From Prank to Felony: How Legal Literacy Can Shut Down School Swatting
Legal literacy can be a powerful antidote to swatting when it becomes part of everyday school life, not a once-a-year assembly. When students understand that “pranks” can lead to felony charges, criminal records, and long-term consequences, they are far less likely to gamble with someone else’s safety and their own future. By pairing routine legal education with smart use of AI safety tools and trauma‑informed practices, schools can respond to threats without sacrificing trust, well‑being, or learning time. This article explores how districts can weave law, technology, mental health, and digital citizenship into a coherent safety culture that protects students in a hyper‑connected world.
To effectively deter swatting and similar digital threats, educational institutions must embed legal literacy into the daily fabric of student learning. Most students are unaware that swatting is a criminal act in which someone deliberately makes a false report of a serious emergency, such as a shooting, bomb threat, or hostage situation, in order to activate a heavily armed law enforcement response to a target’s location, even though no real danger exists. Rather than treating this concern as a one-time assembly or an isolated law class topic, schools should incorporate legal consequences and civic responsibility into advisory periods, digital citizenship modules, and restorative justice programs. Many students engaging in swatting do so without fully grasping the legal gravity of their actions. By making legal education a routine element of the school experience, students are more likely to internalize the risks and societal impacts of misusing emergency services.
Districts can partner with local prosecutors, juvenile justice officers, and public defenders to co-develop curriculum resources that demystify the felony charges associated with false reporting. These partnerships allow for real-world examples to be analyzed in classroom settings without glorifying the behavior. In places like Fairfax County, Virginia, school divisions have collaborated with law enforcement to produce age-appropriate materials highlighting how digital pranks can escalate into criminal records that affect college admissions and military eligibility (Fairfax County Government 2022)1. This approach also encourages dialogue between students and justice system representatives, promoting trust and transparency.
Technology as a Safeguard, Not a Substitute
AI-driven verification systems offer a valuable layer of protection, but they must be integrated into a broader crisis response framework that includes human decision-making and trauma-informed practices. The use of AI to cross-reference 911 calls with live surveillance footage can give dispatchers critical context, helping them discern between a genuine threat and a hoax. However, overreliance on automated systems without adequate staff training can lead to misinterpretation or delayed response. School resource officers, front office personnel, and emergency dispatchers must be trained together in using these tools to ensure consistency and accuracy.
Districts adopting these technologies should also implement regular system audits and drills that simulate both authentic and false threats. In 2023, the Los Angeles Unified School District began piloting a layered response protocol where AI alerts are reviewed by a designated human threat assessment team before tactical units are dispatched (Los Angeles Unified School District 2023)2. This model delays high-risk interventions just long enough to verify credibility without endangering student safety. School boards should mandate these protocols as part of broader safety plans and fund routine professional development for all relevant personnel.
Trauma-Responsive Practices in Emergency Preparedness
The psychological fallout from false SWAT deployments can linger for years, particularly in younger students. Districts must prioritize trauma-responsive practices not only in the aftermath of incidents but also in routine emergency preparedness drills. Mental health practitioners should be embedded in safety planning processes to ensure that protocols account for developmental differences in how students process fear. For example, lockdown drills should avoid realistic sound effects or actor portrayals that may trigger anxiety, especially in students with prior trauma histories.
Following a swatting incident, immediate access to counseling services should be provided, and schools should communicate transparently with families about what occurred and next steps. The National Association of School Psychologists recommends deploying crisis response teams within 24 hours and providing tiered support based on student needs (NASP 2022)3. Municipal education leaders should also develop memoranda of understanding (MOUs) with local mental health providers to ensure surge capacity during major events. These partnerships can extend support beyond the school day and into community settings where students feel safe.
Building Digital Citizenship to Counter Online Radicalization
Many swatting incidents originate from online challenges or forums where anonymity emboldens harmful behavior. Schools must expand digital citizenship education beyond basic internet safety to include content on misinformation, online manipulation, and the ethics of digital engagement. Students should be equipped with critical thinking skills to recognize when online dares are exploitative or criminal. Embedding this instruction within required courses, such as English or social studies, increases exposure and application across academic disciplines.
