2562 Instructional Designer

POSITION IDENTIFICATION

TITLE Instructional Designer

CLASSIFICATION NUMBER 2562

GRADE 44

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Senior Instructional Designer

GENERAL FUNCTION

The Instructional Designer provides faculty with course design and curriculum development support for the creation of effective and engaging learning environments that are informed by desired learning outcomes. The role involves consulting with faculty from diverse disciplines to identify course goals, student learning objectives, and applicable evidence-based instructional strategies. The Instructional Designer works closely with faculty to develop courses/instruction that are pedagogically effective for distance learning, blended, and face-to-face delivery.  The Instructional Designer also provides pedagogical training to faculty through course development programs, college/department outreach, workshops, webinars, video tutorials, job aids, blogs, online communities, etc. on topics that are related to college teaching (online, blended, and face-to-face), the university’s course management system, course design, and the integration of instructional technology.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: A Bachelor’s degree in Education, Curriculum and Instruction, Instructional Design, or a related discipline is required; a Master’s degree in Education, Curriculum and Instruction, Instructional Design, or a related discipline is preferred. 

Experience: With a Bachelor’s degree as described above at least three years of instructional design or related experience is required. With a Master’s degree as described above at least one year of experience is required. Experience working with a Course Management System and other instructional technology is required.  Experience providing instructional design support using the Blackboard LMS is preferred. Experience teaching face-to-face, online and/or blended in a college environment is preferred.  Quality Matters (QM) and/or Online Learning Consortium (OLC) certification in online course design and/or delivery is preferred. Experience working with both Macintosh and Windows platforms is preferred. Graphic Design experience is preferred. Experience creating web pages is preferred.

Skills:  Excellent verbal and written communication skills are required to work effectively with staff and multi-disciplinary teams.  Expertise and competencies in instructional design 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 pedagogical practices used in the improvement of instructional effectiveness in higher education is preferred. 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 in any teaching modality, including online, blended, and face-to-face to enhance the pedagogy of any class.

2. Works with faculty on the development of online, blended, and face-to-face instruction and ensures course quality through the appropriate blend of pedagogy and technology based on learning theory and instructional design practices.

3. Provides consultations and serves as a resource to faculty on the design, development, evaluation, and revision of learning outcomes, course modality, high-impact learning practices, Universal Design for Learning (UDL) and accessibility issues, copyright, and effective assessment strategies.

4.  Supports faculty use of instructional technologies through training and tutorials, troubleshooting, and providing other support services as needed.

5. Improves the level of understanding of the instructional community by providing course development programs, workshops, webinars, college/department outreach, and other resources in support of research-based learning.

6. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

7. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, attending training and/or courses as directed by the Senior Instructional Designer and the Director, Faculty Center for Teaching and Learning.

9. Contributes to the overall success of the online, blended, and face-to-face education program by performing all other duties as assigned.

SUPERVISION

The Instructional Designer is directly supervised by the Senior Instructional Designer in the Faculty Center for Teaching and Learning.

OFFICE OF HUMAN RESOURCES

REVISED MAY 2022

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 3.0 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.

Factor 4: Job Controls and Guidelines

Level 2.0 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.

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.