Writing Center Job Announcements
Assistant Director of the Center for Academic and Professional Communication at Rice University (Deadline: February 1st, 2019)
Assistant Director of the Center for Academic and Professional Communication at Rice University (Deadline: February 1st, 2019)
The Center for Academic and Professional Communication (CAPC) at Rice University invites applications for the position of the Assistant Director of the CAPC. The CAPC provides feedback on written texts and oral/visual presentations and serves undergraduates, graduate students, post-docs, faculty, and staff. The center also offers a variety of workshops for both students and faculty.
This is a full-time, 12-month staff position. Please see below for the job description.
Link to read the full job description and to apply online: https://jobs.rice.edu/postings/17742
The Assistant Director of the Center for Academic & Professional Communication (CAPC)’s responsibilities include assisting the Director with development and management of the daily services provided by the Center, such as outreach and programming initiatives; hiring, training and supervising a team of student writing and communication consultants; and collaborating with and providing workshops and other resources for faculty, particularly those teaching the first-year writing seminar. The Assistant Director may also have a role in creating assessment tools for Center initiatives and maintenance of social media and a Web page for the Center and Program in Writing and Communication (PWC).
The application deadline is February 1, 2019, but application review will begin January 15, 2019.
Education required: Master’s degree
Education preferred: PhD degree
Salary information: Salary Commensurate with Experience and Qualifications
Related experience in the following areas:
- working in or attending a Level 1 research university
- teaching or tutoring students at a college or university with a highly selective admission profile
- teaching or tutoring in ESL
- teaching or tutoring graduate students
- assessing writing centers or other programs
- working in or managing projects related to Communication in the Disciplines
- supervising peer tutors
- managing social media accounts for an organization
- teaching in a first-year writing program
Director, Babson College Writing Center (Deadline: February 1st, 2019)
The Arts & Humanities Division at Babson College invites applications for the position of Director of the Writing Center, to begin Fall 2019. The Writing Center at Babson College offers consulting for undergraduate student writers. Peer and Professor Consultants help students to gain confidence in their writing by facilitating the development of skills necessary to make informed, effective writing choices. The Writing Center provides a rigorous and supportive environment for students to practice and refine writing, with the aim of facilitating success and enjoyment in their work at Babson, as well as in future creative, educational, and professional endeavors.
The Director of the Writing Center will manage the day-to-day functions of the center, providing
leadership, strategic vision, and innovation in design and delivery of writing consultation. The Director is expected to stay current with the scholarship of writing center theory and pedagogy, and to pursue an active research agenda. In addition to mentoring undergraduate Peer Consultants in Writing, the Director will teach courses including Foundations of Academic Writing and Practicum in Peer Consulting and Writing. The Director will coordinate with the Director of First-Year Writing and other faculty to support the evolution and development of writing at Babson, and will conduct advocacy and outreach for excellence in writing across campus.
This is a full-time, renewable, non-tenure track position with a title of Lecturer. A Ph.D. in rhetoric or related field preferred; minimum degree requirement is an MFA or MA. At least three years’ experience in writing center or writing program administration is required.
Babson College is an Affirmative Action/Equal Opportunity employer committed to enhancing diversity across all levels of the College. Candidates who believe they can contribute to this goal are strongly encouraged to apply.
Only applications submitted online will be accepted. Please include letter of application, CV, sample of teaching evaluations, 3 letters of recommendation, and a statement on pedagogical and Writing Center philosophies.
Deadline for receipt of materials: 1 February 2019
Assistant Director of Faculty Outreach, Writing Center, Towson University (Deadline: February 25th, 2019)
Towson University is accepting applications for an Assistant Director for Faculty Outreach at the Writing Center. This is a twelve-month staff position, housed in the Writing Center, which supports Towson’s burgeoning writing across the curriculum initiatives and its writing fellows tutoring program.
Towson University (www.towson.edu), founded in 1866, is Baltimore’s largest university, and is the largest public, comprehensive institution in the University of Maryland System. Towson University enrolls nearly 20,000 undergraduates and almost 4,000 graduate students across six academic colleges (business, education, fine arts, health professions, liberal arts, and science & mathematics). Towson’s campus sits on 330 rolling green acres and is 10 miles north of Baltimore, 45 miles north of Washington D.C., and 95 miles south of Philadelphia.
The Assistant Director for Faculty Outreach provides ongoing support for faculty teaching writing across the curriculum by facilitating ongoing professional development opportunities (teaching retreats, workshops, brown-bag lunches) as well as mentoring individual faculty about course materials and teaching practices. This person will also collaborate with departments who are revising their Advanced Writing Seminar curricula or trying to improve how writing is taught across their courses. Finally, the coordinator will manage Towson’s Writing Fellows Program, which embeds trained tutors into writing intensive courses. This program combines support for student writers with an opportunity to extend relationships with faculty teaching writing in other disciplines.
Master’s degree in rhetoric and composition, writing studies, or a related field.
A minimum of two years’ experience teaching college composition or other writing intensive courses (graduate assistantships may be counted).
Experience providing professional development for university faculty about the teaching of writing.
An understanding of current scholarship in the fields of writing across the curriculum (WAC) and writing in the disciplines (WID).
A demonstrated commitment and ability to work well with a diverse group of students and faculty.
Excellent communication skills.
Ph.D. degree in rhetoric and composition, writing studies, or a related field.
Experience with writing program administration, including developing curriculum and assessing programs.
Professional development and/or previous participation in WAC/WID scholarship, conferences, and organizations.
Experience tutoring in a writing center.
Experience hiring, training, and supervising student employees.
A track record of leadership on a college campus, including the ability to establish effective collaborative relationships.
A Criminal Background Investigation is required for the hired candidate and the results may impact employment.
Salary and Benefits
$60,000 annually and full University benefits that include 22 days of annual leave, up to 14 holidays, personal and sick days; excellent health, life, and retirement plans; and tuition remission. To learn more about our benefits, click here.
Applications should be submitted by February 25th, 2019. The job posting and application information can be found at https://towson.taleo.net/careersection/ex/jobsearch.ftl
Questions can be directed to Wayne Robertson at firstname.lastname@example.org or at 410.704.5379.
English Writing Support Center Faculty, Pasadena City College (2 Positions, Deadline: February 28th, 2019 by 4:00PM)
Pasadena City College is hiring two full-time, tenure-track Writing Support Center Faculty commencing with the 2019-2020 academic year. We are looking for candidates who have the desire and ability to create a welcoming environment that positively engages and impacts our diverse student population. At Pasadena City College (PCC) we celebrate and respect diversity in all forms that includes every race, religion, gender, ethnicity, veterans, people with varied abilities, and members of the LGBTQ+ community. PCC is seeking applications from candidates who can demonstrate experience in teaching and working with individuals from diverse backgrounds and contribute to the College’s mission, vision, and core values.
We are committed to achieving equally high outcomes for all students. Successful candidates will share our vision and will work with us to help all students, regardless of background and level of preparation, achieve their educational goals. Pasadena City College prides itself on faculty contributions through active participation in college-wide governance and the decision-making process.
