University of Baltimore POSITION DESCRIPTION

OHR Use Only

UB Title: Director for Teaching and
Learning Excellence
Degree Required: Master’s degree
from an accredited institution
USM Title: MGR, CLIENT SERVICES Job Code: E24146
Experience Required: Five years Target Salary Range:
progressively responsible experience in
higher education professional Financial Disclosure Required
development, assessment, educational ☐ Yes X No
design, and instructional technology,
including one year in a leadership capacity
and three years of teaching in higher ed.
(may be as an adjunct or graduate
instructor).

Requestor To Complete
Reason for Submittal: Date: January 25, 2022
 Request for Classification Review
Position Supervisor’s Name: John Chapin
Change title for equity/clarity in unit
☐ New position Position Supervisor’s Title: Director of Academic & Faculty
X Vacancy /Refill Support/Executive Director of CELTT
Current Title: Associate Director Teaching & Learning
Proposed Functional Title: Director for Teaching and Learning Excellence
Employee’s Name: Vacant Position Number: 00031889
School / Division: RLB Library Department: 2010073 - CELTT

Job Summary: Using 5-6 statements, describe the general purpose, focus and overall responsibilities of the position?
(Typically used for recruiting.)
As part of the Bank of America Center for Excellence in Learning, Teaching and Technology (CELTT), this
position implements initiatives for CELTT to fulfill its strategic and operational objectives. The Director for
Teaching and Learning Excellence leads the development of effective teaching evaluation and uses this in
conjunction with appropriate assessments of faculty needs to guide programming. In collaboration with the
Director of Online Learning, this position promotes effective, innovative pedagogy in learning and teaching in
all modalities, including face-to-face, online, and hybrid courses. The Director of Teaching and Learning
Excellence partners with the colleges to identify professional development needs and to facilitate its
implementation, positioning faculty as both effective instructors and experts in their fields, and assists faculty
to enhance the learning experience for students by using best practices. This position consults with academic
units, including the Office of the Provost, to support designing and implementing effective and appropriate
assessment efforts in courses, programs, and other areas using assessment for improvement and compliance.

UB Position Description Form 09_2013 Page 1 of 5

 University of Baltimore POSITION DESCRIPTION
Key Responsibilities: Describe key functions and estimate percentage of time spent performing each function. Prioritize
listed functions from most to least important. Percentage of time for all duties must total 100%. It is not necessary to
include duties requiring less than 5% time, unless such duties are significantly important or critical to the position.
Indicate if function is considered “essential” as defined by the Americans with Disabilities Act (ADA).

% of Time Essential Key Functions/Responsibilities/Tasks

(Required) Duty
 Yes Teaching & Learning Professional Development for Faculty: Working with the
☐ No academic units on needs assessment, oversees the development and implementation of
a comprehensive program for faculty development that improves instruction, results in
better learning outcomes, and positions them as experts in their field.
 Evaluates instructional and curriculum design needs of faculty, and defines,
develops and/or implements programs and materials to meet their needs, including
but not limited to orientations, workshops, resource guides, certification training,
seminars, weekly email campaigns, conferences and cohorts.
 Uses evidence-based decision making to plan faculty development resources and
events, including but not limited to assessing faculty course evaluation tools and
making recommendations for continuous improvement; analyzing courses with
high DFW rates and then working with faculty on redesign and outcomes
assessment.
50%  Supervises and assists in the creation of materials for use within the LMS, portal
and web pages.
 Develops, markets and delivers introductory and ongoing training to enhance
teaching and learning based on established student learning outcomes.
 Manages syllabus repository and templates for all modes of delivery.
 Recognizes faculty achievement with CELTT teaching awards
 Proposes budget for faculty development.
 Manages faculty cohorts for identified needs.
 Supervises CELTT faculty fellows for identified needs.
 Identifies, recruits, and partners with experienced faculty to deliver professional
development programming.
 Offers programming to keep faculty aligned with national best practices and
pedagogical trends.
 Yes Assessment: Consults with academic units at all levels to identify tools for assessment
☐ No using best practice from current scholarship of teaching and learning.
 Supports efforts to design effective and context-appropriate assessment plans
 Reviews assessment results and provides feedback
 Works in collaboration with deans and the Office of the Provost to meet
agreed upon deadlines and documentation.
30%
 Works with programs to design closing-the-loop activities
 Leads campus assessment committees and initiatives (ACAT - Academic
Assessment Team part of the Core Assessment Team)
 Collaborates on the assessment of other student learning outcome initiatives
(e.g. Honors, General Education, Learning Communities, and Advising)
 Coordinates SLO assessment and documentation for MSCHE.

15%  Yes Use of Technology to Improve the Effectiveness of Instruction: Encourages and
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 University of Baltimore POSITION DESCRIPTION
☐ No assists faculty with the use of technology to improve the learning experience of
students and the instructional experience of faculty. Supports the development and
evolution of the University’s online strategy through the use of technology to support
online and hybrid courses.
 Promotes campus standards, policies and procedures related to online learning.
 Promotes and facilitates best practices and appropriate use of technology
resources.
 Promotes technology to support instruction, conducts pilots, and facilitates
adoption.
 Serves as an advocate for the use of instructional technology and alternative
teaching delivery methods.
 Works in concert with the Office of Disability Services to ensure equitable
access to course content.
 Yes Collaboration and Engagement: Contributes to and informs the development of the
☐ No vision and strategies for excellence in learning, teaching, and technology by
participating in appropriate University, System, statewide and national committees
and organizations.
5%
 Serves on campus committees.
 Serves as a liaison to the University System of Maryland on initiatives related
to curriculum innovations and related technology.
 Contributes to budget planning for CELTT.

