Instructional Designer (Teaching and Learning)

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) 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.

This position 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, the Center for Excellence in Learning and Teaching (CELT) staff, and campus stakeholders, the Instructional Designer supports course design alignment, facilitates professional development opportunities, 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 and the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model) and learning science principles.

• Support the alignment of learning outcomes, instructional activities, and assessments to enhance student learning across all instructional modalities.

• Conduct instructional design consultations focused on course structure, learner engagement, assessment design, accessibility, and student success.

• Conduct course reviews and provide actionable, development-focused recommendations to improve instructional effectiveness, course quality, and student outcomes.

Faculty Development & Consultation

• Design and facilitate faculty development workshops, training sessions, 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 learning 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 learning 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 a current and accessible hub for teaching and learning support.

• Plan and coordinate CELT communications, including newsletters, highlighting teaching practices, resources, and professional development opportunities.

• Manage multiple instructional design projects simultaneously, ensuring timely delivery and alignment with the CELT mission and Clayton State University (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.

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 (QM), the Association of College and University Educators (ACUE), the Association for Talent Development (ATD), or State University of New York (SUNY) Online programs).

Knowledge, Skills, & Abilities

Knowledge

• Instructional design models, including Backward Design and ADDIE, adult learning theory, and learning science principles.
• Alignment of learning outcomes, instructional activities, and assessments.
• Effective teaching practices for online, hybrid, HyFlex, and face-to-face courses.
• Accessibility standards and Universal Design for Learning (UDL).
• Pedagogical approaches for using D2L Brightspace, instructional technologies, and emerging AI applications to support student engagement, meaningful assessment, and achievement of learning outcomes.

Skills

• Faculty consultation, coaching, and collaborative course development.
• Workshop design, facilitation, presentation, and training.
• Development of engaging instructional materials using digital and multimedia tools.
• Project management, organization, and prioritization across multiple projects.
• Written and verbal communication, collaboration, and problem-solving.
• Use of feedback and learning data to inform instructional improvements.

Abilities

• Build productive relationships with faculty and academic partners.
• Apply evidence-based practices to improve course design, teaching, and student learning.
• Translate faculty needs into practical, accessible learning experiences.
• Evaluate and integrate technologies that support instructional goals.
• Work independently and collaboratively in a service-oriented environment.
• Demonstrate initiative, adaptability, and innovation in addressing teaching and learning needs.

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.