Sr. Instructional Designer (Center for Teaching & Learning Design)

Affiliated Office Address

Baltimore, MD, United States

Requisition ID

122700

Date Created

October 08, 2026

Job Family

Learning Tech & Multimedia

Job Subfamily

Learning Technology

Job Function

Academic

Exempt Status

Exempt

Shift Type

Full Time

Schedule

M-F, 37.5 hrs weekly

Worksite

02-MD:Mount Washington Campus

Work Modality

Remote: Not on-site or < 10% of hours worked on-site

Whiting School of Engineering’s Center for Teaching & Learning Design is seeking an Sr. Instructional Designer to be primarily responsibility for hands-on design and development of non-credit courses and programs at Johns Hopkins University that support professional development and lifelong learning. In addition to course development, this position manages non-credit projects, oversees instructional designers, and serves as the primary point of contact for internal and external partners.

The Sr. Instructional Designer leads instructional design, development, and evaluation services to faculty with technology-enhanced instruction that will promote learning technologies for online, blended and face-to-face courses & workgroups. This position works collaboratively with the JHU leadership, faculty, external partners and instructional design staff to design, develop, and deliver traditional, fully online and blended courses, as well as technology-enhanced instructional materials. This role will join a team that works collaboratively to support the teaching and learning mission of the university.

Specific Duties & Responsibilities

• Serve as project manager leading team(s) for the timely development of courses or special projects.
• Develop project management plans to ensure that quality deliverables are produced to meet project timelines.
• May mentor or direct other instructional designers, content specialists, web developers, graphic designers, faculty and staff, and/or external partners as needed in complex projects.
• Partner with divisional leadership team(s) to develop program and curriculum summaries for the designated area(s) of support.
• May partner with the Learning and Development team to conduct formative and summative evaluation of instructional content and outcomes.
• May collaborate with the Learning and Development team and designated divisional partners further strategic goals.
• Execute instructional design plans, using visual design skills and multimedia development skills, to develop engaging and effective learning experiences (online, face-to-face, or print).
• Work in partnership with subject matter experts to develop design documents and/or storyboards outlining instructional objectives, methods, and assessment plans.
• Advise faculty and staff on effective use of instructional resources for specific projects.
• Conduct needs analysis and performance analysis to develop learner-centered experiences.
• May collaborate with faculty in writing instructional design criteria for grant and contract proposals.
• Research and evaluate new and emerging technologies, instructional design theories, approaches and policies for potential application to instructional opportunities.
• Evaluate the instructional effectiveness of programs, courses, and training products.
• Conduct usability and learnability analysis of learning prototypes and environments.
• Create and maintain documentation for faculty and staff on pedagogy, course design, tools and techniques for teaching and learning.
• Collaborate and consult with other distance education and instructional technology staff at Johns Hopkins and other universities.
• Other duties as assigned.

In addition to the duties described above

• Rapidly scope, design, and launch short-form learning experiences (e.g., micro-credentials, digital badges, bootcamps, and executive certificates) that address immediate workforce skill gaps
• Partner with external stakeholders—including industry partners, corporate sponsors, professional associations, and community groups—to translate complex industry needs into tailored, client-facing non-credit training programs.
• Design highly engaging, self-paced, asynchronous, or hybrid learning models tailored specifically for non-traditional adult professionals who require flexible schedules, immediate practical application, and low-friction navigation.
• Mentor and direct instructional designers and student employees by assigning work, setting priorities, monitoring progress, and providing coaching and fe…