Peer Study Group Facilitator

Employee Group

Employee Group Other

Division/Department

Division/Department Library Learning Information Center

Status

Position Summary Information

Position Accountabilities and Essential Functions

The successful candidate must demonstrate commitment to fostering an environment of belonging, diversity, equity and inclusion in students, faculty and staff.

Student Study Group Facilitators (SGFs) are peers (or near-peers) who support classroom instruction and promote student learning in weekly study group sessions. By modeling a growth mindset and exhibiting successful student behaviors, SGFs plan and implement collaborative, interactive group activities among students enrolled in a particular class section to reinforce difficult material, review course content, and promote disciplinary thinking. SGFs also focus on a variety of other factors that are relevant to academic success so that students are empowered to take responsibility for their own learning.

To that end, they may integrate effective reading, note-taking, study, and test‑taking strategies into their study groups; help students learn to manage their time and priorities; demonstrate critical thinking and problem‑solving approaches; apply metacognitive skills; or enhance emotional intelligence.

• Plan and facilitate study groups that occur before or after class (or as agreed upon with the instructor) to promote active learning and peer‑to‑peer interactions. Complete required paperwork (session planning and reflection form) for every group meeting. Submit to TLC Manager each week.
• Develop handouts and create other activities to encourage collaboration, learning, and problem‑solving. Facilitate student learning, reflection, and metacognition in sessions.
• Model positive attitudes and successful behaviors.
• Maintain accurate attendance records on paper and in Trac Cloud. Share a copy of attendance records with the instructor.
• Communicate with the instructor regarding the study group session content. Sessions should NOT merely be question/answer sessions; rather, they should be planned and facilitated in a way that allows students to work together, process course content, and practice learning and study strategies that promote academic success.
• Complete required training sessions and meet with the TLC Manager and/or other relevant faculty and staff as requested.
• Notify both the course instructor and the TLC Manager as soon as possible if unable to attend a study group session.
• Respect professional boundaries and expectations outlined in the “Working Agreement.”
• Unless specifically requested by the instructor to do so, refrain from offering suggestions or advice on how to improve their instruction (this falls under the purview of the appropriate Discipline Coordinator or Associate Dean).
• Report concerns to the TLC Manager, Discipline Coordinator, and/or Associate Dean, as necessary and appropriate

Required Qualifications

• Student employees must be: enrolled in at least six (6) academic credit hours, referred by faculty, and recommended by the Teaching & Learning Center Manager.
• Demonstration of course content‑knowledge, effective learning strategies, and study skills and the ability to discuss their application in an academic environment.
• Completion of initial training activities and participation in ongoing professional development workshops through the Teaching & Learning Center (or TLC ). Training focuses on interpersonal communication skills, group facilitation techniques, learning/study strategies, and assessment of student learning, among other relevant topics.

Additional Experiences Considered

Position will remain open until filled. The College reserves the right to close the recruitment process once a sufficient applicant pool has been identified.