RESPONSIBILITIES OF THE WRITING SUPPORT CENTER FACULTY:
• Support students with writing development across all disciplines
• Design and deliver the Writing Support Center offerings, including directed learning activities,
workshops, and programs for students
• Participate in the recruitment, hiring, training, and evaluation of tutors
• Assist students with identifying institutional resources that support academic success
• Attend and/or present at local/national writing center conferences
• Participate in all regular meetings with the Division Dean, coordinator, staff and faculty
• Participate in promotional activities for the Writing Support Center, including new student
welcome events, classroom visits, and communications through social media and the Center’s
• Participate in professional development as it relates to pedagogy, curriculum in writing
development, student equity, and cultural competency for serving underrepresented students
• Undertake the departmental and professional responsibilities of a regular faculty member
• Participate in departmental and college governance activities through committee service and/or
other appropriate activities
• Perform other duties as requested by the Division Dean and coordinator
• Master’s degree in English, literature, comparative literature, or composition OR
• Bachelor’s degree in any of the above AND a Master’s degree in linguistics, TESL, speech, education with a specialization in reading, creative writing, or journalism
• Valid California Community College Instructor Credential OR
• The equivalent
Degree must be shown as conferred on transcript. Some degrees may require equivalency. When equivalency is requested, the file will be reviewed by PCC’s Equivalency Committee. It is the applicant’s responsibility to provide ample documentation to support equivalent qualifications.
• Experience teaching/tutoring writing and reading across the curriculum in a college writing center, learning lab, learning resource center, or tutorial services center within the last five years
• Demonstrated experience teaching at the community college level or equivalent
• Experience in conducting tutor training
• Demonstrated experience in teaching/tutoring English as a Second Language students at the
• Experience in using student-centered and innovative pedagogies to teach, tutor, and motivate
students at all levels of college-readiness
• Knowledge and experience in applying an equity-minded framework to create welcoming and
engaging learning environments for diverse student populations
• Experience creating and running tutoring support for online/distance education students
• Experience in implementing and facilitating supplemental instruction in college classrooms
• Association of Colleges for Tutoring and Learning Assistance (ACTLA) certification experience
• Membership in local and/or national writing center associations
• Eagerness and ability to be part of a strong team of community college educators
• Demonstrated awareness and/or implementation of effective program and course assessment
PROFESSIONAL SKILLS, KNOWLEDGE, AND ABILITIES:
• High level of self-motivation, adaptability and flexibility
• Demonstrated collaboration, leadership and problem-solving skills
• Knowledge of current innovations in the field of Writing Center studies
• Recent experience supporting courses in nontraditional formats such as online, hybrid, fast
track, accelerated, etc.
• Knowledge of and ability to use computers and various software programs, as well as other
technologies applicable for use in college classes
• Demonstrated skill in using innovative teaching methods, instructional design, and assessment
• Knowledge of the impact of AB 705 on community college students
• Knowledge of affective domain and metacognitive strategies
• Maintain collegial and active communication with college faculty and students to ensure that
writing support services are provided for all academic disciplines • • • •Commitment to creating equity and closing achievement gaps for community college students
• Ability to adapt varying pedagogical approaches to meet the needs of a diverse student population, including, but not limited to, Latina/o/x, African-American, veterans, students
with disabilities, and foster youth
• Experience with Student Learning Outcomes and assessment methods
• Outstanding interpersonal skills and a desire and ability to work collaboratively with
colleagues, students, and other members of the campus community
• Ability to work in a multi-ethnic environment with students of varying academic preparation
and learning styles
• Demonstrated sensitivity to and understanding of the diverse academic, socioeconomic,
cultural, disability, gender, and ethnic backgrounds of community college students
• Excellent written and oral communication skills
• Experience and proficiency in current teaching and learning technologies
REASONS WHY THIS POSITION IS ATTRACTIVE:
• The Writing Support Center recently expanded to two locations, opened its doors to all Pasadena City College students, and dramatically increased its services. In collaboration with the College’s academic support centers, the Writing Support Center is committed to supporting student success at Pasadena City College
• Dedicated professionals and paraprofessionals collaborate to provide high quality public services, resources and programs in dynamic student-centered academic support centers across the institution and all of its sites
• All faculty and staff contribute fully and collegially to the success of the academic success centers, as well as actively participating in campus-wide committees and in the shared- governance process
• Pasadena City College supports ongoing professional development
• Pasadena City College is respected and supported by its community
• Pasadena City College is a world-class institution. We are ranked first among all community
colleges in California in the awarding of associate degrees and ranked first in the awarding of
associate degrees to minority students
• The Academic Senate, Classified Senate, and Management Association are active in the
effective shared governance process of the college
Eleven Months, 100% – Tenure-track position beginning July 1, 2019.
The assignment may require some evening and/or weekend coverage as part of load.
Thirty-five (35) hours per week, plus five (5) hours for professional growth and development activities, college governance, and other professional responsibilities. The College has two 16- week semesters and offers a full range of courses beginning at 7:00 a.m. and ending at 11:00 p.m. Faculty must be available to teach anytime within those hours.
SALARY AND BENEFITS:
Salary and other terms of employment are competitive. Placement is on the District Contract Monthly Nonteaching Faculty Salary Schedule.
Generous fringe benefits include fully paid medical, dental, and vision for employees and their families, and life insurance for the employee.
CONDITIONS OF EMPLOYMENT:
• Successful completion of livescan clearance and TB screening
• Successful completion of a pre-employment physical examination
• Proof of eligibility to work in the United States and signing of loyalty oath per government
• Meeting applicable eligibility requirements under CalPERS or CalSTRS if you are a current or
• Board of Trustees approval
APPLICATION AND SELECTION PROCESS:
All materials are submitted electronically through the Applicant Tracking Software (ATS). Applications completed and received by 4:00 p.m. on February 28, 2019 will receive full consideration.
Please keep in mind the following:
Pasadena City College utilizes an online application process. Hard copy, e-mailed, or faxed
resumes are not accepted. You can apply for a position from any computer with Internet
• If you do not follow the process or your application/resume is incomplete, your information will not be processed
• The hiring committee will review, evaluate, and consider applications and supporting materials received by the deadline. Meeting the minimum qualifications for a particular position does not assure the applicant an interview. It is, therefore, important that the application be thorough and detailed. The District may re-advertise, delay, choose not to fill the position, or choose to fill more than one position
• While the acceptance of the application packet is done through the Applicant Tracking Software (ATS), all hiring decisions are made by a hiring committee
• Positions are full-time (100%) and “open until filled,” unless otherwise stated
• The college president will conduct a final interview and recommend a candidate to the Board of Trustees
For full consideration, all of the following must be submitted along with the online application. An incomplete application packet will not be forwarded to the hiring committee for review.
1. Five references (name, telephone number, email address and position), which are included in the
2. Letter of application (not to exceed two pages) addressing your qualifications for this position.
Please discuss the ways you meet each of the points listed under “The Responsibilities,” “Minimum
Qualifications,” “Professional Skills, Knowledge, and Abilities” and “Desirable Qualifications”
3. Professional resume/CV, not to exceed 3 pages
4. Two recent letters of recommendation (it is preferred that the dated letters are written on official
Once applications are submitted they are final. Please carefully review your application and the documents which you are attaching to make sure that they are free from errors and complete.
If you require assistance, please contact the Human Resources office at 626.585.7388. Applicants may expect to be notified approximately 4 – 5 weeks following the closing date as to the status of their application.
letterhead and signed by the recommender) 5.Transcripts (unofficial copies are acceptable). Copies of transcripts for all degrees/units needed to meet the minimum qualifications must be submitted. Official transcripts are required upon offer of employment. Foreign transcripts and degrees require official certification of equivalency to U.S. transcripts and degrees by a certified U.S. review service at the time of application. For a list of agencies that can evaluate your foreign transcript, please visit the Foreign Degrees and Units section on our website
Note: It is the applicant’s responsibility to ensure that all application materials are fully and correctly submitted.
