Interested in posting a job? Email IWCA Digital Team Coordinator Elisabeth Buck at firstname.lastname@example.org. Please include the text of the job ad either the body of the email or attached as a Word document with all formatting (except hyperlinks & spacing) removed.
Assistant Director, Nesbitt-Johnston Writing Center, Hamilton College (Deadline: February 15th, 2020)
Hamilton College seeks an Assistant Director for its Nesbitt-Johnston Writing Center. The ideal candidate will be a creative individual enthusiastic about mentoring undergraduates. Hamilton has a longstanding tradition of valuing the central role of writing in a liberal arts education and has a strong writing across the curriculum program. Established in 1987, the Writing Center directly supports that program and is well integrated into student and faculty practice: 90% of students use the Center during their time at Hamilton, and faculty work closely with the Director to support their teaching of writing
The Assistant Director is a 90% (11-month) benefited position that is responsible for administering the operations of the Writing Center in order to support the College’s Writing-Intensive curricular requirement and educational goal of “Communication and Expression.” The Center employs approximately 25 undergraduate peer tutors from disciplines across the curriculum who offer 150 conference hours weekly. The Assistant Director oversees the daily operations of the Center; coordinates the peer tutoring program, including hiring, training, supervising, and assessing the tutors; provides individual writing support to students; and develops writing resources and workshops for students and faculty in consultation with the Director.
The successful candidate will demonstrate a commitment to writing across the curriculum and to peer tutoring as an important component of effective writing instruction. We are looking for someone who can effectively manage an already-robust tutoring program and also help us grow our Center in new and meaningful ways. We therefore seek individuals with knowledge of current theory and practice in writing center administration and writing pedagogy; outstanding written, verbal, and interpersonal communication skills; strong management and organization skills; and the ability to work both independently and collaboratively with a broad array of campus partners. We encourage research in the field and presentation at national and regional conferences.
Required Education and Experience
Master’s Degree in relevant field.
Experience teaching post-secondary writing.
Minimum 3 years demonstrated experience in writing centers or equivalent academic support program.
Equivalent combination of education and experience will be considered.
Additional Preferred Experience
PhD or other terminal degree in relevant field.
Administrative experience in a writing center or equivalent academic support program.
Experience supervising and training peer writing tutors.
Experience teaching and/or working with students of diverse backgrounds.
Experience with writing center/writing program assessment.
Demonstrated commitment to the central role of writing in a liberal arts education.
Please submit a cover letter, CV, and contact information for three professional references via https://apply.interfolio.com/73302. Please address your cover letter to Jennifer Ambrose, Writing Center Director, Hamilton College. Your cover letter should describe your experiences with diversity and inclusion and your potential to support Hamilton’s commitment to the same.
Writing Services Coordinator, Simon Fraser University (Deadline: March 13th, 2020)
The Writing Services Coordinator coordinates the development and delivery of writing programs and services to undergraduate and graduate students in the Student Learning Commons (SLC). The incumbent provides direct service through workshops, seminars, online programs, and individual advising on academic and scholarly writing and communication skills. The incumbent also provides appropriate training and coordination of other writing support staff and volunteers, such as SLC graduate facilitators and peer educators. As well, the Coordinator liaises with faculty, librarians, the Research Commons, Student Services staff, and other relevant stakeholders to support SFU’s writing initiatives. The Writing Services Coordinator acquires and maintains, through research and the study of the literature, an accurate and current knowledge of a broad range of issues and best practices related to university-level writing and communication.
- Master’s degree in English, Rhetoric, Linguistics, or equivalent, and three years of experience, including post-secondary teaching experience, administrative and pedagogical experience in a post-secondary writing centre, and experience providing writing support programs for English as an additional language (EAL) students; or an equivalent combination of education, training, and experience.
- Knowledge of writing centre theory, policy, and practice.
- Ability to develop and deliver post-secondary writing support programs.
- Ability to conduct needs assessments for and evaluation of writing support programs and services.
- Knowledge of current literature regarding the study, implementation, and support of academic literacies and writing in higher education, and with issues related to English for academic purposes in disciplinary contexts.
