Curriculum Development Specialist, Gwenna Moss Centre for Teaching and Learning

University of Saskatchewan; Saskatoon; On-site; CAD 87,000 - 145,000; Full time

Job summary

The University of Saskatchewan’s Gwenna Moss Centre for Teaching and Learning seeks a Curriculum Development Specialist to lead senior‑level curriculum renewal and design across colleges. The role partners with academic leaders, faculty, staff, students, and Indigenous colleagues to advance inclusive curricula and evidence‑informed change.

The successful candidate will apply advanced facilitation, curriculum design, and project leadership to support Indigenous education, reconciliation,

Qualifications

• Graduate degree or equivalent required.
• Experience in higher education or educational development preferred.
• Demonstrated ability to work across diverse perspectives.

Responsibilities

• Leads complex, multi-college curriculum development and renewal initiatives from scoping through implementation and evaluation.
• Provides senior-level advice, coaching, and facilitation to associate deans, department heads, and curriculum committees.
• Designs and steward institution-wide curriculum frameworks, tools, and templates.
• Builds strategic partnerships with academic leaders, faculty, staff, students, Indigenous colleagues, and external partners.
• Supports Indigenous education and reconciliation through curriculum initiatives.
• Translates scholarship, sector trends, equity and inclusion into practical curriculum strategies.
• Leads advanced professional learning on curriculum design, assessment, and governance.

Skills

Curriculum design

Facilitation

Project leadership

Collaborative problem-solving

Communication skills

Education

Graduate degree

PhD asset

Job description

Curriculum Development Specialist, Gwenna Moss Centre for Teaching and Learning

Primary Purpose: The Gwenna Moss Centre for Teaching and Learning (GMCTL) provides professional and educational development related to teaching, curriculum, and assessment for academic units, colleges and schools, instructors, and graduate students. As an interconnected centre, GMCTL enables effective teaching and learning practices and supports cross‑institutional teaching and learning initiatives. The Curriculum Development Specialist provides senior‑level curriculum development leadership, consultation, and support across the university. The position will also provide focused curriculum development support to advance Indigenous education, reconciliation, accessibility, equity, diversity, and inclusion within academic programs, curricula, courses, and related professional learning.

Nature of Work: The Curriculum Development Specialist provides senior‑level curriculum development leadership, consultation, and change support across the institution. The role leads complex, multi‑stakeholder curriculum renewal and program design initiatives in partnership with academic leaders, faculty, staff, students, and relevant partners. The specialist applies advanced facilitation, curriculum design expertise, project leadership, evaluation skills, and knowledge of academic governance to support evidence‑informed, inclusive, and sustainable educational change. The position stewards institutionally useful curriculum frameworks, tools, and processes; advises academic leaders on strategy and implementation; and contributes to institutional priorities that improve student learning experiences and academic program quality.

Accountabilities:

• Leads complex, multi‑college curriculum development and renewal initiatives from initial scoping through implementation, evaluation, and sustained improvement, facilitating alignment with institutional priorities, governance requirements, academic quality expectations, and student learning outcomes.
• Provides senior-level advice, coaching, and facilitation to associate deans, department heads, program chairs, and curriculum committees on high‑impact program design, approval, renewal, accreditation‑related curriculum work, and evidence‑informed change processes.
• Designs, refines, and stewards institution‑wide curriculum development frameworks, tools, templates, and facilitation processes that support consistent, scalable, and high‑quality curriculum practice across colleges and departments.
• Builds and sustains strategic partnerships with academic leaders; faculty; staff; students; Indigenous colleagues, units, and partners; professional bodies; and external collaborators to support curriculum initiatives that require negotiation across diverse priorities, disciplines, and governance contexts.
• Works in relationship with Indigenous colleagues and partners to support Indigenous education and advance reconciliation commitments through curriculum.
• Interprets and translates Canadian and international scholarship, sector trends, accreditation expectations, equity, diversity, and inclusion practices, and accessibility principles into practical curriculum strategies for USask programs.
• Leads the design and delivery of advanced professional learning for faculty, academic leaders, and educational support staff on program‑level curriculum design, assessment of learning outcomes, constructive alignment, active learning, program evaluation, and curriculum governance.
• Establishes program/project evaluation plans, success indicators, data collection approaches, and reporting products that demonstrate progress, inform decisions by academic leaders, and support continuous improvement at program, college, and institutional levels.
• Provides mentorship, work direction, quality review, and coaching to graduate students, project contributors, and colleagues supporting curriculum development projects, ensuring deliverables are timely, evidence‑informed, accessible, and fit for purpose.
• Anticipates and advises on curriculum risks and implementation barriers, including governance timelines, resource constraints, stakeholder readiness, policy alignment, academic integrity, student experience, assessment feasibility, and sustainability of proposed changes.
• Represents the Gwenna Moss Centre and Teaching Innovation and Strategic Initiatives on institutional committees, working groups, networks, and external communities of practice, contributing expertise that shapes teaching, learning, and curriculum priorities.
• Communicates and acts in a respectful and professional manner, collaborates effectively, abides by policy, contributes to a positive and productive work and learning environment, and models these behaviours across the institution.
• Engages in continuous learning by participating in activities, training, and events related to Indigenous engagement, reconciliation, equity, diversity, and inclusion.
• Demonstrates respect and dignity for all members of the community, actively contributes to an environment of acceptance and inclusion of others, and responds to different perspectives from a place of curiosity, respect, and non‑judgement.
• Undertakes related duties, as assigned, consistent with the nature of the position.

