Work for us!

Thinking about working within the Academic Resource Commons?

The Academic Resource Commons employs Bates students in a variety of Peer Educator roles.  Effective communication skills, leadership ability, and investment in academic success, both for themselves and for their peers, are essential attributes of all ARC Peer Educators.  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.  In collaboration with the Director of the Academic Resource Commons and other members of the ARC professional staff, ARC Peer Educators implement the core mission of the Academic Resource Commons, working with Bates students towards academic success.  

There are a variety of Peer Educator roles within ARC:

Currently Open Positions

Fall 2021 & Winter 2022

ARC is now processing applications for the 2021-2022 academic year. All applications that were submitted before our March 1st deadline will receive full consideration. Once we have reviewed the applications we have on file, we may re-post for specific positions in April. Please check here, in Handshake, or watch Bates Today for information about any re-posts.

Fall 2020 & Winter 2021

We are not currently seeking applicants for any positions for the 2020-2021 academic year.

Resource Representative

Resource Representatives are Bates first year students and sophomores who are enthusiastic about helping their fellow students identify resources for academic support, and play an essential role in ensuring fluid operation of the Academic Resource Commons (ARC). Working in collaboration with ARC Student Managers and the Administrative Coordinator for the Academic Resource Commons, Resource Representatives greet visitors, guide them to the appropriate resources, schedule appointments, maintain records, and perform clerical work, among other duties.  

Resource Representatives also attend regularly scheduled training workshops which are part of the Bates LAMP Program, designed to empower them to engage with their peers as academic mentors.  Resource Representatives with two semesters of this work and training will be awarded the title of “LAMP Fellow”, and ideally prepared to work in a variety of student supporting roles, both within ARC and without.


Peer Tutor

Peer Tutors work in the Academic Resource Commons as specialists who support learners in a particular part of the curriculum (e.g., writing, language learning, biology, economics, learning strategies), helping Bates students to reach their academic goals through mentorship and guidance. They work regular weekly hours in the ARC, supporting learners in individual appointments and/or drop-in labs, and they participate in regular meetings of teams of tutors who support specific courses/sections to strategize support. They may support the facilitation of regular review sessions for students in the course. Peer Tutors are also provided with support in their growth as educators. They attend regular trainings (both pre-semester and in-term) on relevant areas of peer tutoring pedagogy, and are closely mentored by the ARC staff.


Course-attached Peer Tutor

If you are planning on applying work in the 2021-22 academic year as a PAL Leader, please apply for this position instead.


Course-attached Peer Tutors are paired for one semester with a faculty partner to offer support for students in a specific course. Course-attached Peer Tutors work closely with their partner-professors to strategize ways to help students in the course establish and work towards their academic goals. By scheduling and leading one-on-one and group tutoring sessions, as well as contributing to in-class learning, Course-attached Peer Tutors will provide students with peer mentorship and guidance on the professor’s instruction for the course. Course-attached Peer Tutors are also encouraged to offer feedback to their partner-professor on the course, and to inform their partner-professors about students’ common struggles with the course. Course-attached Peer Tutors gather all relevant information for peer educators on the course, provide in-class active learning support on an as-needed basis, meet regularly with the course instructor to strategize support for the course, facilitate regular meetings with the entire team of tutors who support the course to strategize support, and facilitate regular review sessions for students in the course. Course-attached Peer Tutors are also provided with support in their growth as educators. They attend regular trainings (both pre-semester and in-term) on relevant areas of peer tutoring pedagogy, and are closely mentored by the ARC staff.


Peer Writing and Speaking Assistant

PWSAs are thoughtfully paired for one semester with a faculty-partner to offer support for students in individual sections of First-Year Seminars (W1), W2, and W3 level courses. PWSAs work closely with their partner-professors to strategize ways to help students in the course establish and work towards their writing and speaking goals. By scheduling and leading confidential one-on-one and group tutoring sessions, as well as class presentations and workshops, PWSAs will provide students with peer mentorship and guidance on the professor’s writing and speaking assignments for the course. PWSAs are also encouraged to offer feedback to their partner-professor on those assignments and to inform their partner-professors about students’ common struggles with these assignments. PWSAs are also supported in their growth as Peer Educators. They attend training at the beginning of each semester to learn about theories of writing and oral communication and best practices in tutoring others. They also attend weekly staff development workshops with other PWSAs and ARC Peer Educators throughout the semester and are closely mentored by the Academic Resource Commons professional staff.


Technical Writing Assistant

Technical Writing Assistants (TWAs) are Bates juniors, and seniors who work as leaders within the Academic Resource Commons, engaging their peers over the work of being a student with a specific focus on supporting their peers’ transition into the scientific discourse community. TWAs are effective and empathetic communicators who have insight to share about writing for the natural sciences. TWAs support student writers in the natural sciences (specifically biology) by designing and facilitating weekly out-of-class sessions that address approaches to writing assignments and assist students with their writing process. TWAs may also be attached to the course they are supporting by also being hired as a Teaching Assistant for lab.  TWAs attend weekly trainings with the Assistant Director of Writing in the Natural Sciences on topics including: fundamentals of scientific writing; techniques in peer facilitation; and best practices in writing pedagogy. TWAs meet with course instructors on a regular basis throughout the semester.  TWAs are also provided support: They attend training at the beginning of each semester to learn about theories of writing and oral communication and best practices in tutoring others. They also attend weekly staff development workshops with other TWAs and ARC Peer Educators throughout the semester and are closely mentored by the ARC staff.


Student Manager

Student Managers are Bates students who have emerged as peer leaders, and who have a demonstrated commitment to and aptitude for peer tutoring pedagogy. In collaboration with the Director of the Academic Resource Commons, Student Managers lead the student employees of ARC in providing academic support for Bates students. They do this by developing and implementing trainings for peer tutors, providing on-the-floor oversight of the Academic Resource Commons, serving as liaisons to departments, and completing an annual project aimed towards further developing ARC’s programming.  Student Managers also create and deliver workshops on academic areas of recurring interest, including both course content and academic skills. Each of ARC’s Student Managers leads a team of Peer Educators focused on a curricular area (e.g., Biology) or an aspect of ARC services (e.g., Workshops). Student Managers meet weekly with the ARC staff to address operational issues within the center and to learn about theories of organizational leadership and coordinating peer support programming. They also attend weekly staff development workshops with other ARC Peer Educators throughout the semester.


Peer Assisted Learning (PAL) Leader

PAL Leaders 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. PAL Leaders are effective and empathetic communicators who have insight to share on how to succeed within a particular course in the Bates curriculum. Having successfully completed the course they are leading, PAL Leaders facilitate learning in out-of-class sessions using strategies that build readiness and comprehension in traditionally difficult courses. PAL Leaders work to help students understand that problem solving is a process and that with practice students can claim authority of their own learning. PAL Leaders diligently prepare session plans and reports that are shared in weekly staff meetings with the PAL Program Coordinator.  PAL Leaders are also provided support: They attend training at the beginning of each semester to learn about theories of writing and oral communication and best practices in tutoring others. They also attend weekly staff development workshops with other PAL Leaders and ARC employees throughout the semester and are closely mentored by the ARC staff.

If you are planning on applying for this position for the 2021-22 academic year, please apply for Course-attached Peer Tutor instead.

Thank you, and please feel free to send us questions at arc@bates.edu.