- Knowledge of areas such as linguistics, theories of effective rhetoric and composition, additional language acquisition, writing in the disciplines, writing across the curriculum, writing to learn/writing-intensive learning, and cognitive learning theory.
- Ability to work in a multidisciplinary team.
- Excellent analytical and research skills.
- Excellent communication skills (oral, written, and presentation).
- Excellent interpersonal, problem-solving, and supervisory skills.
- Proficient in the use of a variety of software applications (e.g., word processing, database, presentation, web editing).
- Please note: Continuing position subject to funding after 2 years.
Please include your cover letter and resume in one attachment.
Link to application here.
Director of University Tutoring, Idaho State University (Deadline: March 25th, 2020)
The Director of University Tutoring facilitates the academic success of undergraduate and graduate students from a variety of backgrounds and with a variety of needs. This position requires designing, managing, and evaluating academic support programs at ISU’s main campus in Pocatello, satellite campuses in Idaho Falls and Meridian, and online.
Keeps abreast of current research on learning, academic support strategies, and academic success
Manages the constituent programs of University Tutoring, including the Writing Center, Math Center, and Content Area Tutoring
Oversees hiring and training of tutors
Oversees staff scheduling, data management, budget management, and reporting
Ensures the development and distribution of timely, accurate informational materials to students, staff, and faculty
Schedules and attends informational, training, and recruitment events
Maintains the University Tutoring website, Moodle site(s), and social media accounts
Provides support as needed to college- and program-specific tutoring services
Establishes and maintains partnerships with faculty and staff who advise students and provide program feedback
Develops and implements new programming in response to student need and best practices research
Master’s degree from an accredited college or university
At least five (5) years of experience teaching and/or tutoring at the tertiary level
Experience with academic program development
Demonstrated commitment to partnership building and collaboration
Excellent communication and interpersonal skills
High level of organization and attention to detail
Doctoral degree from an accredited college or university
At least three (3) years of experience in a coordinating or management position in an academic support unit or program
Experience working with historically underserved populations, including English as a Second Language and first-generation college students
Experience with synchronous and/or asynchronous distance tutoring modalities
Experience supporting the academic needs of graduate students
Experience coordinating professional development and/or training personnel in a professional context
Experience with assessment of academic programming and/or interventions
Experience with budget management
Experience with Moodle, WC Online, Argos, and/or the CMS platform TERMINALFOUR
Please submit the following documents with your application:
CV/Resume, Cover Letter, and a list of three (3) professional references with contact information.
Priority consideration will be given to applications received by March 25, 2020. However, the position will remain open until filled. Salary will be commensurate with education and experience. Includes a competitive benefits package. Offers of employment may be conditional pending successful completion of a background investigation.
Colby College Writing Program Postdoctoral Position (Deadline: early April, 2020)
9-Month, Exempt, Salaried, Faculty Appointment
We seek a two-year postdoctoral fellow to become an integral member of the Colby Writing Program and its Writing-Enriched Curriculum (WEC) initiative for upper-level writing in the majors. The successful candidate will teach in a WAC-based Writing Program and work closely with the Director on departmental WEC projects, data analysis, and faculty development. There will also be an opportunity to develop new courses and continue to advance a research agenda in the candidate’s area of expertise. Candidates with teaching experience in writing and rhetoric and a Ph.D. or advanced ABD status in a Ph.D. program in a relevant field (e.g., English, Composition/Rhetoric, Writing Studies) are invited to apply.
Colby is a highly selective liberal arts college recognized for excellence in undergraduate education and close student-faculty interaction. We are especially interested in candidates who, through their scholarship, teaching, and service will contribute to the diversity and excellence of the campus community.
For this position, we seek a Ph.D. or advanced ABD in a relevant discipline with teaching experience in college-level writing, composition studies, and/or rhetoric; demonstrated ability to work collaboratively with faculty across disciplines; experience with research
methods in composition and rhetoric; knowledge of composition/writing studies scholarship and pedagogies; and the ability to work as a member of a diverse community.
