peer learning assistant

University of Oklahoma

<div></div><div><div><b>Job no:</b> 492514<br>
<b>Work type:</b> Student<br>
<b>Location:</b> Norman<br>
<b>Categories:</b> Student<br>
</div>
<div><p><b>Pay Range: </b>Targeted pay of $13/hour, based on experience.</p>
<p><b>
Benefits Eligible: </b>No</p>
<p><b>
Work Schedule: </b>Possible shifts Sunday - Friday, 10am - 10pm</p>
<p><b>
Travel: </b>May be required</p>
<div>
<div><div><div><p><b>Position Introduction:</b></p>
<p>
Peer Learning Assistants (PLAs) provide academic assistance for students enrolled in a range of target courses, including introductory, upper-division, and instructor-managed sessions. PLAs are responsible for preparing for and staffing weekly small-group tutoring sessions, held in-person and/or online. In this role, PLAs help maintain attendance records, facilitate study skills consultations, and communicate with course instructors regarding course materials and session promotion. PLAs also regularly report progress to the Student Learning Center Director and the SLC Lead Team.</p>
<p>
PLAs are required to attend the following training sessions at the start of each semester:</p>
<ul>
<li><b>New Member Onboarding / Basic CRLA Training</b> &mdash; Prior to the start of classes (scheduled based on student availability)</li>
<li><b>CRLA Training Conference</b> &mdash; Once per month on the last Friday (date TBA)</li>
</ul>
<p>PLAs should expect a minimum average commitment of 4 hours per week, with opportunities for additional hours. Candidates must demonstrate a welcoming and inviting attitude, a commitment to fostering an inclusive environment, and a willingness to perform other related duties as assigned.</p></div></div><div><br>
<div>
<p><b>Required Education and Experience:</b></p>
<ul>
<li>Must be currently enrolled as an undergraduate student in the Fall 2026 Term at the University of Oklahoma.</li>
<li>Hiring contingent upon verification of current student status.</li>
<li>Please provide the name and contact information for at least one OU faculty or staff member who can serve as a reference.</li>
<li>Must have completed a minimum of 12 undergraduate hours as an OU Norman Campus student</li>
<li>Must have a minimum 3.0 Cumulative GPA, have earned at least a &quot;B&quot; in the course(s) that will be tutored, and have taken the course at University of Oklahoma. AP credit and/or professor recommendations can substitute for having taken the course, or in the case of languages being a native speaker would qualify in lieu of having taken the course.</li>
<li>Specific Courses: BIOL 1124, BIOL 1134, BIOL 2124, BIOL 2234, BIOL 2255, BIOL 3013, BIOL 3103, BIOL 3113, BIOL 3333, BIOL 4843, and any PSY courses.</li>
</ul>
<p><b>Skills:</b></p>
<ul>
<li>Effective Communication Skills</li>
<li>Basic Computer Skills</li>
</ul>
<p><b>Department Preferences:</b></p>
<ul>
<li>Minimum 3.5 Cumulative GPA or higher</li>
<li>Earned an &quot;A&quot; in the courses of interest</li>
<li>Awarded Work Study</li>
</ul>
</div></div><br>
</div></div><p><b>Hiring Contingent Upon a Background Check:</b> No</p>
</div>
<p><b>Advertised:</b> 24 Apr 2026 Central Daylight Time<br>
<b>Applications close:</b> 11 Dec 2026 Central Standard Time</p></div><p></p>

Peer Learning Assistant – Biology (Fall)

<div></div><div><div><b>Job no:</b> 492722<br>
<b>Work type:</b> Student<br>
<b>Location:</b> Norman<br>
<b>Categories:</b> Student<br>
</div>
<div><p><b>Pay Range: </b>Targeted salary of $13/hour, based on experience.</p>
<p><b>
Benefits Eligible: </b>No</p>
<p><b>
Work Schedule: </b>Possible shifts Sunday - Friday, 10am - 10pm</p>
<p><b>
Travel: </b>May be required</p>
<div>
<div><div><div><p><b>Position Introduction:</b></p>
<p>
Peer Learning Assistants (PLAs) provide academic assistance for students enrolled in a range of target courses, including introductory, upper-division, and instructor-managed sessions. PLAs are responsible for preparing for and staffing weekly small-group tutoring sessions, held in-person and/or online. In this role, PLAs help maintain attendance records, facilitate study skills consultations, and communicate with course instructors regarding course materials and session promotion. PLAs also regularly report progress to the Student Learning Center Director and the SLC Lead Team.</p>
<p>
PLAs are required to attend the following training sessions at the start of each semester:</p>
<ul>
<li><b>New Member Onboarding / Basic CRLA Training</b> &mdash; Prior to the start of classes (scheduled based on student availability)</li>
<li><b>CRLA Training Conference</b> &mdash; Once per month on the last Friday (date TBA)</li>
</ul>
<p>PLAs should expect a minimum average commitment of <b>4 hours per week</b>, with opportunities for additional hours. Candidates must demonstrate a welcoming and inviting attitude, a commitment to fostering an inclusive environment, and a willingness to perform other related duties as assigned.</p></div></div><div><br>
<div>
<p><b>Required Education and Experience:</b></p>
<ul>
<li>Must be currently enrolled as an undergraduate student in the Fall 2026 Term at the University of Oklahoma.</li>
<li>Hiring contingent upon verification of current student status.</li>
<li>Please provide the name and contact information for at least one OU faculty or staff member who can serve as a reference.</li>
<li>Must have completed a minimum of 12 undergraduate hours as an OU Norman Campus student</li>
<li>Must have a minimum 3.0 Cumulative GPA, have earned at least a &quot;B&quot; in the course(s) that will be tutored, and have taken the course at University of Oklahoma. AP credit and/or professor recommendations can substitute for having taken the course, or in the case of languages being a native speaker would qualify in lieu of having taken the course.</li>
<li>Specific Courses: CHEM 1315, CHEM 1415, CHEM 3053, CHEM 3153, CHEM 3653, CHEM 3753, and any PSY courses.</li>
</ul>
<p><b>Skills:</b></p>
<ul>
<li>Effective Communication Skills</li>
<li>Basic Computer Skills</li>
</ul>
<p><b>Department Preferences:</b></p>
<ul>
<li>Minimum 3.5 Cumulative GPA or higher</li>
<li>Earned an &quot;A&quot; in the courses of interest</li>
<li>Awarded Work Study</li>
</ul>
</div></div><br>
</div></div><p><b>Hiring Contingent Upon a Background Check:</b> No</p>
</div>
<p><b>Advertised:</b> 27 Apr 2026 Central Daylight Time<br>
<b>Applications close:</b> 11 Dec 2026 Central Standard Time</p></div><p></p>

