|Institution & Website||Lasell College|
|Job Title:||Learning Specialist|
|Duties & Responsibilities:||Reporting to the Director of the Academic Achievement Center, the Learning Specialist will be responsible for the following functions, which include, but are not limited to:
|Requirements||MINIMUM KNOWLEDGE AND SKILLS REQUIRED
Preferred Knowledge and Abilities
|Posting Dates|| Application Deadline: The position will remain open until filled, but to be guaranteed full consideration, candidates should apply by November 15, 2016.
|Submit the Following Information:||Lasell College offers a competitive salary and benefits package for eligible employees. This includes but is not limited to outstanding time off benefits, health, dental and vision insurance, a 403B with a matching contribution after one year of service, tuition benefits and more.
Interested candidates should upload a cover letter, resume and the information of three (3) references using the forms on our website.
Review of resumes will begin immediately, and applications will be accepted until the position is filled.
Lasell College is committed to increasing the diversity of its community and curriculum. Candidates who believe they will contribute to that commitment are encouraged to apply.
|Institution & Website||Austin Peay State University http://apsu.edu|
|Job Title:||Academic Alert Coordinator|
|Salary||$37,292 – $49,722|
|Duties & Responsibilities:||Position Summary: The Academic Alert Coordinator is under the supervision of the Director of Academic Support Services. Primary responsibilities include making contact with and recommendations for students who have been reported to the Academic Alert program by faculty.|
|Requirements||* Bachelor’s degree. * Computer literacy. * One year experience in higher education as an advisor, counselor, or lear= ning support professional. * Ability to perform duties at both APSU main campus and APSU Ft. Campbell = Center as required. * A background check will be required of the successful applicant.|
|Starting Date & Posting Dates|| Application Deadline: Posting: Open until filled
Starting Date: Spring 2017
|Submit the Following Information:||For more information or to apply, go to http://www.apsu.edu/human-resources and click on the “Staff Positions” link.|
|Institution & Website||
Philadelphia College of Osteopathic Medicine www.pcom.edu
|Job Title||Academic Support Specialist|
|Duties & Responsibilities||Duties and responsibilities include (but are not limited to) the following: · Work with college administration to identify underperforming students to develop and implement strategies which lead to academic success. · Facilitate workshops for students on developing effective study and learning strategies. · Provide individual assessment and counseling to identify individual learning patterns. · Assist students with the development and implementation of strategies for preparing for Professional Healthcare Board and Licensing Exams. · Design and implement programs using student tutors/ peer facilitators to support learning outcomes. · Develop and deliver programs to advance performance in test taking, note taking and study strategies. Experience · Prior experience working with students in science or health related field. · Background in Education, Educational Psychology and experience working in Post Graduate Biological Science or similar programs. · Experience implementing programs that incorporate learning theories and adult developmental theories. · Prior experience in a university setting, working with graduate and/or professional students, managing a tutoring program. · Preference will be given to candidates with familiarity with medical / Pharmacy school curricula and standardized exams of the type given by the NBOME and other licensing agencies. · The ideal candidate will possess knowledge of learning disabilities and provisions of reasonable accommodations in accordance with the Americans with Disabilities Act. Core Competencies · Enthusiasm for learning and achievement · Excellent interpersonal skills, including oral and written communication skills · Ability to multi-task and work effectively in a fast paced environment · Experience using Microsoft Office products · Conceptual, analytical and organizational skills · Innovative and solution-oriented approach · Ability to develop and maintain collaborative and productive relationships with various constituency groups. · Familiarity with FERPA and applicable laws and regulations regarding student record, confidentiality, and student’s rights and responsibilities. · Experience with and enthusiasm for working with a diverse student, staff and faculty population within a university setting. To apply for the position, send via email a letter of intent, a curriculum vitae, and names and addresses of three references, preferably from current or former supervisors as directed below. HOW TO APPLY All inquiries must include salary requirements and should be directed to: Department of Human Resources – Georgia Campus 625 Old Peachtree Road Suwanee, GA 30024 Phone: 678-225-7516 | Fax: 678-225-7519 Email: firstname.lastname@example.org|
|Requirements||Masters required, doctorate preferred.|
|Starting Date & Posting Dates|
|Submit the Following Information:|
|Institution & Website||Vincennes University, Vincennes, Indianawww.vinu.edu|
|Job Title:||Director of Learning Support Services|
|Salary||Salary range of $60,000 to $67,000, commensurate with experience.|
|Duties & Responsibilities:||The Director of Learning Support Services provides leadership for tutoring and other learning support activities with the goals of increasing the use of tutoring and offering other services that facilitate student retention, success, and graduation. The Director is the primary supervisor for the Learning Support staff, for day-to-day operations in the learning and testing centers, and for online tutoring. The Director works collaboratively with tutoring center staff, faculty, and other staff across the University to develop and assess plans for program improvements, and the Director represents and promotes learning support services to students and other stakeholders inside and outside the University.
