Instructional Designer for Universal Design and Accessibility

About the Team
The Provost and Vice-President - Academicis the University of Alberta’s chief academic officer and a key leader in advancing the university’s educational mission. As a member of the executive team, the Provost works closely with the President and fellow vice-presidents to ensure all institutional portfolios and priorities are aligned with the university’s vision and strategic goals.
The Provost is responsible for academic resource allocation and provides oversight of the infrastructure, services, and administrative units that support teaching, learning, and research excellence. This includes leadership of the university’s colleges and faculties, as well as several key portfolios: the Office of the Registrar, Vice-Provost (Equity, Diversity and Inclusion), Vice-Provost (Indigenous Programming and Research), Vice-Provost (Graduate and Postdoctoral Studies), Vice-Provost (Learning Initiatives), and the Centre for Teaching and Learning. The Provost also works in close partnership with the Deans' Council and supports institutional planning and academic policy development.
Through strategic direction and collaborative engagement, the Provost ensures that the University of Alberta maintains a dynamic, inclusive, and academically rigorous environment, positioning it as a leader in post-secondary education in Canada and globally.

Job Description
This position is a part of the Non-Academic Staff Association (NASA).

This position has a term length of one year plus one day from the date of hire and offers a comprehensive benefits package.

Location - This role is hybrid, with a mix of remote and in-person work. Work primarily takes place at North Campus, Edmonton.

The Instructional Designer for Universal Design and Accessibility (UDA) is a shared position between the Centre for Teaching and Learning (CTL) and Student Success and Experience (SSE) to support accessibility. Positioned within the Centre for Teaching and Learning, this specialist fosters an inclusive educational environment by empowering instructors and staff to implement Universal Design for Learning (UDL) and accessibility principles that support inclusive teaching and learning practices across diverse learning settings at the University of Alberta. The successful candidate ensures that educational practices are accessible, engaging, and effective for all students, particularly those with diverse learning needs and disabilities. This role involves a proactive approach to instructional design, integrating expertise in educational theory, technology, and accessibility compliance. The Instructional Designer for UDA collaborates with multidisciplinary teams to enhance curriculum design, deploy innovative teaching tools, and facilitate professional development. Through thorough needs assessments, leading practices, and cutting-edge educational technologies, this position addresses accessibility gaps and promotes equity and diversity in learning. The specialist is responsible for ensuring that all learning materials and teaching strategies meet the highest standards of inclusivity and comply with institutional, provincial, national, and web content accessibility guidelines. By offering dedicated support and ongoing consultation to faculty and staff, the Instructional Designer for UDA is pivotal in creating an educational environment where every student at the U of A can excel and fully participate in their learning journey. This role is crucial in guiding the institution towards a more adaptive, inclusive, and learner-centred approach, significantly enhancing students' academic and social success.

Responsibilities
Learning Design Support

Advocate for and support instructors in implementing Universal Design for Learning (UDL) principles in course materials to ensure they are accessible and inclusive to students with diverse learning needs.
Provide ongoing support and consultation to instructors and educational staff in integrating accessibility features and inclusive practices into their courses.
Serve as a resource/consultant on student accommodation cases to address barriers in course design.
Collaborate with faculty to design or revise curricula incorporating best practices in accessibility and using innovative methods to enhance learning outcomes.
Instructional Design Operations

Develop a repository of instructional tools, templates, and guidelines for faculty and staff that illustrate best practices in accessible and inclusive education, ensuring that the resources meet Web Content Accessibility Guidelines (WCAG).
Stay updated with provincial and national accessibility laws and standards, ensuring that all educational content developed meets these requirements.
Conduct robust needs assessments to identify barriers in existing course designs and develop strategies to address them.
Implement systems to gather and analyze student and staff feedback on the effectiveness of accessibility measures and UDL applications.
Programming

Develop and facilitate training and programming for instructional staff focused on inclusive teaching strategies and the practical application of accessibility tools and resources.
Provide regular in-service training for SSE accessibility advisors to ensure they stay up to date with best practices and tools.
Support CTL Educational Developers in developing and facilitating workshops and programming to ensure accessible program design.
Assess the effectiveness of training and programming through feedback mechanisms and data analysis, and make recommendations for continuous improvement.
Operational Needs

Contribute to CTL's operational effectiveness by participating in committees, meetings, strategic planning, and reporting.
Attend SSE unit meetings quarterly to discuss current and emerging trends in teaching and accessibility/universal learning.
Provide biannual reports to highlight cross-unit collaborations between SSE and CTL.
Contribute to/participate in developing and implementing CTL's communication plans regarding the incumbent's portfolio.
Professional Practice

Engage in ongoing professional development to enhance skills and knowledge in accessibility standards, educational technology, and inclusive pedagogy.
Maintain a high standard of professional practice in the postsecondary environment.

Qualifications
Undergraduate degree in educational technology, adult education, information science, or a related field required; A master’s degree preferred.
Minimum of 3 years in instructional design and facilitation in a postsecondary context.
Practical knowledge of adult learning principles, accessibility pedagogies, and diverse learning-centred teaching strategies.
Knowledge of new and emerging digital learning tools and technologies; ability to integrate them into the learning environment.
Demonstrated effectiveness in presenting information clearly and adapting communication styles.
Strong consultative skills; ability to make confident instructional design recommendations.
Exceptional interpersonal skills; ability to positively influence stakeholders and build trust.
Strong organizational skills; ability to manage resources and meet deadlines effectively.
Advanced computer skills, including proficiency in multimedia applications, video, and graphics editing, would be an asset.
Familiarity with U of A institutional policies and learning management systems, particularly Canvas and Moodle.