1491 Operations Coordinator, Faculty Center for Teaching and Learning


TITLE Operations Coordinator, Faculty Center for Teaching and Learning




IMMEDIATE SUPERVISOR Assistant Director, Faculty Center for Teaching and Learning

MAJOR ADMINISTRATOR Associate Provost for Student Development and Public Affairs


The Operations Coordinator, Faculty Center for Teaching and Learning (FCTL) assists with the overall planning, development, implementation, and coordination of faculty development activities and programs, manages day-to-day activities related to the department budget, and oversees classroom technology support. The Operations Coordinator, FCTL assists in the assessment of faculty instructional technology needs and recommends appropriate support options. The Operations Coordinator, FCTL presents and facilitates assigned topical training and development sessions in support of the University’s instructional community.


Education: An Associate’s degree is required with an emphasis in education, construction management, or a computer-related field. A Bachelor’s degree with an emphasis in education, construction management, or a computer-related field is preferred.

Experience: With an Associate’s degree, four years of experience in an education-related field is required; with a Bachelor’s degree, three years of experience in an education-related field is required. Experience in facilities or classroom design, instructional technology support, teaching methodologies, or curriculum design is required. Experience coordinating projects involving various personnel, such as technicians, architects, engineers, facilities maintenance staff, faculty, and administrators in a University setting is preferred.

Skills: Strong verbal, written, and interpersonal skills are required. The ability to work effectively with others and demonstrate sound judgment in applying policies and procedures is required. Effective supervisory skills are required. The ability to work cooperatively as part of a team with people of varying levels of expertise is required. Knowledge of adult learning principles and training techniques are required. The ability to organize and coordinate training activities, to evaluate learning, and to maintain accurate records is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. An understanding of instructional technology equipment specifications and their relationship to applications is preferred. An understanding of teaching methodologies, faculty preferences, and multimedia systems and support is preferred. An understanding of related environmental systems, such as furniture and lighting is preferred. The ability to operate, understand, and troubleshoot multimedia presentation systems, other classroom media systems, and other classroom-related equipment is preferred.


1. Assists with the development, coordination, marketing, and implementation of faculty development programs, such as workshops, seminars, conferences, professional resources, and online training programs, to support the University’s instructional community.

2. Oversees classroom technology support by facilitating classroom modifications, assuring the responsive provision of support services, and assuring that faculty and staff have access to training in the effective use of classroom technologies.

3. Oversees the effective utilization of the department budget and monitors expenditures, provides recommendation for optimum utilization of funds, and establishes contracts with internal and external agencies for professional development programs.

4. Assists in the assessment of faculty instructional technology needs and recommends appropriate support options.

5. Coordinates and maintains the departmental website that supports registration, online training programs, and information on FCTL sponsored programs and events.

6. Presents faculty development programs as assigned.

7. Assists with the conducting of assessments and surveys.

8. Works in cooperation with all colleges, the Provost’s Office, the Office of Student Development and Public Affairs, and Student Affairs, including college deans, academic and administrative department heads, faculty, staff, and students.

9. Maintains the faculty development and training resource library by providing professional journals, newsletters, and related publications, evaluating internal and externally produced training and educational materials and adding such materials to the library.

10. Attends state and national conferences related to faculty development and gives presentations promoting successful programs.

11. Contributes to 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 and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as required.

13. Contributes to the overall success of the FCTL by performing all other duties as assigned.


The Operations Coordinator, FCTL is supervised by the Assistant Director, FCTL and supervises the Classroom Specialist directly and classroom instructional technology support staff indirectly, administrative support staff, and graduate assistants.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.

Factor 2: Supervisory Responsibility

Level 4 - 470 Points: Supervision of (a) a moderate number of operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a small number of professional employees who exercise limited supervision of others, or (c) large numbers of student workers or graduate assistants, or some equivalent combination of the above. The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is responsible for training, planning, and directing the work of permanent employees, and generally controls hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

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 4 - 1500 Points: Work involves the primary accountability for a smaller 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. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.