Stanford University
Student Learning Specialist, STEM Equity Initiatives
Stanford University, Stanford, California, United States, 94305
Student Learning Specialist, STEM Equity Initiatives
Vice Provost for Undergrad Education, Stanford, California, United States
Administration
Post Date Sep 12, 2024
Requisition # 104578
Working Title: Student Learning Specialist, STEM Equity Initiatives
Job title: Academic Program Professional 1
VPUE Unit: Center for Teaching and Learning
Location: Stanford Main Campus; Hybrid option available (at least 3 days/week onsite)
JCC: 4111
Grade: H
Status: Exempt, 100%, 3 Year Fixed-Term
Heralded as a hub of undergraduate innovation, the Office of the Vice Provost for Undergraduate Education (VPUE) creates and sustains meaningful interactions between students and faculty both within and outside the classroom. As a collaborative team member of VPUE, you have a unique opportunity to advance and support programs that touch and enhance the lives of every undergraduate student at Stanford. As a team member in a unit that is also affiliated with the Office of the Vice Provost for Graduate Education (VPGE), your positive impact on graduate students and their teaching and learning will also be substantial.
The Center for Teaching and Learning (CTL) has been serving Stanford since 1975, offering a variety of programs and services to advance teaching and learning for the campus community. Our team is passionate about supporting our diverse student population to be successful learners inside and outside the classroom, and we are equally passionate about helping faculty and graduate students to be effective teachers. We are a highly collaborative team, and everyone plays an important role in realizing CTL’s mission to advance teaching and learning at Stanford. CTL is administratively housed within the office of the Vice Provost for Undergraduate Education (VPUE) and is also affiliated with the Vice Provost for Graduate Education (VPGE), acknowledging the center’s role in supporting both undergraduate and graduate teaching and learning and widespread campus partnerships.
https://ctl.stanford.edu/
https://studentlearning.stanford.edu/
CTL’s student learning programs serve over 2,000 undergraduates and graduate students annually, making us a key campus resource for students’ academic success. We offer comprehensive support for students, including subject-specific appointment and drop-in tutoring, language conversation partners, academic coaching, and learning support for neurodiverse students. Grounded in a "whole-person” educational model, we recognize the interconnectedness of intellectual, social, and personal aspects of academic life and learning. This new position expands CTL’s support for first-generation, low-income, and other students underrepresented in STEM disciplines.
Job Summary:
Under the general direction of the Associate Director, Student Learning Programs, the Student Learning Specialist, STEM Equity Initiatives (SLS) will help expand and enhance STEM learning initiatives across various departments and programs. The focus of these initiatives will be on creating equitable and inclusive academic environments within introductory STEM courses, particularly for first-generation and/or low-income (FLI) students. The SLS trains and supports undergraduate students who serve as peer learning assistants (LAs) associated with introductory STEM courses. LAs may lead weekly problem solving and mentoring sessions and/or help facilitate group work and active learning in main class sessions, depending on the specific course. The SLS will collaborate closely with instructor-facing CTL colleagues, as well as departments, faculty, and instructors on new and continuing models of direct student learning support integrated with STEM courses. By facilitating the integration of learning strategies with course objectives and driving the continuous improvement of teaching and learning practices within the STEM disciplines, the SLS will play a crucial role in advancing STEM learning and equity initiatives across multiple departments at Stanford.
In this role, you will:
Train and provide ongoing support of approximately 70 Learning Assistants (LAs) in multiple courses and departments
Prepare LAs to develop and facilitate their weekly discussion sections and/or in-class active learning support
Develop the structure for regular instructional team meetings with the course instructor and/or the course instruction team and LAs
Provide consultations to course instructors or departments to identify and select students for enrollment in LA-led sections
Where peer mentorship is involved, develop and refine a student application/survey for the mentor program that gathers key information to be used to best match student mentees with an appropriate mentor group
Regularly meet with course instructors to identify the core academic skills that students need to succeed in their courses; incorporate key skills into LA training
Oversee and administer additional learning support models involving near-peer student facilitators such as study halls, practice exam sessions, and academic skills workshops, including topics like problem-solving strategies in Chemistry, time management on STEM exams, and success strategies for the Physics core
Implement a common problem solving and study skills language that can be used across STEM courses/instructors at Stanford, allowing students to easily transfer these skills to other courses (i.e. importance of active learning, how students learn, documented problem-solving, problem-solving template, practice exams, etc.)
