CAMPUS SPECIFIC INFORMATION
The Baruch College Writing Center provides professional support for undergraduate and graduate students to improve their writing and English language skills and to become more independent, confident, and versatile writers.  The Writing Center collaborates closely with academic departments and other student support units to offer an innovative array of programming and services, including one-to-one consultations, synchronous and asynchronous online tutoring, interdisciplinary and honors thesis workshops, and an online journal of model student writing.  Reporting to the Director of the Writing Center, the Assistant Director is responsible for assisting in all areas of pedagogical programming, development, and administration of the Center.

Specific responsibilities will include, but are not limited to, assistance in the following areas:

• Design, implementation, and assessment of interdisciplinary workshops and honors thesis workshops.
• Design and implementation of professional development for Writing Center staff and the broader College community.
• Management of online support and resources, including the Center’s website and scheduler, synchronous and asynchronous tutoring, an online journal of model student writing, and resources for students and faculty.
• Collection of data, preparation of reports, and implementation of assessment to improve the Center’s services and programs.
• Oversight of the Writing Center, including administrative responsibilities such as scheduling, payroll, and purchasing.
• Assist with efforts to pursue additional funding through grants and endowments.

MINIMUM QUALIFICATIONS
Bachelor’s degree and four years’ related experience required.

OTHER QUALIFICATIONS
A terminal degree in Writing, Rhetoric & Composition, TESOL, English, or a closely related discipline is strongly preferred. The successful candidate will be able to demonstrate the following: experience in tutoring and teaching writing to culturally, linguistically, and academically diverse populations of college students; application of writing pedagogy, WAC/WID approaches, instructional technology, curriculum development, and assessment; creative engagement in administrative and pedagogical efforts; strong organizational and planning skills; excellent oral, written, visual and interpersonal communication skills; a commitment to the goals of urban public higher education.

COMPENSATION
$53,032 – $71,073; commensurate with qualifications and experience.

BENEFITS
CUNY offers a comprehensive benefits package to employees and eligible dependents based on job title and classification. Employees are also offered pension and Tax-Deferred Savings Plans.  Part-time employees must meet a weekly or semester work hour criteria to be eligible for health benefits. Health benefits are also extended to retirees who meet the eligibility criteria.

HOW TO APPLY
Applicants must provide a resume and cover letter.  To apply, go to www.cuny.edu, select “Employment”, and “Search Job Listing”.  You will be prompted to create an account.  Return to this job listing using the “Job Search” page and select “Apply Now”.

CLOSING DATE
June 3, 2012

JOB SEARCH CATEGORY
CUNY Job Posting: Managerial/Professional

EQUAL EMPLOYMENT OPPORTUNITY
We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply.  We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

This is an exciting opportunity for a writing/communications specialist who wishes to help build the first WCC of its kind in Russia. The NES WCC offers services in both English and Russian, but most requests are in English. The knowledge of Russian is therefore not required.

Qualifications: Master’s degree or a PhD in English, Composition and Rhetoric, TESOL or related field; profound knowledge of writing center pedagogy and WAC/WID principles; 2+ years of experience in teaching or tutoring written and oral academic communication at the undergraduate and/or graduate level; commitment to the Socratic method; excellent communication skills and the ability to work in a bilingual academic environment.

Familiarity with educational technology and experience in assessment tools design are definite pluses.

Salary: The salary will be internationally competitive and commensurate with experience.

Application Process: Please send the following documents to Olga Aksakalova, Director of the NES WCC at oaksakalova@nes.ru:

1. Cover letter, specifying teaching/tutoring philosophy
2. CV
3. Two letters of recommendation
4. Academic writing sample (no longer than 15 pages)

The review of applications will begin immediately and continue till the position is filled. The successful candidate will be expected to start working in late August – early September of 2012.