Duties include but are not limited to:
The Director of Learning Support Services reports to the Assistant Provost of Curriculum and Instruction and will work with various Academic Affairs personnel on the Vincennes and Jasper campuses and at other locations to coordinate and offer tutoring and other services. The position of Director of Learning Support Services is a twelve month administrative position with benefits.
The successful applicant must possess a leadership philosophy that emphasizes an environment of collegiality incorporating open communication, team management, and student service. The Director will be expected to demonstrate strong decision making skills and function independently with limited supervision.
|Starting Date & Posting Dates|| Application Deadline: The position will remain open until filled, but to be guaranteed full consideration, candidates should apply by November 15, 2016.
|Submit the Following Information:||Mail or email a letter of application; resume/curriculum vitae; and names, addresses, and telephone number of at least three references. The position will remain open until filled, but to be guaranteed full consideration, candidates should apply by November 15, 2016. Applications should be mailed to:
1002 N. First St.
Vincennes, IN 47591
Or email to: email@example.com
|Institution & Website||Hillyer College, University of Hartford http://www.hartford.edu|
|Job Title||Assistant Professor of Academic Strategies|
|Duties & Responsibilities||Applied Professor of Academic Strategies Institution: University of Hartford Category: Faculty- Academic Strategies-Education Application Due: 12/15/2016 Type: Full-time Hillyer College at the University of Hartford invites applications for a Clinical or Applied Assistant Professor of Academic Strategies to begin in August, 2017. The successful candidate must be enthusiastic about teaching freshmen study skills and critical literacies, and education courses, as well as advising and tutoring students. The successful candidate must be able and willing to employ technology in teaching and advising. There will also be opportunities to teach in the University of Hartford’s innovative, interdisciplinary All University Curriculum. A Doctorate in Education or in a closely related field is required, although ABD candidates will be considered at the discretion of the Committee. Recent teaching experience is preferred, especially teaching in a K-12 school system. Candidates willing to pursue a scholarly agenda, and encourage underrepresented minorities are strongly encouraged to apply. Hillyer College is specifically designed for capable under-prepared students whose high school performance does not reflect their academic aspirations or potential. The College offers a two-year liberal arts curriculum that represents the first two years of a Bachelor’s degree program. Hillyer College faculty provide students with a structured and supportive college experience in small classes, a program designed to encourage students to reach their full potential and to pursue their academic and career aspirations. The University of Hartford is located within greater Hartford, an area rich in cultural diversity and recreational activities and with driving distance of metropolitan Boston and New York. We pride ourselves on the diversity of our student body, and our goal is that all students find success in a learning environment that both challenges and mentors them. Our academic mission is to engage students in acquiring the knowledge, skill and values necessary to thrive in, and contribute to a pluralistic, complex world. Our new five-year strategic plan was approved in May 2014 and is being implemented by teams of faculty and staff. More information on the plan and full text of our academic mission can be seen at http://www.hartford.edu, The University of Hartford is an open and welcoming community, which values diversity in all its forms. In addition, the University aspires to have its faculty and staff reflect the rich diversity of student body and Hartford region. Candidates committed to working with diverse populations and conversant in multicultural issues are encouraged to apply. For best consideration, applications should be received no later than December 15, 2016. Interested candidates should submit electronically a current curriculum vitae, a graduate transcript, and names and contact information (including email) of three references and a letter of intent describing their interest and qualifications for the position. a. Applicants are expected to describe in their letter of intent how their teaching and/or scholarship, will advance intercultural competence in all students. b. Applicants are expected to describe in their letter of intent how their scholarship contributes to diverse communities. Information is sent to Dr. Linda Moran, Search Committee Chair, Chair Academic Strategies Department HILLASB@hartford.edu, Hillyer College, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117. The University of Hartford is an Equal Employment Opportunity and Affirmative Action employer, Female/Male/Disabled/Veteran. Women and members of under-represented groups are encouraged to apply. EEO/AA/MF/D/V. APPLICATION INFORMATION Postal Address: Dr. Linda Moran Academic Strategies Department, Hillyer College University of Hartford 200 Bloomfield Avenue West Hartford, CT 06117-1599 Email Address: HILLASB@hartford.edu The University of Hartford is an Equal Employment Opportunity and Affirmative Action employer, Male/Female/Disabled/Veterans (EEO/AA/M/F/D/V). Women and minorities are encouraged to apply.|