ABOUT THE DISTRICT:
Established in 1924, Pasadena City College, (“PCC”), has been serving the West San Gabriel Valley for 94 years. PCC enrolls more than 29,500 students each semester and offers 107 academic degree programs and 72 Career and Technical Education (CTE) programs to its students. PCC serves one of the most culturally diverse student populations in the nation. The College sets the stage for preparing students to meet the demands of a changing world. Building relationships with community partners provides opportunities for PCC faculty and its students to engage in opportunities not often available to students in other areas.
The main college campus occupies a 53-acre site, while the Foothill Community Education Center and Child Development Center are located in separate nearby off-campus facilities. Due to the geographic size of the District, PCC has two additional satellite sites – the Rosemead Center and its newest site, PCC Northwest at John Muir High School. For more information, go to www.pasadena.edu.
The mission of Pasadena City College is to provide a high quality, academically robust learning environment that encourages, supports and facilitates student learning and success. The College provides an academically rigorous and comprehensive curriculum for students pursuing educational and career goals as well as learning opportunities designed for individual development. The College is committed to providing access to higher education for members of the diverse communities within the District service area and to offering courses, programs, and other activities to enhance the economic conditions and the quality of life in these communities.
PCC has many institutional strengths that distinguish it among its peers, both in the state and across the nation. Among them are:
• A highly multicultural student body:
51% Latino/a/x 24% Asian
4% Black/African American 3% Two of More Races
• Annually, at 49%, the College achieves recognition for one of the highest rates for transfer degrees to baccalaureate level institutions, both in California and across the nation. Additionally, PCC boasts a 52% bachelor’s degree attainment rate for Pasadena graduates who transfer to a four-year university, compared to 42% nationally. The College is well known for national mathematics and forensic honors, as well as its extensive study abroad opportunities •PCC was once again named one of ten national finalists for the 2019 Aspen Prize for Community College Excellence, widely recognized as the nation’s premier honor for two-year colleges. The Aspen Prize recognizes institutions for their outstanding outcomes in four areas: student learning; certificate and degree completion; employment and earnings; and high levels of access and success for multiethnic and underserved
• PCC is ranked by the Military Times as the top community college in California for military veterans, and the College is similarly ranked among the top community colleges in the nation. The PCC Courier, the student newspaper, is a perennial award winner
• Twelve students are elected annually by the PCC Associated Students to represent and advocate on behalf of the student body. There are 80 student clubs and organizations representing the interests of a culturally diverse student population
• In February 2017, the Accrediting Commission for Community and Junior Colleges of the Western Association of School and Colleges reaffirmed PCC’s status as a fully accredited institution. For more information, go to www.pasadena.edu
The Immigration Reform & Control Act of 1987, Public Law 99-603 requires that employers obtain documentation from every new employee which authorizes that individual to accept employment in this country. This requirement applies to both United States citizens and aliens. Any employee who is unwilling/unable to fulfill this requirement will not be employed.
Pasadena Area Community College District will not sponsor any visa applications.
If accommodations are needed for the application process in compliance with the Americans with Disabilities Act, please inform Human Resources.
It is the policy of the PACCD that all candidates for employment need to be cleared for employment through the process of background check and verification of prior employment, references and credentials.
Crime awareness and campus security information are available from Campus Police and Safety. (Public Law 101-542)
The Pasadena Area Community College District does not discriminate in the educational programs and activities operated by the District, or in employment procedures and practices of the District.
The Policies of Title IX as developed to date are available for inspection during normal business hours at the District Office at 1570 E. Colorado Blvd., Pasadena, CA 91106.
The Board of Trustees reserves the right to extend time limits or reinstate the search process at any time. The Pasadena Area Community College District is an equal opportunity employer. The District encourages applications from underrepresented minorities and the disabled.
PASADENA AREA COMMUNITY COLLEGE DISTRICT Equal Opportunity, Title IX, Section 504 Employer
Writing Center Director, Illinois Wesleyan University (Deadline: March 4th, 2019)
Illinois Wesleyan University (IWU) invites applications for the position of Writing Center Director. This full-time, exempt position will begin August 1, 2019. Salary and benefits are competitive.
Founded in 1850, Illinois Wesleyan University is a highly competitive small liberal arts institution located in Bloomington, Illinois.
Illinois Wesleyan University is strongly committed to recruiting, supporting, and fostering a diverse, inclusive, and civil community of faculty, staff, and students. We seek candidates who have a demonstrated commitment to supporting and further building our community in these dimensions. Illinois Wesleyan is an EEO Employer.
The IWU Writing Center contributes to the University’s Writing across the Curriculum mission by providing students with writing tutors, and select courses with writing associates. The Writing Center employs approximately 15-20 tutors and associates in a given year.
The primary responsibilities of the Writing Center Director are the administration of the University Writing Center, and partnering with the Writing Program Director to–especially by means of assessment and faculty development efforts–catalyze a culture of writing that encourages the use of writing to construct and present knowledge in all disciplines. Additionally, the Director delivers a semester-long tutor training course and two writing intensive courses.
Required : Candidates must have a graduate degree in writing studies (broadly conceived) and be able to demonstrate a productive commitment to writing pedagogy. Candidates must have demonstrable skills in oral and written communication. They must be highly organized, and able and willing to work in teams in a collegial environment.
Preferred : Ph.D. in writing studies (broadly conceived); a record of successful administration of a writing center; background in and experience with supporting oral communication curricular initiatives; and a record of research in writing center studies, WAC, and/or writing studies.
Review of applications will begin on March 4, 2019; however, applications will be accepted until the position has been filled. Submit the following materials via email attachment, fax, or post to:
Illinois Wesleyan University
Human Resources, Holmes 209
1312 N. Park Street
Bloomington, IL 61701
Fax: 309-556-1710 (please use cover sheet)
A cover letter addressing qualifications.
A curriculum vitae.
A teaching statement that describes teaching goals, methods, and practices, including details about the candidate’s preparation for contributing to IWU’s commitment to address issues of race, gender, sexual orientation, disability, and/or other issues of historical marginalization. (No more than two pages.)
A research agenda description. (No more than one page.)
Contact information for three professional references.
Questions may be directed to:
Dr. Michael Theune, Professor of English and University Writing Program Director
The final candidate will pass a pre-employment background investigation.
Illinois Wesleyan University’s sexual misconduct policy may be accessed at www.iwu.edu/human-resources/SexualMisconductPolicy.html. Illinois Wesleyan University is an equal opportunity employer committed to diversity and inclusive excellence; details at www.iwu.edu/diversity.
Assistant Director for the University Writing Center, Texas Tech University (Review of Applications Begins March 6th, 2019)
Texas Tech University seeks an Assistant Director for the University Writing Center. The Assistant Director will coordinate with the Director to supervise tutors and oversee the daily operations of the center. We seek a diverse pool of candidates and welcome applicants from underrepresented backgrounds.
Other responsibilities may include:
• Collaborate with the Director of the University Writing Center on writing initiatives appropriate to stakeholders of the center
• Hire and train tutors who provide more than 3000 tutorials each academic year
• Conduct assessments of student needs, including the development and implementation of Writing Center programs to meet identified needs and the assessment of program outcomes with a focus on continuous improvement
• Communicate with faculty about writing center services and provide instructional support as needed
Master’s degree (Ph.D. preferred) in Composition/Rhetoric, English, or a related area. Applicants should have a minimum of two years teaching composition. Supervisory experience or tutoring in a writing center is also preferred.
Required Knowledge, Skills, and Abilities Knowledge of writing/rhetoric & composition pedagogy. Experience teaching writing, composition, TESOL, or other relevant courses. Evidence of commitment to conference-based instruction and ability to communicate its theoretical foundations and real-world value. Demonstrated interpersonal skills working with diverse students, faculty, and staff. Administrative experience in personnel supervision, including the training and evaluation of staff. Experience developing and implementing assessment tools.