Programs like Common Sense Education and iKeepSafe have created evidence-based curricula that address online ethics and have been adopted by districts in over 40 states (Common Sense Media 2023)4. These resources can be localized by school districts to reflect regional laws and cultural context. Educators must also receive support in staying current on digital trends, including evolving social media platforms and viral challenges. Professional development should include regular briefings from cybercrime units or school IT departments to ensure that staff can proactively identify risky online behaviors.
Policy Recommendations for School Boards and Superintendents
Local education agencies should adopt formal policies that address swatting and similar digital threats within their comprehensive school safety frameworks. These policies should clarify the chain of communication during an emergency, establish procedures for technological verification, and define student disciplinary responses in alignment with state juvenile codes. Including student input in policy development increases legitimacy and compliance. District safety committees should regularly review incident data and adjust protocols based on emerging trends.
Superintendents must also advocate at the state level for legislation that supports school safety innovation. This includes funding for AI verification systems, legal literacy programs, and mental health surge teams. In states like Texas and Florida, recent legislation has established grant opportunities for schools to adopt integrated threat assessment systems (Texas Education Agency 2023)5. By aligning local initiatives with state funding streams, districts can implement sustainable interventions without diverting resources from core academic programming.
Conclusion: A Multi-Layered Strategy for Safe Learning Environments
Addressing the swatting crisis in educational settings demands a coordinated, multi-disciplinary strategy that weaves together legal education, technological safeguards, trauma support, and digital ethics. Each layer reinforces the others, creating a resilient environment where students are informed, staff are equipped, and responses are proportionate. Municipal leaders in education must move beyond reactive measures and invest in preventative infrastructure that reflects the complexity of modern threats.
By embedding legal literacy into school culture, leveraging AI responsibly, and prioritizing student well-being, educational institutions can disrupt the cycle of digital threats that compromise safety and learning. These efforts require sustained collaboration across law enforcement, mental health, instructional leadership, and the broader community. With thoughtful planning and strategic investment, schools can remain both secure and student-centered.
Bibliography
Fairfax County Government. 2022. “Legal Consequences of Swatting: A Resource for Students and Families.” Fairfax County Public Safety Office. https://www.fairfaxcounty.gov/publicsafety/swatting-consequences
Los Angeles Unified School District. 2023. “Pilot Protocols for AI-Assisted Threat Verification.” Office of School Safety. https://achieve.lausd.net/schoolsafety
National Association of School Psychologists. 2022. “Best Practices for Supporting Students After a Crisis.” NASP Resources. https://www.nasponline.org/resources-and-publications
Common Sense Media. 2023. “Digital Citizenship Curriculum.” Common Sense Education. https://www.commonsense.org/education/digital-citizenship
Texas Education Agency. 2023. “2023-2024 Safe and Supportive Schools Grant Program.” TEA Grant Opportunities. https://tea.texas.gov/finance-and-grants
More from Education
Explore related articles on similar topics
Top Paying Jobs in Education
Highest paying opportunities related to this article
ABOUT THE ROLE Under the supervision of the Learning and Development Manager, this role delivers engaging learning experiences that support employee growth, organizational effectiveness, and a culture of continuous learning. The trainer facilitates instructor-led, virtual, and blended training programs focusing on onboarding, professional development, systems training, compliance education, and leadership development for the Teachers' Retirement System (TRS) of Illinois. KEY RESPONSIBILITIES - Facilitate instructor-led, virtual, and blended learning programs for employees and leaders. - Deliver new hire onboarding programs to support employee integration and role readiness. - Coordinate and facilitate training related to professional development, leadership, systems, policies, compliance, and organizational initiatives. - Collaborate with subject matter experts to develop, update, and maintain training materials and learning content. - Support the design and implementation of learning programs using adult learning principles