NES is the leading center of economics research in Russia and Eastern Europe and an independent research-intensive institution of higher education in Moscow. Most of our Economics faculty members hold U.S. or European doctorates, and classes are taught both in English and Russian. We attract visiting scholars from many fields who contribute to a stimulating intellectual atmosphere and cross-disciplinary projects. NES faculty members collaborate closely with counterparts in Moscow’s other leading social sciences and humanities research centers. Additional information about NES can be found at www.nes.ru/en/home/.

The New Economic School is an equal opportunity employer.

Position Summary
Academic Center Tutors provide synchronous and asynchronous writing, math, science or technology support to KU online students. This potentially includes live tutoring, paper review, tutorial development, plagiarism mediation, and student assessment. Aside from official KU holidays, centers are open and function independently of tracks.

Key Job Responsibilities

• Provide consistent, student-centered project feedback in a timely manner.
• Promote center services across the institution as directed.
• Conduct specific number of hours of live tutoring each week.
• Answer asynchronous student concerns on a daily basis as assigned.
• Revise, create, and enhance tutorials and reference materials.
• Provide a warm, student-empowering environment.
• Contribute to the overall success of the College/School as a whole.
• Attend monthly departmental teleconferences. Attend semi-annual faculty retreats.
• Engage in relevant professional development, which is planned with and approved by direct supervisor.
• Mentor new/part-time tutors (Full-time tutors only).

Other Possible Functions:

• Mediate between the Office of the Provost and students appealing plagiarism charges.
• Assess new student placement tests Assess struggling students for course placement and/or intervention.
• Perform other similar job-related duties or projects as assigned.

Minimum Qualifications

• Master’s degree in Composition or a closely related field from a regionally accredited institution.
• 3 – 5 years professional and/or teaching experience. 2+ years working in a Writing Center is preferred.
• Excellent communication skills, both oral and written.
• Ability to work independently with minimal supervision.
• Ability to manage multiple email accounts and archive student feedback.
• Advanced knowledge of Microsoft Word (e.g. Knowledge of tracking, mark-up, and creation of forms and templates). Preferred experience with multimedia making technologies (Camtasia, Windows MovieMaker, Adobe Captivate, Flash, etc.).
• Practiced knowledge of Microsoft Excel (e.g. Familiarity with formulas and creating and managing multiple worksheets).

Practiced knowledge of Adobe Acrobat (e.g. Ability to create PDF files from Word documents)

Full details at https://sjobs.brassring.com/1033/asp/tg/cim_jobdetail.asp?partnerid=375&siteid=138&areq=19327BR&codes=IWCA .

• Tutoring Teachers – Clyde Moneyhun and Patti Hanlon-Baker
• Director as Client: Participatory Observations in the Writing Center – Claudine Griggs
• Empathic Tutoring in the Third Space – Nancy Effinger Wilson and Keri Fitzgerald
• Tutor’s Column: “From the Interior Design Studio to the Writing Center: One Tutor’s Unconventional Journey to Designing a Tutorial” - Alexandra Yavarow
  

If you go to WLN’s home page (https://writinglabnewsletter.org/), Alexandra Yavarow’s Tutor’s Column essay is available to read now. When each issue comes out, each Tutor’s Column essay is available for anyone to read. This month’s column might be a conversation starter at a wrap-up staff meeting for tutors majoring in fields other than English. Like Alexandra Yavarow, they too can think about which skills and knowledge learned in courses in their major field to be transferrable to tutoring writing.

Information on subscribing to WLN is available at http://www.writinglabnewsletter.org/new/subscribe.php .

· Writing Center Director Responsibilities
o Manage space, logistics, and personnel of the Peer Writing Coach Program
o Train student writing coaches (peer tutors) and maintain independent study program
o Serve as a resource to students for writing help and motivation
o Serve as a resource to faculty for writing and research-related needs
o Build relationships with the larger Writing Center community
o Collaborate with the Writing Center director at the Christiana campus
o Collaborate with Collins campus librarian

For more information or to apply, visit our website:  http://www.applitrack.com/nlcphs/onlineapp/jobpostings/view.asp?internaltransferform.Url=&category=High+School+Teaching <http://www.applitrack.com/nlcphs/onlineapp/jobpostings/view.asp?internaltransferform.Url=&category=High+School+Teaching>

