Senior Online Learning and Prior-Learning Assessment Lead

University of New Hampshire; Manchester (NH); On-site; USD 74,000 - 84,000; Full time

Job summary

University of New Hampshire, Manchester campus, seeks a full-time, non-tenure-track faculty member for the Liberal Arts, Communication, and General Education Academic Center to lead our Credit for Prior Learning program and teach in our general education courses.

The role focuses on developing evidence-informed assessment methods for evaluating non-traditional learning, aligning credits with degree pathways, and collaborating with statewide partners; actual course load varies with

Qualifications

• Master’s degree and five or more years of experience in teaching, prior learning assessment, professional development or related fields.
• Documented project management experience.
• Commitment to teaching excellence and a high level of student service.
• A strong record of online teaching experience and demonstrated expertise with credit for prior learning is required.
• Proficiency with current technology standards such as CRM, e-portfolios, LMS, and other higher education systems is needed.

Responsibilities

• Develop, lead, and scale transparent, accessible, portable, and academically rigorous assessment models across the University and with statewide partners.
• Establish frameworks and procedures for portfolio assessment, examinations, institutional and industry evaluations, certifications, military learning, apprenticeships, and civic and workforce training.
• Ensure academic credit is awarded for demonstrated college-level learning and aligned with academic policy, accreditation, faculty governance, and institutional standards.
• Lead efforts to map prior and ongoing learning to credit-bearing degree, certificate, transfer, civic, and workforce pathways.
• Collaborate with faculty and academic leaders to review, approve, document, and maintain credit equivalencies.
• Partner with faculty, academic departments, advisors, registrars, admissions, student success teams, civic and workforce units, and college leadership.
• Lead online learning communities, pilot projects, faculty evaluator networks, and teams that provide training, consultation, and technical assistance.
• Ensure compliance with academic policy, accreditation standards, accessibility requirements, and applicable state and federal regulations.
• Ensure student communications clearly explain credit application, costs, timelines, appeals, residency, transfer, financial aid, and licensing considerations.
• Lead the development of integrated technology-supported processes from student inquiry through evaluation, credit award, transcript posting, and reporting.
• Promote effective use of digital portfolios, credential verification tools, equivalency databases, knowledge bases, workflow systems, and analytics platforms.
• Make prior and ongoing learning opportunities visible, accessible, and understandable to prospective and enrolled students.
• Develop advising and referral processes that help students identify eligible learning assessment options, requirements, costs, timelines, and academic implications.
• Establish reporting and key performance indicators for participation, credit awards, retention, completion, equity, student satisfaction, and program impact.
• Use data, student feedback, market research, and resource capacity to guide responsible program expansion, resource allocation, and process improvement.

Skills

Teaching experience

Portfolio assessment

Project management

Online teaching

Education

Master's degree

Doctoral preferred

Tools

CRM

LMS

e-portfolios

Analytics platforms

Job description

University of New Hampshire, Manchester campus, seeks a full-time, non-tenure-track faculty member for the Liberal Arts, Communication, and General Education Academic Center to lead our Credit for Prior Learning program and teach in our general education courses.

The role focuses on developing evidence-informed assessment methods for evaluating non-traditional learning, aligning credits with degree pathways, and collaborating with statewide partners; actual course load varies with