Director of Learning Support Services

Institution & Website Vincennes University, Vincennes,
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:

  • Oversee and organize the various tutoring and other learning support services offered on the Vincennes and Jasper campuses, at some sites, and online.
  • Collaborate with the learning center staff to organize the tutoring centers for the most effective and efficient service offerings.
  • Coordinate the development of policies and procedures that support the mission and outcomes of the Learning Support Services program.
  • Enhance VU’s tutoring services, including the development of group tutoring and student success strategy workshops, and expanding availability and student use of online tutoring.
  • Coordinate the recruitment, credentialing, training, scheduling, supervision, and evaluation of full and part-time staff, including student peer tutors.
  • Organize a student tutor training program.
  • Manage the operation of the Learning Support Services hub.
  • Market the Learning Support Services program to students and to faculty and staff at VU’s campuses and locations.
  • Work closely with faculty, student services personnel, and success center coordinators to develop and enhance the learning services offered to students, including the specific needs of different student populations such as students on academic probation.
  • Manage the budget for the program, including identifying budget priorities.
  • Oversee tutoring and testing technologies, including tutoring software.
  • Coordinate the development of the Learning Support Services webpage.
  • Oversee strategic planning of Learning Support Services.
  • Implement assessment plans that address program evaluation and develop reports on the impact of Learning Support Services program that can guide improvement of the program.


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.

  • A minimum of a Master’s degree in education, developmental education, human development, or a relevant discipline.
  • Five years of supervisory experience in an academic support or student success/student development program.
  • Teaching, tutoring, administrative, or advising experience in higher education.
  • Strong leadership, academic, communication, and organizational skills.
  • Ability to use technology to perform various job functions.
  • Experience working with a diverse student population.


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.    

 Starting Date:

January/February 2017

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:

Vincennes University

Human Resources

1002 N. First St.

Vincennes, IN 47591

Or email to:

Academic Counselor/Coach

Institution & Website University of Maryland, College Park
Job Title Academic Counselor/Coach
Duties & Responsibilities The Learning Assistance Service of the Counseling Center at the University of Maryland is seeking an academic counselor/coach. The academic counselor/coach provides educational skills-based counseling to enhance student learning and success through individual and group interventions, teaching, and outreach. The academic counselor/coach provides training and supervision for undergraduate and graduate assistants in the Learning Assistance Service
Requirements Education: Master’s degree in Education, Counseling, Educational Psychology, College Student Personnel, Student Affairs, or a related field. Experience: At least two years of progressive experience in higher education. Required Knowledge/Skills/Abilities · Experience serving racially, culturally, and academically diverse students. · Knowledge of college student development, learning theory, and/or cognitive development. · Skilled in the understanding and implementation of learning strategies. · Experience in the use of instructional technology and online teaching methods. · Experience in college-level teaching · Demonstrated experience in program development · Demonstrated proficiency with Microsoft Office Suite · Strong interpersonal communication skills
Starting Date & Posting Dates  Posting Date: 04/22/2016 Closing Date: 05/20/2016 Best Consideration Date 05/13/2016
Submit the Following Information:  For complete details of the Academic Counselor/Coach (position #121948) including the description, requirements, UMD diversity statement, and to apply, go to

