Assistant Director of Peer Learning and Tutoring Programs

Location
Stanford
Posted
Oct 12, 2017
Institution Type
Four-Year Institution


Stanford University

Assistant Director of Peer Learning and Tutoring Programs

Job Number:
76653

With excellence in student learning experiences as the ultimate goal, the Assistant Director brings professional expertise to direct VPTL's peer learning program, ensuring that goals and quality of services and programs support these efforts. This position reports to VPTL's Director of Graduate Teaching and Peer Learning Programs.

The VPTL Peer Learning and Tutoring Program serves over 1,000 undergraduates each year. It is a major campus resource for students and provides a range of tutoring formats to assist students in achieving the learning goals for their classes. The program includes subject-specific appointment tutors, drop-in tutors in dorms and community centers, and language conversation partners. Under the general direction of the Director of Graduate Teaching and Peer Learning Programs, the Assistant Director partners with other VPTL programs, faculty and departmental coordinators to ensure the highest quality of peer learning support is offered by a responsive and efficiently run program.


CORE DUTIES*:
  • Recruit, hire, supervise and mentor approximately 70 Peer Tutors including subject tutors, language conversation partners, and lead tutors, in terms of best practices through ongoing training, observations, and analysis of user feedback.
  • Ensure that all components of tutor training have been completed and meets standards; monitor and evaluate quality of tutor work.
  • Manage all phases of the recruitment and selection process for tutors, including writing job descriptions, advertising positions, reviewing applications, interviewing, selection, and hiring.
  • Engage with academic departments to ensure information-sharing and feedback between tutors and course instructors.
  • Collect and analyze tutor utilization data.
  • Manage appointment software (TutorTrac), including setting up courses and tutor profiles, verifying tutor information, coordinating with payroll, and troubleshooting problems with tutors and students.
  • Design, set up and administer and review tutor feedback surveys.
  • Coordinate updates to tutoring web pages, including program information and tutoring schedules.
  • Monitor weekly tutoring utilization to ensure students are using tutoring appropriately (evaluating missed appointments and over-use).
  • Respond to general inquiries about tutoring from students, faculty, and staff.
  • Develop curriculum for, and teach, VPTL 120, a unit-bearing course offered in Fall Quarter required for all new tutors.
  • Design and conduct the annual full-day fall tutor training session, as well as additional training sessions throughout the year.
  • Develop tutor training materials, contribute to online resources on peer learning, and publicity outreach materials.
  • Represent peer learning programs at university-wide events such as NSO, community programs, GOALIE. Work with the communication team to create outreach materials and publicity schedule for peer learning programs.
  • Monitor expenses for peer learning program budget.
  • Contribute to development and implementation of innovative pilot projects on student learning support.
EDUCATION & EXPERIENCE PREFERRED:
  • Advanced degree (e.g., MA, MS, PhD) preferred
  • Experience in program administration
  • Experience supervising or mentoring students in a postsecondary setting
  • Experience teaching or conducting workshops or other trainings in a postsecondary setting
  • Experience with Microsoft Professional Suite, especially Excel
REQUIRED:

Bachelor's degree and two or more years of relevant experience or combination of education, training, and relevant experience. Advanced degree may be required for some programs. Research experience. Program administration experience may be required.

Knowledge, Skills and Abilities:
  • Knowledge of learning theories and teaching/tutoring methodologies and ability to translate these into an effective tutor training program
  • Knowledge of data tracking methods and ability to interpret data; demonstrated qualitative & quantitative analysis skills, as well as the facility with technological tools to support such analysis
  • Excellent teaching, mentoring, and public speaking skills; ability to communicate effectively with students, departments, and faculty
  • Demonstrated oral, written, and analytical skills, exhibiting fluency in area of specialization.
  • Ability to oversee and provide basic direction to staff.
  • Ability to function as a strong team-oriented player with demonstrated excellent interpersonal skills and experience working collaboratively with co-workers, staff, students, and colleagues from other offices
  • Excellent time and project management skills.
  • Demonstrated ability to work independently, manage a complex workload, prioritize tasks and use good judgment, and take initiative in providing programmatic resources with an attitude of professionalism and service.
  • Ability to proactively apply effective analytical, problem-solving, and decision-making skills
  • Attention to detail
  • Ability to communicate effectively with people of various socio-economic, cultural, and academic backgrounds, as well as across the full range of university academic and administrative roles
  • Ability to work flexible hours including evenings at various points throughout the year
Certifications and Licenses:
  • For teaching jobs, advanced degree or certification may be required for some programs. PHYSICAL REQUIREMENTS*:
    • Frequently stand/walk, sitting, grasp lightly/fine manipulation, perform desk-based computer tasks.
    • Occasionally use a telephone, writing by hand, lift/carry/push/pull objects that weigh up to 40 pounds.
    • Rarely sort/file paperwork or parts, lift/carry/push/pull objects that weigh >40 pounds.
    • Ability to use voice to present information/communicate with others.
    • On-campus mobility.
    * - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job. WORKING CONDITIONS:
  • May work extended hours, evenings or weekends.
  • May travel locally.
  • Occasional overnight travel. WORK STANDARDS:
  • Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
  • Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
  • Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, http://adminguide.stanford.edu. Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law
    Applicants are required to upload a cover letter and resume to be considered for this opening.

    Job: Administration

    Location: Vice Provost for Teaching and Learning
    Schedule: Full-time
    Classification Level:

    To be considered for this position please visit our web site and apply on line at the following link: stanfordcareers.stanford.edu

    Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.




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