Required Education and Experience

Education: Master’s degree from an accredited institution

Experience: Five years progressively responsible experience in higher education professional development,
assessment, educational design, and instructional technology, including one year in a leadership capacity and
three years of teaching in higher ed. (may be as an adjunct or graduate instructor).

Preferred Education and Experience

Education: Doctorate from an accredited institution or another terminal degree
Experience: Experience in faculty development and overseeing educational/instructional technology

Required Knowledge, Skills and Abilities

Knowledge of current best practices in faculty development, assessment, instructional design, teaching with
technology, and innovative teaching approaches, including asynchronous and synchronous tools and services
and their applications in educational settings; information and multimedia technology and services;
presentation and interactive technologies. Ability to: design, promote and sustain activities that encourage
faculty to collaborate closely with CELTT to form a close professional and collaborative connections across
the University; work effectively with faculty and instructional staff; use technology to support instruction;
address and communicate technical issues in non-technical terms; develop and make presentations to diverse
audiences; demonstrated ability to teach; establish effective working relationships at all levels. Excellent oral,
listening, electronic and written communication skills and proven ability to train people on the use of
instructional technology and effective classroom pedagogies. An understanding of shared governance is a plus.
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 University of Baltimore POSITION DESCRIPTION

Special hours of work required? If so, describe. (e.g., essential personnel, weekend / evening, shift work)
May require travel and evening and/or weekend hours

Is position accountable for departmental funds/budgets? ☐ Yes  No

Does position have signature authority?  Yes ☐ No

If yes, describe/list types of documents:
Position can sign employment contracts as a supervisor.

Typical decisions made by this position:

Create appropriate policies and put those forward for relevant review and approval. Develop assessment
protocols and cycles. Develop and lead faculty professional development events. Align efforts among
various constituencies.

Does this position supervise other employees?  Yes ☐ No

If yes, note the nature of supervisory duties? (Check all that apply)

Check (X) all applicable position items Check (X) in the appropriate column
Recommend Approve
x Assign work to others Hire New Employees x
x Distribute work to others Terminate employees x
x Check work of others Promote / Demote
x Train subordinate employees Discipline Employees x
x Evaluate Performance Authorize Leave x
x Establish unit policy / procedure Authorize pay increases x

List Names and Titles of Employees Position Directly Supervises:

Name Title FTE Student
Employee?
Clarisse Wells Instructional Designer: Emerging Learning  FT  PT ☐ Yes  No
Technologies Lead
William Maurice Administrative Assistant  FT  PT ☐ Yes  No
TBD Faculty Fellows  FT  PT ☐ Yes  No

Scope and Impact of Position (Scope refers to the breadth or depth of responsibility; Impact refers to the effect of the
position’s actions on the department/school/division/institution)
Scope: This position must provide knowledge of pedagogy, assessment, technology and emerging promising
practices, as well as, the ability to do research in support of the success and growth of university programs,
faculty, and students. The position should (1) provide advocacy and leadership for quality in overall
excellence in teaching and learning to all four schools/colleges; (2) Encourage and enable innovation in
curricular development, pedagogy and program design across all four schools/colleges; and (3) Develop,
propose and revise institutional academic standards, policies and procedures as they relate to engaged
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 University of Baltimore POSITION DESCRIPTION

instructional pedagogy. Effective use of related technologies for hybrid or traditional instruction is critical to
the mission of the university, as well as knowledge and skill in promoting effective teaching, student learning
and assessment. Student success and retention is a particularly important focus as per the strategic plan. The
academic enterprise is producing more data than ever before in learning management, early alert and other
systems, so this position plays a significant role in leveraging this information effectively.

Impact: This position will work with administrators, faculty and staff from all four schools/colleges and
libraries on all aspects instruction. In support of the university strategic plan, this position should (1) foster
continuous quality improvement in academic programs and in teaching practice to enhance teaching
effectiveness; (2) engage faculty and staff in the discovery, exploration and implementation of new and
emerging pedagogies and practices; (3) provide input in shaping, assessing and improving teaching policies
and practices; and (4) use evidence-based decision making to advance student success.

Contacts: Identify the position’s significant person-to-person work relationships and contacts. Briefly describe
the purpose and frequency of the contacts.
This position will have daily contact with University faculty, students and staff, including administrators.
Work daily with the Director of Online Learning and the Director of Academic and Faculty
Support/Executive Director CELTT and Provost. As determined by the supervisor, represent the University
on University System of Maryland workgroups. (monthly)

I certify that the information provided on this form is accurate and complete.

Employee Signature ________________________________________ Date __________________

Supervisor’s Signature _______________________________________ Date __________________

UB Position Description Form 09_2013 Page 5 of 5