tasks; improve systems related to specimen handling.
• Prepare for study monitoring or study audit visits. Assist with addressing and correcting findings.
• Develop or provide input for Institutional Review Board documents in a timely fashion. Maintain appropriate study-level documentation including regulatory binders, enrollment logs, patient registration in the system of record, etc.
• Assist with management of Investigational Products (IP) including arrival, storage, handling, requesting requisitions, inventory, reordering, drug accountability, reconciliation, and destruction. Employ the required system for handling, dispensing and documentation of IP for sponsored protocols. May be responsible for determining the best methods for handling IP for Investigator-initiated protocols, or coordinating with investigational pharmacies as necessary. Track IP compliance at the protocol-and subject level.
• Collect, prepare, or process adverse event information per protocol, and provide input for adverse event reports. May complete and submit Adverse Events Reports, according to institution and sponsor-specific prompt reporting requirements (timelines and forms).
• Have familiarity with intellectual property rights, inventions patents, and technologies. As appropriate, understand regulations related to investigational products with sponsors. Coordinate with Duke core services such as Investigational Drug Service (IDS), Biobank, etc. Recognize the need for agreements (e.g., Material Transfer Agreements, Investigational New Drug Applications, etc.).

Ethical and Participant Safety Considerations  

• Maintain familiarity with the ethical conduct of research and safeguards needed when conducting research with vulnerable populations. Understand safety of research participants is a priority. Train junior staff in the ethical conduct of research, dealing with vulnerable populations, and provide guidance in strategies used to maintain safety. Help in design of studies so they include specific safeguards to ensure ethical conduct and protect vulnerable populations. Assist others will application of these principles.
• Assist with development of documents related to safety and security (e.g., Research Data Security Plans, Data Safety Monitoring Plans, Conflict of Interest). Coordinate or assist with coordination of efforts of external monitoring boards.
• Communicate to research participants, both orally and written, the difference between clinical activities and research activities, and risks and benefits of study participation, in all study documents and research participant communications. Recognize when patients are having difficulties with this distinction. Make recommendations regarding how to improve communications to help patients and staff understand the distinction.

Data Management and Informatics  

• Use and train others in Electronic Data Capture (EDC) systems, technologies, and software necessary for study operations. Enter data accurately. Score tests and measures according to protocol and appropriate to role. Complete paper and electronic Case Report Forms (CRFs and eCRFs) accurately and according to protocol. Assist with the development of data collection documents to standardize process. Detect issues related to data capture, collection or management; suggest solutions. Independently design ECRFs and EDCs to collect data and select methods of data capture and discuss advantages and disadvantages of each.
• Investigate incomplete, inaccurate, or missing data/documents to ensure accuracy and completeness of data; assist with development of, SOPs for data quality assurance. Adhere to processes and run queries, summaries, and reports to monitor the quality of data. May develop QA processes and oversee the creation and use of queries, summaries, and reports for quality assurance purposes. May be responsible for recognizing trends related to data quality and escalating as appropriate.
• Use required processes, policies, and systems to ensure data security and data provenance. Recognize and report vulnerabilities related to security of physical and electronic data; suggest and implement solutions to vulnerabilities related to security of data and data provenance.
• Map protocol data flow and predict areas of vulnerability. Determine areas where data provenance may be compromised. May determine solutions to vulnerabilities related to security of data and data provenance.
• Recognize when data agreements or special regulatory requirements are necessary; may assemble the necessary parties to ensure that all agreements are in place (e.g., data use agreements, data transfer agreements, Investigational Device Exemptions (IDEs), etc.).
• Scientific concepts and research design. Understand and train others in basic concepts of study design. Independently conduct literature reviews. Assist with the development of or develop proposals or protocols; identify shortcomings of proposals and protocols. Identify various stakeholders (statistical, operational, etc.) to ensure adequate design, implementation, and testing of study aims. May determine operational/statistical elements needed for conduct of clinical and translational studies.

