"Primary Learning Specialist"

Job Details

Primary Learning Specialist
R0000001756
Academic West Building

Position Title:
Primary Learning Specialist

Position Type:
Part time

Categories:
Staff Non-exempt

Job Summary:
The Primary Learning Specialist (PLS) is responsible for the direct support, academic coordination, and executive functioning development of two 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:
  Position would be 45 weeks (August - May 31st). Hours are flexible and can include evenings and weekends. Hours to be aligned to support the student caseload. This is an on campus, student facing position. All meetings, planning sessions, and study support are expected to take place in person, barring unforeseen circumstances that require virtual sessions. This is a casual position working up to 20 hours per week.
• 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. There will be two in-person coaching sessions per week with assigned students. Additionally, two weekly study sessions will be held, managed by another Learning Specialist who will report student progress.
• 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.
• 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; Four years of experience in executive functioning challenges, learning disabilities, or ADHD in an academic environment; Advanced understanding of executive function coaching models; familiarity with ADA accommodations and postsecondary student support structures.
• Preferred, but not Required:
  Professional Certification or License: Credentialed coaching certifications (e.g., ICF, ADHD-CCSP).

Physical Requirements:
Ability to sit for extended periods; frequent in-person meetings; some movement across campus required.

Job Exempt:
No

Salary Range:
35.00-35.00

The offer rate will be based on a review of the candidate's credentials compared to the qualifications of the position, internal equity, and our overall compensation philosophy. This role is not budgeted for visa sponsorship at this time; all candidates must be authorized to work in the US at the time of submission of the application.

Benefits:
Eligible full- and part-time employees are compensated beyond base salary through our total rewards package that includes flexible scheduling options; medical, prescription drug, vision, dental, life, and long-term disability insurance options; an outstanding 10% employer contribution to your retirement plan; generous paid time off; tuition remission; a comprehensive employee wellness program; and more. For more details, visit the benefits page.

Diversity, Equity & Inclusion:
Bucknell is committed to fostering an environment that embraces diversity, equity and inclusion, and seeks candidates who will contribute to a climate that supports the growth and development of a diverse campus community. We encourage all individuals to apply and do not discriminate based on various protected characteristics.