ARC: Peer Tutors (S9904X)
Summary, Scope, and Responsibilities
The Academic Resource Commons (ARC), a college-wide collaboration among faculty, staff, and students, is an initiative that supports every learner at Bates in achieving their academic goals. ARC offers high-quality, student-focused peer tutoring and other support services in a welcoming, inclusive environment. Student-focused services support every student as a unique learner, and empower students as academic leaders. The ARC is a vital part of the academic experience at Bates College, complementing the classroom experience with a deeply social, collaborative, interactive learning environment that engages learners of every background in a conversation over shared challenges and student success.
In collaboration with the Director of the Academic Resource Commons and members of the Writing at Bates team, Peer Tutors implement the core mission of the Academic Resource Commons, working with Bates students towards academic success.
Peer Tutors are Bates sophomores, juniors, and seniors who work as leaders within the Academic Resource Commons, engaging their peers over the work of being a student. Peer Tutors are effective and empathetic communicators who have insight to share on how to succeed within a particular area of the Bates curriculum. Peer tutors may support students with content, writing, or language. Peer tutors work regularly scheduled hours over the course of the semester, supporting students in both individual, one on one, settings, as well as group Drop In Labs. Peer Tutors attend training at the beginning of each semester to learn about theories of peer academic support and best practices in tutoring others. They also attend weekly staff development workshops with other and ARC Peer Educators throughout the semester, and are closely mentored by the ARC staff.
Effective communication skills, leadership ability, and investment in the Bates curriculum are essential attributes. Students who excel as peer educators have worked hard in their own studies, and thought carefully about their own study habits. They have a solid understanding of the material they tutor, but also empathy for the student who may be struggling with the material.
Your application should contain the following documents:
Transcript (either official or unofficial)
Cover letter explaining your related experience and interest in this position, Please also include the following information:
What academic subjects or courses would you be able to support?
Which semester(s) of the upcoming school year will you be available for this position?
Can you attend a full-day training before the first week of class?
Can you attend a weekly one-hour training?
Can you commit to working at least 5 hours per week through the semester?
Applicants wishing to be considered for employment in the Writing Center should additionally include a 5-10 page sample of their academic writing.
Please note that applicants who complete Education S19 (Theory and Practice of Writing and Tutoring) during Short Term 2018 will be given preferential consideration for positions as Writing Tutors.