DESCRIPTION

The mission of the Teaching + Learning Commons is to advance student success through teaching excellence and comprehensive academic student support; to be an incubator for student academic success innovations; to increase access to education on campus and beyond; and to advance equity and inclusion within the organization and through its programs and services. The Commons’ work encompasses four areas: instructor support to advance teaching excellence; undergraduate and graduate student support to advance student success at UC San Diego and beyond; intellectual and professional development of graduate and undergraduate students, including Commons’ student employees; and equity and inclusion for all UC San Diego students, staff, and educators.

At the Teaching + Learning Commons, we believe that diversity, equity, and inclusion are essential to fulfilling our mission. As such, we are committed to recruiting, advancing, and supporting a diverse team who: will contribute to our mission by working effectively with individuals of diverse backgrounds; will actively promote equity and inclusion within the organization and through our programs and services; are dedicated to continuous learning.

Under the general direction from the Director of Academic Achievement Services, the Math Academic Support Coordinator is responsible for the development and oversight of evidence-based academic support programs designed to support the evolving needs of math learners at UC San Diego. The incumbent will be responsible for working with various campus stakeholders, strategic planning, hiring, supervision, and training of student staff, facilitating meetings, developing workshops, communications, and marketing support, and engaging in assessment and evaluation as it relates to math specific academic support.

The Math Academic Support Coordinator works collaboratively with other campus partners (e.g., Office of Academic Support and Instructional Studies (OASIS), Summer Success Programs, Mathematics Department, Math Testing and Placement) to understand both historical and current issues impacting math readiness with the goal of developing initiatives focused on closing equity gaps for historically underrepresented, minoritized students.

• This position may work remotely up to 40% time per week. Occasional evenings and weekends may be required.

• A cover letter is required for a complete application.

QUALIFICATIONS

• Experienced knowledge of specific learning theory, learning styles, affective issues, academic issues, and socio-cultural / linguistic issues in applying academic support to students. Demonstrated program management or adjustment through broad understanding of student development theory; knowledge of student service principles and practices, including ethical standards, knowledge of decision-making, and goal setting process and strategies.

• Knowledge in designing and implementing learning and pedagogical models. Knowledge in designing and implementing learning and pedagogical models.

• Experience utilizing the research and theoretical perspectives of the various factors affecting diverse student learning, achievement, and retention to manage and train professional and student staff of academic support programs.

• Knowledge of current research and theoretical models that influence the application and delivery of academic services (e.g., discipline specific, student-population specific). Expertise in student development required to conceptualize and implement academic support services for underrepresented students. Knowledge of educational needs of underrepresented students in need of academic support.

• Multicultural competencies, knowledge and experience working and interacting effectively with diverse groups of staff, faculty, and student populations. A commitment to equity and to ensuring the success of groups historically underrepresented in higher education. Proficient in developing collaborative, working relationships with student organizations, university staff, academic departments, and other campus entities to ensure effective services for students in historically difficult courses.

• Knowledge of program development, data gathering, assessment, and evaluation skills. Knowledge and experience with program development, data gathering, assessment, and evaluation skills. Demonstrated knowledge of Supplemental Instruction and ability to adapt current departmental academic support services to include SI principles and practices. Proven ability to provide feedback and input on design and implementation of training activities.

• Knowledge of academic curricula. Comprehensive understanding of and experience managing academic programs, processes, and operations in a large public research university. Experience in managing programming that is supportive of the structure, culture and mission of higher education, and of campus departments and their activities.

• Knowledge of strategies in critical thinking, reading, writing, note taking, test taking, time management, and goal setting.

• Strong coaching and instructional skills, organizational abilities, attention to detail, and the ability to quickly assess the effectiveness of a performance.

• Bachelor's degree with major work in a related field and two or more years’ experience in college-level student support services, preferably in Supplemental Instruction; or an equivalent combination of education and professional experience in student learning support and/or coordinating tutoring services or an SI program, preferably at the college level.

SPECIAL CONDITIONS

• Job offer is contingent upon satisfactory clearance based on Background Check results.

• Duties may require direct contact and/or supervision of children (defined as individuals under the age of 18); completion of the Child Abuse and Neglect Reporting Act (CANRA) form will be required.