and instructional design best practices. - Partner with leaders and departments to identify training needs and recommend appropriate learning solutions. - Manage training logistics, including scheduling, registration, communications, materials preparation, and platform setup. - Utilize the Learning Management System (LMS) to assign, track, maintain, and report on learning activities. - Evaluate training effectiveness through participant feedback, assessments, and learning metrics to recommend improvements. - Support organizational change initiatives by developing and delivering training for new processes and systems. - Maintain accurate training records, documentation, and reporting for compliance and operational needs. MINIMUM QUALIFICATIONS - Bachelor's degree in Education, Training and Development, Organizational Development, Human Resources, Business Administration, Communications, or a related field (equivalent experience may be considered). - Three (3) years of experience in corporate training, learning and development, instructional design, or a related field. - Experience facilitating instructor-led and virtual training programs for adult learners. - Experience developing and maintaining training materials, learning resources, and job aids. - Experience administering learning activities and using a Learning Management System (LMS) or similar learning technology. - Preferred: Experience supporting onboarding, systems training, compliance training, or employee development programs. - Preferred: Relevant professional certifications (e.g., CPTD, APTD, Certified Facilitator/Trainer, CIDD, or related credentials). SPECIAL REQUIREMENTS - Ability to travel occasionally, including day trips and overnight travel, to support organizational and training needs. - Proficiency with Learning Management Systems (LMS), Microsoft Office applications, virtual training platforms, and other learning technologies. SELECTION PROCESS - Applications will be screened based on the candidate's qualifications, experience, and ability to meet the minimum requirements. - Final compensation will be determined based on the qualifications and experience of the selected candidate. HOW TO APPLY - Apply online through the organization's career portal. - End Date to Apply: August 1, 2026. - Job Requisition ID: R26_00068. EMPLOYMENT DETAILS - Location: Springfield, IL - Remote Type: Hybrid - Time Type: Full time - Agency: Teachers' Retirement System (TRS), State of Illinois - Benefits: Eligible for the State of Illinois comprehensive benefits program, including medical, dental, and vision coverage. Employees participate in the TRS retirement pension plan and have the option to contribute to additional State of Illinois deferred compensation plans.
ABOUT THE ROLE This is a full-time, permanent, unclassified, 10-month appointment at the New York State School for the Blind. The role involves working collaboratively with multi-disciplinary teams to develop, implement, and monitor a school-wide curriculum plan based on the Expanded Core Curriculum, supporting classroom instructors, and providing professional development and technical assistance. KEY RESPONSIBILITIES - Communicate and work collaboratively with multi-disciplinary teams. - Assist department leaders and classroom instructors with the development, implementation, and monitoring of a school-wide curriculum plan based on the Expanded Core Curriculum. - Participate in or facilitate curriculum review committees. - Stay informed of trends in instructional methods and educational technology. - Assist teachers in incorporating new technology into their lessons. - Provide feedback to teachers based on individual observation and student performance data. - Use data to monitor performance on New York State Learning Standards. - Provide professional development and technical assistance to support classroom instructors. - Serve as a resource to staff and teachers in the curriculum, instruction, and assessment process. - Perform other duties as requested by the Head of Department. MINIMUM QUALIFICATIONS - Bachelor's degree or higher. - Valid Teacher of the Visually Impaired Certification. - Ability to perform moderate to heavy lifting of children. - Preferred: NYS Teaching Certificate in Special Education. SPECIAL REQUIREMENTS - Must possess valid New York State teaching certification in Teacher of the Visually Impaired with active registration at the time of hire. - Continued employment depends on maintaining this valid certification and adhering to all relevant professional development and training requirements. - Candidates with initial certification must obtain a professional certification prior to the expiration of the initial certification. - Fingerprinting through the FBI and Division of Criminal Justice Services, background check with the Office of Children and