The successful candidate will work with the Director and disciplinary faculty to support the development, implementation and assessment of departmental WEC writing plans; teach two first-year writing courses annually, with the option to propose and teach an additional
course in an area of interest; support campus writing assessment; and collaborate
with Colby Writing Program and Farnham Writers’ Center Directors to plan and facilitate pedagogy workshops, ongoing programs, and new initiatives.
To apply, please submit an application through Interfolio at
Include cover letter, curriculum vitae, three confidential letters of recommendation, a statement of teaching philosophy that demonstrates commitment to diversity and inclusive teaching, and a brief statement of research interests. Please also include a representative sample of current scholarship and summaries of recent teaching evaluations. Questions?: Please contact search chair: Dr. Paula Harrington at email@example.com
Review of applications will begin immediately and continue until the position is filled, with a goal of interviewing candidates via Zoom by early April and having finalists give presentations and complete second-round interviews by mid-May. Position starts September 1, 2020.
Colby is a private, coeducational liberal arts college that admits students and makes employment decisions on the basis of the individual’s qualifications to contribute to Colby’s educational objectives and institutional needs. Colby College does not discriminate on the basis of race, color, gender, sexual orientation, gender identity or expression, disability, religion, ancestry or national origin, age, marital status, genetic information, or veteran’s status in employment or in our educational programs. Colby is an Equal Opportunity employer, committed to excellence through diversity, and encourages applications from qualified persons of color, women, persons with disabilities, military veterans and members of other under-represented groups. Colby complies with Title IX, which prohibits discrimination on the basis of sex in an institution’s education programs and activities. Questions regarding Title IX may be referred to Colby’s Title IX coordinator or to the federal Office of Civil Rights. For more information about the College, please visit our website: http://www.colby.edu
Director of the Writing Center and Instructional Faculty (Open Rank), California State University Dominguez Hills (Deadline: April 1st, 2020)
The Department of English at California State University, Dominguez Hills (CSUDH) invites applications for a Tenured or Tenure-track Instructional faculty (Open Rank). The successful candidate will be appointed as the Director of the Writing Center.
At CSUDH, we celebrate and respect diversity in all forms that include every race, religion, gender, ethnicity, veterans, people with varied abilities, and members of the LGBTQ+ community. CSUDH is seeking applications from candidates who can demonstrate experience in teaching and working with individuals from diverse backgrounds and contribute to the University’s mission, vision, and core values. https://www.csudh.edu/president/strategic-planning/mission-vision-and-core-values/
Department of English / Writing Center
The Department of English offers a varied and soundly based program that unifies the study of composition, language, and literature. Within the major, students may concentrate their program of study in literature, language, and linguistics, or English education. Linguistics courses at California State University, Dominguez Hills are taught by a dynamic group of faculty members who bring a diverse range of professional interest, strengths, and experiences to the Department of English. The department serves a strongly multicultural and multilingual undergraduate student body, primarily from the Los Angeles metropolitan area. In addition, the English Graduate Program currently includes certificates in Composition and Rhetoric and TESL.
For more information see: https://www.csudh.edu/english/
The CSUDH Writing Center supports students at all levels as they prepare, draft, and revise their writing for various courses, departments, and programs. To promote in students both a positive disposition to help-seeking and a confident writer self-identity, the Writing Center fosters a safe, nurturing, and equitable space where members of the DH community can share, discuss, draft, and revise their writing as part of a community of writers.
For more information see: https://www.csudh.edu/writing-center/
As Director of the Writing Center, the successful candidate will be responsible for developing, establishing, and implementing the strategic vision and priorities, goals and objectives, policies and procedures, and assessment measures for the WC. In this capacity, the successful candidate will report to the Dean of Undergraduate Studies. The Writing Center Director appointment will be for a period of four years and will be subject to review and reappointment thereafter. This is a 12-month position.
As a faculty member in the Department of English, the successful candidate will be an active member of the department in terms of teaching, research, and service and contribute to a collegial work environment. Evaluation for reappointment, tenure, and promotion is through the Department of English.
