Louie is putting the site together...

Work at REACH

Why work at REACH?

Off-campus employment can be difficult to integrate into a school schedule, but working at REACH fits perfectly into your academic life.

REACH supervisors understand the challenges of being a student

Schedule is flexible and student-friendly

Walking to an on-campus job is more convenient than having to leave campus

REACH starts tutors and peer academic coaches at $10/hour, but the money is only part of how you can benefit

Tutoring keeps you connected to previously-learned material, which is helpful when preparing for graduate exams.

You learn new study techniques to help students and are able to apply them to your own studies.

Working with other students helps to improve your communication skills including writing, public speaking, and thinking on your feet.

Click the tabs to the left to learn more about our student staff positions.
Click the accordian menu tabs below to learn more about our student staff positions.

Peer Tutors & PAL Leaders

If you are interested in working in one of the many student employee positions available with REACH, please fill out our application and provide two recommendations. Recommendations forms can be found under the Upload Recommendations tab above. You must have one recommendation from a former or current professor familiar with your proficiency in the content of the courses you will tutor. The second recommendation (if you are not going to tutor multiple subjects) can be from another professor or from someone attesting to your character (former employer, advisor, etc.). All applicants must have a minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for last semester.

The pay rate for REACH Tutors and PAL Leaders is $10.00 per hour for up to 20 hours/week. The pay rate increases 50¢ per hour for each certification level earned. Master Tutor Mentors and PAL Peer Supervisors earn the maximum rate of $11.50 per hour.

Math Resource Center Tutor

Tutors for REACH Math Resources provide drop-in academic support for UofL undergraduate students and/or assistance during math intervention courses offered by REACH. They encourage students to develop confidence, and promote academic independence. They also employ use of best practices and strategies to help students be more successful in courses.

Courses we are currently hiring for in the MRC:
{{row.courses}}
Math Resource Center Tutor Job Description

Summary:

Tutors for REACH Math Resources provide drop-in academic support for UofL undergraduate students and/or assistance during math intervention courses offered by REACH. They encourage students to develop confidence, and promote academic independence. They also employ use of best practices and strategies to help students be more successful in courses including:

  • MAT 55 & 65
  • GEN 103/104
  • MATH 107, 111, 112, 180, 190, 205, & 206
  • ENGR 101, 102, & 190

General Responsibilities:

  • Teaching students skills in mathematics
  • Communicating effectively with tutees, other tutors, and supervisors.
  • Actively seek opportunities to help students.
  • Stay knowledgeable in the course content for subjects that are tutored.
  • Attending required tutor training and staff meetings and completing online training modules.
  • Assisting with advertising of the Math Resource Center/Virtual Math Center as assigned.
  • Monitoring sign-in and sign-out on TutorTrac.
  • Complying with University Family Education Rights and Privacy Act (FERPA).
  • Assisting with other duties as assigned while working such as:
    • Performing daily procedures for opening and closing the math centers.
    • Helping students with math center computers and software.
    • Creating handout materials and/or website materials
  • Following GEN 103/104 classroom and testing procedures.

Qualifications:

  • Currently enrolled at the University of Louisville with a minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for last semester.
  • Minimum math proficiency: an A or B in math courses you will tutor.
  • Must have a good understanding of computer operating systems, network connections, email, and other campus technologies
  • Two recommendations, at least one of which must be from a former or current professor who is familiar with your math ability.
  • Possess a strong work ethic and the ability to maintain a welcoming and approachable appearance.
  • Must be responsible, dependable, honest, and mature.
  • Must be friendly, patient, and sensitive to a diversity of students and their individual needs.

Evaluation:

Observation of new staff and supervisor evaluations of all tutors are conducted each semester. The purpose for each observation and evaluation is to recognize and indicate good practice and to also help each tutor improve his/her performance.

Learning Resource Center Tutor

Scheduled tutors work in the Learning Resource Center to provide academic support for small groups of students enrolled in undergraduate courses. They assist students in understanding, practicing, and applying material while providing content-specific strategies to help students succeed in their courses. They encourage students to continue to develop as independent learners.

