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Instructional Designer

Employer
Unity College
Location
Maine, United States
Salary
Salary Not Specified
Posted Date
Aug 22, 2022

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Position Type
Faculty Positions, Arts, Design & Graphic Arts, Education, Instructional Technology & Design, Administrative, Academic Affairs, Curriculum & Instructional Development, Distance Education Programs, Instructional Technology & Design (Campus)
Employment Type
Full Time
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JOB OVERVIEW

The primary responsibility of the Instructional Designer (ID) is to manage projects involving competency-based face-to-face, and synchronous HyFlex course design and development for Associate degrees and certificates. In addition, the ID manages the design and development of both credit and non-credit micro-credentials for the Technical Institute for Environmental Professions (TIEP) at Unity College. To accomplish the this, the ID will:
  • Collaborate with the Dean of TIEP, subject-matter experts, and faculty to research and design competency-based curriculum
  • Design, develop, edit, and evaluate curricular materials using the appropriate learning design principles
  • Collaborate with the dean to build and document competency-based curriculum design, development, and modification processes
  • Create measurable competency statements and outcomes at the course and program level
  • Consult with faculty on pedagogical issues and assist in faculty development on issues unique to competency-based learning
  • Collaborate with subject matter experts, faculty, and the Dean to build authentic formative and summative assessments including pre-assessments, criterion assessments, and benchmark assessments
  • Evaluate and document, on a regular schedule, the effectiveness of all assessments
  • Analyze and synthesize data to inform the effectiveness of student learning
  • Build competency maps and alignments for each program
  • Participate in a process of continuous evaluation of course and learning effectiveness using data as a guide
POSITION SPECIFIC RESPONSIBILITIES AND EXPECTATIONS

Learning Design Responsibilities
  • Work collaboratively with TIEP Dean, faculty, and subject matter experts (SMEs) to design and develop high quality, innovative, competency-based face-to-face and online programs to include courses, certificates, and micro-credentials.
  • Serve as a faculty resource for the D2L Brightspace Learning Management System (LMS).
  • Use principles of universal design to design engaging, meaningful experiences for learners in a HyFlex classroom.
  • Build standardized course template frameworks in the LMS that meet Enterprise standards.
  • Build a standard syllabus and schedule template that meets Enterprise standards.
  • Work with the SMEs and the Dean to build competency maps for each program.
  • Work with SMEs and faculty to build workforce ready competencies.
  • Build competency and assessment alignments.
  • Work with SMEs and faculty to build authentic assessments for each
  • Build and integrate badges into each course/program.
  • Design non-credit short-term micro-credentials.
  • Work with the Executive Director of Student Life Cycle Management and the Dean to design orientation modules for incoming learners.
  • Design and build learner support materials to support the learning process.
  • Keeps current on best practices in CBE instructional design.
Professional Development Responsibilities
  • Develop training materials on effective use of the available teaching and learning technologies.
  • Design and deliver workshops and trainings on pedagogy in a HyFlex classroom.
Managing the Course Design Process and Quality Assurance in Course Design
  • Build and maintain course design processes in a digital repository.
  • Build evaluations and improvements for courses and programs.
  • Ensure that all TIEP courses are designed to align with the Quality Matters rubric and Enterprise requirements.
  • Ensure that all competency-based programs align with C-BEN quality standards.
  • Project manage the design and development of all programs and courses in TIEP to get all courses developed on schedule.
  • Remain current and maintain a thorough understanding of the latest industry technology tools and trends in online education.
Other Duties
  • Work with Information Technology and Instructional Technology staff to develop new services and test new academic and learning technologies.
  • Identify challenges and solutions during the course design process
  • Other related duties as assigned.
UNITY COLLEGE INSTITUTIONAL RESPONSIBLITIES:
  • Demonstrates commitment to Unity Colleges core values and serves as a role model for the Colleges standards of conduct.
  • Contributes to the Colleges commitment to sustainability and contributes to the Colleges commitment to support a diverse and inclusive working and learning environment.
  • Follows safety and infection control policies while assisting with their enforcement.
  • Assumes responsibility to maintain and upgrade professional knowledge and skills with regulations, industry trends, current practices, new developments, and applicable laws. In addition to actively participating in Unity College Professional Development days and Unity College required annual trainings.
  • Demonstrates a high degree of commitment to customer service and student success.
  • Performs other duties as assigned.
REQUIRED QUALIFICATIONS

To be successful in this position you must be able to execute each of the position specific responsibilities while meeting the position expectations.

Additionally, the position specific education, skills and competencies listed below are representative of the knowledge, skill, and/or ability needed. Reasonable accommodations may be made upon approval by the supervisor and Human Resources, to enable individuals with disabilities to perform the essential functions.

POSITION SPECIFIC EDUCATION, SKILLS AND COMPENTCIES:

Required:
  • Bachelor's Degree.
  • Knowledge of competency-based education design principles.
  • Strong research, content analysis, and content preparation skills.
  • Experience in leading and managing multiple, complex projects, and the ability to schedule, prioritize and meet varied deadlines across these projects.
  • Ability to work both independently and within a team.
  • Excellent oral and written communication skills with strong interpersonal and presentation skills, while working with diverse content and populations.
  • Proven ability to stay current with rapidly changing technologies.
  • Ability and willingness to work with students from diverse political/socioeconomic backgrounds and a wide range of physical and academic abilities.
  • Personal commitment to the environmental focus and mission of the college.
  • Ability to function effectively within a matrix organizational structure, maintaining open lines of communication while being discreet, courteous and well poised.
Preferred:
  • Masters degree in Instructional Design, Education, or equivalent field.
  • One year of experience working in a full-time instructional design capacity, collaborating directly with faculty in online curriculum building and course development.
  • Experience developing non-traditional learning experiences and micro-credentials
  • Experience with badging.
  • Proven knowledge of instructional design strategies, along with the current techniques, tools, and procedures used in the design, development, and evaluation of technology-enhanced and online courses and programs.
  • Experience with graphic design and AV elements appropriate for online instruction, especially using the Adobe Creative Cloud suite.
  • Experience in online classroom teaching or workshop facilitation.
  • Knowledge and understanding of Quality Matters, Online Learning Consortium and similar online learning rubrics.
  • Familiarity with Universal Design and other accessibility principles to ensure course content is accessible to all learners.
  • Proven ability to work effectively and communicate with subject matter experts, peers, users and media developers.
  • Competence working within learning management systems, such as D2L Brightspace.
  • Familiarity with HTML and CSS.
WORK SCHEDULE / AVAILABILITY REQUIREMENTS

Work hours are specific to the requirements of this position and can include days, evenings, and weekends. Working extended hours required as needed. Must be flexible and cooperative in fulfilling responsibilities and meeting the C olleges needs. Although Unity College employees are generally scheduled to work at their specifically assigned locations, there are times when travel is necessary and employees are required from time to time to attend events, meetings or work temporary assignment at any Unity College location.

PHYSICAL DEMANDS

While performing the duties of this job, it is regularly required to sit and talk or hear. The employee is occasionally required to stand or walk. The employee must occasionally lift and/or move up to 25 lbs. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. The use of either hand for repetitive movements such as grasping, grasping and turning, and fine manipulation is required as is the ability to use the telephone for internal and external communications.

ENVIRONMENTAL CONDITIONS

Work is performed mostly in an office setting. The noise level in the work environment is normally moderate. Exposure to changes of temperature or humidity 1-33% of the time.

POSITIONS AT UNITY COLLEGE ARE DEPENDENT ON THEIR VIABILITY AND AN ESTABLISHED VIABILITY MATRIX. THE VIABILITY MATRIX FOR THIS POSITION IS:
  • This position remains viable:
    • While maintaining a course portfolio 40-50 3 credit classes a year (comprised of active and in-development credit bearing courses).
    • The Technical Institute for Environmental Professions remains committed to competency-based education.
  • The Technical Institute for Environmental Professions continues to operate as an approved SEBU of Unity College with an annual net operating revenue surplus.
    • Unity College operates in an Enterprise model and the Technical Institute for Environmental Professions SEBU exists.
  • There continues to be enthusiastic support of the Enterprise Model
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