Instructional Developers in the Reinert Center

As a consultant and sounding board for faculty and graduate students, the Instructional Developer role varies depending on need; however, there are a few common philosophical orientations for the role. They include:

• Serve as a consultant to faculty and graduate students: IDs meet with faculty and graduate students to consult on course design, effective teaching practices, authentic use of educational technology, and student learning strategies.
• Brainstorm possible solutions to any pedagogical challenges: Drawing on evidence-based research, IDs work with faculty and graduate students to brainstorm possible strategies to address previous and/or anticipated pedagogical challenges.
• Act as a sounding board: IDs help instructors define innovation for themselves and (re)design learning objectives, develop assessments, facilitate collaborative and active learning, and create intentional learning experiences and spaces.
• Conduct one-on-one teaching observations: At an instructor's request, IDs can conduct formative classroom observations to provide insight on use of class time, student engagement, and more.
• Weigh technology options: IDs meet with faculty, departments, and university colleagues to help them identify and discern the appropriateness of educational technologies.
• Respect instructor autonomy: IDs respect that faculty are the drivers and owners of the course design process; therefore, the pace of the course (re)design and the decisions made throughout the process are determined by faculty.
• Consider learning space as essential to instructional design: IDs encourage faculty to consider how technology, learning space design, and intentional learning experiences influence teaching and learning.