Salary and Appointment Information
This is a full-time, 12-month, professional staff position. Salary commensurate with qualifications. The expected start date is August 1, 2019. The Assistant Director reports directly to the University Writing Center Director and the Vice Provost for Academic Affairs.
Application Procedures and Deadline Information
To apply for this position, please create a candidate profile at http://www.texastech.edu/careers/ and upload your cover letter, curriculum vitae, two or more letters of recommendation, and 1-2 page statement of writing center philosophy. Please refer to Requisition 16636BR. All applications will also require names and contact information including email addresses for three professional references.
Please direct questions to Dr. Kristin Messuri at email@example.com or (806) 834-6587.
TTU is an Equal Opportunity/Affirmative Action Employer, and it encourages applications from minorities and women.
Writing Center Director, University of South Carolina (Deadline: March 6th, 2019)
Writing Center Director, University of South Carolina
Apply here: https://uscjobs.sc.edu/postings/51704
The University of South Carolina invites applications for the Director of the Writing Center on the Columbia campus. This is a full-time, 11-month, non-tenure track faculty position at the rank of Instructor, beginning August 16, 2019. Salary is competitive and includes university benefits and appropriate support for professional development.
The director is responsible for administering the Writing Center’s day-to-day operations and for providing effective leadership and creative development of its long-term goals and programming. The Writing Center’s staff of tutors and peer consultants conducts more than 4,000 consultations each year, offering guidance to both undergraduate and graduate students in all disciplines and at all stages of the writing process. As one of the university’s most utilized academic resources, the Writing Center requires active day-to-day management in addition to ongoing pedagogical training and mentoring of tutors to ensure the quality and consistency of the services it provides. The Director works closely with the Department of English and other campus partners to develop the center’s programs in alignment with student and faculty needs and to promote a supportive culture of writing on campus.
Required Education and Experience:
Candidates must have a Ph.D. in English, Rhetoric and Composition, or a related field by August 15, 2019; a minimum of two years’ experience working in a Writing Center; two years’ experience teaching first-year composition or related courses; excellent organizational, supervisory, interpersonal, and communication skills; the ability to contribute creatively to program planning and development.
Two years’ prior experience in writing program or writing center administration; knowledge of current trends and best practices in writing center pedagogy; experience designing and conducting tutor training; potential for active professional participation in the field of Writing Center studies.
Desired Start Date:
Candidates must complete an application and upload a CV, letter of interest, one-page teaching philosophy, a full set of teaching evaluations, a list of three references with contact information, and provide complete reference information on the application.
Positions are advertised for a minimum of five (5) business days on our job website. After five (5) business days, positions can be closed at the discretion of the department at any time. This employment site is updated on a regular basis. The length of the recruitment and screening process may vary from position to position, depending upon a variety of factors. Should review of your qualifications result in a decision to pursue your candidacy, you will be contacted by phone or email.
We are only accepting applications submitted by March 6, 2019.
The University of South Carolina does not discriminate in educational or employment opportunities on the basis of race, color, religion, national origin, sex, sexual orientation, gender, age, disability, protected veteran status or genetics.
Writing Services Coordinator, Lancaster Bible College (Deadline: March 10th, 2019)
Position:Writing Services Coordinator
Date of Opening:Spring 2019
Reports to:Ally Center Director
Objective:This position exists to provide oversight for the Ally Center’s Writing Services at all locations and all programs at LBC | Capital.
Dimensions of the Position: General
Institutional Context– An understanding of LBC | Capital and its place in the non-profit education world
- A general understanding of higher education and a more specific understanding of Bible College education
- A clear awareness of the philosophy, operation, and doctrinal position of LBC | Capital
- A clear understanding of the organizational structure of the College and its various departments
Personal Qualities– The ability to identify personal strengths, weakness, skills, and limitations and to use this understanding profitably
- The desire to incrementally grow, develop, and mature both spiritually and professionally
- The ability to create and maintain a Christian professional atmosphere in all internal and external relationships
- A spirit of cooperation and willingness to serve as a team member within a connected culture
- The discipline of caring for others with positive regard irrespective of their abilities, their growth, or their attitude
- A professional appearance
Spiritual Qualities– Evidence of a desire to grow in grace and in the knowledge of Christ
- An identifiable salvation experience
- A pattern of spiritual development characterized by prayer, Bible Study, and regular church attendance at a local church or involvement in church ministry
- A commitment to ministry and encouragement of others toward the same
Dimensions of the Position: Specific
Education / Experience– to provide skilled background for the job tasks
- A minimum of an MA in English, Rhetoric and Composition, Education with an English concentration, or TESOL is required
- A minimum of 3 years of teaching postsecondary English and/or Writing Center administration is required
- Graduate coursework in Writing Center theory is preferred
- Experience overseeing a college Writing Center is preferred
- Experience utilizing course management systems to develop learning resources preferred
Job Tasks– to apply professional and/or technical tasks to the primary and secondary job responsibilities
- Oversee the operation of the Writing Services as the primary job task
- Hire, Train, Supervise, and Evaluate writing mentors
- Provide oversight to non-traditional undergraduate and graduate writing coaches and consultants at various locations to improve our personalized mentorship
- Manage and develop Writing Services’ online platform
- Track student usage and visits
- Manage student worker and professional tutor budget in conjunction with the Ally Center student worker budget
- Develop and maintain effective writing resources across the Ally Center platforms
- Collaborate within the Ally Center to provide innovative academic services, resources, and accessibility as part of the Ally Center team
- Participate in weekly Ally Center department meetings
- Participate/oversee Ally Center events
- Represent the Ally Center in campus events
- Serve as editor for Ally Center communication
- Connect with various departments and faculty as part of a connected culture of the Ally Center
- Collaborate with Library on information literacy and research techniques
- Collaborate with academic departments with regards to specific writing intensive courses within each academic department
- Collaborate with faculty in regards to in-class visits, lectures, and required visits
- Oversee the plagiarism checker software and communicate plagiarism cases to professors, advisors, and Registrar
- Provide professional development opportunities for faculty in the role of Writing Services Coordinator
- Tutor students on an as needed basis
- Report to the chair of Arts & Sciences as an English Composition faculty member
- Attend Arts and Sciences departmental meetings
- Complete departmental observations
- Collaborate with English Composition Coordinator and Arts & Sciences
- Participate in monthly meetings with English Composition Coordinator
- Assist in curricular design and assessment of writing program
- Teach developmental/composition English courses as part of the English Composition faculty
- Teach a 3 credit college readiness English course (Thrive) in August
- Teach 6-8 additional developmental or composition credits with no more than 5 credit load per semester
- Teach developmental English Composition labs
Assistant Director, Writing Center, Southern Methodist University
Salary commensurate with experience and qualifications
This Assistant Director directs the Writing Center for all SMU undergraduates. He/She provides writing assistance to students who schedule appointments or drop-in during lab times. This is a partial year, 11 month position.
Teaching 1-2 sections of DISC each semester is required to stay current on writing expectations for our first year students.
The position trains undergraduate and graduate student writing tutors who work in the A-LEC.
Education and Experience:
Master’s degree is required.
A minimum of three years of work experience teaching writing and/or English courses is required, preferably in a college setting. Experience teaching in a college setting and experience working with faculty is also required. Work experience may include graduate assistant positions.
Experience working in a writing center is preferred. Experience as a writing tutor is desirable.
Knowledge, Skills and Abilities:
Candidate must be knowledgeable in the principles of college-level writing instruction as well as the academic integrity demands of a university.
