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Technical Curriculum Developer Jobs in Oregon (NOW HIRING)

MEGI Engineering

Senior Piping Designer

Portland, OR · On-site

... an engineering curriculum or drafting/design with 8+ years' experience, in lieu of a degree 15+ years of relevant experience * The ability to proactively resolve technical design problems

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All JobsTechnical Curriculum Developer JobsTechnical Curriculum Developer Jobs in Oregon

Technical Curriculum Developer information

See Oregon salary details

$19

$52

$86

How much do technical curriculum developer jobs pay per hour?

As of Aug 14, 2026, the average hourly pay for technical curriculum developer in Oregon is $52.83, according to ZipRecruiter salary data. Most workers in this role earn between $39.66 and $65.82 per hour, depending on experience, location, and employer.

What is the difference between Technical Curriculum Developer vs Instructional Designer?

AspectTechnical Curriculum DeveloperInstructional Designer
Required CredentialsBachelor's in Education, Instructional Design, or related field; technical knowledge often preferredBachelor's in Education, Instructional Design, or related field; focus on learning theories
Work EnvironmentCorporate training, e-learning development, technical educationEducational institutions, corporate training, e-learning platforms
Employer & Industry UsageTech companies, online education providers, corporate training firmsUniversities, colleges, corporate training departments, e-learning companies

While both roles involve designing educational content, Technical Curriculum Developers focus on creating technical training materials for technical audiences, often requiring technical expertise. Instructional Designers develop broader educational programs, emphasizing learning strategies and instructional methods. The roles overlap in curriculum development but differ in technical focus and application context.

What is a technical curriculum developer?

A Technical Curriculum Developer is a professional responsible for designing, developing, and updating educational materials and training programs focused on technical subjects. They work closely with subject matter experts to ensure the content is accurate, up-to-date, and aligned with industry standards. Their work may include creating lesson plans, e-learning modules, assessments, and instructional guides for learners ranging from students to professionals. Technical Curriculum Developers play a key role in helping organizations and educational institutions deliver effective technical training.

How does a technical curriculum developer typically collaborate with subject matter experts during course creation?

Technical Curriculum Developers work closely with subject matter experts (SMEs) to ensure course content is accurate, up-to-date, and aligned with learning objectives. This collaboration often involves conducting interviews, reviewing technical documentation, and participating in iterative feedback sessions. The developer translates complex technical information provided by SMEs into accessible, engaging learning materials for diverse audiences. Strong communication and project management skills are essential to facilitate these collaborative efforts and meet project deadlines.

What are the key skills and qualifications needed to thrive as a technical curriculum developer, and why are they important?

To thrive as a Technical Curriculum Developer, you need strong instructional design expertise, technical subject matter knowledge, and experience in curriculum development, often supported by a degree in education, instructional design, or a related technical field. Familiarity with Learning Management Systems (LMS), e-learning authoring tools like Articulate Storyline or Adobe Captivate, and technical documentation platforms is typically required. Excellent communication, collaboration, and adaptability help you create engaging materials and work effectively with subject matter experts and learners. These skills ensure that technical content is accurate, accessible, and impactful, leading to effective learning outcomes.

What are popular job titles related to Technical Curriculum Developer jobs in Oregon?

For Technical Curriculum Developer jobs in Oregon, the most frequently searched job titles are:

What job categories do people searching Technical Curriculum Developer jobs in Oregon look for?

The top searched job categories for Technical Curriculum Developer jobs in Oregon are:

What cities in Oregon are hiring for Technical Curriculum Developer jobs?

Cities in Oregon with the most Technical Curriculum Developer job openings:

Technical Curriculum Developer jobs near you
Infographic showing various Technical Curriculum Developer job openings in Oregon as of August 2026, with employment types broken down into 67% Full Time, 20% Part Time, and 13% Contract. Highlights an 92% In-person, and 8% Remote job distribution, with an average salary of $109,895 per year, or $52.8 per hour.