Peer Learning Assistant – Chemistry (Fall)

<div></div><div><div><b>Job no:</b> 492723<br>
<b>Work type:</b> Student<br>
<b>Location:</b> Norman<br>
<b>Categories:</b> Student<br>
</div>
<div><p><b>Pay Range: </b>Targeted salary of $13/hour, based on experience.</p>
<p><b>
Benefits Eligible: </b>No</p>
<p><b>
Work Schedule: </b>Possible shifts Sunday - Friday, 10am - 10pm</p>
<p><b>
Travel: </b>May be required</p>
<div>
<div><div><div><p><b>Position Introduction:</b></p>
<p>
Peer Learning Assistants (PLAs) provide academic assistance for students enrolled in a range of target courses, including introductory, upper-division, and instructor-managed sessions. PLAs are responsible for preparing for and staffing weekly small-group tutoring sessions, held in-person and/or online. In this role, PLAs help maintain attendance records, facilitate study skills consultations, and communicate with course instructors regarding course materials and session promotion. PLAs also regularly report progress to the Student Learning Center Director and the SLC Lead Team.</p>
<p>
PLAs are required to attend the following training sessions at the start of each semester:</p>
<ul>
<li><b>New Member Onboarding / Basic CRLA Training</b> &mdash; Prior to the start of classes (scheduled based on student availability)</li>
<li><b>CRLA Training Conference</b> &mdash; Once per month on the last Friday (date TBA)</li>
</ul>
<p>PLAs should expect a minimum average commitment of 4 hours per week, with opportunities for additional hours. Candidates must demonstrate a welcoming and inviting attitude, a commitment to fostering an inclusive environment, and a willingness to perform other related duties as assigned.</p></div></div><div><br>
<div>
<p><b>Required Education and Experience:</b></p>
<ul>
<li>Must be currently enrolled as an undergraduate student in the Fall 2026 Term at the University of Oklahoma.</li>
Hiring contingent upon verification of current student status.<br>
<li>
</li>
<li>Please provide the name and contact information for at least one OU faculty or staff member who can serve as a reference.</li>
<li>Must have completed a minimum of 12 undergraduate hours as an OU Norman Campus student</li>
<li>Must have a minimum 3.0 Cumulative GPA, have earned at least a &quot;B&quot; in the course(s) that will be tutored, and have taken the course at University of Oklahoma.</li>
<li>AP credit and/or professor recommendations can substitute for having taken the course, or in the case of languages being a native speaker would qualify in lieu of having taken the course.</li>
<li>Specific Courses: ARAB 1225/2223/3423, CHIN 1115/1225/2113/2223, FR 1115/1225/2113/2223, GERM 1115/1225/2113/2223, ITAL 1115/1225/2113/2223/3073/3423, LING 2303/3033, PERS 1225/2223, RUSS 1115/1225/2113/2223, SPAN 1115/1225/2113/2223.</li>
</ul>
<p><b>Skills:</b></p>
<ul>
<li>Effective Communication Skills</li>
<li>Basic Computer Skills</li>
</ul>
<p><b>Department Preferences:</b></p>
<ul>
<li>Minimum 3.5 Cumulative GPA or higher</li>
<li>Earned an &quot;A&quot; in the courses of interest</li>
<li>Awarded Work Study</li>
</ul>
</div></div><br>
</div></div><p><b>Hiring Contingent Upon a Background Check:</b> No</p>
</div>
<p><b>Advertised:</b> 24 Apr 2026 Central Daylight Time<br>
<b>Applications close:</b> 11 Dec 2026 Central Standard Time</p></div><p></p>

Peer Learning Assistant - Languages & Linguistics Tutor (Fall)

