SoTL Learning Designer: Curriculum Design & Teaching

Red-Deer-Polytechnic-1; Donald; On-site; CAD 70,000 - 95,000; Full time

Benefits offered by this job

Extended health and dental

Tuition waivers

Pension plan

Job summary

Red Deer Polytechnic invites applications for a Continuous Probationary Faculty member in the role of Learning Designer. The Centre of Teaching, Learning and Scholarship (CTLS) leads teaching excellence, curriculum development, SoTL integration and educational technology use across RDP’s Schools and programs.

You will partner with faculty to design learning experiences, support program redevelopment, and advance inclusive teaching practices while contributing to professional development

Qualifications

• Graduate degree in Education, Educational Technology, or Adult Learning.
• Minimum of 1 year full-time experience as an educational developer at the post-secondary level.

Responsibilities

• Engage with Schools, programs, faculty, and services in curriculum design, pedagogy and learning technologies.
• Lead curriculum development and program review processes.
• Collaborate with teams to create high‑quality learning experiences for all learners across RDP.
• Apply SoTL literature to teaching practices and mentor colleagues.
• Advance Equity, Diversity, Inclusion, Accessibility, and Belonging (EDIAB) in teaching and curricular design.

Skills

Interdisciplinary collaboration

Diversity & inclusion

Communication skills

Educational technology

Team-based work

Education

Master’s degree in Education or Educational Technology

Graduate degree in Education or Adult Learning

Job description

Red Deer Polytechnic invites applications for a Continuous Probationary Faculty member in the role of Learning Designer. The Centre of Teaching, Learning and Scholarship (CTLS) leads teaching excellence, curriculum development, SoTL integration and educational technology use across RDP’s Schools and programs.

You will partner with faculty to design learning experiences, support program redevelopment, and advance inclusive teaching practices while contributing to professional development