Leadership and Professionalism  

• Encourage and support colleagues to complete project work. Assist research colleagues in identifying efficiencies and improving process. Actively network and encourage leadership for staff within a small work group. Successfully take part in or lead a committee, task force, or ad hoc group. Encourage career development by actively seeking continuing education opportunities for self and study team members. Participate in or lead scientific presentations and publications.
• Assign, review, and train others in various work responsibilities. Serve as a mentor to junior staff, including other Clinical Research Coordinators. Employ escalation and performance plans as needed. May be responsible for providing constructive feedback to team members.
• Recognize and employ the professional guidelines and code of ethics related to the conduct of clinical research. Summarize and clarify for study teams, the professional guidelines and code of ethics related to the conduct of clinical research. May be responsible for identifying potential problems and risks to the participant, study, investigator, team, sponsor, and institution.

Study and Site Management  

• Participate in sponsor-required training. Obtain information for or coordinate operational plans for multiple research studies. Develop protocol-specific systems and documents including process flows, training manuals, standard operating procedures, and case report forms.
• Ensure participant care expenses have appropriate and timely financial routing. Monitor financial study milestones and report appropriately. Coordinate with financial teams, PRMO, etc. Assist with study budgets.
• Prepare for, take part in, and potentially lead site initiation, monitoring, and closeout visits and document storage activities.
• Collect information to determine feasibility, recruitment and retention strategies. May make recommendations to investigators and oversight organization(s).
• Maintain compliance with institutional requirements and other policies (e.g., NIH Public Access policy, ct.gov, Research Data Security Plans, Social Media policy, etc.). Oversee maintenance of Delegation of Authority Logs and training of key personnel on study specific duties.

Communication and Team Science  

• Prepare for and lead team meetings. Recognize when others need to be brought into the conversation and escalate appropriately. Expand on the ideas of peers or team members. Actively participate in team communication
• Perform other related duties incidental to the work described herein.
• The above statements describe the general nature and level of work being performed by individuals assigned to this classification. This is not intended to be an exhaustive list of all responsibilities and duties required of personnel so classified.

Education/training:

Required: Work requires graduation from an accredited BSN or Associate's Degree in Nursing or Nursing Diploma program.

All registered nurses without a Bachelor's degree in Nursing (or higher) will be required to enroll in an appropriate BSN program within two years of their start date and to complete the program within seven years of their start date.

Must have current or compact RN licensure in the state of North Carolina. BLS required.

Maintain compliance with required hospital and unit specific training competencies as well as an active RN status with the North Carolina Board of Nursing (NCBON).

Experience:

Required: Twelve months of appropriate clinical experience is required.

Can easily use computing software and web-based applications (e.g., Microsoft Office products and internet browsers).

Nursing Special Skills/Competencies: 

Adult and Pediatric Medication Administration

Adult and Pediatric Phlebotomy

Alaris Pump Setup and Use

Assessment of patients to recognize adverse events. 

Provide appropriate intervention as directed by the PI.

The intent of this job description is to provide a representative and level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description

Minimum Qualifications

Work requires graduation from an accredited BSN or Associates Degree in Nursing or Nursing Diploma program. All registered nurses without a Bachelors degree in Nursing (or higher) are encouraged to enroll in an appropriate BSN program within two years of their start date but must complete the program within seven years of their start date. Must have current or compact RN licensure in the state of North Carolina. BLS required. Maintain compliance with required hospital and unit specific training competencies as well as an active RN status with the North Carolina Board of Nursing (NCBON). Exception: Registered nurses hired before September 1, 2016 are not required to enroll in a BSN program to remain in this job classification.

Twelve months of appropriate clinical nursing experience is required.

Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.

Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.

Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essentialjob functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.

Nearest Major Market: Durham Nearest Secondary Market: Raleigh

Duke is an Affirmative Action / Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. Read more about Duke’s commitment to affirmative action and nondiscrimination at hr.duke.edu/eeo.