Sierra Community College District

Overview

SUMMIT Faculty Coordinator (STEM Tutoring) is part of the Learning Center program that includes the Peer Academic Support Structure (PASS). The SUMMIT Faculty Coordinator works with the Learning Center Faculty Coordinator to develop SUMMIT and its programs, including PASS. Responsibilities include developing, enhancing and implementing academic assistance programs; developing curriculum and training programs; assessing programs; establishing procedures and work protocols for Instructional Assistants, Student Tutors, Academic Support Peers, and other staff;

coordinating with other programs; and conducting extensive outreach with instructional faculty. The Coordinator participates on the Academic Support Committee and other related committees/work groups and assists with Equity Plan projects, BSI projects and other student success planning.

REPRESENTATIVE DUTIES

• Program Development / Evaluation / Modification - Provide planning, development and implementation for all SUMMIT academic assistance programs; analyze and evaluate existing programs, procedures and work protocols; revise them as needed to promote student success; collaborate with the Research and Planning Office to develop research queries related to programs to enhance student retention and success; assist with program reviews and revisions;
  
  develop and implement new tutoring programs, trainings and training curriculum for SUMMIT; market SUMMIT programs; establish procedures for access to services and facilities; stay current on laws and proposed legislation relevant to academic support programs; serve as liaison between the Tutor Center and faculty members; explain and promote SUMMIT offerings to Sierra College departments, programs, and faculty; create new tutoring interventions based on best practices and current research.
  
  Oversee the budget and statistics for current projects and submit semester reports to the Learning Center Faculty Coordinator and LRC Dean.
• Recruitment / Selection / Training / Supervision / Evaluation of Staff - Establish criteria for selection of Tutors and Academic Support Peers; develop training procedures/classes for Tutors and Academic Support Peers; set standards for supervision and provide feedback; encourage skill development in alignment with District policies; advertise positions to Rocklin Campus faculty; research student populations for potential applicant pools; seek diverse referrals from Learning Center users, student employees, staff, and faculty;
  
  interview potential Tutors and Academic Support Peers.

Education and Experience Guidelines:
Any combination of education and experience that would likely provide the required knowledge and abilities is qualifying. A typical path includes:

• Degrees/
  
  Experience:
  
  Master’s Degree or higher or the equivalent in any master’s level discipline taught at Sierra College; or a master’s degree in education, educational psychology, instructional psychology, library and information science, or other master’s degree with emphasis in adult learning theory.
• Desirable: Three (3) or more years of experience in providing or overseeing academic support services for STEM subjects; undergraduate and/or graduate STEM degree;
  National College Learning Center Association Certification.
• Licenses/Certifications: Valid California Class C or higher driver’s license, or ability to obtain prior to appointment, for official travel within or outside the District.

Knowledge of
:
Learning theory and mindsets; teaching methods and philosophies; conflict resolution techniques; human resource management principles; budgetary practices; effective microcomputer operation and standard software; familiarity with academic center tracking and appointment software.

Ability to
:
Manage programs with a diverse staff serving a diverse student population; work independently; maintain effective working relationships; make oral presentations; project program needs; resolve conflicts; communicate effectively in writing and orally; develop, administer and evaluate budgets; analyze and interpret federal and state laws pertinent to community college tutoring programs and categorically-funded program criteria; operate a computer and software applications and access network utilities.

The conditions described are representative of those that must be met to perform essential functions. Reasonable accommodations may be made for individuals with disabilities. The incumbent must be able to function indoors in an office/classroom environment with a primarily moderately active workload, including the ability to hear and speak clearly, type, sit/stand, and move about campus as needed. Physical demands include occasional lifting up to 35 lbs and frequent keyboard/mouse use.