Academic Coach (Learning Specialist), ADHD/LD Focus

Job Title: Student Services Officer 2 Working Title: Academic Coach (Learning Specialist), ADHD/LD Focus VPUE Unit: CTL Location: Stanford Main Campus; Hybrid (3 or more days/week on site) Job Code: 7502 Job Grade: H FTE: 100% Exemption Status: Exempt, Continuing 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) works to increase the integration of inclusive, evidence-based, and innovative teaching and learning practices in Stanford courses and curricula.
CTL has a leading voice on campus for issues related to teaching and learning and contributes to educational strategy, practice, inclusion, diversity, equity, accessibility, and belonging through a wide variety of partnerships and initiatives.
CTL staff and affiliates hold the following values central and strive to enact them throughout our work, whether administrative, programmatic, or service-oriented: drawing on evidence to inform our work, practicing equity and inclusion, centering participants and their diverse experiences, stewarding resources responsibly, and learning continuously.
CTL’s student learning programs serve over 2,000 undergraduates and graduate students each year.
Academic skills programs are grounded in a "whole-person” educational model, which recognizes the interrelationships among the intellectual, social, and personal aspects of academic life and learning.
Our resources enhance the learning experiences of undergraduate, graduate, and professional students at Stanford through academic coaching, workshops, and online materials.
These programs assist students with topics such as test-taking, effective time management, reading strategies, academic motivation and resilience, and more.
Under the general direction of the Associate Director for Student Learning Programs, the Academic Coach uses a direct-service model that translates research from the learning sciences into holistic academic support for students in both individual and group settings, with a particular emphasis on students who are managing ADHD and/or learning differences.
This position is highly focused on working with students directly, with academic coaches typically holding up to 20 one-to-one sessions per week.
In this role, you will: Provide individualized coaching for undergraduate, graduate, and professional students to address academic difficulties, compensatory strategies, executive functioning skills, and other manifestations of ADHD and/or learning differences.
Meet regularly with undergraduate students on academic status (such as on deferred suspension and returning from suspension) who are also managing ADHD and/or learning differences.
Draw from research in the learning sciences to develop and facilitate a range of skills-based group interventions, such as workshops, academic programs, and group coaching, as well as asynchronous resources for students who are managing ADHD and/or learning differences.
These include workshops tailored to specific courses and campus programs on topics such as time management, procrastination, academic motivation, exam preparation, effective study strategies, reading strategies, goal-setting, resilience, growth mindset, dissertation preparation, and more.
Mentor and help develop the peer academic coaches, a cohort that includes advanced graduate and professional students, by observing coaching sessions and providing constructive feedback.
Help develop curriculum on supporting students with ADHD and learning differences; deliver workshops and other training for faculty and staff on best practices (for example, as part of CTL’s course design institutes for faculty and graduate students or as part of orientation programming for new faculty).
Help develop curriculum and deliver training on supporting students with ADHD and learning differences for CTL’s tutors and peer academic coaches.
Collaborate with the Office of Accessible Education to ensure seamless support for students managing ADHD and/or learning differences.
Collaborate with various campus offices, such as New Student Orientation, Advising, and summer bridge programs to ensure awareness of CTL resources and that students with ADHD and learning differences are connected to appropriate support.
Maintain current knowledge of research and evidence-based approaches and strategies to support students with ADHD and/or learning differences.
Represent CTL at university-wide events such as New Student Orientation and Admit Weekend; work with the communication team to create outreach materials.
Contribute to the development and implementation of innovative pilot projects in support of students who are managing ADHD and/or learning differences.
Ensure that academic coaching and other student learning programs are accessible and inclusive for first-generation students, low-income students, underrepresented students of color, students with disabilities, neurodiverse students, and other students historically marginalized in higher education.
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 and three years of relevant experience or combination of education, training, and relevant experience At least one year of experience in a role working with students with ADHD and/or learning disabilities.
Strong interpersonal skills to identify students' academic needs, make recommendations, and follow-up Excellent oral and written communication skills Experience teaching or conducting workshops or other trainings in a postsecondary setting Ability to mentor and train student staff One or more years of experience teaching or conducting workshops or other training 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 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, socioeconomic 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, and 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 10 pounds.
Location: This is a hybrid work opportunity with a regular required presence of at least three days per week at the main campus of Stanford University.
The remaining one to two days per week may optionally be conducted off-site, with schedules set in collaboration and according to programming needs and subject to the University’s hybrid work policies, which may change.
* 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); Master’s Degree or a Doctorate in counseling, education, special education, applied educational psychology or related field is highly desirable Experience as a coach or learning specialist teaching skills related to ADHD and learning disabilities Coursework or other formal training (such as ongoing professional development) related to supporting students with ADHD and learning differences.
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, accommodations support, advising, and academic coaching The expected pay range for this position is $66,100 - $101,000 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 November 15 and on a rolling basis thereafter, with an anticipated start date in January 2024.
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.