Skip to main content

This job has expired

Senior Instructional Designer

Job Details

Position Number:

003320

Vacancy Open to:

All Candidates

Working Title:

Senior Instructional Designer

Position Designation:

EHRA Non-Faculty

Employment Type:

Permanent - Full-time

Months per Year:

12

Work Schedule:

This position may be eligible for a hybrid work schedule to include both in person and telework/remote work. Must be available Monday – Friday, 8:00 am – 5:00 pm (Eastern time) for scheduled work hours. This is a national search (but please note that university policy stipulates that the successful applicant would need to reside within the state of North Carolina before beginning employment).

Hours per week:

40

FLSA Status:

Exempt

Division:

Academic Affairs

Department:

Academic Affairs (Adm)

Work Location:

Kennedy

Salary Range:

$82,000 - $91,000

Primary Purpose of Department:

The School of Professional (SPS) reports to the division of Academic Affairs, reporting to the Associate Provost. SPS works collaboratively with departments, colleges, and academic support units to ensure integrated partnerships for enrollment growth, student success and faculty effectiveness in teaching.

Primary Purpose of Position:

The Senior Instructional Designer takes a senior and leadership role in the unit’s managing of large scale instructional innovation projects, including but not limited to emerging technologies and personalized adaptive learning projects, from initiation through design and development and implementation. These projects are mission critical and directly related to student success of high need to shorten time to degree and reduce DFW rates. This essential position will collaborate with faculty and other instructional staff in leading the development and deployment of mass scale course projects for the university and for the UNC system partner universities as required, including development of content, curriculum structure, and instructional technique.

Specifically, the position provides project leadership, oversight, management, and coordination across multiple departments and units, including faculty, other instructional designers/technologists, stakeholders from leadership in partner units at the university and other UNC schools, graduate assistants, working as a team for design, development, revision, management, and scaling up of emerging technology projects such as adaptive learning. Instructional in nature, these duties are associated with the regular academic and educational experiences provided by the university, are uniquely supportive of those academic and educational experiences, and involve significant and independent interaction with participants in the university’s instructional and educational program.
This is a significantly advanced role in Instructional Design, requiring an accomplished member of the field to plan, design, and implement academic technology and/or innovative approaches that directly support faculty effectiveness in instructional design and delivery for student success, chiefly in the major personalized and adaptive learning projects and initiatives for student success. This position requires an advanced level of expertise demonstrated through many years of accomplishment along with an advanced degree in a teaching or instructional design related field and teaching experience in higher education. Given the need to continually advance and promote the use of mixed teaching methodologies that incorporate the use of technology to not only enhance traditional classroom-based instruction but also broaden the basis for online and blended/hybrid courses, this position involves engaging with faculty, departments, and partner units across the university in multiple ways for course design and delivery, implementation and evaluation.

Summary of Position Responsibilities:

This is an advanced, senior-most role in instructional design that will engage with campus stakeholders at all levels. The role brings together and demands high levels of leadership in project management for curriculum development, implementation, & support; faculty development & community building; learning analytics administration, management, & reporting; instructional systems / technology management; stakeholder engagement & capacity building; and strategy, transformation, and continuous improvement.
This position provides project management, oversight, and coordination across multiple departments and units, working as a team for design, development, revision, management, and scaling up of multiple large-scale course redesign learning projects. This will include planning and coordination for these strategic initiatives, supporting and fostering learning innovation, promoting systems thinking and design thinking for faculty and student success, leading the design and redesign of learning environments and instructional systems. The work involves a highly complex chain of functions requiring strong consultancy skills in fostering change and the ability to execute and deliver results. The position requires that a substantial proportion of the work commitment is devoted to instructional activities and the direction of educational/academic supportive activities.
This highly advanced role for digital innovation and strategic projects in personalized and adaptive learning requires significant project management skills for strategic instructional initiatives, architecting the use and support of instructional technology, functioning as data learning analyst, and acting as pedagogical consultant for learning innovation, particularly with personalized and adaptive learning and other innovative approaches for faculty and student success. The Senior ID position also requires significantly advanced skills in consultation, support, and training for technology-based instructional systems as well as providing expertise in the use of academic technologies, instructional design, and best practices in teaching and learning. This will include planning, implementing, promoting, managing and evaluating the changes associated with learning environments and instructional systems. The position requires that a substantial proportion of the work commitment is devoted to instructional activities and the direction of educational/academic supportive activities for student success.

