Exploring Career Opportunities at Belmont University

Belmont University offers a variety of career paths for students and professionals alike. Whether you're a student seeking on-campus employment or a seasoned professional looking for a faculty position, Belmont provides opportunities to cultivate character, compassion, and competence. This article explores various job openings and career resources available at Belmont University, focusing on student employment in the Department of Fitness and Recreation, faculty positions in the College of Medicine, and internship opportunities offered through the Massey College of Business.

Student Employment in Fitness and Recreation

The Department of Fitness and Recreation (FitRec) at Belmont University relies heavily on student employees to ensure the smooth operation of its facilities, programs, and services. Students are considered the "lifeblood" of the department, contributing significantly to the Belmont community's fitness and recreational experiences. Working at FitRec provides students with valuable experience, positively impacting their college life. It allows them to work effectively with individuals from diverse backgrounds, experiences, and cultures.

Several student positions are available within FitRec:

Facility Assistant

Facility Assistants are crucial to the daily operations of the fitness center. Reporting to the Director, Assistant Director, and Facilities Graduate Assistant, they assist with various functions at the Beaman Information Desk, in the weight room, and other areas within the fitness center. Their responsibilities include:

Assisting patrons with inquiries and directions.
Maintaining knowledge of FitRec events and the Belmont campus.
Ensuring a safe and fun environment for all users.

Facility Assistants may also have the opportunity to work specifically at the Climbing Wall, assisting with its operations, as well as outdoor trips, outdoor rentals, and special events.

Beaman Trainer

Beaman Trainers (BT) play a vital role in helping members of the Belmont community achieve their fitness goals. Reporting to the Director, Assistant Director, and Fitness Graduate Assistant, they are responsible for safely and effectively training personal training clients and fostering a positive fitness environment. Key expectations for Beaman Trainers include:

Possessing a basic knowledge of fitness programming.
Upholding fitness policies while conducting training sessions safely and effectively.

There are two levels of Beaman Trainers:

BT 1: Required to complete the Beaman Jumpstart Trainer course.
BT 2: Must possess a personal training certification from an NCCA accredited organization.

JumpStart Trainer

JumpStart Trainers are passionate individuals interested in obtaining personal training certification. Reporting to the Director, Assistant Director, and Fitness Graduate Assistant, they train JumpStart clients within the Belmont community, promoting a great fitness environment.

Group Fitness Instructor

Group Fitness Instructors lead group fitness classes for the Belmont community. Reporting to the Director, Assistant Director, and the Fitness & Wellness Programming Graduate Assistant, they are responsible for safely and effectively conducting classes, demonstrating safe exercise techniques, and creating dynamic workouts.

To become a Group Fitness Instructor, candidates must conduct a 30-minute demonstration. There are two levels of Group Fitness Instructors:

GF Instructor 1: No certifications required.
GF Instructor 2: Requires prior teaching experience and Personal Training or Group Fitness Certification.

Brand Manager

Brand Managers contribute to the marketing efforts of FitRec. Reporting to the Director, Assistant Director, and Graduate Assistant, they assist in creating and designing digital marketing materials for display across campus, on social media, and on digital advertising boards in the Beaman Center weight room.

Faculty Positions in the College of Medicine

The Thomas F. Frist, Jr. College of Medicine (FCoM) at Belmont University is dedicated to transforming health through compassion and service. The college seeks candidates who will cultivate students’ character, compassion, and competence through innovative medical education. The curriculum features innovation, collaboration with other health professionals, engagement with the community, consideration of faith and ethics in medicine, and examination of societal determinants of health.

The Department of Foundational and Clinical Sciences (FCS) within the FCoM frequently seeks qualified individuals for various faculty positions. These positions offer opportunities to contribute to an innovative, integrated medical curriculum grounded in whole-person care.

Examples of faculty positions include:

Faculty in Histology and Anatomy

This full-time, tenure-eligible position involves teaching across the first two years of the curriculum. The faculty member will integrate foundational science content within organ-system-based courses and contribute to active and team-based learning, anatomy dissection, histology laboratories, and clinical correlations.

Read also: Comprehensive Belmont Guide

Faculty in Anatomical or Clinical Pathology

This full-time position seeks a dynamic educator with a passion for innovative medical education, student mentorship, and interprofessional collaboration. The ideal candidate will have experience integrating pathology and pathological principles into clinically relevant, case-based, and team-oriented learning environments.

