Part-Time Instructional Designer (Pool)

FLSA Status: Exempt

Salary Schedule: Placement on the adjunct faculty salary schedule is based upon education and credited experience. Initial placement can range from $60.01 to $75.10 per hour (Salary Schedule AJ - Special Rate).

Months Per Year: Semester assignments as needed

Mandated Reporter: Yes

Campus Security Authority: No

The Instructional Designer provides pedagogical and educational technology support for face-to-face, hybrid, and online courses and is a college-wide position. This position reports directly to the Dean of Academic Support and Learning Technologies.

Duties and Responsibilities

1. Provide hands-on consulting with faculty on course design, course development, learning objectives, classroom management, active learning, assessment methods, and teaching strategies for face-to-face, hybrid, and online courses
2. Present on-campus and online structured professional development training and learning opportunities for faculty and classified staff through individual consultation, programs, and workshops. Through professional development training activities, promote mastery of technology skills and pedagogy to design and deliver successful online courses and support services
3. Participate in assessment of online courses to ensure regular effective contact between instructor and student is included in all distance education courses
4. Maintain currency regarding copyright, accessibility compliance (Section 504 and Section 508) regulations for all instructional materials, state authorization for distance education, and student authentication for online and hybrid courses
5. Implement creative approaches and innovative uses of technology and pedagogy to address different learning styles, diverse student populations, variety of course content, and accessibility guidelines
6. Create partnerships and provide leadership and support for faculty and classified staff in implementing effective pedagogy and use of technology to support teaching and learning
7. Maintain currency in knowledge and trends related to teaching and learning and application of technology to enhance teaching and learning of diverse populations
8. Create documentation and an inventory of resources of potential interest to faculty
9. Coordinate with counterparts at the District colleges and District Office
10. Must be flexible and be available to support evening and weekend instructors
11. Perform broader instructional design and support projects as needed and assigned

Employment Standards (acquired through education, training, and/or experience)

Knowledge of:

1. Learning theories, instructional design theories, and instruction systems. Understanding and demonstrated application of sound pedagogy and instructional design practices for traditional and non-traditional students
2. And facility with Canvas, Moodle, or other learning management systems

Skills and Abilities:

1. Mastery of online instructional and web-based graphic design principles
2. Assist faculty in transitioning courses from face-to-face to distance learning
3. Formal training in research-based practices on teaching adult learners designed to help faculty improve student success and retention in online courses
4. Evaluate programs and online learning
5. Assist faculty with creating new and revised courses that reflect effective teaching and assessment strategies
6. Assist faculty with creating instructional materials and courses that follow compliance guidelines, including copyright, accessibility, regular effective contact, and student authentication
7. Learn new technology tools and have a strong desire to share this knowledge with others
8. Communication, both oral and written, that matches the message to audience needs; and demonstrated ability to work collaboratively and collegially with diverse communities
9. Interpersonal skills and leadership in working within teams to analyze and improve instructional design
10. Project and team management
11. Collaborate with multiple stakeholders with diverse interests and needs
12. Practical teaching experience, including in an online environment

Job Requirements:

• Master's degree or above in instructional design/technology or educational technology OR the equivalent (see below)
• Three years of relevant experience working with instructional design and technology including familiarity with learning management systems and content development applications
• Demonstrated cultural competence, sensitivity to, and understanding of the diverse academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff as these factors relate to the need for equity-minded practice both within and outside of the classroom.

Preferred

• Recent experience working with racially minoritized and other disproportionately-impacted students in educational contexts, and an understanding of how historical patterns of exclusion of these groups within higher education and particular fields shape patterns of participation and outcomes
• Willingness to examine and remediate one's instructional, relational, and classroom practices to more effectively engage and support racially minoritized and other disproportionately impacted students
• Experience and skill with addressing inequity in the classroom and on campus
• Experience and expertise in culturally responsive teaching in technology
• Demonstrated ability to address equity gaps within technology courses and classrooms
• Demonstrated knowledge of the implications of the Hispanic-Serving and Asian American and Native American Pacific Islander-Serving Institution designations for institutional, departmental, and instructional practices
• Experience teaching in an online environment
• College classroom training and teaching experience
• Understanding of compliance regulations regarding online instruction
• Bilingual/bi-cultural skills

Note: If you believe your degree, academic background, or professional achievements are equivalent to the stated minimum qualifications, please complete the Application for Equivalence - For Faculty Positions (you may choose more than one category), which is available as an option during the application submission process. Applicants who meet the minimum qualifications as outlined above do not need to complete this form.

a) Degree Equivalence
The employee or applicant possesses a degree(s) with similar content to those listed for the relevant discipline. The name of the degree is close to that specified on the Disciplines List but the degree either has a different title or area of expertise or the coursework is slightly different. Equivalence is established through analysis of transcripts and coursework.

b) Academic Background Equivalence
Related to disciplines in which a Master's degree is not generally expected or available. The employee or applicant must have completed at least 24 semester units (or equivalent) of coursework in the academic field being applied for, and must possess at least the equivalent level of achievement and the equivalent in breadth, depth of understanding, and rigor in each of the following:

• a broad cultural education usually met by the general education requirements for any Bachelor's or Associate's degree, and
• a detailed study of the discipline in breadth, depth, and rigor, usually met by coursework required for the degree major.

c) Professional Achievement Equivalence
The employee or applicant must have completed the general education requirements for any Bachelor's or Associate's degree, and show evidence of outstanding professional achievement and/or substantial training in the requested field. The employee or applicant must submit substantial evidence, which demonstrates that their preparation, teaching experience, work experience, and ability are equivalent to those expected from a person who meets the minimum qualifications.

Additional Information:
Safety: to promote a safe working and learning environment employees must report any unsafe working conditions or practices, as well as any near-miss incident to their supervisor.

• Position is designated as a Mandated Reporter under the Child Abuse and Neglect Reporting Act
• Position is a Responsible Employee under the Equity in Education Act and Title IX

Work Demands
The environmental, physical, and mental demands described here are representative of those that an employee must meet to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

Environmental: typical on-site office environment; in-person work expected with potential to participate in the District's telework program, as available.

• Frequent hearing and speaking to exchange information in person and online
• Comprehend speech at normal levels
• Upper limb dexterity to operate computers and peripheral equipment
• Vision sufficient for daily and frequent use of computers, databases, and written materials
• Sitting for extended periods of time
• Frequent bending at the waist
• Physical presence at on-site locations
• Communicate and interact with others
• Observe and interpret people and situations
• Learn and apply new information or skills
• Perform highly detailed work on multiple concurrent tasks
• Perform highly detailed work under changing priorities and deadlines on multiple concurrent tasks
• Work with frequent interruptions
• Self-regulate emotion and behavior

Benefits: Academic employees participate in the State Teachers' Retirement System (STRS), a defined-benefit retirement plan through the State of California or they may choose to participate in the STRS Cash Balance program or Social Security.

EEO Statement: San Mateo County Community College District is an Equal Opportunity, Title IX, and Section 504 employer. We prohibit discrimination and harassment based on race, color, ancestry, national origin, religion, age, sex, gender identity, sexual orientation, genetic information, marital status, veteran status, medical condition, physical or mental disability, or any other protected status under federal, state, or local law. We seek to employ individuals who reflect our community's diversity of cultures, languages, and abilities.

Our EEO Plan, grounded in Title 5 regulations, is developed and monitored by an EEO Advisory Committee, reviewed at least every three years, and supported by regular training for all members of selection and screening committees. We collect and analyze recruitment and retention data to measure progress and identify barriers.