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Work Based Learning Program Aws Jobs in Leeds, AL

4pconsultinginc

Content Developer

Birmingham, AL · On-site

$115K - $120K/yr

Design and develop instructor-led training, eLearning modules, web-based learning aids, and other ... Ability to work independently and collaboratively in a team environment * Strong facilitation ...

UAB NOVA RENT

SIMULATION COORDINATOR SENIOR

Birmingham, AL · On-site

$70K - $114K/yr

... to work with faculty and staff in designing and implementing simulation-based learning experiences ... To evaluate training and education needs, program development as well as implementation and ...

Acuren

Visual Inspector - AWS/CWI

Birmingham, AL · On-site

$80 - $100/hr

... based monitoring services. Our work is critical to the integrity and safety of industrial firms ... programs that are valued by clients and employees. #LI-BE1 #J-18808-Ljbffr

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All JobsWork Based Learning Program Aws JobsWork Based Learning Program Aws Jobs in Leeds, AL

Work Based Learning Program Aws information

See Leeds, AL salary details

$42.9K

$74.2K

$167.4K

How much do work based learning program aws jobs pay per year?

As of Sep 7, 2026, the average yearly pay for work based learning program aws in Leeds, AL is $74,213.00, according to ZipRecruiter salary data. Most workers in this role earn between $52,000.00 and $81,200.00 per year, depending on experience, location, and employer.

What is a work based learning program with AWS?

A Work Based Learning Program with AWS is an educational initiative that combines classroom instruction with real-world work experience using Amazon Web Services (AWS) technologies. These programs are designed to help students and professionals gain hands-on cloud computing skills by working on projects, internships, or apprenticeships in partnership with employers. Participants learn about cloud infrastructure, deployment, and AWS services, making them more competitive in the job market. Such programs often include mentorship, industry certifications, and exposure to real business challenges.

How does participating in an AWS work based learning program help prepare candidates for a cloud-focused career?

Participating in an AWS Work-Based Learning Program offers hands-on experience with key AWS cloud services, allowing candidates to apply classroom concepts to real-world projects. You'll typically collaborate with mentors and teammates in a structured environment, working on tasks such as cloud migration, automation, and security configuration. This immersion helps build both technical and professional skills, making you more competitive for roles such as cloud support associate or solutions architect. Additionally, exposure to industry best practices and networking opportunities within the program can significantly accelerate your career growth in cloud computing.

What are the key skills and qualifications needed to thrive in a work based learning program focused on AWS, and why are they important?

To thrive in a Work-Based Learning Program focused on AWS, you need foundational knowledge of cloud computing concepts, basic programming skills, and familiarity with networking, supported by relevant coursework or entry-level certifications like AWS Cloud Practitioner. Hands-on experience with AWS tools such as EC2, S3, Lambda, and the AWS Management Console is typically required, along with understanding of version control systems like Git. Strong problem-solving abilities, willingness to learn, and effective communication are important soft skills for adapting to real-world technical environments. These skills and qualities are crucial for successfully applying cloud concepts in practical settings and collaborating with teams to solve business challenges.

What is the difference between Work Based Learning Program Aws vs Cloud Support Associate?

AspectWork Based Learning Program AwsCloud Support Associate
CredentialsTypically no formal certifications required; focus on trainingOften requires AWS certifications or related cloud credentials
Work EnvironmentEducational or training setting, often part-time or internshipProfessional cloud support environment, full-time role
Employer & Industry UsageEducational institutions, training providers, AWS programsCloud service providers, IT companies, AWS partners

The Work Based Learning Program Aws is primarily a training or internship opportunity designed to develop skills in AWS cloud services, often without requiring prior certifications. In contrast, a Cloud Support Associate is a full-time professional role that typically requires AWS certifications and involves supporting cloud customers in a real-world environment. While the learning program focuses on education and skill development, the associate role emphasizes practical support and troubleshooting in the industry.