Administer additional programming, such as panel discussions, to support students in the program
Create a central knowledge base of potential programmatic resources that would also contribute to the support of students in these programs, to ensure we can more efficiently connect students with appropriate resources
In collaboration with CTL assessment and evaluation colleagues, develop and administer pre- and post- quarter surveys to mentees and mentors to track program success and solicit ideas for improvement
Contribute to the long-term strategic plan of the peer learning assistant model such as the expansion of the program across other introductory courses at Stanford
Collaborate closely with Stanford Pre-Orientation programs for incoming first-year students to develop and implement peer learning assistant model(s) that provide academic support for summer STEM learning experiences
In collaboration with instructor-facing CTL colleagues, partner with departments to develop and implement innovative pilot projects on STEM learning support
Partner with teams within CTL to enhance innovative teaching and learning initiatives
Ensure that student learning programs are accessible and inclusive for first-generation students, low-income students, underrepresented students of color, and other students historically marginalized in higher education
Exercise discretion when sensitive information is made available or disclosed by students and ensure the protection of student data and communication
**The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.
To be successful in this role, you will bring:
Bachelor’s degree in a STEM discipline and two years of relevant experience or combination of education, training, and relevant experience
Proven experience in program management, particularly in academic or educational settings.
Ability to creatively and critically analyze methods for enhancing student success in STEM disciplines, and to develop, implement, and oversee innovative programs that foster this progress.
Excellent oral and written communication skills
Ability to mentor and train student staff
One or more years of experience teaching or conducting workshops or other trainings in a postsecondary setting.
Excellent analytical and organizational skills and ability to manage multiple tasks, especially complex projects with multiple deadlines
Demonstrated interest and experience working with a student and colleague populations that are highly diverse in terms of, for example, race, language of origin, ethnicity, nationality, religion, first-generation to college, age, socio economic background, sexual orientation, gender identity, disabilities, neurodiversity, and academic abilities and interests
Ability to work flexible hours, including occasional evenings and weekends, at various points during the year
Physical Requirements*: Frequently sit, perform desk-based computer tasks; occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 40 pound
Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job
In addition, preferred qualifications include:
Advanced degree (Masters or Doctorate); A Doctorate in a STEM discipline is highly desirable
Two years of experience in program or project management in an academic or educational setting
Experience in academic support/skills programs at the undergraduate level, preferably in STEM
Experience providing advanced academic support to university students in one or more areas related to college learning, such as peer tutoring programs, student development, counseling, teaching, reading and study skills, learning differences/disabilities, advising, and academic coaching
About the Office of the Vice Provost for Undergraduate Education (VPUE)
As the designated gateway to undergraduate education at Stanford, VPUE strives to connect students intellectually with the full range of our educational opportunities and to promote the active engagement of all faculty, instructors and staff with undergraduate students.
For undergraduates, VPUE is the nexus for programs and initiatives that help students define and achieve their intellectual ambitions at Stanford. These include investigative introductory courses taught by esteemed faculty, targeted classes in writing and rhetoric, undergraduate research support, academic advising and mentoring, overseas and off-campus study programs, and undergraduate scholarships and fellowships. For faculty, VPUE serves as a principal conduit for furthering interaction with undergraduates and discovering ways in which working with students can enrich one’s research agenda. VPUE advocates for undergraduate education in collaboration with faculty, departments and schools across Stanford. All VPUE resources are dedicated to involving faculty with the undergraduate experience, connecting students with phenomenal opportunities and fully realizing a liberal education at Stanford.
VPUE advocates for and supports diversity, equity, inclusion, and belonging at Stanford through our teaching, policies, programming, and partnerships across the university. VPUE seeks to create a work environment motivated and shaped by the principles of diversity, equity, and inclusion, in which all staff explicitly and mindfully act to implement these principles. We seek a work environment which values input from all, transparency and openness in decision-making, and respectful and supportive engagement.
Why Stanford is for You
Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven individuals to impact the future of our legacy. Our culture and unique perks empower you with:
Freedom to grow. We offer career development programs, tuition reimbursement, or course auditing opportunities. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
A caring culture. We provide superb retirement plans, generous time-off, and family care resources.
A healthier you. Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities.We also provide excellent health care benefits.
Discovery and fun. Stroll through historic sculptures, trails, and museums.
Enviable resources. Enjoy free commuter programs, ridesharing incentives, discounts and more!
*Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.
The expected pay range for this position is $88,800 - $99,000 per annum. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.
How to Apply
Completed applications will be reviewed on October 11 and on a rolling basis thereafter, with an anticipated start date in January.People from groups historically and/or currently underrepresented in university education are encouraged to apply.
