Primary Learning Specialist

Position Title:

Primary Learning Specialist Position Type:

Part time Scheduled Weekly

Hours:

Categories:

Staff Non-exempt

Job Summary:

The Primary Learning Specialist (PLS) is responsible for the direct support, academic coordination, and executive functioning development of assigned students participating in Bucknell’s Comprehensive EF Coaching Program Pilot. The PLS serves as the students central academic support figure, coordinating closely with other Learning Specialists, faculty, OAR staff, academic advisors, the Counseling Center, and other university offices.

This position emphasizes proactive academic planning, skill development, consistent engagement with academic content, and cultivating strong faculty-student relationships. The PLS provides regular individualized support while maintaining comprehensive progress documentation and accountability measures throughout the academic term.

Job Duties:

Reporting Relationship:

Reports to the Director, Office of Accessibility Resources (OAR)
Work Setting/

Schedule:

This is an on campus, student facing position

All meetings, planning sessions, and study support are expected to take in person, barring unforeseen circumstances that require virtual sessions

This role will run from August
- May 31st, working up to 28 hours per week, Monday
- Friday during the hours of 9am-5pm. This is a one year appointment, renewal is subject to the availability of funds and satisfactory performance.

What You Will Do:

Executive Functioning Support:
Responsibilities involve student academic support and coaching. This includes an initial intake interview to understand each student's academic background, strengths, challenges, and interests. A key part of the support is helping students create realistic study schedules and patterns. The role consists of leading one weekly facilitated session and subsequently overseeing the drop-in Facilitated Study Space.

Content Review:
Monitor and support students in completing their academic tasks, including readings, assignments, and note-taking. A key part of this support involves ensuring students can explain course material during sessions to boost their retention and comprehension.

Demonstration of Content Knowledge:
Ensuring student engagement and performance in both formal (exams, quizzes) and informal (participation, discussions) assessments. It also involves tracking student class participation and communicating with faculty regarding student involvement and performance.

Faculty Engagement:
Facilitating and tracking bi-weekly student-faculty meetings and coaching students to prepare meaningful questions for office hours and class.

Syllabus and Assignment Planning:
Reviewing syllabi and major assignments with students, creating an assignment calendar highlighting key academic periods, and coordinating with OAR for additional accommodations.

Work Plan Development:
Guiding students in creating detailed assignment work plans with dates, tasks, and time estimates, then monitoring their weekly progress and validating completion.

Grade & Performance Tracking:
Tracking all submitted work, grades, and participation, monitoring learning management systems for feedback and grade trends, and setting/revising performance benchmarks in consultation with students and faculty.

Accountability & Team Coordination:
Establishing clear expectations with students and coordinating a monthly review team comprising the student's Dean, Academic Advisor, OAR Director, a Counseling Center staff member, and another Learning Specialist. It also includes recommending and supporting ongoing therapeutic relationships for student well-being.

Progress Reporting:
Generating and sharing weekly progress reports (including session summaries, work plan updates, grade tracking, faculty engagement, and general observations) with students, OAR, and other stakeholders (e.g., advisor, parent, Dean), starting after the first week of classes. Gathering & maintaining data will be an important part of the role.

Non

Essential Functions:

The job description's listed responsibilities and tasks are not exhaustive, additional non-essential tasks and responsibilities may be assigned as needed.

What You Will Bring:

Required:

Master’s degree in related field

Professional

Work Experience:

Four years of experience in executive functioning challenges, learning disabilities, or ADHD in an academic environment

Knowledge Areas and

Skills:

Advanced understanding of executive function coaching models; familiarity with ADA accommodations and…