Candidate must demonstrate strong verbal and interpersonal communications with the ability to quickly build rapport with students, colleagues and with other offices at the university. Must also possess the ability to develop and maintain effective professional working relationships with a wide range of constituencies. The ability to communicate effectively in writing is essential.
Candidate must demonstrate strong presentation skills with the ability to present clear and accurate information to small and large groups.
Candidate must demonstrate strong problem solving skills with the ability to identify, analyze problems and devise solutions. Must also have strong time management, organizational and planning skills with the ability to prioritize and manage multiple tasks.
Candidate must have a strong working knowledge of Microsoft Office Suite. Experience with and/or knowledge of scheduling technology, ESL instruction, Canvas or other education software is preferred.
Deadline to Apply:
The position is open until filled.
Please APPLY ONLINE ONLY at www.smu.jobs.
SMU will not discriminate in any program or activity on the basis of race, color, religion, national origin, sex, age, disability, genetic information, veteran status, sexual orientation, or gender identity and expression. The Executive Director for Access and Equity/Title IX Coordinator is designated to handle inquiries regarding nondiscrimination policies and may be reached at the Perkins Administration Building, Room 204, 6425 Boaz Lane, Dallas, TX 75205, 214-768-3601, firstname.lastname@example.org.
Academic Coach/Writing Tutor, Center for Learning and Academic Success (CLAS), Bay State College (Deadline: May 6th, 2019)
Bay State College seeks an Academic Coach/Writing Tutor for our Center for Learning and Academic Success (CLAS) for the summer semester. The academic coach/writing tutor will provide students with support in developing academic skills such as note-taking, reading comprehension, writing research papers, time management, and test taking.
The CLAS Academic Coach/Writing Tutor will be responsible for:
–Working one-on-one with students on developing academic skills and writing college-level research papers
–Helping students assess their strengths and weaknesses as learners
–Guiding students to resources and techniques that will help them succeed academically
–Available on Wednesdays from 12pm-5pm and Thursdays from 11am-4pm for the duration of the summer semester (May 22nd-August 22nd, 2019)
-Strong interpersonal skills and an ability to work with a student body diverse in skill sets and needs
–Reliable, professional and courteous
–Successful completion of at least one semester in a relevant graduate degree program, with a minimum GPA of 3.6. Graduating college seniors with extensive tutoring experience and CRLA tutoring certification will also be considered.
–Experience tutoring or teaching, preferably with developmental students
CLAS Academic Coach/Writing Tutor is a part-time, temporary contract position and does not offer benefits. Hourly rate of pay is $20.00/hour. Interested candidates should email a cover letter, current resume, and unofficial transcripts to Jessica Neave, Director of the Learning Commons, at email@example.com.
Interim Coordinator of the Writing Center, Hartwick College (Deadline: Until Filled)
Description: Under the supervision of the Chair of the Department of English, the Interim Coordinator of the Writing Center is responsible for supervising the operations of the Writing Center weekdays (M – F) from 9:00 a.m. to 5:00 p.m. for Fall, January, and Spring terms. Furthermore, the Interim Coordinator will teach courses necessary for the Writing Competency Program; train and supervise Peer Writing Tutors; coordinate placement and assessment of students through the program; and collect data and analytics for program evaluation. This is a full-time (35 hours per week), 10-month position (August 13 – June 13).
- Teaches English 101: Writing Tutorial and English 300: Teaching Assistant in Composition
- Supervises the operation of the Writing Center weekdays (M-F) from 9:00 a.m. to 5:00 p.m. for Fall, January, and Spring terms.
- Trains and supervises undergraduate peer writing tutors to teach tutorial sessions and provide walk-in writing consultations.
- Determines necessary staffing levels to deliver Writing Center services.
- Recruits appropriate tutors through a faculty nomination process.
- Hires and supervises a requisite number of work-study employees to serve Writing Center administrative needs.
- Working in concert with administrators from Academic Affairs and Center for student Success, coordinates and advises on placement exams for all entering students, and assembles a team of specialists to evaluate written placement exams.
- Tracks placement, progress, and outcomes for students through the sequence of courses in the Writing Competency Program.
- Advises Hartwick faculty on appropriate grading rubrics and learning outcomes for Writing-Designated courses.
- When necessary, consults with advising or student support staff concerning selected students’ progress or needs.
- Creates promotional material and communications for Writing Center marketing and engagement.
- Collects data to prepare analytical and statistical reports for institutional assessment.
- In consultation with the Chair of the English Department, revises procedures in order to enhance the support the Writing Center delivers to Hartwick students.
- Participation in signature College events such as Opening Convocation, Honors Convocation, Commencement, Student Scholarship Showcase, Admissions Open Houses, and other events as specified by supervisor.
- Comply with all applicable College, Federal, State, local, and associational laws, rules, and regulations.
- As a representative of the College, comport him/herself in a professional manner at all times, both on and off campus.
- Other duties as assigned.
Qualifications: Minimum requirements for this position are:
- a Master of Arts degree in English or closely related area from an accredited college or university;
- at least 5 years of teaching experience in composition and/or rhetoric at the college level;
- at least 1 year of experience in a writing center, especially supervising/training tutors and/or managing ESL learners.
The Interim Coordinator will additionally have the following knowledge, skills, and abilities:
- Graduate-level training in composition and rhetoric;
- Ability to train and supervise student writing tutors;
- Ability to track performance both of writing tutors and of Writing Center clientele;
- Exceptional verbal and written communication skills;
- Diplomacy and tack in engaging with Hartwick students, faculty, and staff;
- Knowledge of appropriate software and familiarity with online scheduling and course management systems;
- And proven analytic skills, including Excel, as well as technical writing experience including queries, reports, and presentation.
To apply for this position, please submit one single pdf copy of your application materials, inclusive of the content below.
- cover letter
- curriculum vitae or resume
- evidence of teaching achievement in composition and composition workshop
- evidence of experience training writing center teaching staff, as well as managerial experience related thereto
- Diversity Statement – a statement addressing how past and/or potential contributions to diversity will support Hartwick College’s Diversity Statement (https://www.hartwick.edu/campus-life/intercultural-affairs/diversity-at-hartwick/)
- the names and contact information for three references, with annotation regarding how the reference is related to you and your work (at least one of your references must be from a current and/or previous supervisor).
Writing Center Director, Carthage College (Deadline: May 15th, 2019)
The Director of the Writing Center is responsible for the day-to-day administration of the Writing Center, including the recruiting, training, and supervision of a staff of 25 undergraduate writing fellows, program development, budget management, internal marketing to students, and communications with faculty and staff.
The purpose of the Carthage College Writing Center is to empower writers, to assist them in improving their writing skills, and to encourage all forms of writing on campus. The Center serves undergraduate and graduate students of any race, religion, ethnicity or sexual orientation, in any and all disciplines and at all levels of expertise, including non-traditional students, international students, creative writers, students with learning challenges, staff, faculty, alumni, and members of the surrounding community. In addition to its main focus of one-on-one peer tutoring, Writing Fellows offer workshops and in-class presentations on a wide variety of writing topics at faculty request, work as embedded tutors, and participate in many other special projects.
The duties and responsibilities of the Director are the following:
- Supervision of the undergraduate Writing Fellows, including recruiting, interviewing, hiring, training, scheduling, and observing them, and monitoring their training and experience to determine promotions.
- Program development and needs assessment, including the Skills Intensive Program, Athlete Study Tables, Embedded Tutoring, Nursing Program Tutor Teams, ELL Conversation Group and others.
- Developing, proposing and managing the Writing Center’s annual budget.
- Using WCOnline, tracking records and statistics and then writing related reports.
- Marketing and communications, including composing, designing, and publishing internal publicity for the Writing Center and its various programs, organizing Open Houses and tours, presenting at Advanced Registration and Capture Carthage events, responding to faculty requests for class visits and social media oversight.
