Instructional Designer

Meet Circuit Stream

Where education meets innovation. At Circuit Stream, we offer skill-based online programs for adults ready to upskill or reskill, along with innovative pre-university programs for youth in fields such as technology, design, business, healthcare, and emerging academic disciplines.

We partner with leading universities across North America to deliver hands‑on, applied learning that helps students build practical skills, explore future pathways, and gain confidence in what comes next.

We’re looking for a part-time Instructional Designer based in Calgary who can work closely with our Education team and subject matter experts to build engaging, project‑based courses for learners ages 13–18.

As a part‑time Instructional Designer, you’ll have the opportunity to take courses from idea to classroom.

The programs you create will become part of Circuit Stream’s 2027 Pre‑University catalogue
, delivered to students across Canada and the U.S. both in person and online.

This isn’t a role where you’ll spend months producing theoretical curriculum documents that never leave a shared drive. You’ll translate subject‑matter expertise into practical learning experiences that instructors can teach and teenagers actually want to participate in.

You’ll have meaningful ownership over the development of approximately 4–5 new courses
, while seeing your work tested, taught, improved, and ultimately experienced by real students.

• Own the instructional design and development of new Pre‑University courses for learners ages 13–18.
• Translate course concepts and subject‑matter expertise into clear learning objectives, lesson plans, activities, assessments, projects, and instructor guides.
• Design hands‑on, highly interactive learning experiences rather than lecture‑heavy curriculum.
• Build courses around measurable learning outcomes and ensure activities and assessments clearly support those outcomes.
• Work closely with internal and external subject matter experts to turn specialist knowledge into content that is accessible and engaging for teenagers.
• Scope course content appropriately so it is ambitious enough to be meaningful but realistic for the learner age, course length, and delivery format.
• Develop and improve curriculum for in‑person, live online, and blended delivery.
• Build meaningful projects and capstone experiences that allow students to apply what they have learned.
• Create clear instructor‑facing materials that make the curriculum easy to understand, prepare, and teach consistently.
• Support instructor onboarding and training, including curriculum walkthroughs, teaching expectations, instructor guides, and learning‑management‑system tools.
• Conduct classroom audits and quality‑assurance reviews to evaluate how effectively curriculum is being delivered.
• Gather feedback from instructors, students, and the Education team and use it to continuously improve course content.
• Maintain curriculum materials in our learning systems and ensure content is accurate, organized, current, and ready for delivery.
• Manage multiple course‑development projects simultaneously and keep work moving against clear timelines and launch dates.

• 3+ years of professional experience in instructional design, curriculum development, learning experience design, or a closely related field.
• Demonstrated experience developing courses or structured learning programs for youth or teen learners
  .
• Strong understanding of learning theory, instructional design, pedagogy, assessment, and age‑appropriate learning principles.
• Experience translating subject‑matter expertise into structured, learner‑friendly curriculum.
• Strong ability to write measurable learning objectives and design activities and assessments that align with them.
• Experience designing project‑based, experiential, or hands‑on learning.
• Strong written communication and the ability to create clear lesson plans, instructor guides, student materials, and assessment tools.
• Experience working collaboratively with subject matter experts who may not have a background in teaching or instructional design.
• Comfort working in learning‑management systems…