Assistant, Associate, or Professor of Pharmacology

This full-time, tenure-eligible position involves delivering high-quality pharmacology instruction across the first two years of the curriculum. The faculty member will integrate pharmacology with other foundational and clinical disciplines to promote a system-based and patient-centered approach. The role includes mentoring learners and engaging in scholarly activities that advance the field of pharmacology.

Clinician Educators

Clinician educators will be involved in the development, delivery, and assessment of a case-based, student-centered curriculum for pre-clinical medical students. These faculty members will collaborate with an inter-professional and interdisciplinary faculty team to develop rich clinical cases that integrate the biomedical, social, and health systems sciences to foster student inquiry, acquisition, and application of knowledge to patient care. The faculty will be actively engaged as a small-group co-facilitator for the pre-clinical curriculum, provide additional academic support as needed for students, and serve as role models in support of a positive learning environment, professionalism, and life-long learning. Additionally, faculty will mentor students with special interests in scholarly activity related to their discipline and area of focus. Clinical Faculty are passionate about medical student teaching, role-modeling, and whole-person care within the community and/or our affiliated clinical sites.

Clerkship Program Coordinator

The Clerkship Program Coordinator plays a pivotal role in supporting diverse facets of medical student clinical education programs within the Department of Integrated Clinical Education. Reporting to the Vice Chair of Clinical Affairs for Foundational and Clinical Sciences, this position requires strong organizational and communication skills.

Critical Care Clerkship Director

The Critical Care Clerkship Director oversees the design and delivery of the Intensive Care Unit (ICU) experience for students in the individualization phase of the curriculum. This role emphasizes teaching principles of resuscitation, ventilator management, hemodynamic monitoring, multidisciplinary care, and ethical decision-making in critically ill patients. The director ensures alignment with AAMC and LCME standards for advanced clinical rotations, coordinates experiences across ICU sites, and ensures student exposure to diverse pathologies and procedures. The position includes mentoring students in complex clinical reasoning, interprofessional communication, and transitions of care. The director collaborates closely with the Emergency Medicine and Anesthesiology faculty to promote consistency in procedural and critical thinking skills development across the curriculum.The clerkship director will serve as a member of the Individualization Phase Subcommittees of the Curriculum Committee.

Director of Faculty Success

The Director of Faculty Success exists to support faculty in the Thomas F. Frist, Jr. College of Medicine at Belmont University (FCoM), enabling them to be successful in their roles as educators.

Electives Clerkship Director

The Electives Clerkship Director is responsible for overseeing all elective opportunities within the clerkship and individualization phases of the curriculum. This individual manages the catalog of elective experiences, reviews and works with the curriculum committee to approve new elective proposals and ensures alignment with the mission and learning objectives of the College of Medicine. The director establishes evaluation standards for both on-campus and away electives, ensures compliance with LCME accreditation standards, and maintains documentation of student performance. In addition, the director works closely with course directors, clerkship directors, department chairs, and the Office of Student Affairs to advise students in selecting electives that support their career goals, promote personal growth, and provide balance between breadth and depth of clinical exposure.The clerkship director will serve as a member of the Individualization Phase Subcommittees of the Curriculum Committee.

Emergency Medicine Clerkship Director

The Emergency Medicine Clerkship Director is responsible for developing, implementing, and overseeing the Emergency Medicine rotation (4 weeks) for medical students during the individualization phase. This individual ensures that students gain hands-on exposure to acute care, triage principles, procedural skills, and interprofessional teamwork in a fast-paced environment. The director coordinates educational experiences across affiliated emergency departments to ensure comparability of training and student evaluation. Responsibilities include aligning clinical encounters with curricular objectives, supervising faculty preceptors, reviewing student case logs, and integrating simulation-based training. The Emergency Medicine Clerkship Director will collaborate closely with the Critical Care, Surgical, and Internal Medicine Clerkship Directors to ensure longitudinal exposure to the management of acutely ill and undifferentiated patients.The clerkship director will serve as a member of the Individualization Phase Subcommittees of the Curriculum Committee.

Simulation Curriculum Director

The Simulation Curriculum Director is responsible for developing, integrating, and overseeing the delivery of the simulation curriculum throughout all phases of the medical education program at Frist College of Medicine (FCoM).