- Preparing and presenting writing workshops for faculty groups, undergraduate and graduate student groups, and acting as liaison between the writing fellows, the writing center clients and the faculty and administration.
- Participating in Committee Work and Task Forces, primarily the Writing Across the Curriculum Committee.
- Conference participation and mentoring Writing Fellows who are writing conference proposals and making presentations. Attending conferences for professional development and with Writing Fellows.
- Community Outreach planning, implementation and oversight.
- Ideally, the Writing Center Director will teach occasionally, as a close connection to the classroom is important for the Writing Center Director, especially the Western Heritage classroom, in order to forge relationships with faculty and to understand the biggest student group that utilizes the Writing Center.
Requirements for the position: Minimally, a master’s degree in a relevant field. Prefer experience as a writing center director or associate director and experience supervising students.
Carthage College is an equal opportunity institution that encourages diversity and provides equal opportunity in education, employment, all of its programs, and the use of its facilities. The Carthage community, including candidates for employment or admissions, and visitors or guests have the right to be free from subjection to harassment and discrimination on the basis of age, color, disability, familial status, height, marital status, national origin, political affiliation, race, religion, sex/gender (including gender identity and expression), sexual orientation, veteran or active duty military status or weight.
Founded in 1847, Carthage College combines an environment of reflection and self-discovery with a culture of high expectation, so that our students uncover and ignite their true potential. As a four-year private liberal arts college with roots in the Lutheran tradition, we place a strong emphasis on both moral and intellectual values. Our prime location in Kenosha, Wisconsin, midway between Chicago and Milwaukee, allows students the opportunity to learn in a professional context. Our beautiful campus, an 80-acre arboretum on the shore of Lake
Michigan is home to 150 scholars, 2,600 full-time students, and 400 part-time students. Our rich academic experience equips students with foundational knowledge and skills, preparing
Graduates to be lifelong learners and to lead meaningful, productive lives.
Please visit this page to apply.
Social Science Writing Specialist, University of Washington Tacoma (Deadline: May 20th, 2019)
The writing center at the University of Washington Tacoma has an opening for a full-time social science writing specialist who will focus on supporting writing in the social sciences through one-on-one consultations students, presentations and instructional resource development for classes, and partnerships with faculty in education, nursing, and social work.
The application is open until May 20: https://uwhires.admin.washington.edu/ENG/candidates/default.cfm?szCategory=jobprofile&jobhistory=1&szOrderID=167028
Because about 40% of the students who use the UWT writing center come from social science disciplines (including at the graduate level), this person will have a central role on our staff and in supporting student success on campus. We invite applicants who have a master’s degree in English or a humanities or social science field and who have either experience with social science writing or a strong interest in learning about the disciplinary conventions of fields like nursing, social work, and education, to apply. This is a 12-month salaried position with full benefits.
Applicants should be capable of building strong working relationships with faculty in the social sciences as well as with other student support divisions like the library and advising office. Applicants should also have strategies for working one-on-one with writers and designing and presenting instructional materials to groups including faculty. Applicants with classroom teaching experience or professional presentation experience are particularly welcome to apply.
This person will join a robust staff of three other full-time writing center professionals and fifteen peer writing consultants as well as four professional staff in our partner quantitative center. Our center pursues professional development through research projects, our ongoing training curriculum, and regional networks, and has strong ties to the writing studies program and to supporting writing-intensive initiatives on campus.
We have a strong commitment to diversity, inclusion, equity, and social justice, both in our writing center and across campus. You can read the UWT writing center’s statement about anti-racist work here: http://www.tacoma.uw.edu/teaching-learning-center/mission-statement
In your cover letter, please address either your experience in working with social science writing or your strong interest in developing social science writing expertise and/or any writing in the disciplines experience, your experience working with students and faculty in higher education, your approach to supporting writing development, and your experience with and commitment to diversity and inclusivity, particularly in relation to linguistic diversity.
Visiting Assistant Professor, Digital Rhetoric, Trinity College (Deadline: May 24th, 2019)
The Allan K. Smith Center for Writing and Rhetoric at Trinity College invites applications for a two-year, visiting assistant professor position, specializing in digital rhetoric, to begin fall 2019. Teaching responsibilities include undergraduate courses in first year composition and digital rhetoric. Applicants must have a Ph.D. in Rhetoric and Composition by July 1, 2019 (also considered: Ph.D. in English or related field with significant coursework or research in rhetoric and composition as well as teaching experience). Teaching load is 3/2. Competitive salary and benefits.
The successful applicant will join a vibrant Writing Program and be expected to advise students as well as provide expertise in composition pedagogy to faculty across disciplines. We are looking for a writing faculty member with a clearly demonstrated area of expertise in digital rhetoric, but will consider other closely related areas. Welcomed secondary areas of expertise include: community engagement, writing across the curriculum, civic rhetoric, or cultural rhetoric.
Please submit a letter of application, C.V., teaching statement, two sample syllabi (one for an introductory composition course and one for an introductory course in digital rhetoric or related area), graduate school transcripts, and three letters of recommendation.
To apply directly visit, https://trincoll.peopleadmin.com/. Materials due May 24, 2019. Questions should be directed to Dr. Tennyson O’Donnell, Director of the Allan K. Smith Center for Writing and Rhetoric, Chair of the Search Committee, at firstname.lastname@example.org. Initial interviews conducted via Skype. Finalists will be brought to campus for presentations.
Trinity College is a coeducational, independent, nonsectarian liberal arts college with approximately 2,200 undergraduate students and 200 faculty members, located in Hartford, Connecticut. Candidates should have a strong commitment to undergraduate and interdisciplinary teaching in a liberal arts context, and a well-articulated pedagogical framework. The College is an Equal Opportunity/Affirmative Action Employer committed to attracting and supporting a faculty of women and men who fully represent the racial, ethnic, and cultural diversity of the United States. We seek applications from minorities, women, and other under-represented groups.
Director of Writing, Brown University (Deadline: June 5th, 2019)
Brown University’s Writing Center is a highly utilized resource that houses the renowned Writing Fellows Program, founded in 1982 and the first of its kind in the country. The Writing Center is located within the Sheridan Center for Teaching and Learning, which offers both instructional and student support. The Director of Writing provides leadership, strategic direction, and management of the Writing Center and writing support initiatives. The Director works with the Assistant Director to guide the Writing Fellows program, supervise and offer professional development for Graduate Associates, manage Writing Center operations, and administer pre-orientation and peer-to-peer programs in writing. Working closely with faculty and deans in the Office of the Dean of the College, the Director oversees Brown’s writing check process. The Director of Writing also collaborates with Brown’s Program in Nonfiction and other Sheridan staff to foster campus-wide conversations about writing across the curriculum, academic integrity, and effective and equitable practices for writing support. This position will carry a non-tenure-track faculty appointment.
- Earned Ph.D. in discipline represented by a Brown department
- Five or more years of experience in a college Writing Center, or with Writing Across the Curriculum program administration, or in a faculty/student development role with a strong writing focus, including management, budgeting, and supervisory experience
- Post-secondary experience teaching writing to undergraduates, with evidence of effective and inclusive teaching
- Teaching or Writing Center experience in working effectively with a diverse student and faculty population, in alignment with the University’s and Center’s strategic plans and diversity and inclusion objectives
- Knowledge of composition theory and best practices in writing pedagogy committed to inclusion, equity, and social justice
- Outstanding written and oral communication skills
- Facility with work in a collaborative environment, as part of a multidisciplinary team
- Experience with a Writing Fellows or undergraduate peer tutor programs
- Experience with graduate consultants/associates programs
- Experience working in or collaborating with a faculty development center and/or academic support
- Experience with digital modalities for writing
- Advancement/fundraising experience
All offers of employment are contingent upon a criminal and education records check satisfactory to Brown.