If you’re ready to work for an organization that nurtures diversity, respect, professional development and a supportive work-life balance, we invite you to explore this opportunity and apply online. To be considered, please submit a cover letter and resume along with your online application.
http://stanfordcareers.stanford.edu
● Click on Job Search
● Enter 104578 in the Keyword Search field
Additional Information
Schedule: Full-time
Job Code: 4111
Employee Status: Fixed-Term
Grade: H
Requisition ID: 104578
Work Arrangement : Hybrid Eligible
Vice Provost for Undergrad Education, Stanford, California, United States
Administration
Post Date Sep 12, 2024
Requisition # 104578
Working Title: Student Learning Specialist, STEM Equity Initiatives
Job title: Academic Program Professional 1
VPUE Unit: Center for Teaching and Learning
Location: Stanford Main Campus; Hybrid option available (at least 3 days/week onsite)
JCC: 4111
Grade: H
Status: Exempt, 100%, 3 Year Fixed-Term
Heralded as a hub of undergraduate innovation, the Office of the Vice Provost for Undergraduate Education (VPUE) creates and sustains meaningful interactions between students and faculty both within and outside the classroom. As a collaborative team member of VPUE, you have a unique opportunity to advance and support programs that touch and enhance the lives of every undergraduate student at Stanford. As a team member in a unit that is also affiliated with the Office of the Vice Provost for Graduate Education (VPGE), your positive impact on graduate students and their teaching and learning will also be substantial.
The Center for Teaching and Learning (CTL) has been serving Stanford since 1975, offering a variety of programs and services to advance teaching and learning for the campus community. Our team is passionate about supporting our diverse student population to be successful learners inside and outside the classroom, and we are equally passionate about helping faculty and graduate students to be effective teachers. We are a highly collaborative team, and everyone plays an important role in realizing CTL’s mission to advance teaching and learning at Stanford. CTL is administratively housed within the office of the Vice Provost for Undergraduate Education (VPUE) and is also affiliated with the Vice Provost for Graduate Education (VPGE), acknowledging the center’s role in supporting both undergraduate and graduate teaching and learning and widespread campus partnerships.
https://ctl.stanford.edu/
https://studentlearning.stanford.edu/
CTL’s student learning programs serve over 2,000 undergraduates and graduate students annually, making us a key campus resource for students’ academic success. We offer comprehensive support for students, including subject-specific appointment and drop-in tutoring, language conversation partners, academic coaching, and learning support for neurodiverse students. Grounded in a "whole-person” educational model, we recognize the interconnectedness of intellectual, social, and personal aspects of academic life and learning. This new position expands CTL’s support for first-generation, low-income, and other students underrepresented in STEM disciplines.
Job Summary:
Under the general direction of the Associate Director, Student Learning Programs, the Student Learning Specialist, STEM Equity Initiatives (SLS) will help expand and enhance STEM learning initiatives across various departments and programs. The focus of these initiatives will be on creating equitable and inclusive academic environments within introductory STEM courses, particularly for first-generation and/or low-income (FLI) students. The SLS trains and supports undergraduate students who serve as peer learning assistants (LAs) associated with introductory STEM courses. LAs may lead weekly problem solving and mentoring sessions and/or help facilitate group work and active learning in main class sessions, depending on the specific course. The SLS will collaborate closely with instructor-facing CTL colleagues, as well as departments, faculty, and instructors on new and continuing models of direct student learning support integrated with STEM courses. By facilitating the integration of learning strategies with course objectives and driving the continuous improvement of teaching and learning practices within the STEM disciplines, the SLS will play a crucial role in advancing STEM learning and equity initiatives across multiple departments at Stanford.
In this role, you will:
Train and provide ongoing support of approximately 70 Learning Assistants (LAs) in multiple courses and departments
Prepare LAs to develop and facilitate their weekly discussion sections and/or in-class active learning support
Develop the structure for regular instructional team meetings with the course instructor and/or the course instruction team and LAs
Provide consultations to course instructors or departments to identify and select students for enrollment in LA-led sections
Where peer mentorship is involved, develop and refine a student application/survey for the mentor program that gathers key information to be used to best match student mentees with an appropriate mentor group
Regularly meet with course instructors to identify the core academic skills that students need to succeed in their courses; incorporate key skills into LA training
Oversee and administer additional learning support models involving near-peer student facilitators such as study halls, practice exam sessions, and academic skills workshops, including topics like problem-solving strategies in Chemistry, time management on STEM exams, and success strategies for the Physics core
Implement a common problem solving and study skills language that can be used across STEM courses/instructors at Stanford, allowing students to easily transfer these skills to other courses (i.e. importance of active learning, how students learn, documented problem-solving, problem-solving template, practice exams, etc.)