Family Services, and clearance from the Justice Center Staff Exclusion List are required (fees at applicant's expense, unless fingerprints exist in the NYS TEACH System). - Verification of bachelor's degree and valid NYS teaching certification/transcripts is required at the time of interview. SELECTION PROCESS - Review of resume and letter of interest to ensure minimum qualifications are clearly met. - Verification of degree, transcripts, and valid NYS teaching certification at the time of interview. - Completion of background checks, fingerprinting, and Staff Exclusion List clearance. HOW TO APPLY - Send a resume and letter of interest by August 20, 2026, to nyssbjobs@nysed.gov (email submissions are preferred). - The resume must clearly indicate how the candidate meets the minimum qualifications. - Include the Box number (BAT-550/00124) in the subject line of the email and cover letter. - Do not submit links to application materials (e.g., Google Docs). EMPLOYMENT DETAILS - Employer: New York State Education Department (NYSED) / New York State School for the Blind - Location: Batavia, NY (Genesee County) - Job Type: Full-Time, Permanent, Unclassified Service, 10-month appointment - Vacancy ID: 211134 - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Schedule: Monday-Friday, 7:30 AM to 3:00 PM (37.5 hours per week) - Benefits: 30 hours paid personal leave annually, 12 days (84 hours) paid sick leave per school year, health/dental/vision benefits, NYS pension system or Optional Retirement Defined Contribution Plan with 8% salary match, Paid Parental Leave, Public Service Loan Forgiveness (PSLF), and deferred compensation options. - Equal Opportunity: NYSED is an equal opportunity/affirmative action employer.
ABOUT THE ROLE Part-Time, Permanent position with the New York State Education Department's Office of Education Policy at the New York State School for the Blind (NYSSB). This 10-month appointment involves providing speech-language services to students to support their communication and developmental needs. Location: New York State School for the Blind, Batavia, NY 14020 Date Posted: 03/06/2026 Applications Due: 08/20/2026 KEY RESPONSIBILITIES - Administer and interpret standardized speech/language assessments - Write speech-language reports and generate recommendations - Ensure an appropriate Individualized Education Program (IEP) is established and all mandates are fulfilled - Deliver speech-language services addressing receptive/expressive communication, feeding/swallowing disorders, augmentative/alternative communication, assistive technology, voice/fluency, and articulation/phonology - Collect and record data measuring student progress - Establish a weekly schedule ensuring all speech-language caseload mandates are met - Assist in Home-Residential-Health Center-School communication and program consistency - Perform Behavioral and Health and Safety Standards as defined in the employee handbook - Perform other duties as requested by the supervisor MINIMUM QUALIFICATIONS - Bachelor's degree or higher - New York State teaching certification in Teacher of the Speech and Hearing Handicapped (TSHH) OR a New York State teaching certification in Speech and Language Disabilities SPECIAL REQUIREMENTS - Must possess valid NYS teaching certification in TSHH or Speech and Language Disabilities with active registration at the time of hire - Continued employment depends on maintaining valid certification and active registration, including adhering to professional development requirements - Candidates with initial certification must obtain professional certification prior to the expiration of the initial certification - Fingerprinting through the FBI and Division of Criminal Justice Services, a background check with the Office of Children and Family Services, and clearance from the Justice Center Staff Exclusion List are required (fees are at the applicant's expense, unless fingerprints already exist in the NYS TEACH System) - Verification of degree, transcripts, and valid certification is required at the time of interview - Preferred qualification: NYS licensure in Speech Pathology SELECTION PROCESS 1. Application and resume review 2. Verification of bachelor's degree and valid NYS teaching certification at the time of interview 3. Background checks, fingerprinting, and clearance verification HOW TO APPLY - Send a resume and letter of interest by August 20, 2026, to nyssbjobs@nysed.gov (email submissions are preferred) - The resume must clearly indicate exactly how the minimum qualifications are met - Include the Box number (BAT-549/00127) in the subject line of the email and cover letter - Do not submit links to application materials (e.g., Google Docs) - A social security number may be required to confirm eligibility EMPLOYMENT DETAILS - Employer: New York State Education Department (NYSED) - Employment Type: Part-Time (17.5 hours per week) - Appointment Type: Permanent, Unclassified Service, 10-month appointment - Schedule: Monday through Friday, 7:30 AM to 3:00 PM - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Benefits include: - 15 hours of paid personal leave annually - 6 days (35 hours) of paid sick leave per school year - Health, family dental, and vision benefits - Enrollment in the New York State pension system or Optional Retirement Defined Contribution Plan with an 8% salary match - NYS Deferred Compensation and 403(b) Optional Retirement Savings Plan - Paid Parental Leave and Paid Family Leave - Public Service Loan Forgiveness (PSLF) eligibility - Various life insurance options - NYSED is an equal opportunity/affirmative action employer
ABOUT THE ROLE Bishop State Community College, part of the Alabama Community College System (ACCS), is seeking a full-time Health Information Technology (HIT) Instructor. Reporting to the Division Chair, this role is responsible for delivering high-quality instruction in various HIT courses. The instructor will develop engaging lesson plans, assess student learning, provide academic advising, and collaborate with faculty to maintain curriculum compliance with industry standards. The position requires flexibility to teach in traditional, hybrid, or web-based formats at varied times and locations. KEY RESPONSIBILITIES - Provide competent classroom and laboratory instruction in Health Information Technology. - Develop and implement engaging lesson plans and course materials, including syllabi and program outlines. - Assess student progress through exams, projects, and other criteria; maintain accurate records of grades, absences, and withdrawals. - Teach in varied formats (traditional, hybrid, web-based) and times (day, evening, weekend) based on student demand. - Provide clinical supervision at approved sites as needed. - Offer academic and career advice to students and promote leadership experiences. - Collaborate with faculty to ensure program compliance with industry standards and maintain current curriculum. - Participate in in-service activities, committees, and institutional governance. - Maintain office hours and engage in continuous professional development to update competencies. - Foster positive relationships with service area businesses, industries, and agencies. MINIMUM QUALIFICATIONS - Bachelor's degree in Health Information Management (HIM) or a related field from an accredited institution. - Current certification as a Registered Health Information Administrator (RHIA). - Minimum of three years of relevant professional experience in the field. - Proficiency in ICD-10 and CPT Coding. - Teaching experience. Preferred Qualifications: - Master's degree in Health Information Management. - Online teaching experience. SPECIAL REQUIREMENTS - Background Check: Employment is contingent upon a successful criminal background check. Applicants must sign a consent form. - Transcripts: An official transcript with conferred date must be received before the date of hire. Unofficial transcripts may be submitted with the initial application. - Transportation: Employees are required to travel among various work sites for day and evening responsibilities and must provide their own mode of transportation. - Work Authorization: Bishop State Community College participates in E-Verify to confirm eligibility to work in the United States. - Flexibility: Must be able to work irregular hours, including evenings and weekends, and accommodate varied learning styles in an open admissions environment. SELECTION PROCESS The Selection Committee will screen all applicants. Selected candidates will be invited for in-person interviews, which may include question/answer sessions and/or skills assessments. Applicants must adhere to the prescribed interview schedule and cover their own travel expenses. HOW TO APPLY Submit a complete application packet via https://www.schooljobs.com/careers/accs/bishopstate. Applications currently on file must be resubmitted. A complete packet includes: - Completed Bishop State Community College employment application. - Current resume. - Applicable transcript with conferred date. Note: Delinquent or unsigned packets will not be accepted. The posting opened on 01/28/2026 and remains open until filled. EMPLOYMENT DETAILS - Employer: Alabama Community College System (ACCS) / Bishop State Community College - Location: Bishop - Main Campus, 351 N. Broad Street, Mobile, AL - Job Number: BISH-FF9901 - Schedule: Full-Time - Department: Health Information Technology - Equal Opportunity Employer: ACCS does not discriminate on the basis of race, color, national origin, religion, marital status, disability, sex, age, or other protected classes. Reasonable accommodations are available for qualified disabled applicants.