As Director of the Writing Center (WC):
• Recruit, hire, and train undergraduate and graduate students to tutor within the WC.
• Develop the WC into an effective hub of writing support.
• Collaborate with the WAC Coordinator and WAC Program at CSUDH.
• Collaborate with other student-support centers at CSUDH.
• Analyze data and submit annual reports on WC activities and effectiveness to promote student success.
• Oversee WC budget.
• Participate on the University Writing Committee, which implements and oversees policies governing system- and University-wide student writing requirements and standards.
• Contribute to a collegial work environment within and between the Department of English and the WC.
• Participate in professional organizations and attend meetings and workshops as appropriate to the discipline.
• Develop and implement ways to increase diversity and inclusion in the WC.
• Promote the services of the WC to the campus community.
As a faculty member in the Department of English:
• Teach undergraduate and graduate courses in Rhetoric and Composition.
• Participate on the Department’s Composition Committee, including curricular development, program evaluation, and evaluation of lecturer faculty in Rhetoric and Composition.
• Develop and engage in research, scholarly and creative activities in Rhetoric and Composition and/or Writing Center Studies leading to conference presentations and publications.
• Advise and mentor students.
• Serve on department, college, and university committees.
• Participate in service to the department, college, university, and community.
• Ph.D. in English, or closely related field, at time of application or completion of the doctoral degree by August 1, 2020.
• Specialization in Rhetoric and Composition or Writing Center Studies.
• Potential for, or evidence of, excellence in teaching and research (especially in the areas of Writing Center Studies and Rhetoric and Composition).
• Demonstrated experience in program administration (FYW, Writing Center, WAC, or similar)
• A minimum of 3 years of tutoring experience in a writing center.
• Ability to communicate effectively with an ethnically and culturally diverse campus community.
• Demonstrated potential for successful research and publication.
• Applicants must have experience in working with students from diverse age, socioeconomic, cultural, and academic backgrounds.
Preferred /Desired Qualifications (as appropriate for rank)
• Demonstrated excellence in teaching all levels of college composition.
• Demonstrated ability to oversee and direct staff and faculty, manage budgets, and develop and implement activities as well as strategic plans in the WC.
• Demonstrated familiarity with antiracist writing theory and pedagogy.
• Demonstrated experience with technical communication, digital rhetorics, and/or disability studies
• Experience in writing assessment.
• Experience in the application of digital technology in rhetoric and composition courses.
Employment Requirement – Background Check
Satisfactory completion of a background check (including a criminal records check) is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position.
How to Apply
The position is open until filled. Review of applications will begin in March 2020. For full consideration, please submit your completed application no later than April 1, 2020 by visiting California State University, Dominguez Hills employment website for full details at New & Returning Applicants at https://www.csudh.edu/hr/job-opportunities/.
California State University, Dominguez Hills, is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status.
Individuals with disabilities requesting accommodations under the Americans with Disabilities Act (ADA) may call the Human Resources’ Office (310) 243-3771.
Clery Act crime statistics for CSUDH are available at http://www.csudh.edu/dhpd/, or by calling University Police at (310) 243-3639.
Upon appointment, all candidates must furnish proof of eligibility to work in the U.S.
The California State University is Smoke and Tobacco-Free. Smoking, Vaping and other Tobacco use are Not Permitted anywhere on University property. Education Code 42356, CCR Title 5, Article 9.
For more information see: https://www.csudh.edu/breathe-freely/policy/
Associate Professor-Writing Studies in Higher Education, University of Toronto Mississauga (Deadline: April 6th, 2020)
The University of Toronto Mississauga (UTM) invites applications for a full-time tenure stream position in the area of Writing Studies in Higher Education. The appointment will be made to the Dean’s Office in anticipation of the establishment of a proposed Institute focused on the study of university pedagogy at UTM. The appointment will be at the rank of Associate Professor, and will commence on September 1, 2020, or shortly thereafter.