<div></div><div><div><b>Job no:</b> 492725<br>
<b>Work type:</b> Student<br>
<b>Location:</b> Norman<br>
<b>Categories:</b> Student<br>
</div>
<div><p><b>Pay Range: </b>Targeted salary of $13/hour, based on experience.</p>
<p><b>
Benefits Eligible: </b>No</p>
<p><b>
Work Schedule: </b>Possible shifts Sunday - Friday, 10am - 10pm</p>
<p><b>
Travel: </b>May be required</p>
<div>
<div><div><div><p><b>Position Introduction:</b></p>
<p>
Peer Learning Assistants (PLAs) provide academic assistance for students enrolled in a range of target courses, including introductory, upper-division, and instructor-managed sessions. PLAs are responsible for preparing for and staffing weekly small-group tutoring sessions, held in-person and/or online.<br>
In this role, PLAs help maintain attendance records, facilitate study skills consultations, and communicate with course instructors regarding course materials and session promotion. PLAs also regularly report progress to the Student Learning Center Director and the SLC Lead Team.</p>
<p>
PLAs are required to attend the following training sessions at the start of each semester:</p>
<ul>
<li><b>New Member Onboarding / Basic CRLA Training</b> &mdash; Prior to the start of classes (scheduled based on student availability)</li>
<li><b>CRLA Training Conference</b> &mdash; Once per month on the last Friday (date TBA)</li>
</ul>
<p>PLAs should expect a minimum average commitment of 4 hours per week, with opportunities for additional hours. Candidates must demonstrate a welcoming and inviting attitude, a commitment to fostering an inclusive environment, and a willingness to perform other related duties as assigned.</p></div></div><div><br>
<div>
<p><b>Required Education and Experience:</b></p>
<ul>
<li>Must be currently enrolled as an undergraduate student in the Fall 2026 Term at the University of Oklahoma.</li>
<li>Hiring contingent upon verification of current student status.</li>
</ul>
<p><b>Responsibilities:</b></p>
<ul>
<li>Please provide the name and contact information for at least one OU faculty or staff member who can serve as a reference.</li>
<li>Must have completed a minimum of 12 undergraduate hours as an OU Norman Campus student</li>
<li>Must have a minimum 3.0 Cumulative GPA, have earned at least a &quot;B&quot; in the course(s) that will be tutored, and have taken the course at University of Oklahoma.</li>
<li>AP credit and/or professor recommendations can substitute for having taken the course, or in the case of languages being a native speaker would qualify in lieu of having taken the course.</li>
<li>Specific Courses: PHYS 2414, PHYS 2424, PHYS 2514, PHYS 2524, MATH 1473, MATH1503, MATH 1523, MATH 1643, MATH 1723, MATH 1823, MATH 1914, MATH 2423, MATH 2433, MATH 2443, MATH 2924, MATH 2934, MATH 3113, MATH 3333.</li>
</ul>
<p><b>Skills:</b></p>
<ul>
<li>Effective Communication Skills</li>
<li>Basic Computer Skills</li>
</ul>
<p><b>Department Preferences:</b></p>
<ul>
<li>Minimum 3.5 Cumulative GPA or higher</li>
<li>Earned an &quot;A&quot; in the courses of interest</li>
<li>Awarded Work Study</li>
</ul>
</div></div><br>
</div></div><p><b>Hiring Contingent Upon a Background Check:</b> No</p>
</div>
<p><b>Advertised:</b> 24 Apr 2026 Central Daylight Time<br>
<b>Applications close:</b> 11 Dec 2026 Central Standard Time</p></div><p></p>

Peer Learning Assistant – Physics and Math (Fall)

