The Writing Program Director will provide writing and language assistance, develop and manage all writing, reading, and ESL programs for students from all schools through workshops, individual assistance, writing peer learning partners, and more. The Writing Program Director will expand the writing and language programs to meet ongoing student needs. The Writing Program Director will also manage the Writing Peer Learning Partner (PLP) program and all associated trainings, professional development sessions, and administrative work. In addition, the Writing Program Director will organize, lead and/or participate in (alongside the Academic Support staff) workshops throughout the year, summer orientation programs, grant writing and/or departmental written reports as needed, website revisions, and other current and future academic support programs. The Writing Program Director will also provide academic and special counseling to students on study skills, test anxiety, and time management as needed. Lastly, the Writing Program Director will be responsible for aiding in the continuous evaluation of Academic Support programs and services through assessment, research, and publications. The ideal candidate will have a Master’s degree and experience in academic support/learning theory, particularly in teaching students reading and writing skills appropriate for scientific and technical material, based on the principles outlined in “Teaching Writing in the Health Professions” by Michael Madson and “Make it Stick” by Peter Brown.
1. Develop and maintain a writing and ESL assistance program for all students at NYMC/TCDM. This includes one-on-one assistance (in person or online) for any writing or language related concerns and keeping detailed records of encounters with students. Writing assistance provided may include weekly class papers, larger thesis or dissertation projects, CVs/resumes, cover letters, personal statements, scientific research articles, student grant applications, and more. To ensure the quality of the writing and accuracy in formatting (including references) produced by the students, the Writing Program Director will communicate and coordinate with the NYMC Library and faculty. The Writing Program Director will create and implement multiple writing-related workshops each semester, assess services provided, and offer continuous quality improvement to meet ongoing student needs.
2. Coordinate and manage the existing Writing and MCAT CARS Peer Learning Partner Programs, including: promoting, collecting, and reviewing applications; hiring potential writing peer learning partners (PLPs); coordinating annual training orientations; creating a robust series of writing and teaching skills professional development seminars; communicating as required with peer learning partners; planning PLP-led workshops or special lectures for students; matching high risk students as needed with appropriate PLPs; monitoring all evaluations for red flags and resolving these red flags, assessing the programs for quality improvement, and expanding/revising the programs as necessary. In collaboration with Academic Support team members: ensure consistent communication with PLPs, weekly maintenance of the PLP schedules, and timely processing of timesheet/paychecks.
3. Provide academic and special counseling to all NYMC/TCDM students, as needed. This involves one-on-one meetings to discuss academic concerns and study skills/strategies, as well as keeping detailed records of all meetings, and planning, coordinating, and managing study skills workshops to be given each semester. This includes monitoring SOM exam grades and inviting high risk students in via email for meetings.
4. Organize, lead and/or participate in (alongside the Academic Support staff) workshops throughout the year, summer orientation programs, grant writing as needed, Step 1 and Step 2 preparation programs, and all other current and future academic support programs in all schools.
5. Manage OSAS’s learning management pages (Canvas, LEO, Google, LibGuide). This includes collaborating with OSAS staff to content is up to date and revising pages as needed.
6. As part of cross-training and to ensure coverage of the office when one or more member is absent, provide temporary assistance as needed on essential Academic Support Office tasks such as remediation tracking, supporting students with disabilities, and more.
7. At the direction of the Assistant Dean, evaluate and assess OSAS programs and services to enhance continuous quality improvement and aid accreditation reporting. Assessment will include IRB-approved research: drafting and submitting IRB proposals, collecting data, drafting manuscripts and presentations, presenting at conferences, and mentoring Peer Learning Partners and/or other students who participate in academic support literature reviews and research projects.
EDUCATION, QUALIFICATIONS AND SKILLS
(A) Education requirement: Masters in a field of English/Writing required.
(B) Licenses or certifications: N/A
(C) Technical/computer skills: Must be proficient with Excel, Outlook and other Microsoft Office programs. Experience with Banner and Canvas a plus, but not required.
(D)Prior experience: Experience teaching students how to read and write technical and scientific material, working with ESL students, and knowledge of peer tutoring programs are essential. The ideal candidate will have the ability to communicate and work as part of a team, relate professionally with students and colleagues, and demonstrate discretion and sound judgment when handling confidential issues.
Physical and Environmental Demands