If you have any additional questions, please contact Elizabeth Levinson at elevinson@nlcphs.org

Starting Date: August 16, 2012
Clinical Instructor-Writing Specialist sought to work at the University of Illinois Springfield Center for Teaching and Learning and to teach one course each semester fall and spring starting August 16, 2012. The normal work week is 40 hours. Required: Master’s Degree in English, composition, journalism, communication or a field in which writing and the teaching of writing is emphasized. Doctorate or other terminal degree preferred. Two years experience teaching college or university level English composition, tutoring writing, and training and supervising graduate teaching assistants and undergraduate peer tutors.  The successful candidate must have demonstrated the ability to work with and be sensitive to the educational needs of individuals and groups of diverse socioeconomic, cultural, sexual orientation, disability and/or ethnic backgrounds.

Review of applications for the faculty search will begin immediately, and will continue until the position has been filled

Please send a letter of application, a curriculum vitae, unofficial undergraduate and graduate transcripts, and contact information for three professional references to:
Dr. Tung Nguyen, Writing Specialist Search Committee Chair
Center for Teaching & Learning
University of Illinois Springfield
1 University Plaza, MS BRK 460
Springfield, IL 62703

Located in the state capital, the University of Illinois Springfield is one of three campuses of the University of Illinois.  The UIS campus serves approximately 5,100 students in 20 graduate and 23 undergraduate programs.  The academic curriculum of the campus emphasizes a strong liberal arts core, an array of professional programs, extensive opportunities in experiential education, and a broad engagement in public affairs issues of the day.  The campus offers many small classes, substantial student-faculty interaction, and a rapidly evolving technology enhanced learning environment.  Its diverse student body includes traditional, non-traditional, and international students. Twenty-five percent of majors are in 17 undergraduate and graduate online degree programs and the campus has received several national awards for its implementation of online learning.  UIS faculty are committed teachers, active scholars, and professionals in service to society.  You are encouraged to visit the university web page at http://www.uis.edu and the department web page at: http://www.uis.edu/ctl

UIS is an affirmative action/equal opportunity employer with a strong institutional commitment to recruitment and retention of a diverse and inclusive campus community.  Women, minorities, veterans, and persons with disabilities are encouraged to apply.

Chris’ project seeks to understand how writing centers develop highly-successful cultures of undergraduate research—how tutors learn (and teach) research skills; if/how they develop an ethos of inquiry, and if they do, how such an ethos contributes to their development as student-scholars in other areas of their undergraduate education; and how research activity affects the teaching and learning that takes place in that center (how it affects student writers and staff development).

No Graduate Research Grants were awarded for the January-July 2012 cycle.

The IWCA offers its Research Grant to encourage scholars to apply and advance existing theories and methods or create new knowledge. This grant supports quantitative, qualitative, theoretical, and applied projects associated with writing center research and application.

The IWCA offers its Graduate Research Grant to encourage the development of new knowledge and the innovative application of existing theories and methods. This grant supports research projects associated with a masters thesis or a doctoral dissertation.

Biannual deadlines are January 1 and July 1. Full details are available at http://writingcenters.org/about/grants/ .

The article was nominated by Therese Thonus.

The IWCA’s Best Article Committee was chaired by Jackie Grutsch McKinney of Ball State University and included Beth Godbee, Nancy Grimm, and Karen Rowan.

“Interpreting Writing Center Tutorials with College-Level Deaf Students” demonstrates the ways that writing center research can

provide insight and information to audiences within and beyond the writing center. The article met or exceeded each of the criteria for the award:

The publication addresses one or more issues of long-term interest to writing center administrators, theorists, and/or practitioners.

Babcock’s article is a well-conceived case study of tutoring focused on the tutoring of deaf students—one of the first, if not the first empirical writing center study to do so.

The publication discusses theories, practices, or policies that contribute to a richer understanding of writing center theory and practice.