Applicants must have earned a PhD degree in a field related to writing instruction in higher education (e.g., composition, rhetoric, writing studies). Applicants with a PhD in a different field but who have a demonstrated exceptional record of excellence in research and teaching related to academic writing instruction at the university level may also be considered. We seek candidates who are enthusiastic about contributing to the development of our new Institute and participating in UTM’s advancement of writing skills, including our new foundational skills program in writing.
The successful candidate will have established research expertise in university-level pedagogy related to Writing Studies, Rhetoric and Composition, Writing Across the Curriculum (WAC), or Writing in the Disciplines (WID) broadly. Candidates will have an established international reputation and will be expected to sustain and lead innovative and independent research at the highest international level and to maintain an outstanding, competitive, and externally funded research program. Candidates must possess a demonstrated commitment to excellent pedagogical practices. The successful candidate may hold a graduate faculty appointment in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE), University of Toronto.
Candidates must provide evidence of research excellence as demonstrated by a record of sustained high-impact contributions and publications in top-ranked and relevant journals, the submitted research statement, presentations at significant conferences, distinguished awards and accolades, and other noteworthy activities that contribute to the visibility and prominence of university-level writing pedagogy, as well as strong endorsements from referees of high standing.
Candidates must provide evidence of excellence in teaching through teaching accomplishments, awards and accolades, strong endorsements of teaching in the letters of reference, and a teaching dossier submitted as part of the application including a strong teaching statement, sample syllabi, course materials and teaching evaluations.
Salary will be commensurate with qualifications and experience.
The University of Toronto Mississauga has a diverse, multicultural student body and a modern and spacious campus with high-quality teaching spaces. It is in the process of creating a new Institute focused on the study of pedagogy at the university level. This Institute will build on the success of the UTM Teaching and Learning Collaboration (TLC) and Robert Gillespie Academic Skills Centre (RGASC), both of which will be incorporated within the new unit. The Institute will also be the home of UTM’s new Writing Studies faculty members, the Foundational Writing Skills Initiative which will be implemented over the next five years, and the existing writing programs currently administered by the RGASC.
All qualified candidates are invited to apply online by clicking the link below. Applicants must submit a cover letter; a current curriculum vitae; a research statement outlining current and future research interests; one recent publication (of no more than 30 pages); and a teaching dossier that includes a teaching statement, sample syllabi, course materials and teaching evaluations. Equity and diversity are among UTM’s core values and are essential to academic excellence; for these reasons, we seek candidates who value diversity and whose research, teaching and service align with our commitment to equity. Candidates are therefore asked to include a diversity statement, consisting of a 1-2 page statement of contributions to equity and diversity, which might cover the candidate’s experience with or understanding of such topics as (but not limited to) research or teaching that incorporates a focus on underrepresented communities, the development of inclusive pedagogies, or the mentoring of students from underrepresented groups.
Applicants must also arrange to have three letters of reference sent directly by the referees via email (on letterhead, dated after July 1, 2019, and signed) to Lori Innes (firstname.lastname@example.org) by the closing date. The letters should be addressed to Heather Miller, Vice-Dean Teaching and Learning UTM, with the Subject line “Writing Studies Associate Professor hire”.
Submission guidelines can be found at http://uoft.me/how-to-apply. We ask that candidates combine requested documents into two or three files in PDF/MS Word files in the following format:
• Letter, CV, research statement, diversity statement, and teaching dossier, titled: Job#2000090-YourSurnameFirstname-application.pdf (or .doc)
• The teaching dossier can be a separate document if too large to bundle with the above; if a separate document, please title as: Job#2000090-YourSurnameFirstname-teachingdossier.pdf (or .doc).
• Recent publication, titled Job#2000090-YourSurnameFirstname-publication.pdf (or .doc)
PLEASE NOTE: Documents too large to be submitted to the online system (8.3 MB maximum per attachment) will not be accepted.
If you have any questions about this position, please contact Heather Miller, Vice-Dean Teaching and Learning, UTM at email@example.com.
All application materials, including reference letters, must be received by April 6, 2020.
The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas.
As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.