Learner Mentor

Institution & Website Richard Bland College of William & Mary
Job Title Learner Mentor
Salary $40,000
Duties & Responsibilities BROAD FUNCTION As a direct report to the Assistant Dean of Academic Success, this position manages all aspects of being a student-centered Learner Mentor for each assigned Richard Bland College student in his/her roster. A Learner Mentor fosters a student-centered learning environment to advance the College mission, vision, and strategic goals while acting as an “account manager” for individual students throughout their experience at RBC, functioning as their primary advisor while acting as the expert guide to the “back office” transactions of the institution (Bursar, Financial Aid, and the like) so that they are invisible to the student. Learner Mentors are responsible for compliance with all pertinent policies and regulations, plan-driven resource management, outcomes-based assessment and continuous improvement within their designated area of responsibility. They provide direct service and effective day-to-day oversight of their functional area(s), maintain a consistently high-performance environment and operate effectively within the shared governance structure of the College. Learner Mentors lead by example, represent the College, its values and brand in all behaviors and actions. Learner Mentors work collaboratively with multiple internal and external constituencies that foster student success and contribute to the College mission, vision and goals. This position has direct and-in some cases indirect-supervisory responsibility for part-time staff support positions. JOB RESPONSIBILITIES OF THE LEARNER MENTOR * To assist students with developing an individualized, well-planned academic and personal plan to facilitate each student’s successful choice of transfer institution major and career. * To act as an “academic concierge” that facilitates every “back office” function of the College so that it is invisible to the student, assisting in the successful navigation throughout the College onboarding process and with the appropriate office (Financial Aid, Bursar, Registrar et al) and to appropriate sources of information and services. * To assist students in academic, transfer and career planning * To help students identify a transfer school and major as early as possible in the learner journey * Each Learner Mentor’s roster will be divided into lists of students, with the expectation that the Learner Mentor will have regular contact with their students. Learner Mentors will also meet individually with students requiring more assistance (as often as every week or two) as the key to student success. * To help students plan a suitable schedule of classes throughout their time at Richard Bland College, with the aim of successfully graduating from Richard Bland College in a timely manner * To be knowledgeable about the program(s) for which he/she is advising. * To be familiar with published academic rules and regulations of the College and to maintain an up-to-date academic advising reference file containing current program area, College and transfer institutional partner materials pertinent to advising. * To inform students of degree and transfer requirements. * To communicate and emphasize the responsibility of the student for satisfying applicable degree requirements. * To discuss an individual student’s academic performance and its implications, so that the student may create a revised timeline and plan of action-in order to succeed at Richard Bland College. * To monitor learning systems including Canvas and Dropout Detective and intervene where appropriate with face-to-face meetings and follow-up including documentation. * To utilize university resources, including student information systems and the degree audit system, in the course of advising. * To determine if other advisors or academic tutors are assisting his/her students, and, if so, to coordinate with them regularly. * Lead and manage all essential information, answer questions, counsel and provide problem resolution for new, current, and former students, parents/families, faculty, staff, and other collegiate units in the areas of financial aid, student communications, advising, counseling, tutoring or any business office function. * Work closely with the Marketing and Communications office to ensure that student communications are accurate and timely. * Raises concerns and makes recommendations for continual improvement of policies, procedures, and systems in order to better serve RBC students. * Provide an integrated approach to proactively improve the RBC student experience, respond to issues, assess communication needs and tactics, generate awareness and increase the utilization of divisional programs and services, and plan for future initiatives. * Negotiate escalated student/family situations appropriately. * For each student on the Learner Mentor’s roster, issue periodic surveys to evaluate and assess levels of student service and satisfaction and gather feedback for improvement, both at the conclusion of the onboarding process and also every semester. * Meet regularly with administrative personnel and colleagues to work collaboratively on cross-functional process and projects as applicable. * Analyze and evaluate the current process flows with the intent of advancing efficiencies, utilizing technology and improving service levels to students. * Assist with commencement and other college ceremonies on an as needed basis. * Responsible for planning, executing, and leading a retention plan to meet the goals outlined in in the college strategic plan. * Perform other duties, responsibilities, or special projects as assigned. Required qualifications: * Undergraduate degree from an accredited college or university, with course work in counseling, social work, higher education or other related field. * Demonstrated experience in a secondary or higher education setting as a school counselor, student advisor or similar position. * Effective interpersonal and communication skills, a collaborative working style and the ability to work effectively across functional areas to achieve established goals is essential. * Enthusiastic commitment to the Richard Bland College mission, vision and RBC-19 goals PREFERRED QUALIFICACTIONS: * Master’s degree in counseling, higher education, or related field. * Experience working with at least one of the following; First Year Experience, Tutoring Centers, Orientation, ADA (Americans with Disabilities), Career Advising. * Banner experience.
Starting Date & Posting Dates
Submit the Following Information:

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

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: