Coordinator for Supplemental Instruction

Institution & Website University of North Texas Posting info: https://
Job Title Coordinator for Supplemental Instruction
Salary  $3,177.92
Duties & Responsibilities The Learning Center at the University of North Texas is seeking to hire a Student Services Coordinator II to join our team. Responsibilities of the position include but are not limited to: * Coordinate the Supplemental Instruction Program * Supervise graduate assistant for Supplemental Instruction Program * Coordinate the recruitment, selection and training process for Supplemental Instruction Leaders * Supervise and provide professional modeling of behavior to graduate assistants and the Supplemental Instruction Leaders * Assist with other Learning Center programs, including Learning 101 Series, Academic Coaching, and Texas Success Initiative * Develop and maintain cooperative relationships with multiple university departments and offices * Advance philosophies of student development and cultural diversity while actively promoting diversity in staffing, programming, and student leadership * Assist in the development and implementation of assessments, evaluations, and research activities related to students’ success in learning and the Supplemental Instruction program * Assist with the development, revision, and distribution of marketing, educational, and informational publications and materials related to the Learning Center and the Supplemental Instruction program * Participation in university, division, and departmental committees and activities * Present outreach programs and workshops that require some evening and weekend work * Perform related duties as assigned by the Assistant Director or Director
Requirements  Master’s Degree in a related field and two years of student services, student affairs, counseling, advising, or related experience; or any equivalent combination of education, training and experience.
Starting Date & Posting Dates  Start date is flexible. Posted on 2/26/2016, review of applicants has begun and is rolling until position is filled.
Submit the Following Information:  All application materials, including a cover letter and resume, must be submitted through

Director of Learning Resources

Institution & Website California College of the Arts
Job Title Director of Learning Resources
Salary  Commesurate with experience
Duties & Responsibilities The Director of Learning Resources administers a successful coaching (tutoring) program by selecting, training, and supervising tutors and assisting with tutoring when needed. Learning Resource coaches, who are primarily graduate and advanced undergraduate students joined by two faculty members with limited hours, provide supplemental instruction in Writing, Visual Studies (Art History), Math/Science, select Software programs (such as Photoshop, Illustrator, InDesign, Autocad, Final Cut Pro, Dreamweaver), and Time Management/Study Skills. While the Learning Resource Center is open to everyone, international students constitute a significant portion of its clientele, with a growing population of graduate students making use of its services. This position has been redefined and expanded for a new leader who will assess current and emerging student needs across the College, adapt to new and evolving academic programs, harness new technologies and delivery methods, and create a new vision for a Learning Resource Center suitable for a creative, dynamic educational environment like CCA. It is a full-time, year-round role with release time to teach two developmental writing courses—usually during the spring and summer terms and typically targeting English Language Learners—but is also highly administrative and manages the work of 30+ work-study student coaches per year. The incumbent will be based in Oakland with one day per week on average in San Francisco. Optimally, the selected candidate will begin in May to overlap with the current Coordinator of Learning Resources, who is retiring. REPORTS TO: Associate Vice President for Student Affairs DEPARTMENT: Student Affairs RESPONSIBILITIES INCLUDE: Coach selection, hiring, and supervision: Hire 30+ qualified coaches per semester via the Workday human resource system. Create schedules, train coaches on online appointment-scheduling and timesheet-submission systems. Maintain accurate and timely logs of coaching hours. Ensure that coaching staff employs appropriate communication and pedagogical skills, is familiar with how to make college referrals, can guide students on communication and follow-up with faculty, and understands administrative processes. Provide ongoing support, feedback, and guidance to coaches. Attend yearly Work Study supervisor trainings every summer. Supplemental coaching/instruction: Offer individual or small-group coaching as needed, particularly during midterm and the last few weeks of each semester, when the director may spend up to 10+ hours per week on direct coaching to supplement student coach availability. Training and teaching: Provide mandatory training for coaches during first six weeks of the fall semester and offer a condensed training at the start of spring semester and/or summer session as needed. Teach two developmental writing courses, usually during the spring and summer terms and typically targeting English Language Learners (teaching opportunities will be contingent on ongoing demonstration of teaching effectiveness). Consultations and presentations: In coordination with Writing & Literature faculty and Academic Affairs staff, provide occasional workshops in ELL pedagogical methods for instructors across the college (typically two per semester, one on each campus). Give presentations about LRC services or English Language Learners as requested to First Year Advisors and Program Experts (faculty liaisons to academic advising), Writing & Literature faculty, Humanities & Sciences faculty, new faculty, etc. Occasionally consult for individual faculty and staff from student affairs, enrollment services, etc. about fostering a successful learning environment for ELL students. Marketing and outreach: Establish mission, vision, and learning objectives of the unit. Promulgate philosophy of coaching. Share information about LRC and coaching services to the larger CCA community via newsletters, flyers, class visits, and orientation presentations (new student orientation, international student orientation); coordinate with faculty to familiarize self with coaching-relevant course content, arrange referrals, etc. Operations and fiscal management: Anticipate and plan for emerging coaching needs, such as for online courses, graduate students, etc. Monitor the Learning Resource Center in Oakland and San Francisco, update software on LRC computers and order supplies as needed; oversee LRC website content; develop and monitor operational budget, including coaching expenditures. Assessment: Develop ongoing assessment tools to measure program outcomes. Use data about usage and effectiveness of coaching to modify staffing levels and/or improve services to advance student success and retention; write occasional (usually three per year) reports as requested by the Vice President for Student Affairs. Professional Memberships: Maintain active membership in professional organizations, such as TESOL, CATESOL, AET, and/or ACTLA. Representing Student Affairs: Represent the Division of Student Affairs at select campus committees, including the International Student (Admission) Meeting, the ESL committee in Writing & Literature, and the Student Affairs Leadership Team. Responding to emergencies: Manage response to mild to moderate risk-level student emergencies (missing students, physical health issues, victims of certain crimes) and respond to more serious emergencies under the direction of Student Affairs senior leadership. Participate in retention efforts conducted by the Division of Student Affairs. Ensure that the LRC coaches follow student affairs paraprofessional emergency protocols. Serve as a member of the CCA Emergency Response Team. Responding to misconduct: Take an increasing role in preventing and responding to incidents of harassment, discrimination, and misconduct (as determined by student affairs senior leadership). Ensure that the team follows CCA protocols for reporting and responding to possible incidents. Help establish a student culture in which diversity is encouraged and where students learn to respect differences, take responsibility for their actions, and exercise leadership. Work to support a college-wide learning environment that acknowledges diversity and utilizes diverse tools and thought to raise awareness for how and what we learn. Other duties: Perform other duties as assigned by the Associate Vice President.
Requirements  MINIMUM QUALIFICATIONS: This position requires a Master’s degree in TESOL with experience teaching college-level writing or in Composition with additional credential/experience in TESOL or equivalent. Significant tutoring experience is required, with a strong preference for tutoring related to English Language Learners or composition at the developmental level. Experience or education in working with students with learning disabilities is strongly preferred, as is experience with supervision, budget management, and online human resources systems. Background in Art History and familiarity with software programs for which coaching is provided are helpful but not required, as is acquaintance with art education and/or communities of artists. Current CCA students may not apply for this position. This position requires significant attention to detail and a high level of proficiency with administrative processes and technology, including Word and Excel, Google Apps for Education, and ideally web-based human resource systems. Also essential are excellent time management, organizational, and communication skills (both oral and written) and the ability to effectively work and communicate with students, faculty, and staff. Candidates should be flexible and resourceful and enjoy both the challenges and pleasures of working as a team-member at an educational institution.
Starting Date & Posting Dates  CCA’s hope is to begin the job at the end of April or beginning of May so as to overlap with the current Learning Resources Coordinator. However, the option exists for a mid-summer start date.
Submit the Following Information:  Please click on the orange APPLY button at

Director of the Academic Success Center

Institution & Website Georgia Southern University
Job Title Director of the Academic Success Center
Salary  Commensurate with Experience
Duties & Responsibilities Plans and directs the operations and programs of the Academic Success Center which includes Tutorial Services, Educational Assistance Programs, and Testing. Oversees the development, coordination and delivery of a range of educational assistance programs to students in an effort to help all students become independent and collaborative learners. Coordinates the Learning Support Program and serves on the Regents Advisory Committee for Learning Support. Collaborates with academic departments to offer support services. Manages professional and support staff in the delivery of services and programs. Oversees and manages the fiscal resources associated with the Center. Leads the planning and implementation of departmental strategies; and administering organizational activities, setting business strategies, delegating tasks, and recruiting new managerial employees in the implementation of strategic goals within the unit. Georgia Southern University is a Tobacco Free Campus.
Requirements  Minimum Requirements: Master’s Degree; five or more years related work experience; effective communication (verbal and written), organization and human relations skills; ability to work well in a diverse environment; proficiency with computer and Microsoft Office Applications software including word processing, spreadsheets, and databases; successful completion of background investigation prior to employment. Preferred Qualifications: Doctorate or terminal degree; experience that demonstrates application of a student success philosophy, teaching and learning pedagogy, and/or student development theory in practice. At least five years of leadership experience with progressive responsibility in a higher education setting. Experience as a teacher in a university classroom.
Starting Date & Posting Dates  Application Deadline: March 25, 2016
Submit the Following Information:  Please visit the Georgia Southern University employment website and complete the application process at The application process must be completed by the deadline to be considered. For more information, call the 24-hour job line at (912) 478-0629. Georgia is an open records state. Individuals in need of reasonable accommodations under the ADA to participate in the search process should notify Human Resources: (912) 478-5468 or HR-TDD: (912) 478-0791. Georgia Southern University is an Equal Opportunity/Affirmative Action/Disability/Vet employer.