To apply online, go to: https://utoronto.taleo.net/careersection/10050/jobdetail.ftl?job=2000090&tz=GMT-05%3A00&tzname=America%2FToronto
Assistant Professor at Hiroshima University Writing Center, Japan (Deadline: April 30th, 2020 12 PM Japan Standard Time)
Hiroshima University seeks to appoint a Tenure-Track Assistant Professor at the Writing Center in the research area of Applied Linguistics, Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Foreign Language, Rhetoric and Composition, and related areas.
The medium of communication and instruction is English
Services for the Writing Center
-Offer consultations on academic writing in English (e.g. academic papers, proposals, abstracts)
-Facilitate Writing Groups to assist Hiroshima University researchers in writing high-quality journal articles
-Organize and lead seminars and workshops related to academic writing
-Mentor student tutors for English
-Contribute to the operation and management of the Writing Center in collaboration with the Writing Center team and administrative staff members
-Undergraduate level (general education courses): Basic Academic Writing, Intermediate Academic Writing, etc.
- Graduate level (master’s programs): English Rhetoric and Writing, etc.
- Graduate level (doctoral programs): Advanced Seminar English Rhetoric and Writing, etc.
In addition to the courses listed above, the successful applicant might be asked to teach other general education courses and/or discipline-specific courses in other departments and graduate schools.
-Conduct research-based on the applicant’s research plan and actively present research outcomes at academic conferences and journal papers
-Aim to acquire external research grants such as Grants-in-Aid for Scientific Research KAKENHI
-Use data and experience gained through the activities at Hiroshima University Writing Center for current or future research
Services for Hiroshima University:
-Participate in the management of Hiroshima University, including committees at university-wide and/or school/department level
More details on the position, the application procedure and required documents are available at the Hiroshima University Writing Center’s website: https://www.hiroshima-u.ac.jp/en/wrc/news/56509
[Application Due Date] 12 pm on April 30, 2020 (Japan time)
Email Address for applications: firstname.lastname@example.org
For questions regarding the position and application procedure please contact:
Hiroshima University Writing Center
Assistant Professor of English and Writing Center Director, Austin Peay State University (Open Deadline)
The Department of Languages and Literature at Austin Peay State University invites applications for a full-time, 9-month, tenure-track Assistant Professor of English who will also serve as the Writing Center Director.
The Writing Center Director will shape the mission of the Center and its strategic plan, foster interdisciplinary collaboration, develop innovative programming, and engage in reflective assessment practices. The Director is also responsible for ongoing development to include oversight and training of undergraduate and graduate peer tutors. Teaching in the discipline will also be expected.
Our ideal candidate will be an outstanding scholar, teacher, and Writing Center administrator with a strong background in Composition and Rhetoric, preferably with research interests and scholarship in Writing Center theory and practice; a passion for undergraduate teaching; experience in teaching and advising students of diverse backgrounds; the ability to work well with faculty across the university.
Austin Peay State University offers a comprehensive benefit package that includes medical, dental, vision, group life and long term disability insurance, flexible-spending accounts for health and dependent care, 401(k) retirement plan with employer match, employee assistance program, paid time off including parental leave, and tuition discounts and waivers for eligible employees and their family members.
Assistant Director of the Writing Center, Union University (Open Deadline)
Union University seeks a qualified individual for the position of Assistant Director for the Writing Center to begin Fall 2020. This position is responsible for teaching courses in the English Department and working with the Director of the Writing Center to implement the strategic vision, goals, objectives, and assessment measures pertaining to Union’s Quality Enhancement Plan (QEP). The newly established Writing Center is an integral part of the QEP, which is designed to enhance student writing and provide pedagogical and curricular support to the greater campus community. The Assistant Director will also support the faith-based identity of Union University and provide direct services to faculty, staff, and students.