California State University

<p></p><div><div><b>Job no:</b> 557430<br>
<b>Work type:</b> Instructional Student Assistant<br>
<b>Location:</b> San Bernardino - San Bernardino Campus<br>
<b>Categories:</b> Unit 11 - UAW - California Alliance of Academic Student Workers, Temporary, Part Time<br>
</div><p></p><div><p>The Peer Learning Programs within Academic Success and Undergraduate Advising (ASUA) invite applications for Instructional Student Assistants (ISAs) to serve as Peer Learning Facilitators in support of historically challenging courses at CSUSB. Based on course structure and instructional needs, Peer Learning Facilitators are assigned to one of three roles: Supplemental Instruction (SI) Leader, Embedded Tutor, or Embedded SI Leader. All roles are designed to promote student success through collaborative learning and strategic academic support.</p>
<p>
Facilitators serve under the general supervision of the Academic Centers for Excellence Director and direct supervision of the Peer Learning Programs Coordinator. Applicants must be current CSUSB students in good academic standing with demonstrated subject knowledge and a commitment to supporting diverse learners.</p>
<p>
California State University, San Bernardino (CSUSB) is a preeminent center of intellectual and cultural activity in the Inland Empire region of Southern California. Opened in 1965 and set at the foothills of the beautiful San Bernardino mountains, the university serves approximately 19,000 students. CSUSB is a federally recognized minority-serving and Hispanic-serving institution that reflects the dynamic diversity of the region and has the most diverse student population of any university in the Inland Empire: 74 percent of its students are members of underrepresented groups, 80 percent are first-generation, and 56 percent are Pell eligible. For more information on the campus, please visit the CSUSB website.</p>
<p>
CSUSB employs 467 full-time faculty and offers 48 undergraduate, 35 graduate, and one doctoral degree programs and 14 academic programs with national accreditation. At CSUSB, diversity, equity and inclusion are values central to our mission. We recognize that diversity and inclusion in all its forms are necessary for our institutional success. By fully leveraging our diverse experiences, backgrounds and insights, we inspire innovation, challenge the status quo and create better outcomes for our students and community. As part of CSUSB&rsquo;s commitment to hire, develop and retain a diverse faculty, we offer a variety of networking, mentoring and development programs for our junior faculty. We are committed to building and sustaining a CSUSB community that is supportive and inclusive of all individuals. Qualified applicants with experience in ethnically diverse settings and/or who demonstrate a commitment to serving diverse student populations are strongly encouraged to apply.</p>
<p><b>
JOB SUMMARY</b></p>
<p>
The Peer Learning Programs (Supplemental Instruction and Embedded Tutoring) within Academic Success and Undergraduate Advising (ASUA) are seeking Instructional Student Assistants (ISAs) to serve as Peer Learning Facilitators in support of historically challenging courses at CSUSB. Peer Learning Facilitators are assigned to one of three roles&mdash;SI Leader, Embedded Tutor, or Embedded SI Leader&mdash;based on the support modality aligned with the assigned course and section.</p>
<p>
Peer Learning Facilitators provide peer-led, course-specific academic support to promote student success, improve content mastery, and strengthen college success skills such as test preparation, time management, and effective study strategies. SI Leaders facilitate regularly scheduled small-group study sessions outside of class. Embedded Tutors support active learning and peer engagement during class sessions. Embedded SI Leaders combine both approaches&mdash;attending course lectures to assist with in-class active learning while also leading out-of-class peer study sessions.</p>
<p>
All Peer Learning Facilitators work under the general supervision of the Academic Centers for Excellence Director and the day-to-day supervision of the Peer Learning Programs Coordinator. Qualified applicants must be current CSUSB undergraduate or graduate students in good academic standing with prior success in the subject area and a commitment to supporting diverse and academically at-risk student populations. This is a temporary position commensurate with related contract dates designated for an individual academic term by Faculty Affairs and Development. Qualified ISAs may be eligible for rehire in subsequent academic terms.</p>
<p><b>
TYPICAL ACTIVITIES</b></p>
<p>
Responsibilities for All Peer Learning Facilitators (PLF) Include:</p>
<ul>
<li><b>Attend PLF Leader Trainings. </b>Attend/participate in new leader orientation, pre-semester leader training, and professional development (learning community) forums held throughout the semester.</li>
<li><b>Attend the Content Course. </b>Introduce yourself to the course instructor before the term begins. Ascertain requirements for the course before the term begins. On the first day of class, introduce yourself and your support modality (SI, Embedded Tutoring, etc.) to the students with instructor&rsquo;s permission. Communicate with the instructor of the content course. Support the instructor by providing feedback about students' difficulties, content-related issues, etc.</li>
<li><b>Submit Weekly Academic Support Review. </b>Complete a detailed, online review of each week&rsquo;s active learning support (SI sessions, embedded tutoring activities, etc.).</li>
<li><b>Meet regularly and work collaboratively </b>with the course instructor, Peer Learning Programs Coordinator, assigned Senior Leader, and academic support colleagues.</li>
</ul>
<p>SI and Embedded SI Leader Responsibilities Also Include:</p>
<ul>
<li><b>Prepare written session plans </b>for each SI session, including the learning objectives, key concepts, collaborative learning techniques, and associated strategies/activities. Session plans may be reviewed by the Peer Learning Programs Coordinator or an assigned Senior Leader for feedback.</li>
<li><b>Conduct SI sessions. </b>Facilitate SI sessions, organizing each meeting with built-in flexibility in order to best meet the needs of participants. Use the language of the course discipline and require students do the same. Integrate content with effective learning strategies.</li>
<li><b>Conduct Peer Observations. </b>Attend at least one session led by another SI Leader each semester. Complete an online Peer Observation form noting structure, strengths, weaknesses, and other key elements of the session.</li>
<li><b>Collect Data for Program Evaluation. </b>Collect attendance data at every SI session, (e.g. student name and ID, course title, date and time). Distribute and collect mid/end-of-term surveys. Document and submit other session evaluations as requested by the Peer Learning Programs Coordinator.</li>