Transition to Residency (TTR) Course Director and Career Advising Director

The Transition to Residency (TTR) Course Director and Career Advising Director leads to the development and implementation of the final-phase course that prepares students for the demands of residency training. This includes designing didactic and simulation-based sessions on topics such as advanced clinical decision-making, patient handoffs, time management, wellness, and interprofessional communication. The director oversees the development of a formal TTR course, coordinates with residency program directors to ensure readiness for postgraduate training and provides structured mentorship in specialty selection and career planning. As Career Advisor Director, this individual integrates personal advising, residency application preparation, and interview readiness programming to support student success in the Match process.The clerkship director will serve as a member of the Individualization Phase Subcommittees of the Curriculum Committee.

Internship Opportunities at the Massey College of Business

The Jack C. Massey Career Development Center provides access to assessments and internships and assists students with career exploration. The Massey College of Business has a strong relationship with the business community in Nashville and beyond. Our students benefit from many opportunities to explore career paths and gain experience in the real world of business through internships. During the course of an academic year, more than 100 students from the Jack C.

Internships are on-site learning experiences in a work setting related to a student's personal interests and career goals. They are planned in cooperation with a Belmont University faculty member, the company/business where the internship will take place, and the student.

Benefits of Internships

An internship offers numerous benefits:

Competitive Edge: Internships provide a competitive edge in the job market.
Skill Development: They offer a unique opportunity to learn while working in a specific career field and allow students to test their skills and interests.
Real-World Application: Internships help students see how their specialized skills and classroom theory apply in a work setting.
Personal Growth: They provide insights into personal aptitudes and preferences.
Documented Experience: Internships provide valuable "documented experience," a prerequisite for many kinds of employment.
Networking Skills: They offer practice in job-hunting and networking skills, such as setting up interviews and cooperating with supervisors and fellow workers.

Internship Timing and Credit

The junior year is often a good time to pursue an internship, as students have completed much of their core coursework and have some specialized classes in their major. Seniors are also encouraged to enroll. Sophomores may undertake internships after consulting with their academic advisors.

One to six hours of internship credit are available. The number of credit hours is based on the number of hours spent and the tasks and experience gained during the internship.

Paid vs. Unpaid Internships

Some internships are paid, while others are unpaid. The organization providing the internship determines whether an intern will be paid. It is possible to receive both payment and credit for some internships. However, if an internship is unpaid, students are REQUIRED to register for credit. The internship is treated like a regular course, and the student is responsible for payment. The internship course (MGT 3000) is listed on the ClassFinder page under 'Management' and is divided into six sections by course number.

Finding Internship Opportunities

Professors within academic departments often have contacts and are up-to-date on market trends in their areas of expertise. Some departments have formalized internship programs and will work with students to apply for and obtain internships.

Students can also identify internships on their own by contacting former employers, relatives, neighbors, and friends. Informational interviews with professionals working in the students' area of interest are also valuable. Other resources include Belmont alumni, Chamber of Commerce directories, and non-profit agency resource books.

Internship Requirements

There will be 3 scheduled meetings on campus throughout the duration of your internship that you will be required to attend. Remember the internship is a class and you will have assignment due dates and you are expected to adhere to the schedule listed in the syllabus. You are required to schedule and attend a 1 hour orientation during the first week of the semester for which you are registered. You are required to schedule and attend a 1 hour Mid-Semester Review, and you are required to schedule and attend a presentation session at the end of your internship period. These are the only times that you are required to come to campus as it pertains to your internship. Be sure to have this worked out with your supervisor/boss/manager before enrolling. Also, there will be some outside assignments (journals and assessments) and a 5-10 page report that you are expected to complete and turn in according to the due dates listed on the syllabus/handbook.

Tools and Resources for Career Development

Belmont University provides several tools and resources to aid students in their career development:

Handshake: A comprehensive career management software program for accessing online job listings, uploading resumes, participating in campus recruiting, and connecting with employers.
Focus: A self-paced career guidance tool designed to help with career planning & exploration.
CareerShift: A comprehensive online resource for conducting and organizing job searches, cracking the "hidden job market," and managing the job hunt.
"What Can I Do With This Major?": A resource that connects majors to careers, providing information about typical career areas and types of employers that hire people with each major, as well as strategies to make students more marketable candidates.
VideoBio: A digital platform that provides interview training and the opportunity for students/alumni to create a Video introduction to showcase your skills.

Success Stories

Many Belmont University students have benefited from internships, gaining valuable experience and launching their careers. For example, one student secured an internship and later a full-time position at Emma, a growing entrepreneurial business, thanks to connections made through the Massey College of Business. Another student applied knowledge gained in a database design course to build a database for HCA during an internship. Deloitte challenged a student to apply knowledge obtained in the classroom to the real world.

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