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Learning Director Jobs in Utah (NOW HIRING)

University of Utah

Program Management

Salt Lake City, UT

$120K - $140K/yr

Details Open Date 05/08/2026 Requisition Number PRN44981B Job Title Program Management Working Title Experiential Learning Director Career Progression Track M00 Track Level M6 - Director FLSA Code ...

University of Utah

Program Management

Salt Lake City, UT · On-site

$120K - $140K/yr

Announcement Details Open Date 05/08/2026 Requisition Number PRN44981B Job Title Program Management Working Title Experiential Learning Director Career Progression Track M00 Track Level M6 - Director ...

Brigham Young University

Learning Specialist

Provo, UT · On-site

Job Summary The learning specialist works in the Built4Life Student-Athlete Center under the supervision of the Director of Olympic Sport Academics. The learning specialist meets one-on-one with ...

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Learning Director information

See Utah salary details

$32.8K

$83.7K

$128.4K

How much do learning director jobs pay per year?

As of Aug 24, 2026, the average yearly pay for learning director in Utah is $83,693.00, according to ZipRecruiter salary data. Most workers in this role earn between $65,100.00 and $96,500.00 per year, depending on experience, location, and employer.

What is a learning director?

Learning Directors are professionals responsible for designing, implementing, and overseeing educational programs within organizations or institutions. They collaborate with stakeholders to identify learning needs, develop curriculum, and ensure instructional effectiveness. Learning Directors also assess program outcomes, manage budgets, and often supervise teams of educators or trainers. Their goal is to enhance employee skills, promote professional development, and align learning initiatives with organizational objectives.

What skills and qualifications are needed to thrive as a learning director?

To thrive as a Learning Director, you need expertise in instructional design, curriculum development, and adult learning principles, typically supported by an advanced degree in education or a related field. Familiarity with learning management systems (LMS), e-learning authoring tools, and relevant certifications like CPLP or ATD are commonly required. Strong leadership, strategic thinking, and excellent communication skills help drive organizational learning initiatives and foster team collaboration. These competencies ensure effective development and delivery of learning programs that align with organizational goals and promote employee growth.

How does a learning director collaborate with other departments to align training initiatives with organizational goals?

A Learning Director often works closely with department heads, HR, and executive leadership to assess skill gaps and ensure training programs support broader business objectives. This collaboration involves regular meetings, needs assessments, and integrating feedback from various teams to tailor learning solutions. By fostering cross-departmental communication, the Learning Director helps ensure that educational initiatives are relevant, impactful, and drive measurable results for the organization.

What is the difference between Learning Director vs Learning Manager?

AspectLearning DirectorLearning Manager
CredentialsTypically requires a bachelor’s or master’s degree in education, HR, or related field; certifications like CPLP or ATD are commonSimilar educational background; often holds certifications like CPLP or ATD
Work EnvironmentStrategic leadership in organizations, overseeing multiple training programs and teamsOperational management of training programs, working directly with trainers and learners
Employer & Industry UsageUsed in corporate, educational, and nonprofit sectors for high-level training strategyCommon in corporate and educational settings for day-to-day training operations

The main difference between a Learning Director and a Learning Manager lies in scope and strategic focus. Learning Directors typically oversee overall training strategies and manage teams at a higher level, while Learning Managers focus on executing training programs and managing daily operations. Both roles require relevant certifications and experience, but the Learning Director's role is more strategic and leadership-oriented.

What are the most commonly searched types of Learning jobs in Utah?

The most popular types of Learning jobs in Utah are:

What are popular job titles related to Learning Director jobs in Utah?

For Learning Director jobs in Utah, the most frequently searched job titles are:

What job categories do people searching Learning Director jobs in Utah look for?

The top searched job categories for Learning Director jobs in Utah are:

What cities in Utah are hiring for Learning Director jobs?

Cities in Utah with the most Learning Director job openings:

Learning Director jobs near you
Infographic showing various Learning Director job openings in Utah as of August 2026, with employment types broken down into 1% As Needed, 70% Full Time, 28% Part Time, and 1% Contract. Highlights an 87% Physical, 2% Hybrid, and 11% Remote job distribution, with an average salary of $83,693 per year, or $40.2 per hour.

Experiential Learning Director

The Chronicle Of Higher Education, Inc.

Salt Lake City, UT • On-site

$80 - $115/hr

Other

Posted 5 days ago

Job description

Experiential Learning Director

The College of Science is seeking an experienced leader to direct a complex and rapidly expanding experiential learning enterprise at the University of Utah. The Science Research Initiative (SRI) is the College's signature undergraduate research program that has grown into a large, sophisticated organization poised to provide meaningful hands‑on research experiences to all incoming College of Science students in their first year on campus. A recent expansion includes the SRI Career Accelerator Program (SRI‑CAP), which provides juniors and seniors with professional and technical skills development and industry connections. In addition to a small number of permanent staff, the program is supported by a team of more than a dozen SRI Fellows, postdocs who lead research streams and support an associated structured course. SRI has grown tremendously since its inception in 2020, with SRI and SRI‑CAP currently serving approximately 650 undergraduate students per year. Substantial additional growth is projected. Beyond SRI, this position will be responsible for other related experiential learning programs in the college, including the ACCESS Scholars Program, a multi‑year cohort program that supports students in becoming leaders in their scientific disciplines and beyond.