</ul>
<p>Embedded Tutor Responsibilities Also Include:</p>
<ul>
<li><b>Work with the course instructor </b>to facilitate instructor-designed active learning exercises or assignments during the designated lecture time.</li>
</ul>
<p><b>Support student learning and academic development </b>by providing timely and appropriate guidance either one-on-one or in small groups during the designated lecture time as directed by the course instructor</p>
<p><b>
Additional Responsibilities (include but are not limited to)</b></p>
<ul>
<li>When necessary, modify instructional methods and strategies to meet diverse student needs.</li>
<li>Identify and refer students to appropriate support services.</li>
<li>Demonstrate sensitivity to student needs and circumstances.</li>
<li>Provide students with clear expectations regarding both your role as a PLF and their role as a collaborative learner.</li>
</ul>
<p>***IMPORTANT NOTE: Prospective ISAs must be available for both the content area course AND the SI section they are assigned in addition to office hours.</p>
<p><b>
MINIMUM QUALIFICATIONS</b></p>
<ul>
<li>Undergraduate student (sometimes graduate student), preferably in subject major or with significant subject coursework</li>
<li>GPA of at least 3.0</li>
<li>Availability for the corresponding course lecture, PLF pre-semester training, and SI sessions (when applicable)</li>
<li>Must be a matriculated CSUSB student</li>
<li>Exceptions to the minimum eligibility qualifications may be granted at the sole discretion of the University</li>
</ul>
<p><b>REQUIRED QUALIFICATIONS</b></p>
<ul>
<li>Commitment to work up to 20 hours per week</li>
<li>Availability to attend and/or complete all related CSUSB student employee training prior to the start of the term</li>
<li>Ability to attend content course lectures and communicate effectively with course instructors</li>
<li>Must prepare written SI session plans (when applicable) and complete weekly academic support reports</li>
<li>Willingness to collect program evaluation data, as assigned</li>
</ul>
<p><b>PREFERRED QUALIFICATIONS</b></p>
<ul>
<li>At least one year of successful experience as a small group or active learning academic support facilitator</li>
<li>Thorough understanding of all concepts covered in the supported course</li>
<li>Strong interpersonal communication skills</li>
<li>Ability to establish and maintain rapport with students and faculty</li>
<li>Effective personal study habits demonstrated by overall academic success</li>
<li>Exemplary work ethic with experience in independent preparation, task, and time management</li>
<li>Ability to identify, design, and employ effective small group learning strategies relevant to course material</li>
</ul>
<p><b>SPECIAL CONDITIONS</b></p>
<p>
The person holding this position is considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment.</p>
<p>
Following a conditional offer of employment, a background check (including a criminal records check) must be completed satisfactorily before any candidate may start work with CSUSB. Failure to satisfactorily complete the background check may result in the withdrawal of the offer of employment. Note: CSUSB cannot deny an applicant a position solely or in part due to a criminal conviction history until it has performed an individualized assessment and linked the relevant conviction history with specific job duties in the position being sought.</p>
<p>
Please note: Current employees who are offered positions on campus will be required to undergo a background check for any position where a background check is required by law or that CSUSB has designated as sensitive. Sensitive positions are those requiring heightened scrutiny of individuals holding the position based on potential for harm to children, concerns for the safety and security of people, animals, or property, or heightened risk of financial loss to CSUSB or individuals in the university community.</p>
<p>
For health and well-being, CSUSB is a smoke &amp; tobacco-free campus. The university is committed to promoting a healthy environment for all members of our community.</p>
<p><b>
ABOUT THE DEPARTMENT</b></p>
<p>
The ASUA Peer Learning Programs within the Academic Centers for Excellence (ACE)</p>
<p>
For more information regarding the position, please contact the Recruitment Chair, Dr, James Graham.</p>
<p>
To find out more about the ASUA Peer Learning Programs within ACE, visit https://www.csusb.edu/supplemental-instruction</p>
<p><b>
HOW TO APPLY</b></p>
<p>
Please submit</p>
<div>
<ul><li>Application via PageUp</li></ul>
<ul><li>Peer Learning Facilitator Availability Survey at: https://csusb.az1.qualtrics.com/jfe/form/SV_71JgATWfmDfotbo</li></ul>
</div>
<p>Formal review of applications will be as needed.</p>
<p>
If you are interested in this opportunity, we invite you to apply by using this CSU Recruit Hyperlink at:</p>
<p>
https://secure.dc4.pageuppeople.com/apply/873/gateway/Default.aspx?c=apply&amp;sJobIDs=557430&amp;SourceTypeID=803&amp;sLanguage=en-us&amp;lApplicationSubSourceID=11243</p>
<p><b>
Please Note:</b> CSUSB is currently not sponsoring applicants for H-1B employment that are subject to the $100,000 fee established by the &ldquo;Presidential Proclamation: Restriction on Entry of Certain Nonimmigrant Workers&rdquo; issued on September 19, 2025. Applicants are responsible for determining the applicability of the fee.</p>
<p>
Salary is commensurate with experience.</p>
<p><b>
(Actual Salary will be in accordance with percentage of time appointed)</b></p>
<p>
Instructional Student Assistant (1150) $17.86 &ndash; $23.84 Per Hour</p>
<p>
CSU Salary Schedule: https://www.calstate.edu/csu-system/careers/compensation/Pages/salary-schedule.aspx</p>
<p><i>
A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position.</i></p>
<p><i>
The person holding this position is considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment.</i></p>
<p><i>
California State University, San Bernardino 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. This position adheres to CSU policies against Sex Discrimination, Sexual Harassment, and Sexual Violence, including Domestic Violence, Dating Violence, and Stalking. This requires completion of Sexual Violence Prevention Training within 6 months of assuming employment and on a two-year basis thereafter. (Executive Order 1096)</i></p>
<p><i>
This position may be &ldquo;Designated&rdquo; under California State University's Conflict of Interest Code. This would require the filing of a Statement of Economic Interest on an annual basis and the completion of training within 6 months of assuming office and every 2 years thereafter. Visit the Human Resources Conflict of Interest webpage link for additional information:
</i><br>
<i>https://www.csusb.edu/human-resources/current-employees/employee-relations/conflict-interest</i></p><p></p><div><div><div><br>
</div>
</div></div></div><p></p><p><b>Advertised:</b> Apr 23 2026 Pacific Daylight Time<br>
<b>Applications close:</b></p></div><p></p>

