The King’s community is dedicated to the service of society. King’s Strategic Vision 2029 sets out our vision for the future, shaped around five priority areas: educate to inspire and improve; research to inform and innovate; serve to shape and transform; a civic university at the heart of London; and an international community that services the world. Our ambitious Education Strategy sets out the actions that we must take to transform how we teach, how and where our students learn and how we support them during their time with us.
King’s Academy is the centre for educational and learning development dedicated to supporting all staff and students in enhancing the teaching and learning environment within the College. Our services and support help to shape educational practice, strategy and policy and ensure it is effective and high quality.
King’s Academy’s Learning Development team empowers undergraduate and postgraduate taught students to develop independent learning skills and academic literacies to help them succeed in their studies. We offer a range of resources and activities that students access independently and work with a variety of stakeholders to embed academic literacies in the curriculum.
We are part of the wider Students & Education Directorate, a collection of wide-ranging professional services in place to support King’s students and their education. As a directorate we manage the student lifecycle from application to graduation and beyond, to ensure a coherent and seamless student experience and effective administrative processes, working closely with King’s faculties to do so.
About the Role
The Learning Developer provides high-quality student-centered services that enhance taught students’ academic skills and works with a variety of stakeholders to embed academic literacies in the curriculum.
This is an exciting opportunity for candidates looking to develop learning resources and activities for a diverse range of students and educators, and who wish to utilise their skills and expertise in supporting learning and facilitating students’ academic transitions into, through and out of university. This is an opportunity to enhance your skills in evaluation, managing resources, people, or projects, and developing stakeholder relationships.
We encourage applications from candidates who have experience from both within and outside of the Higher Education sector where they can demonstrate the skills needed to succeed in this role.
This post will be offered on an indefinite contract.
This is a full-time post, but we welcome applications from candidates seeking a flexible work pattern within our necessary service operating hours of 10-4pm.
This is currently a hybrid working role with both work from home and on campus. The role will be based in our department, on the Waterloo campus.
Designing, facilitating, and evaluating high-quality synchronous and asynchronous learning materials and teaching for academic skills and academic literacy development
Working with various stakeholders, educators, and students to embed academic literacies within the curriculum
Mentoring, developing, and supervising a team of PhD students (Academic Skills Tutors) to deliver multidisciplinary one-to-ones to taught students
Managing learning development resources and/or projects
Evaluating your own practice, contributing to Quality Assurance and Evaluation activities related to our services, including engaging with students to ascertain and respond to diverse needs
Developing and maintaining professional awareness in teaching and learning and learning development, also contributing to the development of educators
These responsibilities are shared across Learning Developer roles in the team.
The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.
Skills, knowledge, and experience
Relevant work experience and/or education: We think a wide range of different work and educational experiences could support you to be successful in this role. Relevant work experience might include work in teaching or supporting student learning. Relevant educational experiences might include higher education in a related discipline, professional qualifications or other training
Educated to first degree level
A teaching or training qualification (e.g. PG Cert, PG Dip, PGCE), or suitably qualified by experience
Experience of designing and supporting synchronous and asynchronous learning in different contexts using pedagogically informed approaches
Experience of supporting learning in virtual learning environments and through technologies
Ability to establish and proactively build professional working relationships with external and internal stakeholders
Ability to manage the workload of yourself and your team in a fast-changing environment and meet challenging deadlines
Excellent interpersonal skills, with the ability to communicate and distribute information clearly
Demonstrated commitment to equality, diversity and inclusion and principles of inclusive education
Take responsibility for your own learning and continuous professional development, ensuring any specific training needed for your role is undertaken
Sound knowledge of virtual learning environments and technologies to support learning and ability to learn new systems quickly and competently
Understanding of the role and importance of academic skills in a higher education institution
Educated beyond first degree level
Experience of working with students in other levels of education (e.g., Secondary or Further Education), in supporting students’ academic transitions into, through and out of university, or in widening participation activity
Mentorship and/or line management experience
Experience of using innovative ways to measure the impact of and satisfaction with teaching
Your application should clearly set out how you meet the essential criteria as this is how we shortlist applications.
Interviews will be held using Microsoft Teams and will consist of competency-based questions linked closely to the essential and desirable criteria mentioned here.
Although we have made improvements over the last number of years, our team is still under-represented in terms of staff from global majority ethnicities, LGBTQ+ identities, and from people with disabilities. We encourage applications from all backgrounds, communities and industries, and are committed to employing a team that has diverse skills, experiences and abilities.
Interviews are scheduled to take place on 11 March 2022.