Subject Matter Expert; SME : Online Course Development EDU-Engineering Design

Subject Matter Expert (SME) Opportunity:
Online Course Development EDU-3445:
Engineering Design in the Classroom

Join to apply for the Subject Matter Expert (SME) Opportunity:
Online Course Development EDU-3445:
Engineering Design in the Classroom role at Vermont State University

Vermont State University’s Bachelor of Arts in Elementary Education with Special Education program prepares students to become teachers licensed in both Elementary Education (K-6) and Special Education (K-8). With careful planning, a full-time student can complete the degree in four years, earning a Level I Professional Educator’s License issued by the Vermont Agency of Education. This license is required to work as a public‑school teacher in Vermont and is recognized by all other states that have signed the NASDTEC Interstate Agreement.

Through courses and practicum experiences, students learn the theories, research, standards, and practices that provide a solid foundation for educators who are passionate about teaching and committed to creating welcoming learning environments that are inclusive of all learners. The program focuses on action research, collaboration, social justice, inclusivity, diversity, equity, inclusion, democracy, critical perspectives, inquiry, creativity, advocacy, theory into practice, and education as a public good.

Vermont State University is seeking immediately available and qualified Subject Matter Experts (SMEs) to develop high‑quality academic content for its online B.A. in Elementary Education with Special Education program. SMEs will collaborate with instructional designers to build engaging, standards‑aligned online courses that emphasize social justice, action research, collaboration, diversity, equity, inclusion, inquiry, and advocacy, supporting students in earning a Vermont Level I Professional Educator's License recognized nationwide through the NASDTEC Interstate Agreement.

As an SME, you will create and revise original course materials following VTSU Online’s established course development process, including templates, milestones, and quality reviews. Compensation per course is $4,100.00.

Beginning with a review of the basic principles of physical processes, this course introduces students to the design procedures for mechanical operations and problem solving. With consideration of social context, scientific methods, and principles of engineering, students learn when and how mechanics are useful for addressing real‑world problems. The social and ethical effects of science and engineering are considered.

• Terminal degree (earned doctorate or other terminal degree) in Education, Special Education, Curriculum & Instruction, or a closely related field aligned with elementary and/or special education.
• Current, valid Vermont Level I or higher Professional Educator’s License with endorsement in Elementary Education (K–6) and/or Special Education, or a current principal’s license with demonstrated background in these areas.
• Demonstrated familiarity with Vermont educator licensure requirements.
• Minimum of three years of successful, documented full‑time teaching experience in PK–8 settings, including substantial experience in public school classrooms, preferably Vermont.
• Direct experience teaching and supporting students with disabilities in inclusive settings (e.g., co‑teaching, IEP development and implementation, differentiated instruction, use of evidence‑based interventions) and familiarity with IDEA and Section 504 requirements.
• Successful completion of a criminal background check and any other checks required by Vermont law and partner school districts prior to practicum‑ or PK–8 classroom‑related work.
• Evidence of strong collaboration skills and professional communication with school partners, colleagues, and university personnel, including willingness to work within Vermont State University’s established online course development process and standards.
• Candidates with demonstrated knowledge of online learning environments, curriculum development, and adult learning theory are…