The study reveals how many key writing center assumptions are problematic when put into practice with deaf tutees. For instance, her study adds to scholarship that complicates the dichotomy of directive vs. non-directive tutoring and asks us to consider more deeply the role of reading in a writing center session. It also provokes us to examine the common-sense assumptions we make about student background–for example, the expectation that deaf students can relate to popular music.

The publication shows sensitivity toward the situated contexts in which writing centers exist and operate.

As a qualitative researcher, Babcock pays close attention to the immediate context of the research site and also writes knowingly into the context of previous writing center scholarship.

The publication makes a significant contribution to the scholarship of and research on writing centers.

We learn from the study about the different dynamics involved in tutoring deaf versus hearing students, and Babcock also demonstrates an effective method for qualitative mixed-method research in writing centers which will help guide future research studies.

The publication will serve as a strong representative of the scholarship of and research on writing centers.

The committee was pleased to read several studies which used empirical research as evidence; Babcock’s was especially impressive in its scope, design, and findings. It will serve as a fitting model for future studies.

The publication embodies the qualities of compelling and meaningful writing.

The writing is smart and insightful. Babcock’s article was written for a linguistics journal, though it is written in such a way that those with linguistics backgrounds and those with writing center background can all navigate and appreciate her findings.

Other nominated articles were:

Boyd, Janet, and Mutiara Mohamad. “Differentiating Maximum Values in Writing Centers.” Academic Exchange Quarterly 15.4. (2011): 8-13. http://rapidintellect.com/AEQweb/cho4941.htm

Childers, Pamela. “Getting Beyond  Mediocrity: The Secondary School Writing Center as Change Agent.” Before and After the Tutorial: Writing Centers and Institutional Relationships.  Ed.  N. Mauriello, W. J. Macauley, Jr. & R. T. Koch, Jr. New York: The Hampton Press, 2012. Print.

Corbett, Stephen.  “Using Case Study Multi-Methods to Investigate Close(r) Collaboration: Course-Based Tutoring and the Directive/Nondirective Instructional Continuum,” published in the Writing Center Journal, 31.1 (2011). Print.

Devet, Bonnie.  “Redefining the Writing Center with Ecocomposition.” Composition Forum 23 (Spring 2011).  HREF=

Gill, Judy. “In-House Tutor Handbooks and the Problem of Negative Rhetoric.” Writing Lab Newsletter 35.5-6 (Jan/Feb 2011): 11-13. Print.

Liggett, Sarah, Kerri Jordan, and Seven Price. “Makers of Knowledge in Writing Centers: Practitioner’s, Scholars, and Researchers at Work.” The Changing of Knowledge in Composition: Contemporary Perspectives.  Ed. Lance Massey and Richard C. Gebhardt. Utah State University Press: 2011. Print.

Shea, Kelly.  “Through the Eyes of the OWL: Assessing Faculty vs. Peer Tutoring in an Online Setting.”  Writing Lab Newsletter 35.7-8 (March/April 2011): 6-9. Print.

Responsibilities:  A Learning Specialist is a full-time professional employee in the Division of Library and Academic Support College Writing Center.  This individual will possess advanced professional training that gives them the ability to tutor in basic and difficult subject areas.  He or she will report to the Director of the College Writing Center (CWC).  This individual will tutor and encourage students on their writing on an appointment or drop-in basis, in person and online.  He or she will also supervise and serve as a resource for peer tutors.  This individual will address tutoring or general questions from CWC students and other members of the college community or refer those questions they cannot answer to the Director of the CWC.  He or she will help create writing support materials, create and present classroom workshops and continue to develop the skills needed for writing and writing tutoring through participating in training meetings, asking questions and reading/viewing materials provided by the Director during slower times.  This individual will report any concerns or questions about CWC operations to the Director; complete a survey after every tutoring session to keep the Director informed about what is going on in these sessions and to provide records should questions arise about the tutoring session at a later date.  This individual will also open or close the CWC when the Director is unavailable and generally fulfill requests from the Director.