Courses we are currently hiring for in the LRC:
{{row.courses}}
Learning Resource Center Tutor Job Description

Scheduled Tutor Roles and Responsibilities

Scheduled tutors work in the Learning Resource Center to provide academic support for small groups of students enrolled in undergraduate courses. They assist students in understanding, practicing, and applying material while providing content-specific strategies to help students succeed in their courses. They encourage students to continue to develop as independent learners.

General Responsibilities:

  • Meet with student during regularly scheduled weekly sessions, and communicate changes to these appointments.
  • Attend tutor training and staff meetings at the beginning and mid-points of each semester as required.
  • Provide suggestions to help students develop content study skills in their courses.
  • Assist students in developing critical thinking skills and strategies, and regularly review the Critical Thinking Rubric with students
  • Arrive on time for weekly appointments.
  • Monitors sign-in/sign out on TutorTrac of tutees and self for recording and payroll purposes, and signs time sheets biweekly.
  • Contact supervisors in a timely manner when there are changes in their schedule, running late, or need to cancel a session for any excused reason (illness, emergency).
  • Record notes after each appointment summarizing the goals, tasks, and accomplishments of the session.
  • Maintain course content knowledgeable each semester by reviewing material, checking for syllabus and content changes, and working with professors as needed.
  • Refer students to appropriate resources as needed when questions cannot be answered (REACH resources, professors, etc.).
  • Maintain knowledge of REACH services across campus.
  • Comply with University Family Education Rights and Privacy Act (FERPA).
  • Attend an evaluation meeting with their supervisor each semester.

Qualifications

  • Currently enrolled at the University of Louisville with a minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for the last full-time semester.
  • Candidates will need to obtain one (1) faculty recommendation per subject they wish to tutor (e.g., BIOL, ECON, SPAN, etc.).
  • Candidates who only plan to tutor in one subject will also need to obtain a second recommendation from another source (e.g., advisor, other employer, other faculty member).
  • Expertise in course content or programming languages that you will tutor.
  • Possess a strong work ethic and the ability to maintain a welcoming and approachable presence.
  • Must be responsible, dependable, honest, and mature.
  • Must be friendly, patient, and sensitive to a diversity of students and their individual needs.

Evaluation:

Observations of new tutors are conducted each semester by the Coordinators or Master Tutors. These observations are primarily for the tutor’s own professional development in tutoring skills and pedagogy. They will indicate good practices and to help tutors improve their sessions as needed for the benefit of all tutees.

Job performance evaluations are required for all tutors each semester with the supervisor. Tutors must receive a satisfactory evaluation in order to achieve certification levels and to be asked to return for the following semester

Computer Resource Center Tutor

Tutors for REACH Computer Resource Centers (CRC) provide drop-in and/or appointment based academic support for UofL undergraduate students primarily enrolled in College of Business or Speed School of Engineering courses. CRC tutors may also assist any currently enrolled student with the use of common student technologies at UofL. They encourage students to develop confidence and to continue as independent learners.

Courses we are currently hiring for in the CRC:
{{row.courses}}
Courses we are currently hiring for in the ALC:
{{row.courses}}
Computer Resource Center Tutor Job Description

General Responsibilities:

  • Attend tutor training and staff meetings at the beginning and mid-point of each semester as required.
  • Follow University and REACH policies as outlined in the tutor handbook.
  • Assists with the Computer Resource Center advertising as available.
  • Contact supervisors in a timely manner when there are changes in their schedule, running late, or the need to cancel a session for any excused reason (illness, emergency).
  • Stay knowledgeable in the course content for subjects that are tutored as well as other evolving computer technologies. Review course material, check for syllabus and content changes, and work with professors as needed.
  • Meet with students during regularly scheduled tutoring or review sessions, and communicate changes to any upcoming session dates or times.
  • Monitor and manage the daily activities in the Computer Resource Center locations while tutoring on campus, including but not limited to, keeping the physical location tidy, monitoring who signs in and out, properly using and storing tutoring supplies and resources, and maintaining a pleasant learning environment.
  • Actively seek opportunities to help students.
  • Provide suggestions to help students develop content study skills in their courses.
  • Refer students to appropriate resources as needed when questions cannot be answered (REACH resources, professors, etc.).
  • Record notes after each appointment summarizing the goals, tasks, and accomplishments of the session.
  • Comply with University Family Education Rights and Privacy Act (FERPA).
  • Attend an evaluation meeting with the center supervisor each semester.

