Curriculum Development Specialist, Gwenna Moss Centre for Teaching and Learning

Curriculum Development Specialist, Gwenna Moss Centre for Teaching and Learning

Primary Purpose: The Gwenna Moss Centre for Teaching and Learning (GMCTL) provides professional and educational development related to teaching, curriculum, and assessment for academic units, colleges and schools, instructors, and graduate students. As an interconnected centre, GMCTL enables effective teaching and learning practices and supports cross‑institutional teaching and learning initiatives. The Curriculum Development Specialist provides senior‑level curriculum development leadership, consultation, and support across the university. The position will also provide focused curriculum development support to advance Indigenous education, reconciliation, accessibility, equity, diversity, and inclusion within academic programs, curricula, courses, and related professional learning.

Nature of Work: The Curriculum Development Specialist provides senior‑level curriculum development leadership, consultation, and change support across the institution. The role leads complex, multi‑stakeholder curriculum renewal and program design initiatives in partnership with academic leaders, faculty, staff, students, and relevant partners. The specialist applies advanced facilitation, curriculum design expertise, project leadership, evaluation skills, and knowledge of academic governance to support evidence‑informed, inclusive, and sustainable educational change. The position stewards institutionally useful curriculum frameworks, tools, and processes; advises academic leaders on strategy and implementation; and contributes to institutional priorities that improve student learning experiences and academic program quality.

Accountabilities:

• Leads complex, multi‑college curriculum development and renewal initiatives from initial scoping through implementation, evaluation, and sustained improvement, facilitating alignment with institutional priorities, governance requirements, academic quality expectations, and student learning outcomes.
• Provides senior-level advice, coaching, and facilitation to associate deans, department heads, program chairs, and curriculum committees on high‑impact program design, approval, renewal, accreditation‑related curriculum work, and evidence‑informed change processes.
• Designs, refines, and stewards institution‑wide curriculum development frameworks, tools, templates, and facilitation processes that support consistent, scalable, and high‑quality curriculum practice across colleges and departments.
• Builds and sustains strategic partnerships with academic leaders; faculty; staff; students; Indigenous colleagues, units, and partners; professional bodies; and external collaborators to support curriculum initiatives that require negotiation across diverse priorities, disciplines, and governance contexts.
• Works in relationship with Indigenous colleagues and partners to support Indigenous education and advance reconciliation commitments through curriculum.
• Interprets and translates Canadian and international scholarship, sector trends, accreditation expectations, equity, diversity, and inclusion practices, and accessibility principles into practical curriculum strategies for USask programs.
• Leads the design and delivery of advanced professional learning for faculty, academic leaders, and educational support staff on program‑level curriculum design, assessment of learning outcomes, constructive alignment, active learning, program evaluation, and curriculum governance.
• Establishes program/project evaluation plans, success indicators, data collection approaches, and reporting products that demonstrate progress, inform decisions by academic leaders, and support continuous improvement at program, college, and institutional levels.
• Provides mentorship, work direction, quality review, and coaching to graduate students, project contributors, and colleagues supporting curriculum development projects, ensuring deliverables are timely, evidence‑informed, accessible, and fit for purpose.
• Anticipates and advises on curriculum risks and implementation barriers, including governance timelines, resource constraints, stakeholder readiness, policy alignment, academic integrity, student experience, assessment feasibility, and sustainability of proposed changes.
• Represents the Gwenna Moss Centre and Teaching Innovation and Strategic Initiatives on institutional committees, working groups, networks, and external communities of practice, contributing expertise that shapes teaching, learning, and curriculum priorities.
• Communicates and acts in a respectful and professional manner, collaborates effectively, abides by policy, contributes to a positive and productive work and learning environment, and models these behaviours across the institution.
• Engages in continuous learning by participating in