|Starting Date & Posting Dates|
|Submit the Following Information:|
|Institution & Website||University of West Georgia http://www.westga.edu|
|Job Title||Coordinator of Academic Support Programs|
|Salary||$33,137 – $46,729.00|
|Duties & Responsibilities||This position will serve as primary academic coach/learning specialist to provide individualized academic support to students who are assigned to work with a professional staff member. This includes guiding students through the process of setting and attaining individual academic goals and utilizing appropriate campus resources; promoting the development of college success skills; and facilitating holistic student development essential to student success and retention. Coordinate programming and outreach supporting academic success, including the Study Blitz, Open Houses, Academic Success Workshop Series, classroom presentations, and communication with incoming and returning at-risk students. Serve as a committee member for the review of financial aid appeals, and for the Transfer Advocacy Group. Assist in the facilitation of Center for Academic Success Academic Recovery Programs. Support Center at new student orientations, first year seminars, academic classes, and admissions events.|
|Requirements||Bachelor’s required, At least 1 year of experience working with college students. Knowledge of learning and student development theory. Excellent communication skills, written as well as verbal and nonverbal; Ability to work well in team environment and collaborate well with colleagues; Master’s Degree Preferred|
|Starting Date & Posting Dates||Open until filled; preferred starting date January 2017.|
|Submit the Following Information:||Apply online at jobs.westga.edu with resume and cover letter|
|Institution & Website||Northcentral University http://www.ncu.edu|
|Job Title||Academic Coach, Statistics|
|Duties & Responsibilities||Part-time virtual Academic Coaches are responsible for promoting learning among Northcentral University students through engagement in a variety of forms, including synchronous and asynchronous coaching sessions, tutorials, and webinars. Coaches assist students in developing strong quantitative reasoning and written communication skills. Essential Functions • Implement best practices in working with adult online students at the bachelor’s, master’s, and doctoral levels • Provide synchronous one-to-one and group academic coaching • Provide asynchronous screencast or written coaching feedback • Assist students in becoming autonomous, self-directed learners • Provide post-coaching session feedback to students • Maintain records of student contact • Engage in the assessment of student learning • Develop academic resources to include video tutorials and lessons on assigned topics • Stay current with organizational, educational, and faculty development policies that affect the ASC • Continually improve coaching skills • Support the mission of the ASC within Northcentral University • Participate in required training, coaching, and other activities that promote high-quality coaching • Attend team meetings • Other duties as assigned by the ASC Manager • Reasonable and consistent attendance to fulfill requirements of the position|
|Requirements||Master’s degree and previous tutoring/coach experience is required.|
|Starting Date & Posting Dates|
|Submit the Following Information:||Apply online at https://workforcenow.adp.com/jobs/apply/posting.html?client=NCUEDU&jobId=25120&lang=en_US&source=CC3|
|Institution & Website||California College of the Arts http://www.cca.edu|
|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 https://cca.wd5.myworkdayjobs.com/en-US/CCA/job/Oakland/Director-of-Learning-Resources_R501250-1|
|Institution & Website||Georgia Southern University http://www.georgiasouthern.edu|
|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 https://georgiasouthern.edu/jobs. 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.|
|Institution & Website||PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE, GEORGIA CAMPUS|
|Job Title:||Academic Support Specialist|
|Duties & Responsibilities:||Georgia Campus – Philadelphia College of Osteopathic Medicine (PCOM), in the greater Atlanta area, is seeking qualified individuals for a part-time Academic Support Specialist with experience in tutoring college students. The specialist will develop and implement effective mentoring strategies for improving the skills of post-baccalaureate students experiencing difficulty with analytical/scientific writing as well as those students lacking general skills of outlining and note taking. Delivery of workshops to small groups, as well as one-on-one mentoring of students is expected. Strong writing skills is required. Some background in science is preferred. The successful candidate will have a Bachelor’s or Master’s degree. All inquiries must include salary requirements and should be directed to: Department of Human Resources GA-Campus 625 Old Peachtree Road Suwanee, GA 30024 Call (678) 225-7515 Fax (678) 225-7519 Email: firstname.lastname@example.org PCOM is an Equal Opportunity Employer Contact Us: email@example.com|
|Starting Date & Posting Dates|
|Submit the Following Information:|