Assessment and Learning Design Coordinator at Elizabethtown College – Elizabethtown, Pennsylvania

The School of Graduate and Professional Studies at Elizabethtown College invites applicants for an Assessment and Learning Design Coordinator (ALDC).

This position supports continuous improvement of academic programs within the School of Graduate and Professional Studies (SGPS) by contributing to assessment, curriculum quality, and learning design initiatives. The ALDC collaborates with faculty, academic leadership, and campus partners to support data-informed decision making, program and course improvement, and alignment with institutional, accreditation, and regulatory expectations.

This role contributes to assessment processes, curriculum and course development and revision, faculty learning initiatives, and instructional design support for online, accelerated, and professional programs. The ALDC reports to and supports the Director of Professional Programs (DPP).

For full consideration, please provide cover letter, resume and contact information for (3) references when applying.

Required Qualifications:

Education and/or Experience:

Required:

Master’s degree and a minimum of three to five years in higher education programs with significant experience developing distance education online curriculum, instructional/educational technology, program assessment, and managing projects.

Highly Recommended/Preferred Qualifications:

Instructional design degree/experience

Quality Matters certified

Data analytic skills

Project management skills

Certificates, Licenses, and/or Registrations

This position requires a valid driver’s license for business travel purposes (the individual must have a US driver’s license for at least three years; a motor vehicle record check will be run, and the incumbent must pass the College’s MVR rating system).

Job Description:

Assessment and Accreditation Responsibilities

• Coordinate and support assessment and accreditation activities for SGPS programs, including oversight of timelines, deliverables, and reporting requirements associated with programmatic and institutional accreditors.
• Maintain and manage assessment and accreditation calendars to ensure timely completion and submission of reports, documentation, and required materials.
• Compile, organize, and synthesize data from multiple internal and external sources (e.g., program outcomes, quality indicators, course evaluations and observations, student learning data, student surveys, faculty feedback, and institutional data systems).
• Analyze assessment and program data to identify trends, strengths, gaps, and opportunities for continuous improvement across programs and courses.
• Support the development, documentation, and monitoring of action plans related to continuous improvement, including faculty development initiatives, program and course delivery enhancements, and student learning outcomes.
• Prepare and present assessment findings, progress updates, and action plan summaries to SGPS faculty and staff, academic leadership, and accreditation bodies as appropriate.
• Collaborate with faculty, program leads, and academic leadership to support the refinement of assessment practices and the use of assessment results for instructional, curricular, and programmatic improvement.
• Contribute to institutional accreditation and quality assurance efforts (e.g., Middle States) in collaboration with SGPS and campus-wide partners.

Faculty Learning and Development Responsibilities

• Collaborate with faculty, subject matter experts, and industry partners to support curriculum development, instructional improvement, and faculty professional learning initiatives.
• Provide instructional support for online and accelerated faculty, including guidance related to course design, delivery, and continuous improvement aligned with institutional standards and expectations.
• Coordinate, develop, and facilitate faculty professional development opportunities that support effective online teaching practices, including alignment with Quality Matters standards and evidence-based online learning practices.
• Support faculty in designing, refining, and using instructional and support tools that encourage instructional growth, consistency, and a strong sense of course ownership.
• Develop and maintain user-friendly resources, guides, and materials to support faculty teaching, learning design, and assessment practices.
• Coordinate with the Teaching and Learning Design Studio and other campus partners to support instructional design, educational technology integration, and faculty development initiatives.

Curriculum and Andragogy Support Responsibilities

• Support the Director of Professional Programs (DPP) and faculty in the research, development, and launch of new courses by providing guidance on best practices in online and accelerated course design.
• Collaborate with faculty during new course development to support the establishment of student learning outcomes and alignment with program-level assessment plans, including guidance on the use of the Learning Management System to support learning outcomes data collection and reporting.
• Support faculty in the development and revision of course syllabi, ensuring alignment with institutional templates, accessibility standards, and required instructional elements.
• Maintain and support curricular and programmatic review cycles, including course and program revisions informed by internal and external assessment data, faculty input, and direction from SGPS leadership.
• Support the implementation of course and program updates to promote consistency, quality, and continuous improvement across SGPS offerings.
• Track, document, and report on activities in progress and completed related to program- and course-level continuous improvement efforts, ensuring alignment with established assessment action plans.
• Ensure that curriculum development and revision efforts align with adopted distance education standards, assessment expectations, and accreditation requirements.
• Support the consistent application and documentation of curricular standards, instructional methodologies, and assessment practices across programs.

Cross-Campus and Internal Office Collaboration

• Serve as an engaged and collaborative member of a small, highly effective SGPS team, contributing to a collegial, supportive, and team-oriented work environment.
• Work collaboratively with colleagues across SGPS and the broader college community (including admissions, marketing, disability services, and other campus partners) to advance academic, student success, and institutional goals.
• Contribute to shared projects and initiatives by working flexibly with others, supporting collective problem-solving, and adapting responsibilities as needed to ensure timely and effective project completion.
• Participate actively in team meetings, retreats, committees, and working groups, contributing ideas, expertise, and support to collaborative efforts.
• Serve, as needed, on the Academic Team, ad hoc committees-SGPS and college-wide, and contribute to cross-functional academic initiatives.

Reporting

• Bi-monthly progress reports to Director of Professional Programs
• Other reports as requested by the Dean

Other Skills, Abilities, and/or Training

• Ability to work extended hours as needed.
• Ability to work weekends.
• Ability to work evenings.
• Ability to preserve the confidentiality of information.
• Ability to prioritize multiple tasks in a fast-paced environment.
• Strong organizational skills and attention to detail.
• Ability to work within strict deadlines.
• Good interpersonal skills and desire to be a team player.
• Exceptional customer service skills.
• Excellent written communication skills.
• Excellent oral communication skills.
• Aptitude for educational technology tools and programs.
• Understanding of higher education and/or continuing education.
• Knowledge of adult learning theories and appreciation for adult learning.
• Experience with accelerated learning and/or online distance learning.
• Budgeting experience.