Grade: Grade 12
To apply, please submit a CV and cover letter (bundled as a single .pdf) to:
(REQ 156178). Review will begin June 5, 2019. For questions, please contact Mary Wright, Director of the Sheridan Center for Teaching and Learning, at Mary_Wright@brown.edu.
Brown University is an E-Verify Employer.
Brown University is committed to fostering a diverse and inclusive academic global community; as an EEO/AA employer, Brown considers applicants for employment without regard to, and does not discriminate on the basis of, gender, sex, sexual orientation, gender identity, national origin, age, race, protected veteran status, disability, or any other legally protected status.
Writing Advisor Fellowship, Hiroshima University (Deadline: June 19th, 2019)
The Writing Center at Hiroshima University, Japan, has announced a job opening for a Writing Advisor Fellow (Paid). This Writing Advisor Fellowship Program is ideal for someone who wishes to gain professional experiences working with non-native English writers and speakers, focusing on academic writing at the tertiary level and above.
The Fellow will work full-time at HU, located at two campuses in Higashi-Hiroshima and Kasumi, starting from October 2019. Working term is to be initial six-month contract with the strong likelihood of extension to a total of 12 months, based on the Fellow’s performance and mutual agreement between the Fellow and the Research Planning Office.
Please refer to the Guideline for the Writing Advisor Fellowship 2019 autumn for more information.
[Application Form] https://wrc.hiroshima-u.ac.jp/WAF2019/
[Application Due Date] 17:00 p.m. on Wednesday, June 19, 2019 (Japan time) Contact: wrc-research*office.hiroshima-u.ac.jp (Please replace * with @ before using this email address.)
Learning Specialist, University of Saskatchewan
Learning Specialist (Graduate Writing Help) (req4420)
University of Saskatchewan
Location: Saskatoon, SK, Canada
Status: Term, up to 12 months, with the possibility of extension
Full Time Equivalent (FTE): 1.0
Salary Information: The salary range, based on 1.0 FTE, is $62,850.00 – 98,205.00 per annum (Instructional/Phase 2). The starting salary will be commensurate with education and experience.
Primary Purpose: Working as part of the University Library’s student learning services team, the graduate writing help specialist is responsible for developing, coordinating, and delivering high quality, timely academic writing support to USask graduate students across the disciplines, and acts as lead instructor and coordinator for the Canadian Academic Acculturation and Literacy for International Graduate Students (GPS 981) course.
Nature of Work: Reporting to the Head, Student Learning Services, University Library, and working closely with the Writing Help Coordinator, the graduate writing help specialist offers high-quality academic writing support to graduate students, both online and in-person, through tutoring, workshops, presentations, retreats, and writing groups. Success in this position requires collaboration in a team-based work environment with a student-centred approach, as well as self-directed and independent work. The position requires expertise in the area of graduate writing and works independently to develop and analyze instructional content and assess the needs of graduate students. Frequent interaction and regular collaboration with colleagues, staff, graduate students, and tutors, as well as other university units, faculty, and support staff. The work is detail oriented and requires responsiveness and consistency of performance. This position incurs heavier workloads at times of high student activity, occasionally requiring work outside normal office hours.
-Develops instructional material for a range of graduate-level writing support programming including the coordination and delivery of the College of Grad Studies GPS 981 Canadian Academic Acculturation and Literacy for International Graduate Students course.
-Delivers high quality academic writing support, both online and in person, to USask graduate students, touching on the diversity of writing skills that are required of them including: managing the writing process; entering the scholarly conversation via various modes of written communication; appreciating disciplinary norms and genres; and writing for various purposes such as preparing grants, CVs, proposals, theses, and dissertations.
-Offers direct writing support assistance in complex or problematic cases, upon request, sometimes informally advising on academic integrity concerns
-Ensures that graduate writing help is flexible and adaptable to the current demographics of USask students, staying informed about their needs, expectations, and circumstances through conversation, research, collaboration, communication, and assessment
-Strengthens student graduate-level writing skills by planning, developing, and delivering writing workshops and presentations, including customized workshops for various departments, programs, and colleges
-Works closely with campus colleagues to explore and implement a competency and skills based graduate student support program.
-Assesses program effectiveness and makes recommendations to improve graduate writing support services
-Works with the Writing Help Coordinator, to select, gather and use data to assess graduate writing help programs and services
-Liaises and works closely with the Language Centre, College of Graduate and Postdoctoral Studies, Gwenna Moss Centre for Teaching and Learning, Graduate Students Association, and Colleges as necessary
-Acts as a resource for student service units such as the Aboriginal Students’ Centre, Access and Equity Services, and the International Student and Study Abroad Centre,
Keeps up with writing studies literature on evidence-based practice
-Collaborates with library staff and faculty, contributing to the overall mission, vision, and values of the library.
-Ensures strategic and unit-level planning is followed and understood through regular review of plans and goals
-Understands the graduate student lifecycle, both at the masters and doctoral levels
Education: A graduate degree in Writing Studies, English, Composition, Rhetoric, Communication Studies, TESOL, Education, Library & Information Studies, or related field. Ph.D. (or ABD completed) preferred.
-A minimum of three years’ experience in providing writing help at the university level plus experience with university-level teaching.
-English as an Additional Language teaching experience is preferred.
-Knowledge of best practices, programming, and issues related to teaching and learning, and graduate-level research and writing support.
-Experience in working one-on-one with students.
-Multidisciplinary background is a strong asset.
-Knowledge of Indigenous pedagogies and local cultural protocols is an asset.
-Scholarly writing and research experience, with a demonstrated record of successful grant writing and peer-reviewed scholarship.
-Demonstrated record of strong teaching experience and skills.
Excellent leadership skills;
time management, organizational and prioritization skills;
attention to detail and the ability to work with tight deadlines;
excellent oral and written communication;
basic technological skills (e.g., word processing, Excel, research databases, Google Drive);
creative problem-solving skills; professional, enthusiastic, and respectful;
ability to work collaboratively in a collegial environment;
demonstrated ability to interact effectively with students and diverse range of people;
a deep appreciation for teaching and learning.
The University of Saskatchewan is strongly committed to a diverse and inclusive workplace that empowers all employees to reach their full potential. All members of the university community share a responsibility for developing and maintaining an environment in which differences are valued and inclusiveness is practiced. The university welcomes applications from those who will contribute to the diversity of our community. The University must, however, comply with federal immigration requirements. All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.
Peer Tutoring Coordinator, Mott Community College
Purpose, Scope & Dimension of Job:
This position coordinates most student peer tutoring services for a range of subject/disciplines, which are available to all students including those at the main campus and all satellite campus locations. This person must function independently, and is responsible for a high volume of data. They are expected to exercise sound professional judgment including establishing and maintaining relationships with Deans, faculty, and staff in order to obtain referrals for highly qualified students to work as peer tutors, as well as supervising and coaching tutors to maximize student success.
The individual in this position is responsible for a high level of contact with others, working closely with students, faculty, deans, and other College staff on a regular basis.
Work group leader for 12 to 30 student employee peer tutors.
Minimum Required Knowledge, Skills, and Abilities:
1. Bachelors Degree.
2. Two (2) years of experience in a professional office setting which must have been within the past six (6) years.
3. Experience working in/coordinating a tutor or learning center, language center, writing center, or other tutoring organization.
4. Experience with MS Word, Excel, and desktop publishing applications as well as ability to learn new tutoring software as needed.