Work Based Learning Program Aws jobs near you

Assistant Vice Provost for Academic Student Engagement

Talladega College

Talladega, AL • On-site

Full-time

Re-posted 10 days ago

Job description

Assistant Vice Provost for Academic Student Engagement
Talladega College | Talladega, Alabama
Position: Assistant Vice Provost for Academic Student Engagement
Division: Office of Academic Affairs
Reports To: Provost and Executive Vice President | Chief Strategy Officer
Classification: Full-Time, Exempt | 12-Month Administrative Appointment
Location: Talladega, Alabama (On-Site)
Posted: June 2026
Application Deadline: Open Until Filled
About Talladega College
Founded in 1867, Talladega College is Alabama's oldest private Historically Black Liberal Arts College and University (HBCU). For more than 150 years, the College has fulfilled a sacred mission rooted in the vision of its founders-to provide a transformative, first-class education that equips graduates for the global community. Talladega College is recognized nationally for academic excellence, social mobility, and its unwavering commitment to preparing students not only for the world of work but for advanced graduate and professional study.
Talladega College's core values, Students First, Accountability, Integrity, Diversity, and Excellence, animate every decision made in service to its community. The College offers undergraduate and graduate programs across Business Administration, Humanities and Fine Arts, Natural Sciences and Mathematics, Social Sciences and Education, as well as graduate programs in Computer Information Systems (MSCIS) and Business Administration.
Position Overview
The Assistant Vice Provost for Academic Student Engagement (AVPASE) is a senior academic administrator and strategic partner to the Provost and Executive Vice President. The AVPASE provides visionary leadership in curriculum quality, instructional innovation, faculty development, student engagement, and technology integration across all academic units, while helping to advance the institutional design for Reimagining Liberal Arts Education through interdisciplinary learning, career-connected pathways, and mission-centered academic excellence.
This role is central to strengthening Talladega College's academic mission in alignment with the 2024 Principles of Accreditation: Foundations for Quality Enhancement established by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The AVPASE champions evidence-based instructional practices, intentional use of learning technologies, and data-informed strategies that improve student success, retention, graduation, and post-graduate readiness.
As an HBCU leader in 2026, this position also carries responsibility for helping faculty and academic units design learning experiences that are culturally affirming, future-oriented, and responsive to the changing demands of society, graduate education, and the workforce. In that context, project-based learning, responsible artificial intelligence integration, and workforce development are not ancillary priorities; they are instrumental components of the College's broader reimagining of liberal arts education.
Key Responsibilities
I. Instructional Technology, Artificial Intelligence, and Canvas Integration
  • Works closely with Academic Deans and department chairs to create, plan, and implement technology-enhanced classroom instruction using Canvas as the College's primary Learning Management System (LMS), ensuring consistent and high-quality course design and delivery across all disciplines.
  • Serves as the institutional liaison for LMS implementation, faculty training, and adoption of emerging instructional technologies, including AI-supported learning platforms, virtual simulations, digital assessment tools, and other resources that strengthen teaching, learning, and academic support services.
  • Provides leadership for the responsible, ethical, and academically sound use of artificial intelligence across the curriculum, including guidance on faculty development, student use expectations, academic integrity, assessment redesign, and discipline-specific applications that support learning rather than replace it.
  • Coordinates with the Department of Information Technology to ensure faculty have the tools, training, and support needed to deliver seamless, technology-enriched learning experiences for both residential and online students.