Start date for this position is negotiable.

Program Management

Direct/Manage/Supervise the design and implementation of programs that carry out the mission of the university. Develop strategies and goals to create programs offering the greatest impact to the community. Determine short‑and‑long‑term program plans to meet organizational goals. Oversee the coordination and daily work activities of the programs. Represent the interest of assigned program participants, both inside and outside of the organization. Manage volunteers, members, and staff.

Learn more about the great benefits of working for University of Utah: benefits.utah.edu

Responsibilities Strategic Leadership and Vision
  • Provide strategic direction for experiential learning opportunities, including the SRI, SRI‑CAP and ACCESS Scholars, aligning program goals with College and University priorities for student success and experiential learning.
  • Lead planning efforts to sustainably scale the programs to accommodate increasing student enrollment and participation while maintaining program quality and impact.
  • Develop and implement a long‑term vision for experiential learning across the College of Science that serves students throughout their undergraduate journey and prepares them for success in their careers.
  • Develop, refine, and implement new experiences to accommodate shifts in student interests and enrollment growth.
  • Pursue extramural funding opportunities to support program growth, expansion, and sustainability.
Organizational Structure and Operations
  • Establish clear organizational structure, roles, and responsibilities for staff members, postdocs, and program leadership to optimize team effectiveness.
  • Design and implement operational processes, systems, and workflows necessary to support a sophisticated, large‑scale experiential learning enterprise.
  • Develop scalable program structures and standardized procedures that can accommodate continued growth.
  • Create metrics and assessment frameworks to evaluate program outcomes and impact, operational efficiency, and areas for improvement.
  • Serve as the primary point of contact for the SRI and related programs in the College of Science, representing these programs to internal and external stakeholders.
Program Management and Development
  • Oversee all programmatic aspects of the SRI, SRI‑CAP, ACCESS Scholars and related experiential learning initiatives in the College of Science, ensuring cohesive pathways for students from first‑year research experiences through upper‑level professional development opportunities.
  • Provide strategic vision and oversight of the recruitment and development of new SRI research streams, ensuring that prospective stream leaders are supported in their design and implementation of projects, mentoring of students, and logistics.
  • Maintain and update mentor training materials and professional development resources to support stream leaders and others in mentorship roles.
  • Ensure alignment of skills developed through experiential learning programs with career pathways and employment opportunities.
  • Cultivate and steward internal and external relationships to support programmatic goals, including with local industry partners; grow industry connections and internship opportunities in collaboration with existing initiatives.
  • Implement meaningful cohort experiences for all SRI and ACCESS participants.
Team Leadership and Supervision
  • Serve as direct supervisor for members of the SRI leadership team, Program Manager, and other program staff, providing clear direction, performance feedback, and professional development opportunities.
  • Build and maintain a collaborative, high‑performing team culture that supports innovation, accountability, and continuous improvement.
  • Coordinate the work of staff and postdocs to ensure efficient operations and eliminate duplication of effort.
  • Foster collegiality and collaboration across the program and within the broader College of Science community.
Student Engagement and Assessment
  • Provide direction in the recruitment of students to experiential learning opportunities; work with college staff to develop strategies that increase program participation and student success.
  • Lead efforts to assess program impact on participants, using data to inform continuous program improvement.
  • Support a culture of safety in all SRI research facilities.
  • Ensure programs are meeting programmatic goals, serving the needs of College of Science students, and aligned with college and institutional priorities.
Resource Stewardship
  • Serve as a responsible steward of College and University resources, maximizing impact and efficiency.
  • Work collaboratively with College of Science leadership to identify resource needs and opportunities for program enhancement.
  • Uphold the core values of the College of Science in all aspects of program leadership.
Minimum Qualifications

EQUIVALENCY STATEMENT: 1 year of higher education can be substituted for 1 year of directly related work experience (Example: bachelor's degree = 4 years of directly related work experience).

Requires a bachelor's (or equivalency) + 12 years of directly related work experience or a master's (or equivalency) + 10 years.

Preferences
  • Doctoral degree in science, education, or a related field.
  • Experience with undergraduate research programs or experiential learning initiatives in higher education.
  • Track record of successful grant writing and securing external funding.
  • Experience working in a research university setting.
  • Knowledge of career development and professional preparation for STEM students.
  • Familiarity with assessment and evaluation of educational programs.
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