Minimum Education/Experience:

  • Minimum of Master’s degree from an accredited institution in an appropriate area of specialization (Instructional Systems Technology, Instructional Design & Technology, Learning Design & Technology, or a comparable field); OR a terminal degree or equivalency of a terminal degree from an accredited institution in an appropriate area of specialization, with a demonstrated record of sustained achievement in instructional design.
  • Must have at least 9+ years of documented ID experience in a comparable role in Instructional Design & Technology, 4+ of which in a higher education setting specifically
  • A demonstrated record of sustained achievement in instructional design
  • Must have the ability to manage complex projects with different stakeholders and project management tools
  • Expertise in instructional systems design (ISD) methods, instructional strategies and methodologies, course design (face-to-face, hybrid, and online), instructional technologies, media selection/design, evaluation, learner analysis, learning theory. Must have knowledge regarding the appropriate hard and soft technologies and their applications used in redesign of courses for in-person, blended/hybrid learning environments. Experience with academic enterprise instructional technologies required.
  • Knowledge/experience in scholarship of teaching and learning and/or research design in the social sciences required.
  • Ability to use analytics tools for qualitative/quantitative analysis, data visualization, and learner analytics required.
  • Ability to provide constructive feedback and to work in a team-oriented environment required.
  • Must have the ability to organize programs, project plans, and documents responsive to stakeholder needs and goals, including the ability to map process flows and process improvement documents.
  • Exceptional communications skills are required, in both writing and public speaking/presentation. Must be confident in leading instruction or instructional programming.

Preferred Education, Knowledge, Skills and Experience:

  • Doctorate preferred in closely related field.
  • Teaching or training experience preferred. College teaching preferred.
  • Experience providing support to faculty, trainers, or curriculum developers is desired.
  • 9+ years in a higher educational setting is ideal, with progressively increasing scope in ID. Experience in conducting educational research, including quantitative and qualitative research skills preferred.
  • Project management certification preferred
  • Learning analytics certification preferred
  • Process improvement certification preferred
  • Experience with national, international, government academic grants

Special Notes to Applicants:

  • To see the full job description: https://teaching.charlotte.edu/about-ctl/staff/seniorID
  • Please submit 3 references in which 2 are required from a current or previous supervisor.
  • Please note, this position does not have teaching or research responsibilities and is not in any of the categories eligible for visa sponsorship. If you are a non-U.S. citizen pursuing this position, and you do not otherwise qualify for a visa, this position will not provide you with qualifications for visa sponsorship.
  • This position is approved for the School of Professional Studies telework policy to include both in person and telework. This position is required to live within a commutable distance to UNC Charlotte.
  • Information about the university’s benefits package can be found at https://hr.charlotte.edu/benefits.
  • The finalist will be subject to a criminal background check.

Posting Open Date:

09/21/2022

Open Until Filled:

Yes

Proposed Hire Date:

11/28/2022

Organization

About Us

UNC Charlotte is North Carolina's urban research university. It leverages its location in the state's largest city to offer internationally competitive programs of research and creative activity, exemplary undergraduate, graduate and professional programs, and a focused set of community engagement initiatives. UNC Charlotte maintains a particular commitment to addressing the cultural, economic, educational, environmental, health, and social needs of the greater Charlotte region. 

Located in the state’s largest metropolitan area, UNC Charlotte is among the fastest growing universities in the UNC System.  A large public university with a small college feel, UNC Charlotte’s 1,000-acre campus is the home away from home for more than 29,000 students.  The University offers internationally competitive research and creative activity opportunities and exemplary undergraduate, graduate and professional programs coupled with a focused set of community engagement initiatives that enrich the region’s quality of life.

In fulfilling our mission, we envision a University that promises:

  • An accessible and affordable quality education that equips students with intellectual and professional skills, ethical principles, and an international perspective.
  • A strong foundation in liberal arts and opportunities for experiential education to enhance students’ personal and professional growth.
  • A robust intellectual environment that values social and cultural diversity, free expression, collegiality, integrity, and mutual respect.
  • A safe, diverse, team-oriented, ethically responsible, and respectful workplace environment that develops the professional capacities of our faculty and staff.

