"I decided to transition from a traditional faculty role to a learning designer position after considerable reflection on what I wanted my work and life to look like. I was in a soft money-funded position, where success often felt tied to research output and securing grants. But in practice, most of my energy went into teaching and supporting students, the parts of the job that truly mattered to me."
"Over time, I began to realize that the pace and structure of that kind of academic role were not sustainable for me in the long run. As I thought more deeply about what aspects of my work I found most rewarding, I realized that, in addition to teaching and mentoring, I found immense satisfaction in designing learning experiences that were inclusive, authentic and relevant."
Robin Baker moved from a traditional, soft money-funded faculty role into a learning designer position to align work with teaching and a sustainable structure. The faculty role required research output and grants but practical energy focused on teaching and student support. She found satisfaction in designing inclusive, authentic, and relevant learning experiences and spent substantial time redesigning assignments to increase engagement. She brought a foundation in pedagogy, assessment, and curriculum design developed through reflective practice, literature review, experimentation, and evidence-based refinement. Prior faculty experience provided empathy and practical insight for supporting instructors and learners in course design.
Read at Inside Higher Ed | Higher Education News, Events and Jobs
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