Instructional Student Assistant- Peer Learning Facilitator

University of Tennessee Health Science Center

<div><p>As part of the Academic Success Center&rsquo;s commitment to high-impact, peer-supported learning, the Assistant Director of Supplemental Instruction &ndash; Haslam College of Business provides leadership and oversight for all Supplemental Instruction (SI) programming within the Academic Success Center's Vol Study Center, including SI services that support the Haslam College of Business. In collaboration with the Associate Director, this role ensures the quality, consistency, and scalability of SI across in-person, hybrid, and online models.
</p><p>The Assistant Director serves as the primary leader for the day-to-day management, staff supervision, and programmatic coordination of Supplemental Instruction, translating the Academic Success Center&rsquo;s academic priorities and instructional vision into effective, student-centered SI practice. This role oversees two SI Coordinators and provides direction across the full SI ecosystem, ensuring alignment between instructional quality, staff development, assessment practices, and student experience, including support for upperclassman SI Leaders serving advanced-level courses within the Haslam College of Business.</p></div>
<br><div><p><b>Supplemental Instruction Program Leadership &amp; Oversight
</b></p><ul><li>Provide comprehensive leadership for all Supplemental Instruction programming within the Vol Study Center, including SI services supporting the Haslam College of Business, ensuring alignment with Academic Success Center goals, instructional standards, and student success priorities.
</li><li>Ensure strategic oversight of the coordination and integration of in-person, hybrid, and online SI models to ensure a cohesive and high-quality learning experience for students.
</li><li>Establish and maintain shared expectations, workflows, and service standards across SI programs in collaboration with SI leadership staff.
</li><li>Serve as a primary escalation point for SI-related concerns impacting academic quality, staffing, or service delivery, resolving issues in collaboration with the Associate Director as needed.
</li>Monitor program capacity, enrollment trends, and instructional coverage to proactively address gaps or emerging needs<br>
<li>
</li></ul><p></p><p><b>Supervision &amp; Professional Staff Management
</b></p><ul><li>Directly supervise the SI-focused coordinators, providing training, professional development, and performance management.
</li><li>Directly supervise SI Leaders serving advanced-level courses within the Haslam College of Business, ensuring consistency in instructional quality, training, and expectations.
</li><li>Lead regular SI leadership meetings to ensure alignment across staffing, instructional practices, and student-facing delivery.
</li>Foster a culture of reflective practice, continuous improvement, and student-centered pedagogy among SI professional and student staff.<br>
<li>
</li></ul><p></p><p><b>Instructional Quality, Assessment &amp; Continuous Improvement
</b></p><ul><li>Collaborate with coordinators to support instructional consistency, fidelity to the SI model, and alignment with course learning objectives.
</li><li>Partner with Academic Success Center assessment staff to review SI participation data, outcomes, and trends to inform program adjustments and recommendations.
</li><li>Use qualitative and quantitative data to evaluate SI effectiveness, identify opportunities for improvement, and support evidence-based decision-making.
</li>Contribute to program documentation, reporting, and accreditation- or recognition-related efforts connected to peer learning and academic support.<br>
<li>
</li></ul><p></p><p><b>Cross-Unit Collaboration &amp; Strategic Support
</b></p><ul><li><p>Collaborate with Academic Success Center colleagues to ensure SI remains integrated with broader academic support pathways, learning assistance initiatives, and student success efforts.
</p></li><li><p>Serve as a liaison with campus partners (e.g., faculty, academic departments, including those within the Haslam College of Business) to support SI alignment with instructional needs.
</p></li><li><p>Support the Associate Director in planning, pilots, or expansion efforts related to Supplemental Instruction and peer academic support models.<br>
</p></li></ul><p></p><p><b>Other Duties as Assigned
</b></p><ul><li>Duties or projects supporting Supplemental Instruction, the Academic Success Center, or Division of Student Success initiatives, as assigned.</li></ul></div>
<br><div><p><b>Required Qualifications
</b></p><ul><li><p><b>Education:
</b></p><ul><li><div>Master&rsquo;s Degree
</div></li></ul></li><li><p><b>Experience:
</b></p><ul><li><div>Master&rsquo;s degree in any field and 3 years of experience in a higher education setting, including experience in program development, coordination, or leadership within student success or academic support environments. (Part-time work considered at half-time of experience.)
</div></li></ul></li><li><p><b>Knowledge, Skills, Abilities:
</b></p><ul><li><div>Knowledge of academic support in education.
</div></li><li><div>Ability to build and maintain collaborative relationships with campus partners.
</div></li><li><div>Ability to communicate effectively with a variety of student populations.
</div></li><li><div>Ability to collaborate effectively with faculty and academic partners.<br>
</div></li></ul></li></ul><div></div><div>Applicants must be legally authorized to work in the United States on a full-time basis without need now or in the future for sponsorship for employment visa status.
</div><p><b>Preferred Qualifications
</b></p><ul><li><p><b>Experience:
</b></p><ul><li><div>Completed master&rsquo;s degree;
</div></li><li><div>Minimum one year in higher education administration, student affairs, education, or a related field.
</div></li><li><div>Experience supervising professional staff in an academic support or student success setting.
</div></li><li><div>Direct experience managing or coordinating Supplemental Instruction or comparable peer-led programs.
</div></li></ul></li><li><p><b>Knowledge, Skills, Abilities </b>:
</p><ul><li><div>Experience overseeing Supplemental Instruction, tutoring, learning assistance, or peer education programs.
</div></li><li><div>Skill in coaching professional staff and developing leadership capacity.
</div></li><li><div>Knowledge of instructional best practices in higher education and student-centered learning environments.
</div></li><li><div>Experience supporting program growth, scaling, or innovation within academic support services.<br>
</div></li></ul></li></ul><p></p><p><b>Work Location </b>.
</p><ul><li><p>Location: Knoxville, TN
</p></li><li><p>Onsite<br>
</p></li></ul><p></p><p><b>Compensation and Benefits
</b></p><ul><li><p><b>UT market range: </b>M10
</p></li><li><p><b>Anticipated hiring range: </b>Minimum $60,000</p></li><p></p><li><p><br>
</p></li></ul><p></p><p><b>Application Instructions
</b></p><p>To express interest, please submit an application with the noted below attachments. To be assured of full consideration, completed applications with all requested materials should be submitted.<br>
</p><p></p><ul><li><p>Resume
</p></li><li><p>Cover Letter
</p></li><li><p>List of 3 Professional References</p></li></ul></div>

