Makes recommendations to the Associate Director and Director regarding hiring of Writing Center Specialists. Recruits, interviews and recommends for hiring peer tutors and other student assistants for part-time hourly assignments in the Writing Center.
Supervises and trains student assistants, develops training materials and provides instruction to newly hired employees. Sets work priorities for student assistants, and assigns and tracks completion of projects given to them.
Plans and supervises the activities of the Writing Specialist, peer tutors, and Financial Literacy Coordinator, and coordinates with other Program staff in carrying out the overall activities, reporting requirements, and meeting of goals and objectives of the program.
Along with other project staff, maintains a customized database to track project participants' academic progress, retention and graduation, and demographic data.
Using the customized database, along with other student records, plays a pivotal role in the preparation of Annual Performance Reports required by the federal Department of Education to assure continuation of grant funding.
Designs, produces, and distributes promotional materials for the Student Support Services project. Designs, produces, and distributes instructional materials for use in writing workshops and in individualized instruction.
Independently designs instructional materials (e.g., user manuals, reference sheets, and specific guidelines) that are accessible to both students and staff. Instructs students in developmental writing through the use of assistive and non-assistive hardware and software.
Documents procedures (in multiple formats) for using assistive and non-assistive hardware and software in conjunction with writing software in the Center. Tests newly purchased software/hardware for student accessibility and to acquire knowledge used for instructing and training students.
Conducts assessment of individual student need for writing instruction. Designs, implements and evaluates individualized writing instruction for students with disabilities, including strategies for preparing academic papers and taking the University Writing Proficiency Assessment.
Designs, schedules, and conducts writing, study skills and other workshops to instruct students with disabilities in preparing academic papers and taking University writing exams, managing their time, and developing other academic skills to enhance their retention and graduation rates.
Researches and obtains information in the area of writing instruction, financial literacy and disabilities in order to effectively assist students and enhance their overall learning experiences. Mentors student assistants by providing them with a framework of strategies for working with students with disabilities.
Special Projects: works with Director and/or Associate Director to complete special projects as assigned.
Fingerprint clearance is required prior to hire.
As required by the grant:
Master's degree in Student Affairs, Education, Rehabilitation Counseling, English, Linguistics, Rhetoric or a related field.
Two years of professional experience working in a student services program.
Required Knowledge, Skills, and Abilities
Experience in developing workshops, instructional materials, promotional materials and online communication with students.
Experience with a wide range of subject matter to support students in post-secondary education, including knowledge of program administration, student mentoring techniques, and student support and retention techniques.
Experience with student data management programs and record-keeping processes.
Proficient in Microsoft Word and Excel.
Ability to communicate effectively both orally and in writing, with sensitivity to individuals with disabilities.
Aptitude to learn to use and instruct others in the use of assistive software technologies used by individuals with disabilities.
Ability to initiate complex assignments without instruction and to research and recommend program implementation and/or changes with minimal supervision.
Ability to supervise and evaluate the work of other program staff and student assistants to accomplish the goals of the program.
Ability to plan and coordinate the activities of other project staff in carrying out the goals and objectives of the grant.
This description incorporates the most typical duties performed. It is recognized that other related duties not specifically mentioned may also be performed. The ability to report to work on time; follow directions from a supervisor; interact effectively with co-workers; understand and follow posted work rules and procedures; accept constructive criticism; for managers and supervisory personnel to lead and manage others; and to maintain a positive work atmosphere by acting and communicating in a manner so that you get along with customers, clients, co-workers and management.
Background (usually obtained through course work in linguistics or English) in English grammar, semantics, rhetoric, and theory and practice of teaching developmental writing to native and non-native speakers of English as well as students with learning disabilities.
Preferred Experience/Special Skills
Two years of professional experience working in a student services program in a post-secondary setting.
Experience supervising professional and student staff.
Knowledge of MLA/APA style conventions.
Experience in teaching writing using assistive and non-assistive computer equipment.
Extensive knowledge of a wide range of subject matter in support of disabled individuals, including knowledge of the characteristics of each disability group and appropriate use of assistive computer equipment.
Experience writing grant proposals to governmental agencies, especially to the Department of Education.
Experience working in or interacting with a Department of Education-sponsored TRiO grant, especially a Student Support Services Program.
Some travel for training and development for project purposes. May include out-of-state travel.
Work will take place in a private, professional office located in a computing lab.
Physical and mental effort, environmental, noise level minimal.
Sitting 6 plus hrs a day, walking between main office and Library. Light lifting, repetitive use of hands/arms.
Making decisions, directing others, remembering details, and meeting deadlines and collaborating with co-workers, students, and campus community.
Job Close Date
Jobs close at 4pm PST
Additional Instructions for Applicants
Certain SDSURF positions must undergo background and other screening, which may include criminal history, credit history, health examination, fingerprinting, or other screening criteria which the SDSURF determines necessary for business purposes. Where such requirements are known, they will be stated in the job posting. By accepting a position with SDSURF, you are agreeing to undergo such screenings at any time during your employment with SDSURF if it is determined necessary for business reasons.
SDSU Research Foundation - 12 months ago