Reporting to the Senior Associate Director (Learning Programs), and working closely with the other Learning Program Assistant Directors, the incumbent will have a multi-faceted role in both graduate student and undergraduate programming. The Assistant Director will play a role in all major aspects of Learning Program administration including: needs assessment; development, design, and delivery of programming for students; program evaluation and reporting; staff training; and, publicity and outreach. A particular emphasis for this position is expertise in providing academic/learning support to graduate (primarily doctoral) students across a variety of disciplines individually (e.g., coaching) and in groups (e.g., workshops).
Essential qualifications:
Advanced degree
Understanding of selective research university context and culture
Significant experience conducting individualized consultations with students, preferably graduate students
Comprehensive knowledge of holistic student development, including cognitive and non-cognitive perspectives on all students, including first-generation, low-income students
Deep understanding of student development, learning theory, processes, and methods
Excellence in consulting and collaborating effectively in settings with social and intellectual diversity Experience conducting trainings and workshops
Experience working with faculty to administer academic support or similar programs Data management and analysis experience (using Excel, Qualtrics or similar) Excellent written and oral communication skills
Preferred qualifications:
PhD in a discipline taught at Princeton
Experience working independently on multiple projects simultaneously under firm deadlines
Record of effective program administration and collaboration in university context
Expertise in coaching students diagnosed with executive function needs, ADHD, as neuro-divergent, and similar
Interested in and willing to learn basic applications (Wordpress, Constant Contact, Qualtrics) if not already knowledgeable
Record of active participation in professional organizations devoted to post-secondary learning and teaching
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