Assistant Director of Supplemental Instruction - Haslam/Academic Success Center - UTK

Stony Brook University

<div><div><p><b>ASTC Student Staff Development Coordinator</b></p></div><div><div><b><br>
We are the Division of Undergraduate Education</b></div><ul><li><div>
We are student-centered departments dedicated to fostering and enhancing the ever-evolving undergraduate academic experience.</div></li><li><div>
We implement and support innovative teaching, advising, and student interventions that strategically promote student success, retention and graduation.</div></li><li><div>
We strive to create meaningful relationships with students and value collaboration with colleagues across academic and administrative areas to ensure students experience an inclusive and engaging environment.</div></li><li><div>
We are constantly evolving. We are a division of creative, forward thinking and solutions-focused staff, who are committed to professional growth, training, research initiatives and collaboration within our area and with campus partners.</div></li></ul><div></div><div><br>
We invite you to apply to work in our division.</div><div>
Our team is growing, feel free to explore the following opportunities: Assistant Learning Specialist- job number 2601043 and Program Manager for Academic Support Initiatives- job number 2601077.</div><div><br>
Click here for more information about the Division of Undergraduate Education</div><div></div><div><b><br>
Required Qualifications (as evidenced by an attached resume):</b><br>
Bachelor&rsquo;s degree obtained by June 1, 2026 (foreign equivalent or higher). Two (2) years of full-time experience working with undergraduate students in an educational setting (related student experience may be considered, but will be prorated). Experience working in a learning center, student support service, academic advising, or counseling within a high school or university setting, professional or related student experience will be considered.</div><div><b>
Preferred Qualifications:</b></div><div>
Master's degree in higher education/student affairs, education, psychology, learning sciences, social work, counseling, or related discipline. Experience providing logistical support for a large-scale staff recruitment process. Experience facilitating and/or developing training or professional development presentations, workshops, or programs. Experience designing student appreciation, recognition, and/or wellness initiatives. Experience interacting with a diverse student population in an academic environment.<br>
<br>
<b>Brief Description of Duties:</b><br>
Coordinating the recruitment, growth, and success of over 200 student staff members, the student staff development coordinator shapes the student employment experience at the Academic Success and Tutoring Center (ASTC), a learning center that provides peer-led academic support services to undergraduate students. The coordinator will lead year-round recruitment efforts and design creative, continuous training programs that empower peer tutors / peer educators to excel both in their roles and in their future careers. By prioritizing student well-being and professional growth, the coordinator fosters an inclusive community where student staff feel supported and valued. Through a blend of tutor training certification standards and intentional coaching, the coordinator mentors a diverse student workforce, helping peer tutors/peer educators bridge the gap between abstract learning theories and the practical, everyday skills required to support their fellow students. This role is ideal for a growth-oriented professional who thrives in a collaborative team environment yet can lead projects independently with strong organizational precision. The ideal candidate is eager to build their knowledge in student staff development while navigating the unique pedagogical and operational nuances associated with supporting students within a vibrant, peer-led academic environment.</div><div><br>
Student Staff Recruitment<b>:</b></div><ul><li>
With the support of ASTC staff, lead the full-cycle recruitment, hiring, and onboarding processes for a diverse team of 200+ undergraduate student staff</li><li>
Design and execute a multi-level, year-round recruitment strategy to maintain a pipeline of qualified student leaders across various academic disciplines.</li><li>
Collaborate with ASTC colleagues to perform comprehensive staffing needs assessments, identifying specific gaps and specialized requirements for academic support initiatives</li><li>
Develop, update, and facilitate standardized hiring procedures (applications, interviews, and selection rubrics) that ensure equity and quality across all center services</li></ul><div>
Universal Onboarding &amp; Training<b>:</b></div><ul><li>
Coordinate and lead universal onboarding for all new hires ensuring every student staff member, regardless of their specific role, understands the center&rsquo;s mission, professional expectations, and payroll systems.</li><li>
Design, facilitate, and maintain a robust curriculum of continuous training modules that satisfy CRLA International Tutor Training Program Certification (ITTPC) requirements, while curating a diverse catalog of standardized training sessions and resources for professional and graduate staff to utilize and implement across the center as needed.</li><li>