Learning Specialist (multiple positions)

Institution & Website University of Arizona
Job Title: Learning Specialist (multiple positions)
Salary  $45,000 – $50,000
Duties & Responsibilities: Meet with students individually and in groups to identify student needs, build rapport, and help students connect with resources and the campus community. Pinpoint potential barriers to academic success and help students identify ways to address those barriers; review student work products, converse with students, and engage in inquiry that helps identify barriers to student success. Provide concrete assistance with learning strategies; help students monitor and adjust strategies in the interest of reaching academic goals. Review student exams and work products. Help students analyze their performance, identify barriers to academic success, and develop strategies to optimize academic performance. Use D2L and other technologies as needed. Analyze curriculum and learning tasks and build customized learning supports for target population and courses; work with students, staff, and faculty to identify content or concepts that are difficult to master and help students, staff, and faculty identify means by which students can learn content successfully. Help create, offer, evaluate, and revise classes, workshops, and information resources that help students learn about, try, assess, and revise study strategies and processes that help them become self-regulated learners. May include teaching, co-teaching, or assisting with courses related to student success, such as academic inquiry, academic writing, concepts in mathematics, statistics, and science, or other courses Help develop, implement, and evaluate evidence-based initiatives that help students connect with each other and the institution and that enable academic success, such as seminars, learning communities, research projects, service learning, etc. Keep accurate, thorough, up-to-date, accessible records of student contacts and student growth and progress using student tracking software. Keep accurate, thorough, up-to-date records of activities. Work with the university community (such as Learning Specialists, advisors, faculty, etc.) to contribute to a customized set of services that meets the needs of a specific department or target population. Contribute to needs assessment and the ongoing development/evolution of effective learning support services through inquiry among students, advisors, faculty, department representatives, etc. Contribute to departmental knowledge base about evidence-based practice in areas such as: study strategies, academic success strategies; the science of teaching and learning; programming that supports academic success and helps build connections among students, faculty, staff, and the institution. Collaborate with and build rapport with university community in a way that facilitates, invites, and deepens the development and use of student support services. Contribute to your own and other’s knowledge creation, knowledge building, and professional development.
Requirements  Master’s degree or higher in education, psychology, human development, or related field completed by summer, 2016.
Starting Date & Posting Dates  Posted now. Review begins in two weeks. Open until filled.
Submit the Following Information:  Full application instructions are available at:

Coordinator, Residential Education

Institution & Website University of Nevada, Reno Residential Life, Housing and Food Service
Job Title: Coordinator, Residential Education
Salary  Starting at $39,100
Duties & Responsibilities: Residential Life, Housing, and Food Services at the University of Nevada is seeking a dedicated and innovative professional to join our Residential Education team. The Coordinator for Residential Education serves an important role in the coordination and implementation of academic initiatives and student staff development in the department. The Coordinator serves as the supervisor for the academic mentor student staff and advises multiple committees in the residential education area. The position is involved in the coordination and implementation of numerous academic initiatives including academic intervention, recognition, and living learning and theme communities. The Coordinator is responsible for implementing a comprehensive recruitment, selection, and training program for residential life student staff. The position will maintain full-time office hours to include evening/ weekend hours for programs and training, and may be asked to travel for student and staff recruitment events and activities. Summer duties include assisting with planning for the academic year, coordinating training, and assisting with summer orientation and other summer academic programs.
Starting Date & Posting Dates  Starting Date: July 1, 2016 Position is open until filled. For best consideration, please apply by February 18, 2016.
Submit the Following Information:  Interested candidates should apply online at