5. The person filling this position must be able to effectively use and maintain currency in multiple computer applications independently, enter information as appropriate, and reference relevant records (electronic or paper records).
6. Ability to deal with faculty, staff, students, and the public with tact, courtesy, and patience.
7. Excellent verbal and written communication skills.
8. Ability to work successfully in a high-stress environment, handling multiple tasks simultaneously and ranking task by priority.
9. Ability to work with accuracy.
10. Ability to readily assume responsibility for work, job, and office operations.
11. Must be dependable and reliable.
12. Excellent professional judgment skills.
13. Ability to be flexible and adapt to changing work environments and situations
14. Ability to maintain confidentiality of information regarding student records, faculty and student communications, and personnel matters.
Additional Preferred Qualifications:
1. Marketing and advertising experience, specifically promotional type items (creativity in displaying information), and social media.
2. Two (2) years of experience in student/customer service or at least one year of recent experience managing/overseeing a staff of 10+ people including coordination of schedules.
3. Higher education experience
4. Additional experience beyond the minimum.
As an affirmative action/equal opportunity institution, the College encourages diversity and provides equal opportunity in education, employment, all of its programs, and the use of its facilities. The College does not discriminate in educational or employment opportunities or practices on the basis of race, sex, color, religion, gender, national origin, veteran’s status, age, disability unrelated to an individual’s ability to perform adequately, sexual orientation, or any other characteristic protected by law.
Title IX Coordinator Contact Information: 1401 E. Court St., Prahl College Center (PCC- 2030G), Flint, MI 48503, (810) 762-0024.
Title II, ADA, Coordinator Contact Information: 1401 E. Court St., Curtice-Mott Complex (CM-1024), Flint, MI 48503, (810) 762-0373.
Section 504 Coordinator Contact Information: 1401 E. Court St., Prahl College Center (PCC- 1130), Flint, MI 48503, (810) 762-0191.
Apply Here: http://www.Click2Apply.net/7d52n7smsdd4cxmy
ESL/ELL Tutor, Rollins College
TJ’s Tutoring and Writing Center at Olin Library is seeking a driven ESL/ELL tutor for the 2019-2020 school year to provide support to traditional and non-traditional ESL/ELL students.
This part-time position, approximately 12 hours per week, consists primarily of individual, face-to-face tutoring in the dynamic, collaborative environment of the Tutoring and Writing Center. The selected applicant will also work with the center’s Coordinator and Associate Coordinator to address the needs of ESL/ELL students in writing courses and provide input on student support programs.
Minimum Qualifications and Education:
Bachelor’s degree, TESOL certification, and at least two years working in a higher-education institution.
Experience working in a writing center or other academic or student support service is preferred.
Special Instructions to Applicants:
To apply, please submit an application and upload the following materials:
Cover letter (In your cover letter, please address your approach to tutoring/teaching and discuss your experiences with cultural diversity and inclusivity)
List of references
Rollins seeks to foster and to model a campus environment that is welcoming, safe, and inclusive to all of our administrators, faculty, staff, and students. We view differences (e.g. nationality, race, gender, age, sexual orientation, socioeconomic class, physical ability, learning styles, perspectives, etc.) not as obstacles to be overcome but as rich opportunities for understanding, learning, and growth.
Through its mission, Rollins College is firmly committed to creating a just community that embraces multiculturalism; persons from historically under-represented minority groups are therefore encouraged to apply. Rollins does not discriminate on the basis of sex, disability, race, age, religion, color, national or ethnic origin, ancestry, marital status, veteran status, sexual orientation, gender identity, gender expression, genetic information, physical characteristics, or any other category protected by federal, state, or local law, in its educational programs and activities.
Director- Munn Center (Writing and Speaking Center), St. Lawrence University
St. Lawrence University seeks a Director for the Munn Center for Rhetoric and Communication. Known on campus as the WORD Studio (an acronym for Writing, Oral communication, Research, & Design), the Munn Center provides peer tutoring services to undergraduate students seeking to improve their oral, written, and visual communication skills. This is a 10-month academic support position with competitive benefits and professional development funding at a vibrant liberal arts institution. The Director will manage the day-to-day functions of the Munn Center, providing leadership, strategic vision, and innovation in design and delivery of peer writing and speaking consultation. The Director will supervise about forty peer tutors who complete over two thousand tutoring sessions per year and teach two sections (1 course per semester) of the course that trains the students who serve as peer mentors in the WORD Studio. Must work collaboratively with faculty and assure timely reporting. Additional responsibilities include managing the budget of the Center, promoting the Center’s services, and offering workshops on various aspects of writing pedagogy to faculty teaching in our First Year Program (FYP).
Preference will be given to candidates who can demonstrate experience and excellence in the following areas: working in/supervising a writing and oral communication center; training peer mentors; and planning and implementing faculty development opportunities.
The search committee is especially interested to hear from candidates who will bring to their administrative work and teaching the diverse perspectives that come from non-traditional educational backgrounds or an understanding of the experience of those under-represented in higher education.
Masters degree in Rhetoric/Composition, English, Rhetoric/Communication or other applicable field is required.
Preference will be given to candidates who can demonstrate experience and excellence in the following areas: working in/supervising a writing and oral communication center; training peer mentors; and planning and implementing faculty development opportunities.
|Status (FT, PT, Seasonal, Temp)||FT Seasonal|
|Desired Start Date|
|Open Date (to accept applications)|
|Close Date (date applications will not be considered)|
|Open Until Filled||Yes|
|Special Instructions to Applicant||
Interested and qualified applicants should complete the application form and provide:
These documents can be uploaded in the Applicant Documents section of the application form.
Review of applications will begin immediately and continue until the position is filled. Questions about the position may be directed to Dr. Allison Rowland at email@example.com.
All offers of employment are contingent upon the finalist successfully passing a background (including criminal records) check.
Please visit this page to apply.
Director, Student Center for Academic Achievement, Cal State East Bay
About the Student Center for Academic Achievement (SCAA)
The SCAA provides tutoring for math, writing, and statistics and other student learning services and programs. The SCAA’s mission is to help students improve their skills and to become self aware, confident, and independent learners, as well as active members of the University community.
About the Position
Reporting directly to the Dean of Libraries, the Director assumes administrative responsibility for the SCAA, including 4 full time employees and over 100 peer tutors..
This position requires a strong educator committed to student success who has the vision, knowledge, and passion to lead a high quality center for learning assistance. The Director works collaboratively with other programs on campus that offer academic support including Accessibility Services, Student Equity and Success Programs, Academic Advising & Career Education, Peer Academic Coaching, General Education, the Math Lab, and the Library. The Director maintains strong contacts with academic departments and explores new opportunities for increasing student learning.
The Director oversees and coordinates the daily operations of SCAA, manages the budget, recruits, trains, and evaluates employees, assesses the effectiveness of current services using appropriate data analytic tools and implements procedures to improve them, develops new services consistent with campus priorities, coordinates operations with other campus services, and markets SCAA to the campus community. The Director stays current with research and trends in academic tutoring and supplemental education and explores opportunities for grant-funded initiatives.
- Master’s degree with equivalent work experience required. PhD preferred.
- Must have a minimum of three years’ experience in university teaching, training, supervision or program administration.
- Knowledge of learning theory and academic support services.
- Familiarity with technology and online tutoring.
- Expert knowledge in the theory and practice of tutoring, particularly concerning the pedagogy of writing with specific experience in training and developing student tutors.
- Teaching experience in writing, math, or science.
- Knowledge of and experience with student affairs issues, particularly retention.
- Knowledge of and experience with Supplemental Instruction.
- Ability to supervise staff and students.