Knowledge, Skills & Abilities:  The successful candidate must be able to relate to and work with students individually and/or in small groups, exercise good judgment, and communicate effectively both orally and in writing.  He or she will exercise strong organizational skills; work in a multiple-task environment; promote positive student, faculty and staff relations as well as relate to the adult student population.  The successful candidate will use basic computer software programs including Microsoft Office Suite and assist students with conducting Internet research.

The minimum starting salary is $33,000.  Minimal additional compensation may be granted for education and/or experience exceeding the minimum stated job requirements.  This is at the sole discretion of Daytona State College.

Posted:  4/10/12                                                                                  Closing Date:  4/19/12

Working Hours:  These positions will require evening and weekend hours.  Work schedule may vary from week to week and work hours may differ, as needed on a daily basis.

Interested candidates should submit a completed Daytona State employment application along with copies of all transcripts related to degrees listed on the application.  If formal education occurred at an international institution, a copy of the degree evaluation must be submitted with the application.  Candidates will not be considered if copies of transcripts (and / or third party evaluations) are not furnished by the position closing date.  Any candidate hired must supply official transcripts within 30 days of employment.

Criminal background checks and fingerprinting are required. Submit a completed DSC application online at http://www.daytonastate.edu/hr/ with position title, position number and resume.

For more information, please contact us at telephone 386.506.4505, or 386.506.3238 for a TDD connection, or visit our website at http://www.DaytonaState.edu .

Reasonable accommodations are available to applicants with disabilities during the application and interview process.  To request accommodations, contact 386.506.4505.

DAYTONA STATE COLLEGE
HUMAN RESOURCES DEPARTMENT
1200 W. INTERNATIONAL SPEEDWAY BOULEVARD
DAYTONA BEACH, FL.  32114
FAX: 386.506.4482

Daytona State College prohibits discrimination and assures equal opportunity in employment and education services to all individuals without regard to age, ancestry, belief, color, disability, ethnicity, genetic information, gender, marital status, national origin, political affiliation, race, religion, sex, and veteran status.  For more details, read our policy at this site http://www.daytonastate.edu/hr/equalaccess.html   or contact: Job B. Clement, Chair of the Equity Committee at 386-506-3403 or 1200 W. International Speedway Blvd., Daytona Beach FL  32114.

Camp Completion works best if you are a doctoral student past  (passed! :) the proposal stage in your writing.

Camp Completion – May 21-23, 2012
Camp Completion will be held at the Writing Center, Wagner Hall room 280. This is an intensive writing camp for students working on a thesis or dissertation.

The Director will hire, train, schedule, supervise, and evaluate peer tutors; manage the Center’s budget; promote the Center’s services; and oversee day-to-day administrative operations of the Writing Center’s computer lab.

Master’s Degree required in English, Rhetoric/Composition, Writing, or a related field. Prior experience in administration, writing-center theory and tutoring, and first-year composition strongly preferred.

Salary for this full-time, 10-month position is commensurate with qualifications and experience, beginning in the low to mid 30′s. Full benefits include tuition remission.

To apply, send a c.v., letter of application including a brief statement of teaching philosophy, and the names of three references, preferably electronically, to http://www2.mcdaniel.edu/apply/ADWC or to:

McDaniel College
Human Resources
2 College Hill
Westminster, MD 21157-4390
Email: dgold@mcdaniel.edu

Review of applications begins May 1, 2012 and will continue until the position is filled.

POSITION:
Stetson University seeks a Lecturer to join the Writing Program with joint responsibilities in teaching first year composition and directing the University’s Writing Center. This is a full-time, non-tenure-track faculty position, renewable for up to three years.

QUALIFICATIONS:

Eligible applicants must have a minimum of a Master’s degree in Rhetoric and Composition or closely related field, with experience teaching writing at the college level. Training and/or experience in Writing Center leadership required. Qualified candidates will exhibit a commitment to pedagogical innovation and professional development.  Desirable secondary qualifications include experience in ESL, developmental writing, and WAC theory and pedagogy.

