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Job Number: 25142

Functional Area: Academic (non-faculty)

Department: Mechanical Engineering

School Area: Engineering

Pay Range Minimum: $67,200

Pay Range Maximum: $91,100

Employment Type: Full-Time

Employment Category: Exempt

Visa Sponsorship Available: No

Schedule:

Pay Grade: 7

Posting Description

Educational Technologist, Mechanical Engineering, to join the Learning Engineering and Practice (LEAP) Group; collaborate with faculty and subject-matter experts to design and develop engineering curriculum; revise and assess instructional content; support video production including storyboarding and studio operations; facilitate student cohorts and learning experiences; apply learning analytics to improve content; support education research experiments; disseminate findings to promote broader adoption of effective pedagogy; and contribute to operational plans and project execution.

Learn more about LEAP: https://meche.mit.edu

Job Requirements

Required

  • Bachelor’s degree in engineering or science; 
  • a minimum of three years of relevant experience; experience supporting faculty in instructional design; 
  • familiarity with learning management systems (Canvas, Moodle, etc.); 
  • strong organizational and communication skills; 
  • and ability to manage multiple projects independently and collaboratively. 

Preferred: 

  • Master’s degree in engineering education, instructional design, or related field; experience with Articulate 360; 
  • training in educational assessment, data analysis, or learner-centered design;
  • and understanding of learning engineering principles.

Location: MIT Campus, Cambridge, MA.

Term or Start Date Details: One-year term appointment, with possibility of extension.

8/22/2025

About Organization

The Massachusetts Institute of Technology (MIT) is a private research university located in Cambridge, Massachusetts. MIT is devoted to the advancement of knowledge and education of students in areas that contribute to or prosper in an environment of science and technology.

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