Job Description – Current as of Fall 2022
1. Design and conduct 15 one-on-one or two-on-one writing support sessions per student; writing session activities may include but are not limited to:
- Assessing students’ developmental writing needs
- Providing feedback and guidance to students to encourage, motivate, or build skill and confidence in reading and writing
- Developing students’ reading and writing strategies
- Reviewing class material with students by discussing texts, writing prompts or other materials assigned in First Year Composition (FYC)
- Providing oral feedback and guidance on drafts, pre-writing, annotations, and other writing generated for FYC
- Coaching students on giving and receiving feedback
- Assisting students to manage course logistics
- Developing tutoring materials, such as handouts, study materials, or task aids
- Assessing students’ progress throughout tutoring sessions
2. Coordinate and collaborate with FYC instructors by:
- Coordinating and communicating with FYC instructors
- Reading/viewing texts and prompts assigned in FYC
- Monitoring and assessing student performance on FYC course learning objectives
3. Perform administrative duties, including but not limited to:
- Scheduling tutoring appointments with students
- Communicating with students and supervisor
- Entering and updating tutoring appointments on Tutortrac
- Maintaining records: attendance and performance on SAS 011 course learning objectives
4. Participate in occasional writing support staff professional development sessions.
5. Implement Writing Lab curriculum in a manner consistent with the practices and values of the University of New England first-year writing community of practice, which includes the administrators, instructors, and writing support staffs of ENG 110, ENG 122, ENG 123, and SAS 011.
6. In the event that actual tutees fall below contracted number of tutees, the Professional Writing Support Specialist will schedule an equivalent number of 45-minute writing support sessions per week for the duration of the contract.
- Master’s degree and at least two years experience working in a secondary or post- secondary setting teaching or tutoring writing, or a combination of education and experience from which comparable knowledge and skills are acquired.
- Advanced knowledge of academic reading and writing practices and genres.
- Ability to identify and address the developmental reading and writing needs of students.
- Excellent teaching and motivational skills: ability to work with both one-to-one students and small groups, adapting to individual and diverse learning needs; sensitivity to needs of under-prepared and struggling students and adult learners
- Demonstrated knowledge of learning strategies and tutoring methodologies.
- Excellent interpersonal, oral and written communication skills.
- Preference for a collaborative approach in working with students, faculty and staff to provide integrated learning assistance services.
- Ability to work independently, without direct supervision; organize work flow, prioritize tasks, and complete projects by target dates.
- Ability to analyze/solve problems and exercise judgment in resolving or referring special or non-routine situations.
- Proficient in computer usage, particularly in Microsoft Office and web based delivery of instruction.