ABOUT THE ROLE This position involves teaching a trade subject to residents at an Office of Children and Family Services residential facility. It is part of the New York Hiring for Emergency Limited Placement Statewide Program (NY HELPS), which allows for non-competitive appointment that is expected to convert to competitive status within one year of permanent appointment, without requiring an examination. KEY RESPONSIBILITIES - Teach a trade subject to residents at a residential facility - Prepare lesson plans, course outlines, and educational progress reports - Establish and maintain a shop health and safety program - Perform additional duties as discussed in detail during the interview MINIMUM QUALIFICATIONS - Vocational Instructor 1: 4 years of appropriate trade experience and a high school diploma/equivalency; OR associate's degree in a related trade area and 2 years of appropriate trade experience; OR bachelor's degree in any area and 1 year of related trade experience. - Vocational Instructor 2: 4 years of appropriate trade experience and minimum 9 college credits in pedagogy core coursework (Human Development and Learning; Teaching Students with Disabilities & Special Health-Care Needs; Curriculum and Instruction); OR associate's degree in related trade area with 9 pedagogy credits and 2 years trade experience; OR bachelor's degree with 9 pedagogy credits and 1 year trade experience. - Vocational Instructor 3: Initial certification as a teacher of trade subjects in the appropriate specialty issued by the NY State Education Department. - Vocational Instructor 4: Professional certification as a teacher of trade subjects in the appropriate specialty issued by the NY State Education Department. - Transfer candidates: 1 year of permanent competitive or 55b/c service in this title or a title eligible for 70.1 transfer. SPECIAL REQUIREMENTS - Must undergo a Criminal Background Check (CBC), including State and federal checks, and fingerprinting (fees may apply). - Must be screened against the Statewide Central Register of Child Abuse and Maltreatment (SCR). - Must be checked against the Staff Exclusion List (SEL) maintained by the Justice Center for the Protection of People with Special Needs. - Position may be designated 55 b/c and is subject to verification of applicant eligibility. - Various specialties at the 7-12 level are accepted. SELECTION PROCESS - Non-competitive appointment under NY HELPS (no examination required initially, provided minimum qualifications are met). - Future conversion to competitive status within one year of permanent appointment. - Comprehensive background investigation, fingerprinting, and SCR/SEL screenings. HOW TO APPLY - Email resume and letter of interest to eoajobpostings@ocfs.ny.gov. - MUST include the Vacancy ID (218958) in the subject line of the email and/or cover letter to ensure receipt. - Current or prior New York State employees may be contacted by OCFS Personnel for their social security number to confirm employment history. EMPLOYMENT DETAILS - Job Type: Full-Time (Part-Time options also available) - Appointment Type: Permanent (Non-competitive Class initially) - Agency: Children & Family Services, Office of - Location: Brookwood Secure Center, 419 Spook Rock Road, Claverack, NY 12513 (Columbia County) - Schedule: Monday - Friday, 40 hours per week, 6 AM to 6 PM - Work Conditions: No flextime, mandatory overtime, compressed workweek, or telecommuting allowed - Date Posted: 07/01/26 - Applications Due: 08/01/26 - Vacancy ID: 218958
ABOUT THE ROLE The Department of Veterinary Technology at Northwestern State University of Louisiana is seeking an enthusiastic individual for a tenure-track Assistant or Associate Professor position. The role begins on August 10, 2026. The successful candidate will teach undergraduate lecture and laboratory courses, participate in program assessment and accreditation activities, and contribute to departmental service and student mentorship. Review of applications begins immediately and continues until the position is filled. KEY RESPONSIBILITIES - Teach assigned undergraduate lecture and laboratory courses in the Veterinary Technology curriculum - Evaluate students regularly and report progress in a timely manner - Participate in program assessment, curriculum review, and continuous improvement efforts - Assist with AVMA-CVTEA accreditation activities, including documentation, data collection, and preparation for site visits and reports - Maintain clinical relevance through professional development or clinical practice - Contribute to departmental, program, and university service activities - Support student