Job Requisition ID:


Time Type:
Full time

Employee Group:
Staff

Job Category:
Academic Delivery Support

Employment Type:
Permanent

Department:
Co-operative and Experiential Education - Work-Integrated Learning Curriculum

Hiring Range:
$87,620.25 - $109,525.32

Posting Information:This posting is for an existing vacancy.

Internal posting expires Thursday June 18th

There is a qualified internal in the role

Job Description:

Primary Purpose

The Centre for Work-Integrated Learning (Centre for WIL) is a part of the Co-op and Experiential Education (CEE) portfolio. Centre for WIL fosters excellence in the pedagogy and practice of Work Integrated Learning as a thought leader and key provider of curriculum, courses, and programs in this field. As a member of the Centre for WIL Curriculum Development team, this position has three main areas of focus:

1.Drive the development and enhancement of Work-Integrated learning curriculum at Waterloo, nationally and internationally by leading innovative projects that apply Quality WIL principles to enhance existing initiatives and create new, impactful learning experiences.

2.Acts as a key consultant and liaison for curricular enhancement in WIL-related courses and programs across campus, fostering collaboration among faculty, staff, and external stakeholders to ensure alignment with WIL best practices and stakeholder needs.

3.Disseminates knowledge and best practices, informing Quality WIL and curriculum development through presentations, training, and applied research contributing to the University community and the broader fields of WIL and the Scholarship of Teaching & Learning (SOTL).

Key Accountabilities

Curricular Leadership
• Establishes and leads the application of standards for effective WIL curriculum design in WIL courses and programs as informed by WIL research, WIL pedagogy, and industry trends.
• Responsible for the leadership of the WIL curriculum design process and output/achievement of Quality WIL standards in each project they oversee; this includes project management, quality assurance, and stakeholder management between internal (faculty, staff, students) and external (industry collaborators, third party vendors) parties working on each project.
• Systematically analyzes literature, evaluation metrics, and other data sources to make evidence-informed decision anchored in best WIL practices while informing new curriculum projects and program improvement.
• Responsible for maintaining/enhancing key external client relationships and providing functional management of internal stakeholders during the project life cycle.
• Manages direct reports (co-op students, casual staff, teaching assistants).

Curricular Consultation
• Provides expert guidance on how to create sustainable, relevant, and impactful WIL curriculum for faculty, external/industry partners, and staff engaged in WIL course/program development (online, in-person, and blended) across the 9 forms of WIL
• Responsible for stewardship of quality WIL outputs on the campus by advising on the application of WIL research and frameworks such as PEAR, the Future Ready Talent Framework, and AAA* within WIL courses
• Applies expertise in WIL curriculum design and industry engagement to develop and deliver resources, workshops, and training programs focused on all aspects of Quality WIL for faculty and industry partners, at times in collaboration with peripheral experts from other departments (e.g., Centre for Teaching Excellence, Centre for Extended Learning, WatSPEED) or other subject matter experts as relevant.
• Proactively supports the growth of a Quality WIL ecosystem at UW by demonstrating its value, advocating its benefits, and deepening faculty and external stakeholder engagement in WIL.

Quality WIL Thought Leadership & Dissemination
• Advances WIL pedagogy and practice in the fields of WIL and SOTL at Waterloo, nationally and internationally, through publications, educational research, conference presentations and educational resource development and delivery that showcases evidence-based approaches and assesses the impact of novel and innovative WIL initiatives.
• Represents the unit on internal and external committees and at regional, national, and international conferences (e.g., STLHE, EWO, CEWIL), while leading and contributing to cross-institutional and sector-wide discussions to share expertise, advance understanding, and address emerging opportunities and challenges related to WIL.

Required Qualifications

Education
• Master's degree required.
• Courses/training/certification or degree in instructional design, instructional technology, adult education, or a related field, or an equivalent combination of education and experience preferred.

Experience
• 5+ years' experience providing course/pedagogical design guidance to faculty and/or industry/community stakeholders in a mentoring or development role.
• Experience within a post-secondary environment preferred.
• Experience leading and managing strategic projects and/or initiatives.
• Experience with high-volume resource management and prioritizing competing demands.
• Experience working in WIL settings an asset.
• Experience working in or with industry/community partners an asset

Knowledge/Skills/Abilities
• Proven ability to design, implement, and evaluate complex strategic initiatives, ensuring alignment with organizational goals and timelines.
• Exceptional interpersonal skills including the ability to use tact and diplomacy while interacting with a wide range of campus and external partners.
• Proven success leading cross-functional teams to deliver project outcomes with expertise in creating detailed project plans, setting priorities, and guiding projects from conception through execution.
• Comprehensive understanding of WIL theory and methodologies of instructional design and adult learning pedagogy and their application in learning a strong asset.
• In-class and/or online teaching experience an asset.
• Experience with the effective application of a learning management system (LMS) and other eLearning technologies and their application in higher education an asset.
• Understanding of own social location, power and privileges to call out own biases in personal design preferences; ability to prioritize universal design and equity-specific needs related to online learning and course development.