Civil Engineer

Recruitment and Hiring | US Forest Service

Prineville, OR

$61K/yr

Full-time

Posted 10 days ago

Job description

This announcement is being advertised as a Forest Service National Hiring effort to fill multiple vacancies. Positions may be filled at one or more of the duty locations included in this announcement. Final determination of the duty location will be made at the time of the job offer.
For additional information about the duties of this position, please contact Don Walker at donald.walker1@usda.gov.Qualifications:In order to qualify, you must meet the eligibility and qualifications requirements as defined below by the closing date of the announcement. For more information on the qualifications for this position, visit the Office of Personnel Management's General Schedule Qualification Standards.
Your application and resume must clearly show that you possess the experience requirements. Transcripts must be provided for qualifications based on education. Provide course descriptions as necessary.
Basic Requirement:
GS-0810
Degree: Engineering. To be acceptable, the program must: (1) lead to a bachelor's degree in a school of engineering with at least one program accredited by ABET; or (2) include differential and integral calculus and courses (more advanced than first-year physics and chemistry) in five of the following seven areas of engineering science or physics: (a) statics, dynamics; (b) strength of materials (stress-strain relationships); (c) fluid mechanics, hydraulics; (d) thermodynamics; (e) electrical fields and circuits; (f) nature and properties of materials (relating particle and aggregate structure to properties); and (g) any other comparable area of fundamental engineering science or physics, such as optics, heat transfer, soil mechanics, or electronics.
OR Combination of education and experience -- college-level education, training, and/or technical experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying engineering, and (2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to one of the branches of engineering. The adequacy of such background must be demonstrated by one of the following:
  1. Professional registration or licensure -- Current registration as an Engineer Intern (EI), Engineer in Training (EIT)1, or licensure as a Professional Engineer (PE) by any State, the District of Columbia, Guam, or Puerto Rico. Absent other means of qualifying under this standard, those applicants who achieved such registration by means other than written test (e.g., State grandfather or eminence provisions) are eligible only for positions that are within or closely related to the specialty field of their registration. For example, an applicant who attains registration through a State Board's eminence provision as a manufacturing engineer typically would be rated eligible only for manufacturing engineering positions.
  2. Written Test -- Evidence of having successfully passed the Fundamentals of Engineering (FE)2 examination or any other written test required for professional registration by an engineering licensure board in the various States, the District of Columbia, Guam, and Puerto Rico.
  3. Specified academic courses -- Successful completion of at least 60 semester hours of courses in the physical, mathematical, and engineering sciences and that included the courses specified in the basic requirements under paragraph A. The courses must be fully acceptable toward meeting the requirements of an engineering program as described in paragraph A.
  4. Related curriculum -- Successful completion of a curriculum leading to a bachelor's degree in an appropriate scientific field, e.g., engineering technology, physics, chemistry, architecture, computer science, mathematics, hydrology, or geology, may be accepted in lieu of a bachelor's degree in engineering, provided the applicant has had at least 1 year of professional engineering experience acquired under professional engineering supervision and guidance. Ordinarily there should be either an established plan of intensive training to develop professional engineering competence, or several years of prior professional engineering-type experience, e.g., in interdisciplinary positions. (The above examples of related curricula are not all inclusive.)
In addition to meeting the basic requirement, you must also possess experience and/or directly related education in the amounts listed below.
Specialized Experience Requirement:
For the GS-09: You must have one-year specialized experience equivalent to the GS-07. Specialized experience is defined as 2 or more of the following:
  • Assisted in designing and developing routine construction drawings and specifications for projects with straightforward technical characteristics.
  • Assisted with site visits to ensure construction was conducted in accordance with established contract specifications.
  • Assisted in gathering data used to monitor the progress of contractors in achieving contract requirements and project milestones such as performing basic surveys and investigations to establish baseline data used to initiate a requirements review.
  • Participated in facilities engineering management duties by inspecting and coordinating routine maintenance and repair work at facilities such as housing complexes, administrative buildings, technical or special support buildings, warehouses, community facilities, or water/wastewater systems.
OR
2 years of progressively higher level graduate education leading to a master's degree or master's or equivalent graduate degree (coursework directly related to the position being filled)
OR
Successful completion of a 5-year program of study of at least 160 semester hours leading to a bachelor's degree in engineering and 1 year of appropriate professional experience
OR
A combination of superior academic achievement and 1 year of appropriate professional experience
OR
An appropriate combination of specialized experience and education (only graduate education in excess of 18 semester hours may be used to qualify applicants for this grade level). Professional engineering experience is defined as nonroutine engineering work that required and was characterized by (1) professional knowledge of engineering; (2) professional ability to apply such knowledge to engineering problems; and (3) positive and continuing development of professional knowledge and ability.
For the GS-11: You must have one-year specialized experience equivalent to the GS-09. Specialized experience is defined as 2 or more of the following:
  • Monitored day-to-day performance of a contract by reviewing drawings for accuracy and adequacy, evaluating requests for routine design deviations.
  • Conducted site surveys to determine the need for new equipment or material. Prepared civil engineering design criteria for smaller or less complex projects, including portions of structures such as bridges, retaining walls, or structural pavement sections.
  • Planned and conducted engineering projects according to clear and specified objectives such as developing technical data on materials, sizes, dimensions, and quantities and costs of materials to be incorporated in formal specifications.
  • Performed routine safety related assessments, such as determining compliance with existing Federal, State, and/or organization safety regulations and/or analyzing and evaluating potential safety regulation deficiencies.
OR
3 years of progressively higher level graduate education leading to a Ph.D. degree or Ph.D. or equivalent doctoral degree (coursework directly related to position being filled)
OR
An appropriate combination of specialized experience and graduate level education (beyond what is required for a master's degree, i.e., more than 36 semester hours leading to a Ph.D.)
Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (e.g., Peace Corps, AmeriCorps) and other organizations (e.g., professional; philanthropic; religious; spiritual; community, student, social). Volunteer work helps build critical competencies, knowledge, and skills and can provide valuable training and experience that translates directly to paid employment. You will receive credit for all qualifying experience, including volunteer experience.Education:See above for education that may be qualifying for the specific grade level.Employment Type: OTHER

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