Create and maintain student staff handbooks and a digital resource library to streamline the onboarding experience.</li><li>
Train professional and graduate employees on the student staff recruitment, training, and mentoring processes to ensure consistent and comprehensive implementation.</li><li>
Collaborate with campus partners to offer workshops and initiatives that align with career readiness competencies, like those provided by the NACE (National Association of Colleges and Employers).</li><li>
Help develop and instruct specialized courses including those to support peer tutor/peer educator training and development.</li></ul><div>
Supervision, Performance, &amp; Student Well-Being<b>:</b></div><ul><li><div>
Conduct assessments of student staff job satisfaction and workplace climate, utilizing student feedback to design and facilitate engaging programs that address the evolving professional development needs of the student staff.</div></li><li>
Integrate wellness-focused check-ins and &quot;resiliency training&quot; to mitigate burnout and ensure a sustainable, supportive work environment for high-performing peer educators.</li><li>
Help to design and implement universal evaluation procedures (e.g., self-evaluations, peer observations, and supervisor reviews) to ensure high-quality service delivery.</li><li>
Provide guidance, training, and supervision to undergraduate student staff and, when appropriate, act as the site supervisor for students completing academic internships.</li><li>
Prepare reports on staffing levels, impact metrics, and ROI for center leadership.</li><li>
Assist the program coordinator with monitoring and maintaining CRLA certification records</li></ul><div>
Professional Development, Recognition, &amp; Alumni Relations<b>:</b></div><ul><li>
Mentor student staff, helping them translate their peer-leadership experience into professional skills for their post-graduation careers.</li><li>
Oversee the awarding of digital badges for skill-building, allowing students to verify and &quot;level up&quot; their competencies in areas such as communication, problem-solving, and leadership.</li><li>
Design and implement innovative staff appreciation initiatives to maintain high morale and retention within a large-scale student workforce.</li><li>
Identify high-achieving student staff for university, regional, and national awards</li><li>
Write letters of recommendation and provide career references, helping student staff translate their peer tutoring/educator experience for future employers or graduate schools.</li><li><p>
Create and maintain a small alumni network of former student employees, facilitating opportunities for alumni to share professional advice and maintain a long-term connection to the center&rsquo;s mission.</p></li></ul><p></p><div><br>
Divisional Support:</div><ul><li>
Assist with Division of Undergraduate Education priorities, including supporting division-wide success initiatives.</li></ul><div></div><div><br>
Other duties or projects as assigned as appropriate to rank and departmental mission.</div><p><b><br>
Special Notes:</b><br>
There may be times when evening and weekend hours are needed to support student success activities.</p><p>
This is a full-time appointment. FLSA Exempt position, not eligible for the overtime provisions of the FLSA.</p><p><br>
In addition to the employee's base salary, this position is eligible for $4000 UUP annual location pay, paid biweekly.<br>
<br>
For this position, we are unable to sponsor candidates for work visas.<br>
<br>
Resume/CV and cover letter should be included with the online application.<br>
<br>
<b><i>Stony Brook University is committed to excellence in diversity and the creation of an inclusive learning, and working environment. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, familial status, sexual orientation, gender identity or expression, age, disability, genetic information, veteran status and all other protected classes under federal or state laws.</i></b><br>
<br>
If you need a disability-related accommodation, please call the university Office of Equity and Access (OEA) at (631) 632-6280 or visit OEA.<br>
<br>
<i>In accordance with the Title II Crime Awareness and Security Act</i> a <i>copy of our crime statistics can be viewed</i><i> here</i><i>.</i><br>
<br>
Visit our <b>WHY WORK HERE</b> page to learn about the <b>total rewards</b> we offer.<br>
<br>
#LI-DK1</p><div><br>
</div></div><div>
Job Number: 2601014</div><div><b>
Official Job Title</b><b>:</b> Staff Assistant</div><div><b>
Job Field</b><b>:</b> Administrative &amp; Professional (non-Clinical)</div><div><b>
Primary Location</b><b>:</b> US-NY-Stony Brook</div><div><b>
Department/Hiring Area</b><b>:</b> Academic Success and Tutoring Center</div><div><b>
Schedule</b><b>:</b> Full-time <b>Shift</b> <b>:</b>Day Shift <b>Shift Hours</b><b>:</b> 9-5 pm</div><div><b>
Posting Start Date</b><b>:</b> May 4, 2026</div><div><b>
Posting End Date</b><b>:</b> May 18, 2026, 10:59:00 PM</div><div><b>
Salary</b><b>:</b>$62,000</div><div><b>
Appointment Type</b><b>:</b> Term</div><div><b>
Salary Grade</b><b>:</b>SL2</div><div><b>
SBU Area</b><b>:</b>Stony Brook University</div></div>

ASTC Student Staff Development Coordinator

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