Learning Specialist in Peer Education

Position Summary

Rice University’s Office of Academic Support for Undergraduate Students (OASUS) is a learning center that provides professional and peer‑led learning assistance and equitable assessment opportunities to undergraduate students. Our peer educator development program prepares students as tutors, consultants, and teaching assistants through pedagogical and professional learning opportunities that are open to student educators across campus. The Learning Specialist in Peer Education will have the opportunity to shape this growing program as well as provide direct learning support.

Reporting to the Director of OASUS, the Learning Specialist in Peer Education is responsible for peer educator training curriculum and programming and oversees related graduate and undergraduate fellowship programs. The person in this position also provides course‑based academic support for students in the areas of neurodiverse learning approaches and/or academic reading skills. The Learning Specialist in Peer Education collaborates closely with faculty and other student support units and plays a key role in cross‑office learning initiatives.

The successful candidate will:
1) be an experienced educator whose professional record demonstrates a commitment to academic excellence, inclusivity, and equitable student success;
2) demonstrate deep knowledge of theory, leading practices, and emerging initiatives related to peer pedagogy, learning sciences, and academic support in higher education;
3) possess a strong background in the needs of neurodiverse learners and/or academic literacy development; and
4) have experience providing academic support to university students.

Workplace

Location:

Rice University, Fondren Library

Hybrid position: this role combines both in‑office and remote work to provide flexibility and support collaboration.

Hiring Range: $75,000 - $80,000

• Master’s degree in a relevant academic discipline. In lieu of the education requirement, additional related experience beyond what is required may be substituted on an equivalent year‑for‑year basis.
• 3+ years of experience at a four‑year college or university delivering academic and learning support to students. In lieu of the experience requirement, additional related education beyond what is required may be substituted on an equivalent year‑for‑year basis.
• At least one year of experience working with peer educator programming (tutors, consultants, TAs, etc.), ideally in a formal tutoring program.

• Demonstrated knowledge of the needs of neurodiverse learners and/or academic literacy development.
• Curriculum development and training facilitation experience.
• Excellent written and communication skills, and the ability to communicate clearly and concisely with diverse audiences.
• Comfort with giving and receiving feedback.
• Excellent analytical skills.
• Ability to prioritize work assignments under a sustained heavy workload.
• Demonstrated ability to work both independently and collaboratively with staff and faculty within and across offices and departments.
• Substantial knowledge and skills in current educational technologies and learning platforms.

• Ph.D. in a relevant academic discipline.
• Familiarity with distinct models of peer education.
• Demonstrated experience developing student‑oriented programming in a higher education environment.
• At least one year of experience teaching undergraduate students at a four‑year college or university.
• Experience supervising student educators.
• Experience working in cross‑office collaborative initiatives.

• Develop curriculum and lead the delivery of the Foundational Peer Educator Training program.
• Select 4–6 Whitten Fellows annually and oversee fellowship activities and projects.
• Supervise 8–10 Lead Peer Educators.
• In collaboration with campus partners, develop and lead the Rice Peer Educator Network.
• Develop learning support resources related to neurodiverse learning approaches and/or academic reading skills.
• Provide course‑based academic support to individual students in the areas of neurodiverse learning approaches and/or academic reading skills.
• Contribute pedagogical leadership to office‑wide initiatives and program development.
• Collaborate closely with faculty and other campus partners to respond to student learning needs.
• Participate in data‑driven program assessment.
• Contribute to campus conversations related to student success and evolving learning support needs.

• Perform all other duties as assigned.