advising, mentoring, recruitment, and retention efforts - Serve on appropriate department and university committees - Maintain confidentiality in accordance with federal laws and university policy - Represent the Department professionally in all activities MINIMUM QUALIFICATIONS - Doctor of Veterinary Medicine (DVM) from an AVMA accredited program - Current license to practice veterinary medicine in the state of Louisiana - Ability to teach a combination of undergraduate lecture and laboratory courses within a Veterinary Technology program - Demonstrated knowledge in one or more of the following areas: General Veterinary Technology, Veterinary Medical Terminology, Pharmacology, Anatomy and Physiology, Animal Care and Health, Diseases of Animals, Clinical Parasitology, Hospital Technology, or Veterinary Radiology PREFERRED SKILLS - Experience with AVMA-CVTEA accreditation processes - Strong commitment to excellence in teaching, service, and professional growth - Effective communication and mentoring skills - Ability to work collaboratively in a team environment SPECIAL REQUIREMENTS - Official copies of transcripts and proof of a Louisiana veterinary license are due at the time of hire - Tenure-track position requiring commitment to long-term academic and professional development SELECTION PROCESS - Application review begins immediately - Evaluation based on qualifications, teaching philosophy, and experience - Interviews likely conducted for top candidates HOW TO APPLY Email the following documents to Kaleigh MacQueen, Department Head, at macqueenk@nsula.edu: - Curriculum vitae (CV) or resume - Statement of teaching philosophy - Unofficial copies of graduate transcripts - Names and contact information for three professional references EMPLOYMENT DETAILS - Location: Natchitoches, LA - Department: Department of Veterinary Technology, Northwestern State University - Employment Type: Full-Time, Tenure-Track - Job Classification: Unclassified - Job Number: 999185 - Start Date: August 10, 2026 - Employer: State of Louisiana
ABOUT THE ROLE Northwestern State University College of Nursing and School of Allied Health is seeking a 12-month full-time faculty member for the Associate/Bachelor of Science degree programs in nursing. The position is located in Natchitoches, LA, or at an off-campus instructional site, with a start date of August 3, 2026. The successful candidate will promote academic excellence through teaching, curriculum development, student mentorship, and scholarly activities while maintaining compliance with university and accreditation standards. This is an unclassified position that will remain open until filled. KEY RESPONSIBILITIES - Teach classes using a variety of strategies appropriate to the domain of learning to promote academic excellence - Provide instruction in areas of expertise - Serve as a role model to students and peers - Assist with the development, evaluation, and revision of curriculum, policies, and procedures within the College of Nursing - Supervise and evaluate student learning experiences - Serve as an advisor and mentor for students regarding curriculum and APDG requirements - Maintain required office hours and good attendance - Attend College of Nursing and/or University functions and committee meetings as assigned - Serve as a liaison between the College of Nursing and other University departments, as well as local, state, and national agencies - Actively participate in scholarly activities, including research, writing, and presentations - Maintain appropriate expertise through continuing professional education - Recruit students to all programs within the College of Nursing and School of Allied Health - Represent the College and University in a professional manner - Participate in promotional activities, which may occur in the evenings, out of town, or on weekends - Maintain confidentiality in accordance with federal laws and program policy - Perform other duties as assigned by administration MINIMUM QUALIFICATIONS - Master’s in Nursing required (Doctorate preferred; required for academic rank of Associate Professor) - Eligible for membership on undergraduate and graduate faculty - Unencumbered licensure status as an RN or APRN in the state of Louisiana, or eligible for Louisiana licensure - At least three years of clinical nursing experience - At least three years of nurse educator experience (three or more preferred) - Ability to pass a background check - Must meet required standards defined by the University PREFERRED SKILLS - Doctorate in Nursing or related field - More than three years of nurse educator experience - Strong scholarly activity record (research, publications, presentations) - Excellent communication and interpersonal skills - Ability to work collaboratively with university departments and external agencies SPECIAL REQUIREMENTS - Must maintain unencumbered RN or APRN licensure in Louisiana - Must comply with guidelines/regulations of the University, state of Louisiana, SACSCOC, LSBN, CCNE, ACEN, and other relevant agencies - Must be able to pass a background check SELECTION PROCESS - Review of applications begins immediately - Evaluation based on qualifications, experience, and fit for the role - Background check required prior to appointment HOW TO APPLY Submit the following documents to Tamara Baxter, Department Head and Interim Senior Director: 1. Letter of application 2. Updated CV 3. Official transcripts (if not from Northwestern State University) 4. List of three professional references with complete contact information Submission Methods: - Email: baxtert@nsula.edu - Mail: Northwestern State University, 175 Sam Sibley Drive, Natchitoches, LA 71497 - Note: Mailed documents are preferred EMPLOYMENT DETAILS - Location: Natchitoches, LA (or off-campus instructional site) - Department: Northwestern State University College of Nursing and School of Allied Health - Employment Type: Full-Time, 12-month - Job Classification: Unclassified - Job Number: 998979 - Start Date: August 3, 2026 - Employer: State of Louisiana - Benefits: Equal employment opportunities provided; specific benefit details not listed in description
ABOUT THE ROLE The Psychology Department at the State University of New York at Old Westbury seeks a candidate for a tenure track appointment anticipated to begin Spring 2027. The department is looking for candidates with a concentration in social psychology or a closely related field who integrate traditional with critical perspectives in examining social issues, particularly those related to the impacts of resource disparities. Expertise in specialty areas such as peace and violence, community psychology, organizational psychology, group dynamics, environmental sustainability, prejudice, and intersectionality is highly valued. KEY RESPONSIBILITIES - Teach core curriculum courses including Introduction to Psychology, courses in the research sequence, and senior seminar courses - Teach specialized courses such as Social Psychology, Community Psychology, Psychology and Social Justice, and electives in the Social Psychology and Diversity and Social Justice domains - Participate in service activities including advising students on course registration and careers - Fulfill department, university, and related committee responsibilities - Engage in program assessment and curriculum development - Maintain an active research program and make scholarly contributions to the field MINIMUM QUALIFICATIONS - Ph.D. in Psychology or a closely related field completed by January 2027 or before the position start date - Specialization in social psychology or a closely related field - Ability to teach courses in the specialization area and core courses for the undergraduate curriculum - Strong commitment to an active research program - Strong commitment to teaching and mentoring diverse student populations at the undergraduate level SPECIAL REQUIREMENTS - Previous experience teaching in higher education to a diverse student body is preferred - VISA sponsorship is not available for this position - Employment is contingent on the verification of credentials, background check, and pre-employment screening SELECTION PROCESS - First review of applications begins on August 15, 2026, and the position is open until filled - Progression through the tenure track will be based on demonstrated excellence in teaching, meaningful service, and sustained professional development HOW TO APPLY - Must apply online via the SUNY Old Westbury Interview Exchange portal or the official jobs and careers website - Emailed resumes will not be accepted - Submit the following documents: 1. Letter of application 2. Curriculum vitae 3. Statement of teaching philosophy 4. Statement of research interest 5. Copies of recently completed research papers 6. Contact information for three references 7. Fully completed Old Westbury employment application EMPLOYMENT DETAILS - Employer: SUNY Old Westbury - Department: Psychology Department - Location: 223 Store Hill Road, Old Westbury, NY 11568 - Job Type: Full-Time, Permanent, Tenure Track - Bargaining Unit: PSNU - Professional Services Negotiating Unit (UUP) - Schedule: Variable workweek, 37.5 hours per week - Vacancy ID: 212185 - Date Posted: 03/23/2026 - Applications Due: First review on 08/15/2026, open until filled