RESPONSIBILITIES:

The teaching load is normally 3/3, with assignments in developmental and/or first year writing. First year writing at Stetson involves small, process-based writing courses focused on developing effective, reader-based revision practices and heightening rhetorical awareness and strategies; first year writing is the initial stage in a General Education curriculum that requires three writing intensive experiences staggered over four years. We emphasize individualized, high-impact learning strategies in the FYW classroom, with the student’s final achievement demonstrated in a substantial portfolio. The writing faculty share a deep commitment to excellence in writing and teaching; we welcome technological innovation and encourage broad dissemination of successful pedagogical tactics. Administrative responsibilities carry one course reassignment for a teaching load of 3/2. Leadership of the Writing Center at Stetson requires working closely with the Director of the Writing Program and coordinating with the Office of Student Success in matters of tutor training and mentoring, faculty outreach, and WC pedagogy; the lecturer would also be expected to tutor students in the Writing Center. Stetson’s interdisciplinary Writing Center currently employs 14 peer tutors representing many of Stetson’s academic areas and retains a primary focus on the development of the autonomous student writer while working closely with faculty across the disciplines to ensure support for course initiatives.

For more information on our expectations in teaching and scholarship, our tenure policies, and our support for faculty development, please see the Academic Affairs website: http://www.stetson.edu/academicaffairs/newfac.php <http://www.stetson.edu/academicaffairs/new> .

STARTING DATE:
August 2012

SALARY:
Competitive.

APPLICATION:
Qualified applicants should send a letter of application and c.v. to Megan O’Neill, Director of the Writing Program, Department of English, Unit 8300, Stetson University, DeLand, FL 32723 or by email to mboneill@stetson.edu Review of applications will begin immediately and continue until the position is filled. Additional application materials (including references, sample syllabi, examples of drafts with comments, and a statement of teaching philosophy) may be requested.

Stetson University, an Equal Opportunity Employer, affirms the values and goals of diversity and strongly encourages the applications of all candidates, including women and candidates from historically under-represented groups.

The successful candidate will possess excellent oral and written communication skills and knowledge of administration, assessment and research methods; writing center theory and pedagogy; factors and theories associated with writing across the curriculum; and learning for diverse college students.

The successful candidate will also possess the following education and experience:

• Ph.D. in Composition, English, Curriculum and Instruction, Education, or a related field.
• Experience supervising, leading, and coordinating writing center operations including budget development, public relations, supervision of staff, assessment, and partnering with faculty across academic disciplines.
• Experience in student learning focused writing center/writing assistance programs or programming geared towards meeting writing and communication needs of undergraduate college students.
• Experience directly supervising staff.
  

The Notice of Vacancy appears at www.iastatejobs.com/applicants/Central?quickFind=81467 <http://www.iastatejobs.com/applicants/Central?quickFind=81467>  The application deadline is April 9, 2012 at 11:59pm.

Theme
Lines in the Sand: How Writing Centers Draw and Redraw Boundaries

Date
October  25-27, 2012

Location
San Diego

Conference Chair
Shareen Grogan

Proposal Deadline
April 23, 2012 Extended to May 14

Keynote Speaker
TBA

Call for Proposals
Like lines drawn in the sand, Writing Center work is continuously recast by ever-changing policies in higher education, innovations in technology, outsourced alternatives to student services, increased diversity of student populations, and progressions in writing center praxis. With the tides, we must be willing to shift within our philosophies and our policies in order to best support the communities with whom we work.

For our 2012 International Writing Centers Association conference in San Diego, we invite you to consider the centers where you work and write: What lines do you draw? How do those lines shift? How do shifting lines provide a chance for new definitions of yourselves and your work? How do the disappearing lines of work that you thought finished reappear as issues you must revisit and re-vision? How can the Writing Center community adapt to the tide so that it is second nature for us to live with the shifting sands? And how do we encourage others within our institutions to shore up student writing for/in the 21st century?

