General Information
| Job Description | STDT ACAD SPEC 3 | Working Title | Teaching Assistant Development Program Coordinator |
|---|---|---|---|
| Job Code | 004550 | Grade | 20 |
| Department Name | Graduate Division Dept - D01144 | Department Head | Shaun Bowler |
| Supervisor | Hillary Jenks | Effective Date | 06/30/2023 |
Position(s) Directly Supervised
| Job Code | Title | FTE |
|---|
Generic Scope
| Experienced professional who knows how to apply theory and put it into practice with in-depth understanding of the professional field; independently performs the full range of responsibilities within the function; possesses broad job knowledge; analyzes problems/issues of diverse scope and determines solutions. |
Custom Scope
| Using skills as a seasoned, experienced professional, applies the full range of knowledge and strategies related to learning skills for students. Works independently, receiving guidance in unusual or particularly complicated situations. |
Department Custom Scope
| The Teaching Assistant Development Program Coordinator is responsible for management of the Teaching Assistant Development Program (TADP) within Graduate Division. Under the direction of the GradSuccess Director, the Coordinator is responsible for initial and ongoing training and pedagogical support for UCR graduate student Teaching Assistants (TAs). This includes developing and delivering mandatory New TA Orientations, quarterly continuing training for under-performing TAs, and pedagogy workshops, as well as overseeing the annual TA teaching awards. The Coordinator collaborates with other departments on maintaining the student teaching evaluation system, maintains detailed records, and provides program support for marketing, data analysis, and assessment. |
Education & Experience Requirements
Education Requirements
| Degree | Requirement |
|---|---|
| Bachelor's degree in related area and/or equivalent experience/training. | Required |
| Master?s or PhD degree | Preferred |
Experience Requirements
| Experience | Requirement |
|---|---|
| 4 - 7 years of related experience. | Required |
| 2-3 years experience teaching at the university level | Preferred |
License Requirements
Certification Requirements
| Certification | Requirement |
|---|
Educational Condition Requirements
| Condition | Requirement |
|---|
Key Responsibilities
| Description | % Time |
|---|---|
Analyzes, synthesizes, and prepares teaching and learning materials/resources for undergraduate tutors, graduate tutors/instructors, and student users.
|
25 |
| Provides training for pedagogical skills to graduate student teachers and implements training for professional courses to teachers and prospective teachers at the graduate level. Provides mandatory New TA orientation for first-time TAs at least twice annually. Delivers six to eight pedagogy workshops per quarter during the academic year. Develops individualized programs for TAs referred for continuing training, including conducting intake and exit interviews and teaching observations | 25 |
Delivers academic programs to students that enhance academic success through group, one-on-one, and course-based formats of service for a wide range of learning issues in a discipline for a broad scope of academic courses (e.g., lower-division writing across the curriculum; a cluster of biological science courses; lower division pre-professional trajectories in math/statistics).
|
15 |
May provide guidance to student tutors.
|
10 |
Adapts counseling to specific learning styles and linguistic issues.
|
5 |
| Applies and implements innovative academic support service models to support and enhance student learning, academic success, and intellectual development. | 5 |
Serves as liaison to specific programs, student service departments, or advising units.
|
5 |
| Collaborates with faculty, advising units, academic departments, and other student service units to assess students' needs. | 5 |
| Mentors undergraduates and graduate students to enhance intellectual and professional trajectories. | 5 |
Knowledge, Skills & Abilities
| Knowledge/Skill/Ability | Requirement |
|---|---|
| Knowledge of academic curricula. | Required |
| Knowledge of strategies in critical thinking, reading, writing, note taking, test taking, time management, and goal setting. | Required |
| Knowledge in designing and implementing learning and pedagogical models. | Required |
| Problem solving and organizational skills. | Required |
| Knowledge of how learning skills issues apply to a research institution. | Required |
| Skills in judgment and decision-making. | Required |
| Multicultural competencies, knowledge and experience working and interacting effectively with diverse groups of staff, faculty, and student populations. | Required |
| Interpersonal skills. | Required |
| Knowledge of program development, data gathering, assessment, and evaluation skills. | Required |
| Experienced knowledge of specific learning theory, learning styles, affective issues, academic issues, and socio-cultural/linguistic issues in applying academic support to students. | Required |
| Knowledge of current research and theoretical models that influence the application and delivery of academic services (e.g., discipline specific, student-population specific). | Required |
| May require knowledge of NCAA policies, rules, and regulations. | Required |
| Knowledge of instructional design principles and learning strategies, including needs analysis, backwards design, learning outcomes and assessment design, and instructional approaches including lecture, discussion, activities, projects, lab supervision, etc. | Preferred |
| Evidence of commitment to equitable and inclusive learning. | Preferred |
| Ability to facilitate collaborative work across departments. | Preferred |
| Ability to interact effectively with diverse populations, including senior administrators, faculty, staff, students and the public. | Preferred |
| Strong written and oral communication skills, including excellent interpersonal communication, written reports and correspondence, and presentations for large and small audiences. | Preferred |
| Ability to prioritize and execute multiple projects at different levels. | Preferred |
Special Requirements & Conditions
| Special Condition | Requirement |
|---|
Other Special Requirements & Conditions
|
|
Level of Supervision Received
| General Supervision |
Environment
Working Environment
| Campus |
Other Requirements
Items Used
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Physical Requirements
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Mental Requirements
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Environmental Requirements
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Critical Position
| Is Critical Position: Yes |