1490 Director, Faculty Center for Teaching and Learning
TITLE Director, Faculty Center for Teaching and Learning
CLASSIFICATION NUMBER 1490
IMMEDIATE SUPERVISOR Associate Provost for Student Development and Public Affairs
MAJOR ADMINISTRATOR Provost
The Director of the Faculty Center for Teaching and Learning (FCTL) oversees instructional development opportunities for faculty, regardless of teaching modality, while offering effective support through a variety of instructional technology and design elements. The Director, FCTL develops and implements services and programs aimed at supporting the role of all faculty, including both full- and part-time faculty, tenured, tenure-track, non-tenure track, and teaching assistants, in the areas of teaching, research, and service. The Director, FCTL provides faculty development to advance new initiatives and the strategic goals of the University. Services and programs provided include, but are not limited to, the following: the advancement of teaching excellence regardless of modality, course transformation based on enhancing student engagement and learning outcomes, the effective use of technology in the classroom, distance learning pedagogy, and quality course design.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master’s degree in Education with an emphasis in educational psychology, learning theory, instructional technology, or curriculum design is required. A Doctorate degree in educational psychology or learning theory is preferred.
Experience: At least five years of experience working in a teaching and learning center designing and delivering faculty development programs and services, preferably in a leadership role, is required. Teaching experience at the college or university level is required. Experience in assessment of learning outcomes at both the classroom and program level is required. Experience managing budgets and resources is required.
Skills: Strong verbal, written, and interpersonal skills are required. The ability to work effectively with staff, faculty, administrators, and University personnel at all levels is required. Demonstrated ability to design and implement faculty development programs, manage instructional design and creative services, and manage workflow processes is required. A working knowledge of outcomes-based curricular design, student-learning assessment techniques and program evaluation models, student-centered learning and learning theories, technology-enhanced teaching and learning including course management systems, and effective online teaching methodologies is required. Database management skills are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Provides direction in the design, implementation, and assessment of professional development programs that are designed to assist faculty at all career stages with teaching effectiveness, scholarship, and other professional services.
2. Supports faculty in their roles of teaching, research, and service to the University by developing and implementing faculty events, workshops, programs, seminars, and the annual Showcase on Teaching and Learning.
3. Plans, develops, and manages faculty initiatives through the Curriculum Innovation Awards program that incorporates research in teaching and learning.
4. Supervises staff, instructional design and creative services, and manages FCTL course development projects and workflow.
5. Meets with academic departments and deans regarding faculty development needs and issues.
6. Supports and fosters the creation of faculty learning communities in the colleges.
7. Works collaboratively with the Associate Provost for Student Development and Public Affairs and the Provost’s office about FCTL contributions toward improving student learning and development.
8. Support new initiatives and strategic goals set by the University’s Long-Range Plan.
9. Manage resources and budgets for the FCTL and Curriculum Innovation Award programs.
10. Participate in New Faculty Orientation as required and serves as an ex-officio member of the FCTL Advisory Council.
11. Facilitates a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
12. Remains competent current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed.
13. Helps to ensure the overall success of Student Development and Public Affairs by performing all other duties as assigned.
The Director of the Faculty Center for Teaching and Learning is supervised by the Associate Provost for Student Development and Public Affairs and supervises, directly or indirectly, all employees assigned to the FCTL.
OFFICE OF HUMAN RESOURCES
REVISED SEPTEMBER 2016
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 5 - 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 5 - 730 Points: Supervision of (a) several work teams or work team leaders, (b) a rather large group of operative, administrative support, or paraprofessional employees, (c) a work group involving direction of skilled technical employees, (d) professionals in technical and skilled areas, and/or (e) subordinate supervisory personnel. The incumbent performs a full range of supervisory responsibilities including the authority to hire, train, transfer, promote, reward, or discipline others. Supervision will likely be general rather than close supervision of others. At this level, supervisory responsibilities consume significant amounts of work time and include substantial responsibility for work planning activities, staffing, and performance management as well as budgeting and planning functions.
Factor 3: Interactions with Others
Level 4 - 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 - 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 5 - 2350 Points: Work involves primary accountability for a larger department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University, influences internal or external operations, or impacts students, faculty, and/or staff. Work activities have a direct and significant impact on the department. Work activities also have a significant effect on the efficiency and reputation of the cost center and represent a relatively major function within the cost center. At this level would be jobs in which the incumbent may have responsibility for developing budgets, distributing budgeted funds, and exercising primary control over a moderately-sized budget.