Website
http://www.socalwritingcenters.org/iwca2012/index.html

If you are a writing center director or are deeply involved with coordinating or administering tutoring training at your college or university, please consider participating in this 15 to 20-minute anonymous  survey. Kelly hopes to examine national trends in writing center tutor training practices, particularly as they relate to working with non-native English speakers. Anything you provide will be helpful.

Survey link: https://www.surveymonkey.com/s/398Y75K

For more information, please e-mail Kelly Grossman (grossmkm@muohio.edu), who would be happy to answer any questions you have about the study. You may also contact her faculty adviser, Dr. Heidi McKee (mckeeha@muohio.edu). Miami University’s IRB board has approved this project. If you have questions about your rights as a research participant, please call the Office of Advancement of Research and Scholarship at 529-3600 or e-mail at humansubjects@muohio.edu.

Host Site Name: University of Portland

Department: Moreau Center for Service & Leadership

Location: 5000 N Willamette Blvd, Portland OR 97203

Position Title: North Portland Education Initiative Coordinator

Summary of Position:

The North Portland Education Initiative Coordinator will play a key role in two major program collaborations: the Writing & Publishing Center within Roosevelt High School’s College & Career Transition Center and a Summer Learning Camp hosted at the University of Portland with a focus on North Portland rising ninth and twelfth grade students, particularly those engaged in AVID programs in the Roosevelt Cluster schools.

Essential Responsibilities/Activities:

• Recruitment and training of diverse writing consultants to staff the Writing & Publishing Center (WPC).
• Represent WPC and increase relationships/networks on behalf of the WPC, especially with RHS teachers.
• Strengthen partnerships with local education-related community partners in collaboration with School of Education and Moreau Center for Service & Leadership (may include training and supporting other tutors/mentors).
• Supervision and support of writing consultants and other WPC volunteers/staff with the goal of sustainability beyond VISTA support.
• Strengthen and continue development of Civic Engagement aspect of Summer Learning Program (may include graffiti abatement and mural project and/or other place-based experiential learning activities).
• Assessment of WPC and Summer Learning Program effectiveness.

Marginal Responsibilities:

• Create multi-media and print recruitment and promotional materials.
• Support related projects, programs, events and partners as needed.
• Develop and promote creative writing club connected with WPC.

AmeriCorps Member Responsibilities:

• Attend all ORCC AmeriCorps required trainings and events
• Complete and submit all ORCC AmeriCorps required progress reports, timesheets, and other paperwork

Required Qualifications:

• Experience working with middle-school and/or high school youth in tutoring or mentoring capacity
• Appreciation of creative and/or academic writing
• Associates or Bachelors degree

• At least 18 years of age
• A U.S. citizen, U.S. national, or lawful permanent resident
• Able to serve full-time for 365 days (AmeriCorps*VISTA)
• Ability to pass a criminal history background check

Preferred Qualifications:

• Experience with socio-economically diverse communities
• Higher education leadership experience
• Experience with high school or college writing center and/or publishing projects
• Spanish-language skills
• Proficient in all Microsoft Office software and familiar with iLife, Adobe InDesign Final Cut Express, Adobe Creative and/or Production Suite.
• Project management experience
• Event coordination experience

AmeriCorps Member Benefits:

• A living allowance for the term of service, dispersed monthly
• An education award of $5,550
• Health care
• Loan forbearance and interest accrual payment on qualified student loans
• Child care (if eligible)
• Training and professional development opportunities
• Access to an extensive network of AmeriCorps Alums

Site Specific Benefits:

• University cars available for work-related travel (does note include ordinary community) and use of campus ZipCar program
• Low-cost, subsidized monthly bus pass
• Gym/exercise weight room membership and free fitness classes
• Faculty/staff lunch program with low, fixed-price menu
• Assistance with obtaining low-cost housing close to campus
• Free season passes for campus theater productions and reduced cost admission to athletic events

The application should be available in the next few weeks and will be posted on the Oregon Campus Compact website (http://www.oregoncampuscompact.org/americorps/americorps-vista). Potential applicants should monitor the website periodically.