2552 Coordinator, Faculty Professional Development

POSITION IDENTIFICATION

TITLE Coordinator, Faculty Professional Development

CLASSIFICATION NUMBER 2552

GRADE 45

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Director Faculty Center for Teaching and Learning

GENERAL FUNCTION

The Faculty Professional Development Coordinator creates and facilitates professional learning activities in the areas of teaching and learning, adult learning theory, best practices for college teaching in multiple modalities (face-to-face, online, and blended or flex learning), active learning and student engagement, and other best practices that support teaching and improve faculty effectiveness. The Faculty Professional Development Coordinator is an integral part of a professional team focused on teaching and learning, instructional technology, trends in higher education, and supporting faculty in the enhancement of student learning and student success.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: A Master’s degree in Adult Education, Curriculum and Instruction, Human Development, Educational Development and Leadership or a related discipline is required; a Doctorate degree in Adult Education, Curriculum and Instruction, Human Development, Educational Development and Leadership, or a related discipline is preferred.

Experience: At least three years of college teaching experience is required. Curriculum development and evaluation, teaching in multiple modalities (face-to-face, online, and blended or flex learning) and using a Course Management System or other instructional technology is required. Experience teaching using the Blackboard LMS and Zoom is preferred.  An equivalent combination of education and experience may be substituted or considered provided the minimum experience requirements are met.

Skills: Excellent verbal and written communication skills are required to work effectively with staff and multi-disciplinary teams. Expertise and competencies in instructional or curriculum design, the practice of educational development, and adult learning theory are required. Knowledge of best practices in instructional technologies, online, blended, and face-to-face pedagogy is required. Skill in designing and delivering training programs that focus on faculty development and pedagogical practices used in the improvement of instructional effectiveness in higher education is required. A demonstrable knowledge of web design principles and experience creating web pages is preferred. 

Other: The primary work location is an office environment in the Faculty Center for Teaching and Learning. The scope of the position requires working and communicating effectively in face-to-face and virtual environments. The ability to work in a team environment, manage projects, and deadlines is required. Occasional attendance and participation at evening and weekend activities and workshops may be required.  Occasional travel to workshops, seminars, professional development, and University events may be required.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Works with the instructional community to support faculty efficacy in any teaching modality, including online, blended, and face-to-face.

2. Works with the FCTL Director and academic leadership to determine specific professional development that aligns with long-range strategic goals including course modality, high-impact learning practices, Universal Design for Learning (UDL), affordable digital learning materials, and effective assessment strategies.

3. Coordinates and develops faculty professional development programming in a variety of formats and venues (e.g., faculty learning communities, workshops, multi-day institutes, learning on-demand courses and tutorials, brown bags, book talks, speakers, etc.).

4. Works with other university units to bring professional development opportunities from their area to faculty (e.g., Counseling Services, Computer Services, Bear CLAW, etc.).

5. Stays informed of conferences, workshops, and other professional development opportunities outside the university and communicate these opportunities to faculty and academic leadership.

6. Assists with the promotion and advertisement of professional development opportunities.

7. Supports faculty through consultations, personalized coaching, mentoring, and peer observations for the purposes of improving instructional efficacy.

8. Partners with FCTL Instructional Designers to provide instructional design services, effective course design, and champions the adoption of Quality Matters, an online quality framework.

9. Supports a culture of appreciation for faculty professional development through the implementation of recognition and award programs like certifications, digital badges, awards, celebrations, etc.

10. Evaluates the effectiveness of professional development offerings and prepares a variety of reports and statistical analysis to make recommendations for program improvement.

11. Works with academic leadership in the planning and delivery of orientation, training, and/or mentoring programs for new faculty and per course instructors.

12. Serves on university committees related to the position and faculty professional development.

13. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed by the supervisor.

14. Contributes to the overall success of services and programs provided by the Faculty Center for Teaching and Learning by performing all other duties as assigned.

SUPERVISION

The Faculty Professional Development Coordinator is supervised by the Director Faculty Center for Teaching and Learning.

OFFICE OF HUMAN RESOURCES

REVISED JANUARY 2025

JOB FAMILY 4

Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 5.0 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.

Factor 2: Supervisory Responsibility

Level 1.0 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

Factor 3: Interactions with Others

Level 4.0 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3.0 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 3.0 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.