Competency-Based Education (CBE) General Education Course Designer
TNBR Careers

Job Info

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

Employee Classification: Other

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 developof 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 complete CBE-designed course, that meets approval and is ready for implementation. The first phase of CBE Gen Ed development will include the following 17 designated courses:

Communication
· COMM 2025 - Fundamentals of Communication
· ENGL 1010 - Composition I, English Composition I
· ENGL 1020 - Composition II, English Composition II

Humanities and Fine Arts
· ART 1035 - Introduction to Art
· MUS 1030 - Introduction to Music

Social and Behavioral Sciences
· ECON 2100 - Principles of Macroeconomics
· POLY 1030 - American Government
· SOCI 1010 - Introduction to Sociology

History
· HIST 2010 - Early United States History
· HIST 2020 - Modern United States History

Natural Sciences
· BIOL 1110 - General Biology I
· BIOL 1120 - General Biology II
· BIOL 2010 - Human Anatomy and Physiology I, Principles of
· BIOL 2020 - Human Anatomy and Physiology II, Principles of
· CHE 1110 - General Chemistry I

Mathematics
· MAT 1530 - Introductory Statistics
· MAT 1710 - Precalculus Algebra, Pre-Calculus Algebra

Job Duties

• 10%% - Collaborate with industry and educational partners to understand global and regional learning needs. Engage in required training for competency-based education course design and development. - (Essential)
• 20%% - Using information from industry partners and trends, determine 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)
• % - 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. - (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 employer 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

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