The Stanford Center for Professional Development (SCPD), part of the Office of the Vice Provost for Technology and Learning (VPTL) is seeking a highly motivated and dedicated individual to maintain and strengthen its leading position in lifelong and online learning.

This is a wonderful department that works well as a team! If you are looking for a position in a fast-paced environment, this is the job for you!

SCPD website: http://scpd.stanford.edu/

JOB PURPOSE:

Oversee the work of other Instructional Designers and participate in the design and development of learning solutions in support of the overall curriculum. Assess client needs and establish an overall curriculum to satisfy business unit/organizational needs. Establish standards for online and instructor-led course development, participant and instructor materials, online performance support solutions, and learning evaluation.

CORE DUTIES*:

• Manage, recruit, coach, develop staff and departmental budgets.
• Partner with subject matter experts regarding technology-based learning projects from conception, through design and production, to completion.
• Evaluate pedagogy goals with technology tools with emphasis on designing and using the appropriate technology for the situation.
• Oversee appropriateness, effectiveness and success of departmental instructional design projects.
• Manage key vendor relationships.
• Evaluate requests for technology based learning projects and recommend appropriate learning solutions.
• Plan, coordinate and execute projects according to defined deadlines while maintaining consistency with strategy and goals.
• Develop change management and learning plans.
• Provide production and post-production facilities for the development of learning materials
• Share best practices through cross campus collaboration and instructional design community.

* - Other duties may also be assigned

MINIMUM REQUIREMENTS:

Education & Experience:

Bachelor’s degree and seven years of relevant experience or combination of education and relevant experience.

Knowledge, Skills and Abilities:

• Ability to provide thought leadership on inclusion of learners with physical and learning differences.
• Demonstrated understanding of delivering course content and tools that support accessibility and universal design for learning.
• (Preferred) Ability to evaluate and produce course content for accessibility using assistive technology.
• Excellent management skills.
• Demonstrated ability to develop departmental budgets, timelines, goals and schedules.
• Demonstrated ability to present new projects and goals to senior management; defend/advocate those projects as needed.
• Ability to provide thought leadership in learning system design and development, and its relationship to performance improvement.
• Demonstrated effectiveness in consulting with subject matter experts to assess learning needs and recommend high-impact learning solutions and learning curricula.
• Demonstrated proficiency in explaining and applying instructional design theory, models, and best practices.
• Ability to work collaboratively with diverse groups, learning team members, vendor partners, and business partners to create a learning environment that is service oriented, supportive, engaging and effective for adult and nontraditional learners.
• Demonstrated ability to evaluate the effectiveness of learning materials.

Certifications and Licenses:

None

PHYSICAL REQUIREMENTS*:

• Frequently stand/walk, sit, use a computer; use a telephone, grasp lightly/fine manipulation.
• Occasionally reach/work above shoulders, twist/bend/stoop/squat, grasp forcefully, lift/carry/push/pull objects that weigh up to 10 pounds, write by hand, sort/file paperwork.
• Rarely kneel/crawl, operate foot and/or hand controls.

* - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of the job.

WORKING CONDITIONS:

• Travel on campus to schools/units

WORK STANDARDS:

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu.

Additional Information

• Schedule: Full-time
• Employee Status: Regular
• Grade: K