Title: Competency-Based Education (CBE) General Education Course Designer

Employee Classification: 

Institution: System Office

Department: Academic Affairs

Campus Location: Tennessee Board of Regents System Office

Job Summary

The TBR Competency-Based Education (CBE) Course designer will support the further development of CBE programs across the System. Specifically, faculty members will develop CBE General Education courses. These courses will facilitate learning by actively engaging students in acquiring and demonstrating knowledge, skills, and abilities (competencies) in a CBE modality. Each participating faculty member will receive a one-time payment for the complete development of a CBE-designed course, that meets approval and is ready for implementation. The first phase of CBE Gen Ed development will include the following 19 designated courses:

Humanities and Fine Arts
• ART 1035 – Introduction to Art
• PHIL 1030 – Introduction to Philosophy
• PHIL 1040 – Introduction to Ethics
• THEA 1030 – Introduction to Theater
Social and Behavioral Sciences
• ECON 2200 – Principles of Microeconomics
• PSYC 1030 – Introduction to Psychology, General Psychology
• SOCI 1040 – Social Problems
History
• HIST 2310 – Early World History
• HIST 2320 – Modern World History
Natural Sciences
• CHE 1120 – General Chemistry II & CHE 1121 General Chemistry Lab
• PHYS 2010 – Non-Calculus Physics I
• PHYS 2020 – Non-Calculus Physics II
• PHYS 2110 – Calculus Based Physics I
• PHYS 2120- Calculus Based Physics II
Mathematics
• MAT 1530 – Introductory Statistics
• MAT 1630 – Finite Mathematics
• MAT 1830 – Applied Calculus
• MAT 1910 – Calculus I

Job Duties

• 10% - Engage in required training for competency-based education course design and development. - (Essential)
• 20% - Collaborate with industry and educational partners to understand global and regional learning needs. Using information from industry partners and trends, determine validated course competencies and related definitions with explanations of competency mastery instructional outcomes. - (Essential)
• 20% - Develop assessments, assessment strategies, and corresponding rubrics aligned to all competencies. - (Essential)
• 20% - Develop and/or redesign engaging learning activities and compelling course content, such as e-learning, assessments, presentations, instructor guides, videos, audio, simulations, and role-plays. - (Essential)
• 15% - Monitor industry technology and trends; recommend new tools and methods to enhance the educational value of course materials and improve departmental efficiency. Design a complete D2L course that includes all student communication, an instructional video (5-10 min max for each video) for each module or curate/select videos that cover at least 75% of the module level learning objectives, learning activities, illustrations, charts, graphs, instructional activities, assessments, assessment strategies and any other material including syllabi, handouts, reference lists, etc. in the mutually agreed upon form for the work. Wherever feasible, use OER materials. - (Essential)
• 10% - Applying tested instructional design theories, practices, and methods. Achieve a satisfactory rating of course design using industry-standard course evaluation rubric. - (Essential)
• 5% - Other duties as assigned. - (Marginal)

Minimum Qualifications

Qualified to teach general education courses (designated in application) in TBR Institutions (minimum of a Master’s degree in a qualifying field; or Master’s degree with 18 graduate semester hours in a qualifying field).

Preferred Qualifications

Currently or previously employed at a TBR institution or Partner institution teaching or having taught courses listed.

Knowledge, Skills, and Abilities

Previous experience in course design, development, instructional design
Knowledge and application of adult learning principles
Knowledge and understanding of instructional design best practices
Proficient in the use of D2L learning management system
Strong interpersonal and communication skills, both written and verbal
Knowledge of active learning strategies that address diverse learning styles, abilities, and backgrounds in an online environment
Capacity to function in an independent and self-motivated environment
Experience implementing the various components of universal design and accessibility techniques
Experience with copyright compliance and fair use guidelines
Strong organizational skills