Primary Learning Specialist
Bucknell · Carnegie
Position Title:
Primary Learning SpecialistPosition Type:
Part timeScheduled Weekly Hours:
Categories:
Staff Non-exemptJob 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 postsecondary student support structures.
Preferred, but not Required:
- Professional Certification or License: Credentialed coaching certifications (e.g., ICF, ADHD-CCSP)
- Experience supporting students with learning differences or executive functioning challenges
Physical Requirements:
- Ability to sit for extended periods; frequent in-person meetings; Able to travel between facilities.
Job Exempt:
NoSalary Range:
35.00-35.00The 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, all candidates must be authorized to work in the US without a need for current or future visa sponsorship.
Benefits:
Eligible full- and part-time employees are compensated beyond base salary through our total rewards package that includes (but is not limited to):
- Flexible scheduling options determined by role;
- Medical, prescription drug, vision, dental, life, and long-term disability insurance options
- An outstanding 10% employer contribution to your retirement plan (no contribution requirement for non-exempt positions)
- Generous paid time off, including vacation and sick time, a community service day, and 19 paid holidays (including two full weeks off for Winter Break!)
- Full-time and part-time members of the faculty and staff are eligible for tuition remission for themselves. Additionally, full-time members of the faculty and staff are eligible for tuition remission for their spouse/spousal equivalent and are eligible for various tuition programs for their children. Credit for full-time benefits eligible employment at other institutions of higher education will be applied to waiting periods.
- A comprehensive employee wellness program including program incentives
- A myriad of other benefits, including parental leave, an employee assistance program, fitness center membership, and the power of your Bucknell ID card
To learn more about Bucknell's benefits, click here! (*Eligibility criteria and waiting periods may apply.)
Inclusive Excellence:
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 endeavor to enhance our capacity to value and capitalize on the cultural richness that diversity brings. We encourage all individuals to apply and do not discriminate in admissions, employment, educational programs and/or activities on the basis of race, color, national or ethnic origin, age, religion, disability, pregnancy, sex/gender, gender identity and/or expression, sexual orientation, marital or family status, military or veteran status, or genetic information.
If this position is approved for hybrid/remote work this position is open to candidates located in the following states: CA, CT, FL, GA, IN, MA, MI, MO, NC, NJ, NY, PA, SC, TX, and VA.
Candidates must be physically located and authorized to work in one of these approved states by the start date of employment and throughout employment.
E-Verify
Bucknell University participates with the United States Customs and Immigration Services (USCIS) E-Verify program. We will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the U.S.
For additional information regarding Bucknell's E-Verify requirements, please contact the office of Talent, Culture & Human Resources (570) 577-1631 or email hr@bucknell.edu.