II. Curriculum Quality, Project-Based Learning, and Student Engagement
  • Ensures the quality of the academic curriculum, classroom instruction, and student engagement by integrating innovative pedagogical and andragogical approaches that enhance the learning environment across all modalities.
  • Provides strategic leadership for measurable improvement in academic outcomes and for the intentional design of student learning experiences that reflect the goals of Reimagining Liberal Arts Education.
  • Advances institution-wide adoption of project-based learning as a signature instructional approach, helping faculty embed authentic projects, community-connected assignments, interdisciplinary inquiry, undergraduate research, design challenges, and public-facing student work into the curriculum.
  • Promotes the use of artificial intelligence as a tool for inquiry, creativity, research support, problem-solving, and career preparation, while ensuring that students continue to develop the critical thinking, communication, ethical reasoning, and human-centered judgment that define a liberal arts education.
  • Monitors, disaggregates, and acts upon student performance and assessment data to identify strengths, gaps, and opportunities for curriculum improvement, in alignment with SACSCOC requirements for continuous quality improvement.
III. Faculty Development and Co-Curricular Engagement
  • Designs and leads faculty professional development initiatives aimed at increasing the depth and breadth of research-based, student-centered instructional strategies.
  • Drives a 50% increase in faculty co-curricular participation, including active engagement in Meta-Major Meetings and other student success forums, to align academic pathways with student career and workforce goals and to foster cross-disciplinary collaboration.
  • Supports faculty in developing and delivering evidence-based reading strategies that assist students in accessing, comprehending, and critically engaging with discipline-specific content.
  • Advances faculty adoption of instructional protocols and engaging lesson formats, with specific emphasis on student engagement, small-group instruction, Bloom's Taxonomy-aligned learning experiences, respectful engagement in the learning environment, and innovative student tasks and activities such as project-based learning, case studies, problem-based inquiry, and authentic assessment.
IV. Workforce Development and Career-Connected Liberal Arts Design
  • Provides leadership for a comprehensive workforce development strategy that is integrated with the College's overall academic design and with the broader vision of Reimagining Liberal Arts Education.
  • Collaborates with Academic Deans, department chairs, Career Services, Institutional Advancement, and external partners to strengthen career-connected curricula, internships, apprenticeships, undergraduate research, employer engagement, and experiential learning opportunities that prepare students for employment, graduate study, entrepreneurship, and civic leadership.
  • Works with faculty and campus partners to map workforce competencies-such as communication, quantitative reasoning, teamwork, digital fluency, ethical decision-making, leadership, and problem-solving-across the curriculum so that liberal arts learning outcomes are clearly connected to student career readiness.
  • Helps develop and sustain partnerships with business, industry, government, nonprofit, faith-based, and community organizations to expand talent pipelines, career exposure, mentoring, and place-based learning opportunities for students.
  • Partners with academic and student affairs leaders to ensure that workforce development is reflected not only in academic programs but also in advising, co-curricular programming, student employment, career exploration, and post-graduate success initiatives.
V. Facilities, Equipment, and Learning Environment
  • Ensures that all instructional facilities and classroom equipment are adequately maintained, functional, and conducive to high-quality teaching and learning.
  • Conducts and coordinates regular inspections of instructional spaces; submits work orders in a timely manner and monitors each to completion, ensuring minimal disruption to the academic environment.
  • Partners with Facilities Management to plan and advocate for upgrades to classroom infrastructure, including smart classroom technology, accessibility improvements, and laboratory equipment maintenance.
VI. Student Success, Retention, and Graduation
  • Implements data-driven strategies, in collaboration with Academic Deans, faculty, and Student Affairs, to increase student retention rates, with particular focus on first-year and sophomore persistence.
  • Advances institutional strategies targeting increased six-year graduation rates, using interventions such as intrusive advising frameworks, early-alert systems, co-curricular integration, and student success coaching aligned with nationally recognized HBCU best practices.
  • Partners with faculty to ensure that course-level design, pedagogical strategies, and assessment practices are aligned with student completion and degree progression goals.
VII. Program Effectiveness and Institutional Assessment
  • Ensures the overall effectiveness of Talladega College's academic programs through systematic, data-informed program review processes.
  • Leads the planning, implementation, and reporting of systematic evaluations of academic affairs personnel and programs.
  • Collaborates with Deans and department chairs to assess program learning outcomes, benchmark against peer institutions, and implement evidence-based improvements.
VIII. Accreditation and Regulatory Compliance
  • Ensures full compliance with the standards and policies of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), including Core Requirements, Comprehensive Standards, and Federal Requirements under the 2024 Principles of Accreditation.
  • Ensures compliance with applicable programmatic and disciplinary accrediting bodies relevant to Talladega College's academic offerings.
  • Coordinates the preparation, documentation, and submission of accreditation materials, self-studies, and compliance certifications on behalf of the Office of Academic Affairs.
  • Maintains current knowledge of evolving accreditation standards and advises the Provost on any actions required for continued institutional compliance.
IX. Strategic Leadership and Administrative Functions
  • Serves as a key member of the Academic Affairs leadership team and acts on behalf of the Provost as delegated.
  • Represents the Office of Academic Affairs on institutional committees, task forces, and external partnerships as assigned.
  • Collaborates with Institutional Research and Planning to build a culture of data-informed decision-making across all academic units.
  • Performs other duties as assigned by the Provost and Executive Vice President for Academic Affairs.
X. Student-Facing Engagement and Schedule Expectations
  • Participates in and supports a broad range of student-facing programs and institutional events, which may include evening and weekend activities, commencement-related functions, orientation, recruitment and yield events, family engagement programs, academic showcases, and other mission-critical gatherings that extend beyond the standard business day.
  • Maintains a work schedule that reflects the professional and administrative responsibilities of an exempt leadership role, including the flexibility needed to meet institutional needs.
Minimum Qualifications
  • An earned doctoral degree (Ph.D., Ed.D., or equivalent) from a regionally accredited institution in Education, Higher Education Administration, Curriculum and Instruction, Educational Leadership, or a closely related discipline.
  • A minimum of seven (7) years of progressively responsible experience in higher education academic administration, including demonstrated experience in curriculum development, faculty engagement, student success initiatives, and outcomes assessment.
  • Demonstrated knowledge of and experience with SACSCOC accreditation standards and processes.
  • Documented proficiency with Canvas LMS and experience leading faculty in instructional technology integration.
  • Demonstrated experience with student learning outcomes assessment instruments and data-informed academic improvement processes.
  • Demonstrated commitment to justice-focused education, with experience serving diverse, first-generation, and Pell-eligible student populations, consistent with the HBCU mission.
  • Strong written and verbal communication skills, with proven ability to communicate effectively with faculty, staff, students, senior administrators, and external stakeholders.
Preferred Qualifications
  • Experience as a Department Chair, Academic Dean, Associate Dean, Associate Provost, or comparable senior academic administrator.
  • Demonstrated experience at an HBCU or minority-serving institution.
  • Record of successful grant writing or administration supporting academic quality and student success initiatives.
  • Familiarity with meta-major pathways, AI-enhanced instructional design, and workforce development partnerships.
  • Demonstrated ability to lead professional development programs for faculty, including evidence-based reading strategies, Bloom's Taxonomy-aligned instruction, small-group learning models, project-based learning design, and responsible AI integration.
  • Scholarship or professional contributions in the areas of curriculum and instruction, educational technology, student success, or HBCU education.
Competencies
The successful candidate will demonstrate the following competencies:
  • Visionary Academic Leadership: Ability to articulate and operationalize a compelling vision for academic excellence at an HBCU in the 21st century.
  • Data-Driven Decision Making:

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