Instructional Designer

About Us

Located in Morrow, Georgia, Clayton State University is roughly 15 miles southeast of downtown Atlanta. The university offers employees an adaptable, collaborative environment that fosters professional and personal development.

The university is committed to having a positive impact on the State of Georgia and beyond by serving students and the community through broadening access to high-quality education and advancing workforce development. Clayton State offers multiple certificates, Associates, Bachelors, and Masters Degree programs, which currently enroll over 5,500 students in challenging campus and online courses.

Clayton States main campus is situated on 214 beautiful acres in a lakeside setting just minutes from downtown Atlanta, making access to the vibrant metropolitan area swift. The Atlanta-Journal Constitution has named the university a Top Workplace in Atlanta for six consecutive years. The Chronicle of Higher Education also named Clayton State one of 79 higher education institutions across the nation in its list of 2017 Great Colleges to Work For.

Job Summary

The Instructional Designer (Teaching & Learning) position serves as a strategic partner in advancing teaching excellence and student success by supporting faculty in the design, development, delivery, and continuous improvement of high-quality learning experiences across all instructional modalities, including face-to-face, online, hybrid, and HyFlex environments. The role provides instructional design consultation and faculty development grounded in learning science, evidence-based teaching practices, backward design, Universal Design for Learning (UDL), and student-centered instructional strategies.

Working collaboratively with faculty, Center for Excellence in Learning and Teaching (CELT) staff, and campus stakeholders, this position supports course design alignment, facilitates professional learning, and leads initiatives that enhance instructional quality, accessibility, and student success. The position also serves as a subject matter expert in digital accessibility and Web Content Accessibility Guidelines (WCAG) compliance, contributing to institutional efforts that advance access, innovation, and student-centered teaching practices.

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.

Required Qualifications

• Masters 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.

USG Core Values

The University System of Georgia is comprised of our 25 institutions of higher education and learning as well as the System Office. Our USG Statement of Core Values are Integrity, Excellence, Accountability, and Respect. These values serve as the foundation for all that we do as an organization, and each USG community member is responsible for demonstrating and upholding these standards. More details on the USG Statement of Core Values and Code of Conduct are available in USG Board Policy 8.2.18.1.2 and can be found on-line at https://www.usg.edu/policymanual/section8/C224/#p8.2.18_personnel_conduct.

Additionally, USG supports Freedom of Expression as stated in Board Policy 6.5 Freedom of Expression and Academic Freedom found on-line at https://www.usg.edu/policymanual/section6/C2653.

Institutional Values

Clayton State University will have a positive impact on the State of Georgia and beyond by serving students and the community through broadening access to high-quality education and advancing workforce development. Our statement of core values is adaptability, collaboration, excellence, integrity, and people-centered. Each Clayton State University community member is responsible for demonstrating and upholding these standards. More details on Clayton States Statement of Core Values and Code of Conduct can be found online at https://www.clayton.edu/strategic-plan/mission-vision-values and https://www.clayton.edu/human-resources/current-employees/resources-policies

Conditions of Employment

Offers of employment are contingent upon completion of a background investigation, including a criminal background check demonstrating eligibility for employment with Clayton State University, as determined by Clayton State University in its sole discretion, confirmation of the credentials and employment history reflected in application materials and, if applicable, a satisfactory credit check. Applicants may be subject to a pre-employment drug and alcohol screening. Candidate must disclose potential, actual, or apparent conflicts of interest in compliance.

Offers are made expressly subject to the applicable federal and state laws, statutes, rules, and regulations of this institution and the Bylaws and Policies of the Board of Regents (BOR) of the University System of Georgia (USG), which are available for your inspection upon request.

Equal Employment Opportunity

Equal opportunity and decisions based on merit are fundamental values of Clayton State University and the University System of Georgia (USG). Clayton State University prohibits discrimination on the basis of an individuals age, color, disability, genetic information, national origin, race, religion, sex, or veteran status ("protected status"). No individual shall be excluded from participation in, denied the benefits of, or otherwise subjected to unlawful discrimination, harassment, or retaliation under, any Clayton State University program or activity because of the individuals protected status; nor shall any individual be given preferential treatment because of the individuals protected status, except that preferential treatment may be given on the basis of veteran status when appropriate under federal or state law.

Clery Disclosure

This position may be considered a Campus Security Authority, CSA. A Campus Security Authority is a Clery-specific term that encompasses certain departments, groups, and individual employees who have a duty to report crimes they become aware of, as defined by the Clery Act.