ARC: Peer Writing and Speaking Assistant (S9596X)

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.

Peer Writing & Speaking Assistants:

Effective communication skills, leadership ability, and investment in the Bates curriculum 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 Writing at Bates team, Peer Writing and Speaking Assistants, or PWSAs implement the core mission of the Academic Resource Commons, working with Bates students towards academic success.

More specifically, PWSAs 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. PWSAs are effective and empathetic communicators who have insight to share on how to succeed within a particular area of the Bates curriculum, namely, writing and speaking at the college level. PWSAs collaborate with faculty to support students in individual sections of First-Year Seminars (W1), W2, and W3 level courses. Each PWSA will be thoughtfully paired with one professor teaching a fall or winter semester course and will work closely with that professor to strategize ways to help students in the course establish and work towards their writing and speaking goals. By scheduling and leading one-on-one and group tutoring sessions, as well as class presentations, PWSAs will provide students with peer mentorship and guidance on the professor’s writing and speaking assignments for the course. PWSAs 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 PWSAs and ARC Peer Educators throughout the semester and are closely mentored by the Writing at Bates staff.

Your application should contain the following documents:
Resume
Transcript
5-10 page sample of your academic writing
Cover letter explaining your related experience and interest in this position. Please also including the following information:
Class Year
GPA
Can you attend a full-day training before the first week of class?
Can you attend a weekly one-hour training?
Can you work up to 50 hours in one semester?
Optional: a list of courses for which you feel you could or would like to be a PWSA are outstanding Bates students who are excited by the challenge of engaging their peers over writing. Peer Writing and Speaking Assistants (PWSAs) collaborate with faculty to support students in individual sections of First-Year Seminars and W2 level courses.  PWSAs attend several days of 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 meetings throughout the semester and are closely mentored by the Writing at Bates staff.

In collaboration with the Director of the Academic Resource Commons, Peer Writing and Speaking Assistants implement the core mission of the Academic Resource Commons, working with Bates students towards academic success.


The Basics


Department: Academic Resource Commons
Supervisor: Daniel Sanford
Office Location: Coram Library, Room 228
Email: dsanford@bates.edu
Pay Grade: X
Hours:
Workers:

Qualifications, Requirements, and Responsibilities

Requirements


strong academic standing received an A or B in any course they wish to support (or equivalent) strong organization, time management, and communication skills, particularly writing and speaking, and an awareness of and willingness to speak to others about your own challenges, struggles, and growth in these areas ability to read assignment prompts and student writing carefully, closely, and analytically a friendly willingness to support, mentor, and foster trusting relationships with other Bates students sensitivity to and flexibility in regards to Bates students’ diverse learning styles and preferences openness to feedback from students, the course faculty, and the Writing at Bates team a desire to learn more about effective peer-tutoring, particularly in regards to writing and speaking ability to work up to a total of 50 hours a semester, taking care to attend required trainings and ARC meetings and to be present for all tutoring sessions or office hours that you self-schedule within the confines of those 50 hours ability to procure a recommendation from a member of the faculty as part of the interview process, ideally from one whom you would like to be a PWSA, and with whom you have an already established relationship o Can you attend a weekly training?

Reporting


Reports to the Director of ARC and Writing at Bates Professional Staff as appropriate. Works closely with ARC Student Managers and fellow Peer Writing and Speaking Assistants Will work in collaboration with the faculty teaching designated course

Responsibilities


Supporting students in designated FYS, W2 or W3 course, engaging particularly over written and spoken assignments. Making oneself available to students during particular hours that you pre-establish for one-on-one tutoring and group sessions, particularly before key due dates for writing and speaking assignment. Communicating respectfully and regularly with the course professor; meeting with the course professor several times throughout the semester to clarify assignment expectations, establish ideal tutoring hours, discuss the class’s progress, and identify opportunities for you to interact with and support the class as a whole (i.e. leading peer review sessions or developing and giving presentations on various aspects of writing and speaking, etc.) Providing mentorship and guidance on navigating the wider academic culture at Bates, particularly in FYS courses and for PWSAs tutoring in courses with First Year Students. Actively developing and refining your tutoring skills and a Peer Educator Philosophy through scheduled trainings, meetings and workshops, and on your own. Integrating feedback from the course professor, tutees, and the Writing at Bates team in an effort to improve your writing and speaking peer support skills. NOTE: You do not have to be available to attend every class session, but it helps if you can be available during the time the class meets for the occasional drop-in and/or presentation.