Union University is a private, coeducational liberal arts-based university offering bachelor’s, master’s and doctoral degrees. The campus is located in Jackson, Tenn. (80 miles northeast of Memphis) with additional campuses in Germantown and Hendersonville, Tenn. Union University currently enrolls more than 3,200 undergraduate and graduate students from more than 44 states and 25 countries. Union University stands as a national leader among colleges and universities in promoting a Christian worldview and a Christ-centered approach to education. Union is consistently ranked among the nation’s premier Christian universities and has been recognized as a top tier institution each year since 1997 by U.S. News & World Report, which also recognized Union at a national level for undergraduate teaching excellence. Union was also recently recognized by the Chronicle of Higher Education as a “Great College to Work For,” one of only 30 four-year institutions to receive this honor roll designation.
- Report directly to the Director of the Writing Center and share the daily responsibilities of the Writing Center, including supervision of peer tutors and graduate assistants, presentations, workshops, and scheduling.
- Assist in shaping the development of the Writing Center to be an effective learning environment, providing strategic vision, communication, and objectives.
- Help in training and evaluating Writing Center student staff.
- Utilize social media as a tool for marketing the Writing Center.
- Coach students directly to strengthen writing and study skills.
- Collaborate with faculty to incorporate writing into their classrooms and to conduct research related to writing and the writing process.
- Partner with campus faculty, staff, and students as a facilitator, workshop trainer, designer, and a developer of writing materials.
- Teach a 2-2 load of writing-related courses.
- Develop instructional plans to meet course competencies and submit textbook requests by posted deadlines.
- Contribute to a collegial and positive work environment within the English Department and the Writing Center.
- Participate in professional organizations. Attend professional meetings and workshops appropriate for the discipline.
- Participate in campus and community activities related to the discipline of English.
- Maintain regular office hours.
- Support the faith-based identity of Union University and strive to exhibit a positive Christian attitude toward faculty, staff, and students.
- Other projects and assignments as assigned.
Graduation from an accredited college or university with a master’s degree in composition, rhetoric, or related field. Preference will be given to applicants with a doctoral degree. Preference also will be given to applicants with previous experience working in a writing center within a university setting and/or supervising students and staff.
The classification of this position is commensurate with education and experience: MA graduates will enter as non-tenure track Instructional Staff; ABD candidates will enter as visiting faculty for a one-year appointment (renewable); Ph.D. graduates will enter as tenure track faculty. Successful candidates must be professing Christians who are active members of a local church, enthusiastically support Union University’s Identity, Mission, and Core Values, and articulate a Christian worldview in their work and life
For questions about the position, please contact Aaron Beasley (email@example.com).
College Essay Coach, College Transitions (Open Deadline)
College Transitions is an independent consulting firm committed to guiding students to and through higher education. We believe that the college admissions process is not an end, but a means to self- discovery, growth, and fulfillment. We aim to bring perspective (and some sanity) to college planning and we strive to provide our students with the comprehensive, data-driven advice they need to enroll and succeed at good-fit colleges and universities.
Currently, College Transitions is seeking to hire several remote, part-time College Essay Coaches to guide our students through the college essay writing process for the 2020-21 academic year.
College Essay Coaches correspond with students via phone, email, and/or video chat (e.g. Skype, FaceTime, Google Hangouts, etc.), while providing suggestions and feedback for each of their college application/admission essays. Essay Coaches are assigned to individual students (not individual essays), and are responsible for helping them draft authentic and well-written responses that reflect what they can contribute to their prospective schools.
The ideal candidate will possess a college admissions and/or college counseling background, as well as prior essay tutoring/coaching experience.
College Essay Coaches must:
- Be able to devote approximately 5-10 hours per week to our students.
- Be comfortable working with students and families in a remote capacity, and have access to a video chat platform.
- Be able to provide thorough feedback within 48 hours of receiving an essay, including and especially during the height of the college admission cycle.
- Be willing to adhere to the Principles of Good Practice as outlined by the National Association for College Admission Counseling.
- Hold a Bachelor’s degree or higher.
- Compensation: College Essay Coaches are paid per hour and are responsible for all of the student’s
- application/admission essays. Rates for the 2020-21 admission cycle are currently set at $50/hour.
Typically, our Essay Coaches work with approximately 3-5 students, occasionally more or less, depending upon their availability and the demand for our services.
Interested candidates should send a resume and cover letter to firstname.lastname@example.org