Instructional Designer

Job Information Job Title: Instructional Designer Location: Clayton State University Regular/Temporary: Regular Full/Part Time: Full-Time Job ID: 299739 Overview Clayton State University is located in Morrow, Georgia, roughly 15 miles southeast of downtown Atlanta. The university offers an adaptable, collaborative environment that fosters professional and personal development and serves over 5,500 students in campus and online programs. The institution is known for its Top Workplace recognition in Atlanta and aims to broaden access to high-quality education and workforce development. Responsibilities Instructional Design & Course Development Partner with faculty to design, develop, and improve courses using evidence-based instructional design models (e.g., backward design, ADDIE) and learning-sciences principles. Support the alignment of learning outcomes, instructional activities, and assessments to improve student learning across all modalities. Conduct instructional design consultations focused on course structure, engagement strategies, assessment design, and student success. Conduct course reviews and provide actionable, developmentally focused recommendations for instructional improvement. Faculty Development & Consultation Design and facilitate faculty development workshops, trainings, webinars, and resources focused on effective teaching, assessment, and instructional design. Provide one-on-one instructional consultations and coaching to support faculty growth in pedagogy and course design. Assist in the development and facilitation of faculty learning communities that promote reflective teaching and evidence-based instructional practices. Serve as a consultative partner supporting faculty across face-to-face, online, hybrid, and HyFlex environments. Accessible Teaching and UDL Serve as a campus resource for digital accessibility and WCAG 2.1 compliance, supporting faculty in creating accessible learning materials and environments. Promote and integrate Universal Design for Learning (UDL) principles and accessible teaching strategies into course design and faculty development initiatives. Provide training, guidance, and resources to support accessible course content and student-centered instructional practices. Program Development, Evaluation, and Communication Evaluate instructional initiatives and faculty development programs to assess effectiveness and inform continuous improvement. Research and disseminate emerging evidence-based practices in teaching, learning, and course design, including the effective pedagogical use of instructional technologies and AI-enabled learning tools. Develop and maintain instructional guides, multimedia resources, and online materials that support faculty teaching and course design. Maintain and enhance CELT digital resources, including the website, as an accessible and current hub for teaching and learning support. Plan and professionally coordinate CELT communications, including newsletters, that highlight teaching practices, resources, and professional development opportunities. Manage multiple instructional design projects simultaneously, ensuring timely delivery and alignment with the CELT mission and CSU institutional priorities. Serve on institutional committees and initiatives related to teaching excellence, instructional innovation, and student success. Note on Special Topics Experience with emerging instructional technologies and AI-enabled tools is valued. Qualifications Required Qualifications Master's degree in Instructional Design, Curriculum and Instruction, Educational Technology, or a closely related field with strong pedagogical preparation. Minimum of two years of experience in instructional design, course development, or faculty development in higher education. Strong knowledge of instructional design models (e.g., backward design, ADDIE), learning theory, and adult learning principles. Experience designing or supporting courses in learning management systems (e.g., D2L Brightspace, Canvas, or equivalent). Experience facilitating faculty development, training sessions, or instructional workshops. Knowledge of accessibility standards (WCAG, ADA, Section 508) and accessible course design practices. Excellent written and verbal communication, facilitation, and collaboration skills with the ability to professionally engage faculty and stakeholders across disciplines, departments, and organizational levels. Strong organizational and project management skills with the ability to manage multiple priorities and deadlines. Ability to work independently, take initiative, and contribute to a culture of continuous instructional improvement. Preferred Qualifications Experience working in a Center for Teaching and Learning or similar faculty development unit. Experience designing courses across multiple modalities, including face-to-face, online, hybrid, and HyFlex environments. Experience with learning analytics and using data to inform instructional improvement and student success strategies. Familiarity with emerging instructional technologies, including AI-enabled tools, adaptive learning systems, and digital learning platforms. Certification or formal training in instructional design, online teaching, or faculty development (e.g., Quality Matters, ACUE, ATD, SUNY). Knowledge, Skills, & Abilities Teaching and Learning Learning sciences principles and evidence-based teaching practices Adult learning theory and faculty development principles Active learning, student engagement, and motivation strategies Assessment design and alignment of outcomes, activities, and assessments Teaching across face-to-face, online, hybrid, and HyFlex modalities Instructional Design Instructional design models and frameworks (e.g., Backward Design, ADDIE) Course design and development processes Quality assurance principles for online and blended learning Learning analytics and continuous course improvement Accessibility and Universal Design Universal Design for Learning (UDL) WCAG 2.1 accessibility standards ADA and Section 508 requirements Principles of equitable and accessible learning environments Faculty Development and Consultation Coaching and consultation practices Workshop and professional development design Facilitation strategies for adult learners Change management and relationship building Project and Program Management Strategic planning and prioritization Program assessment and evaluation Communication and stakeholder engagement Management of multiple projects and timelines Educational Technology Teaching & learning integration with Learning management systems (D2L Brightspace, Canvas, etc.) Multimedia and instructional technologies for student engagement AI-enabled learning tools and emerging educational technologies to improve pedagogy and student outcomes. Digital collaboration tools and online learning platforms to promote active engagement strategies. Values and Compliance USG Core Values Our values are Integrity, Excellence, Accountability, and Respect. Details on policies are available at the USG policy manual. For the record: Freedom of Expression and Academic Freedom details are also provided in the USG policy manual. Institutional Values Clayton State University values adaptability, collaboration, excellence, integrity, and people-centered approaches. Details on values and codes of conduct are available online. Conditions of Employment Offers of employment are contingent upon completion of a background investigation, including criminal background checks, eligibility determination, credential verification, and, if applicable, a satisfactory credit check. A pre-employment drug and alcohol screen may be required. Potential conflicts of interest must be disclosed. Employment is subject to applicable laws and university policies. Equal Employment Opportunity Clayton State University is an equal opportunity employer. Discrimination based on age, color, disability, genetic information, national origin, race, religion, sex, or veteran status is prohibited. Veterans may receive appropriate preferential treatment where allowed by law. Clery Disclosure This position may be considered a Campus Security Authority (CSA) as defined by the Clery Act. #J-18808-Ljbffr