The University of Victoria is one of Victoria's largest employers and one of Canada’s best diversity employers. Together we are more than 5,000 dedicated faculty, librarians and staff supporting the University of Victoria’s diverse academic programs, world-class research and commitment to civic engagement.

The salary range for this position is:

Recruitment range: $65,701- $72,440 starting salary determined by the PEA Collective Agreement.

Performance range: starting salary to max of $85,446 is available through annual performance increases.

Mandate:

The Division of Learning and Teaching Support and Innovation (LTSI) is an academic support unit in the University, which reports to the Office of the Vice President Academic and Provost. The Division has four portfolios of responsibility including: Teaching Innovation, Student Academic Success, Curriculum Renewal & Strategic Priorities and Community-Engaged Learning. The Division is focused on enhancing student learning and teaching excellence in academic programs across the University.

This position supports the accessibility and inclusive design goals of the division and the campus, as mandated by the new BC legislation on accessibility and concrete goals set for post-secondary institutions.

Objectives:

Reporting to the LTSI Executive Director, the Accessibility and Inclusive Learning Coordinator provides expertise, services and leadership in supporting the focus on accessible and inclusive learning design in curriculum and course delivery as well as in all aspects of the work conducted by the LTSI in supporting faculty development and student academic success.

The Accessibility and Inclusive Learning Coordinator will support the development of inclusive pedagogy and practices within the UVic community by:

• providing support and expertise to faculty and instructors as they integrate accessibility and inclusive learning design approaches to curriculum for courses and programs;
• creating relevant development opportunities, workshops and instructional supports to foster understanding of accessible learning and technology for faculty, instructors and staff in LTSI;
• working closely with colleagues across the institution to assist in building capacity around accessible learning for students, such as the Centre for Accessible Learning and the Accessibility Advisory Committee;
• offering advice and recommendations based on knowledge of legislation and policies regarding accessibility standards for learning and teaching;
• coordinating the Online Assessment Room to ensure an efficient process and supportive examination environment for students who require access to the OAR.

Master’s in special education, social services, education, ed tech, counselling, or related field plus

2-3 years of related work experience.

An equivalent combination of education, training, and experience may be considered.

Work experience includes:

• Experience in accessible learning initiative development and delivery in a post-secondary or governmental context;
• Experience with troubleshooting accessibility challenges and using tools such as Read&Write and Kurzweil 3000;
• Course design experience;
• Teaching skills (in-person and online);
• Advanced skills and knowledge in media and document accessibility remediation (e.g., Word, PDF, Power Point, Excel, WordPress);
• Experience designing and developing training programs that integrate pedagogical methods, including universal design for learning or inclusive design principles;
• Experience with assistive technologies such as screen readers, etc.

Knowledge, skills, and abilities include:

• Excellent oral and written communication skills;
• Knowledge of tools to assess and fix accessibility issues, including Adobe Acrobat, JAWS;
• Knowledge of provincial and federal legislation on accessibility standards;
• Excellent interpersonal skills;
• Ability to work both collaboratively in a team environment as well as independently;
• Ability to work in an effective and organized manner in a complex and challenging environment;
• Ability to coordinate projects that involve multiple stakeholders;
• Ability to demonstrate diplomacy, tact and patience when working with students, faculty and staff who have varied levels of accessibility technology and learning experience;
• Ability to establish and maintain effective working relationships with students, faculty, staff, administrators, and stakeholders;
• Advanced knowledge in digital pedagogy, especially those relevant to accessibility and universal design for learning;
• Ability to adapt to changing operational needs, conditions, and work responsibilities.

Assets or Preferences:

• Doctorate in related field
• Background in research skills, methodologies, program evaluation and academic disciplines
• Teaching in a higher education environment
• Experience working with persons with disabilities