Education: A graduate degree or equivalent combination of education and experience is required. A PhD would be an asset.

Experience: 3-5 years of experience supporting professional learning or faculty development is required. Demonstrated understanding of teaching and learning in higher education and educational development or organizational change. Experience supporting Indigenous education, reconciliation, decolonization, accessible and inclusive curriculum design, and/or EDIA‑related educational change is a strong asset. Demonstrated capacity to work relationally, reflectively, and respectfully across different perspectives and knowledge systems is required.

Skills:

• Demonstrated ability to collaborate effectively with academic leaders, faculty, staff, and administrators to establish and advance shared academic goals.
• Proven initiative, sound judgment, and strong organizational skills, including the ability to manage competing priorities and follow through on commitments.
• Exceptional interpersonal, facilitation, and written and verbal communication skills, with a high degree of professionalism, empathy, and responsiveness.
• Demonstrated understanding of teaching and learning in higher education, curriculum development, educational change, and/or program evaluation.
• Ability to work respectfully and effectively with people who bring diverse roles, experiences, perspectives, and knowledge.
• Commitment to advancing Indigenous education and reconciliation, accessibility, equity, diversity, and inclusion through respectful relationships and ongoing learning.
• Competence with digital tools and educational technologies, with the ability and willingness to learn and use emerging technologies, including generative AI.

Department: Gwenna Moss Centre for Teaching and Learning
Status: Term 12 months with the possibility of extension or becoming permanent
Employment Group: ASPA
Shift: Mon-Fri, 8:30-4:30 pm
Full Time Equivalent (FTE): 1.0
Salary: The salary range, based on 1.0 FTE, is $87,266.00 - 145,353.00 per annum. The starting salary will be commensurate with education and experience.
Salary Family (if applicable): Specialist Professional
Salary Phase/Band: Phase 3
Posted Date: 9/25/2026
Closing Date: 10/7/2026 at 6:00 pm CST
Number of Openings: 1
Work Location: On Campus

The University of Saskatchewan aspires to be what the world needs and embraces equity, diversity and inclusion as foundational to excellence and innovation. We actively seek to create a welcoming environment where all individuals feel empowered to thrive, contribute, and grow. Applications from equity‑deserving groups are encouraged as part of our ongoing efforts to reflect the diversity of the communities we serve: EDI Framework for Action.

We continue to grow our partnerships with Indigenous communities across the province, nationally, and internationally and value the unique perspective that Indigenous employees provide to strengthen these relationships. Verification of Indigenous Membership/Citizenship at the University of Saskatchewan is led and determined by deybwewin | taapwaywin | tapwewin: Indigenous Truth policy and the Standing Committee in accordance with the processes developed to enact the policy. Successful candidates that assert Indigenous membership/citizenship will be asked to complete the verification process of Indigenous membership/citizenship with documentation.

The University of Saskatchewan provides an accessible and inclusive workplace. Should you require support through any stage of the recruitment process, contact us for assistance.