Administer additional programming, such as panel discussions, to support students in the program
Create a central knowledge base of potential programmatic resources that would also contribute to the support of students in these programs, to ensure we can more efficiently connect students with appropriate resources
In collaboration with CTL assessment and evaluation colleagues, develop and administer pre- and post- quarter surveys to mentees and mentors to track program success and solicit ideas for improvement
Contribute to the long-term strategic plan of the peer learning assistant model such as the expansion of the program across other introductory courses at Stanford
Collaborate closely with Stanford Pre-Orientation programs for incoming first-year students to develop and implement peer learning assistant model(s) that provide academic support for summer STEM learning experiences
In collaboration with instructor-facing CTL colleagues, partner with departments to develop and implement innovative pilot projects on STEM learning support
Partner with teams within CTL to enhance innovative teaching and learning initiatives
Ensure that student learning programs are accessible and inclusive for first-generation students, low-income students, underrepresented students of color, and other students historically marginalized in higher education
Exercise discretion when sensitive information is made available or disclosed by students and ensure the protection of student data and communication
**The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.
To be successful in this role, you will bring:
Bachelor’s degree in a STEM discipline and two years of relevant experience or combination of education, training, and relevant experience
Proven experience in program management, particularly in academic or educational settings.
Ability to creatively and critically analyze methods for enhancing student success in STEM disciplines, and to develop, implement, and oversee innovative programs that foster this progress.
Excellent oral and written communication skills
Ability to mentor and train student staff
One or more years of experience teaching or conducting workshops or other trainings in a postsecondary setting.
Excellent analytical and organizational skills and ability to manage multiple tasks, especially complex projects with multiple deadlines
Demonstrated interest and experience working with a student and colleague populations that are highly diverse in terms of, for example, race, language of origin, ethnicity, nationality, religion, first-generation to college, age, socio economic background, sexual orientation, gender identity, disabilities, neurodiversity, and academic abilities and interests
Ability to work flexible hours, including occasional evenings and weekends, at various points during the year
Physical Requirements*: Frequently sit, perform desk-based computer tasks; occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 40 pound
Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job
In addition, preferred qualifications include:
Advanced degree (Masters or Doctorate); A Doctorate in a STEM discipline is highly desirable
Two years of experience in program or project management in an academic or educational setting
Experience in academic support/skills programs at the undergraduate level, preferably in STEM
Experience providing advanced academic support to university students in one or more areas related to college learning, such as peer tutoring programs, student development, counseling, teaching, reading and study skills, learning differences/disabilities, advising, and academic coaching
About the Office of the Vice Provost for Undergraduate Education (VPUE)
As the designated gateway to undergraduate education at Stanford, VPUE strives to connect students intellectually with the full range of our educational opportunities and to promote the active engagement of all faculty, instructors and staff with undergraduate students.
For undergraduates, VPUE is the nexus for programs and initiatives that help students define and achieve their intellectual ambitions at Stanford. These include investigative introductory courses taught by esteemed faculty, targeted classes in writing and rhetoric, undergraduate research support, academic advising and mentoring, overseas and off-campus study programs, and undergraduate scholarships and fellowships. For faculty, VPUE serves as a principal conduit for furthering interaction with undergraduates and discovering ways in which working with students can enrich one’s research agenda. VPUE advocates for undergraduate education in collaboration with faculty, departments and schools across Stanford. All VPUE resources are dedicated to involving faculty with the undergraduate experience, connecting students with phenomenal opportunities and fully realizing a liberal education at Stanford.
VPUE advocates for and supports diversity, equity, inclusion, and belonging at Stanford through our teaching, policies, programming, and partnerships across the university. VPUE seeks to create a work environment motivated and shaped by the principles of diversity, equity, and inclusion, in which all staff explicitly and mindfully act to implement these principles. We seek a work environment which values input from all, transparency and openness in decision-making, and respectful and supportive engagement.
Why Stanford is for You
Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven individuals to impact the future of our legacy. Our culture and unique perks empower you with:
Freedom to grow. We offer career development programs, tuition reimbursement, or course auditing opportunities. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
A caring culture. We provide superb retirement plans, generous time-off, and family care resources.
A healthier you. Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities.We also provide excellent health care benefits.
Discovery and fun. Stroll through historic sculptures, trails, and museums.
Enviable resources. Enjoy free commuter programs, ridesharing incentives, discounts and more!
*Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.
The expected pay range for this position is $88,800 - $99,000 per annum. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.
How to Apply
Completed applications will be reviewed on October 11 and on a rolling basis thereafter, with an anticipated start date in January.People from groups historically and/or currently underrepresented in university education are encouraged to apply.
If you’re ready to work for an organization that nurtures diversity, respect, professional development and a supportive work-life balance, we invite you to explore this opportunity and apply online. To be considered, please submit a cover letter and resume along with your online application.
http://stanfordcareers.stanford.edu
● Click on Job Search
● Enter 104578 in the Keyword Search field
Additional Information
Schedule: Full-time
Job Code: 4111
Employee Status: Fixed-Term
Grade: H
Requisition ID: 104578
Work Arrangement : Hybrid Eligible