To achieve a leadership position in higher education, we will:

  • Rigorously assess our progress toward our institutional, academic, and administrative plans using benchmarks appropriate to the goals articulated by our programs and in our plans.
  • Serve as faithful stewards of the public and private resources entrusted to us and provide effective and efficient administrative services that exceed the expectations of our diverse constituencies.
  • Create meaningful collaborations among university, business, and community leaders to address issues and opportunities of the region.
  • Develop an infrastructure that makes learning accessible to those on campus and in our community and supports the scholarly activities of the faculty.
  • Pursue opportunities to enhance personal wellness through artistic, athletic, or recreational activities.
  • Operate an attractive, environmentally responsible and sustainable campus integrated with the retail and residential neighborhoods that surround us.

Dual Career

The University of North Carolina at Charlotte is committed to the recruitment and retention of highly qualified and productive faculty, administrators, and other professional staff members. We recognize that career decisions are influenced by family considerations.  For up to one year from the date of an employee’s relocation to Charlotte, the University will assist the employee’s  spouse or domestic partner with efforts to find employment within the University and/or within the surrounding area.

Diversity at UNC Charlotte

UNC Charlotte is committed to cultivating diversity and inclusion throughout the campus. Our campus community is comprised of people who represent the wide breadth of gender identities, sexualities, races and ethnicities, faith traditions, nationalities, and other social groups and backgrounds.  All of these identities and experiences enrich the University as a whole.  UNC Charlotte strives to celebrate and leverage the benefits of this diversity, and to sustain an inclusive and welcoming environment for all students, faculty, and staff.

To learn more about plans, programs, resources and news and events relating to diversity and inclusion at UNC Charlotte please use the following link: https://diversity.uncc.edu/

To access the full text of the UNC Charlotte Plan for Campus Diversity, Access and Inclusion please use the following link: https://diversity.uncc.edu/sites/diversity.uncc.edu/files/media/Campus%20Plan%20for%20Diversity%2C%20Access%2C%20and%20Inclusion%202016.pdf

Optional text if space allows….

Overview of the UNC Charlotte Plan for Campus Diversity, Access and Inclusion.

The goal of quality education for all at UNC Charlotte is the foundation for our Diversity Plan.  At its fullest potential, higher education allows students to interact with people from different backgrounds and to engage a range of ideas and perspectives.  This educational experience cultivates the skills that graduates will need to function adeptly in a global society.  

As North Carolina and the Charlotte region undergo rapid population growth and demographic change, UNC Charlotte must respond to the needs of a more diverse student population. It is imperative that the University prepare its students to become leaders and thriving citizens in a pluralistic and multicultural society. In adopting our Diversity Plan, we affirm that:

  •  

    • We believe that a diverse faculty, staff and student body are critical in advancing teaching, scholarship, and community engagement at UNC Charlotte.
    • We are committed to enhancing opportunities for living, working and learning in a diverse environment
    • We are committed to educating our students to interact effectively and respectfully in the global community. 

      The Plan identifies components of a diverse campus community and outlines steps toward building an inclusive environment that promotes the success of all students, faculty, and staff. It is a living document that affirms our institutional values and is designed to offer guidance to University departments and units for achieving the University goals for diversity.  The seven broad objectives of the Diversity Plan are:

      1: Promote a broad understanding of goals for diversity, access, and inclusion for the University through active outreach to the campus community.

      2: Recruit and graduate a diverse student body that reflects community diversity and addresses the state’s need to increase access to higher education for historically underrepresented and economically disadvantaged students.

      3: Increase the recruitment of underrepresented faculty and advance their progression through the faculty ranks.

                  4: Increase the representation of staff from underrepresented groups.

      5: Ensure the presence of institutional environments and course development that enhance learning and appreciation for the full range of diversity.

      6: Develop external relationships with the community to enhance diversity on and off campus.

                  7: Ensure the Success of the Plan through Assessment, Accountability, and Recognition.

       

Get job alerts

Create a job alert and receive personalized job recommendations straight to your inbox.

Create alert