Student Learning Specialist, STEM Equity Initiatives

Student Learning Specialist, STEM Equity Initiatives

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.

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. 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).

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. 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.

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.
• Develop and refine a student application/survey for the mentor program that gathers key information to best match student mentees with an appropriate mentor group.
• Regularly meet with course instructors to identify 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.
• Implement a common problem-solving and study skills language that can be used across STEM courses/instructors at Stanford.
• Create a central knowledge base of potential programmatic resources that contribute to the support of students in these programs.
• In collaboration with CTL assessment and evaluation colleagues, develop and administer pre- and post-quarter surveys to mentees and mentors to track program success.
• Contribute to the long-term strategic plan of the peer learning assistant model.
• Collaborate closely with Stanford Pre-Orientation programs for incoming first-year students.
• 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 disclosed by students and ensure the protection of student data and communication.

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.
• 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.
• Demonstrated interest and experience working with diverse student populations.
• Ability to work flexible hours, including occasional evenings and weekends.
• 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 pounds.

In addition, preferred qualifications include:

• Advanced degree (Masters or Doctorate) in a STEM discipline.
• 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.

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.