Qualifications:

  • Currently enrolled at the University of Louisville with a minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for the last full-time semester.
  • Candidates will need to obtain one (1) faculty recommendation per subject they wish to tutor (e.g., BIOL, ECON, SPAN, etc.).
  • Candidates who only plan to tutor in one subject will also need to obtain a second recommendation from another source (e.g., advisor, other employer, other faculty member).
  • Expertise in course content or programming languages that you will tutor.
  • Possess a strong work ethic and the ability to maintain a welcoming and approachable presence.
  • Must be responsible, dependable, honest, and mature.
  • Must be friendly, patient, and sensitive to a diversity of students and their individual needs.

Evaluation:

Observations of new staff and formal performance evaluations of all tutors are conducted each semester. The purpose for each observation and evaluation is to recognize and indicate good practice and to also help tutors improve their performance. Tutors must receive a satisfactory evaluation in order to achieve tutoring certification levels.

Peer Assited Learning Facilitator

Peer Assisted Learning (PAL) Facilitators provide class-to-class reviews, study strategies, and exam reviews to help students master the skills and content of a specific course. These are large study groups and require that you have good presentation and public speaking skills. PAL Facilitators (PALF) are required and paid to sit in on the assigned course to refresh and update notes; paid to plan, create & post worksheets, study materials, practice exams for study sessions and exam reviews & meets weekly with Course Professor; paid to provide at least 3 hours of study sessions per week. Total work commitment is an average of 10 hours per week. Applicants need to have a GPA of 3.0 or better and received an “A” in the course(s) you are assigned to PAL.

Courses we are currently hiring for in the PAL:
{{row.courses}}
Peer Assisted Learning Facilitator Job Description

General Responsibilities:

  • Functions as a model student in the programmatic framework of PAL.
  • Provides teaching methods and forms of learning assistance that are useful in helping students assimilate the course content and become more effective learners.
  • Attends all class sessions, takes notes for the specific course content, reads all assigned materials (text and supplementary), schedules and conducts a minimum of three (3) PAL sessions (50 minutes in length) each week.
  • Integrates study strategy techniques with the course content
  • Collects data that documents the attendance and participation of students, and the effectiveness of the PAL model.
  • Attends tutor training and staff meetings as required.
  • Develops and maintains relationships with the course content professor, student participants, the PAL Supervisor and the REACH coordinator in the implementation of the PAL model.
  • Administers student evaluations at the end of each semester.
  • Performs other duties as assigned.

Evaluation:

The PAL supervisors working with the coordinator for PAL conduct observations for all PAL leaders each semester. The coordinator reviews these observations. Additionally, PAL supervisors evaluate PAL leaders each semester. The purpose for each observation and evaluation is to recognize and indicate good practice and to help each PAL leader improve his/her study sessions as needed for the benefit of all student participants.

Master Tutor Mentor (MTM)- CRLA III

REACH employs Master Tutor Mentors (MTM) to work as assistants to the Coordinators and Graduate Student Assistants. This role requires great leadership and organizational skills, the ability to multi-task, and a willingness to work with a diverse group of students and staff. Roles may vary by location and center, but many aspects of the job are consistent.

The deadline to apply for the MTM position is April 12, 2021. Decisions will be finalize by April 16, 2021.
Master Tutor Mentor Job Description

General Responsibilities include but are not limited to:

  • serving as a peer tutor/supervisor and role model for other employees working in your center or program
  • serving as a resource to other tutors/leaders in your program or center
  • assisting with the advertisement and promotion of REACH programs or centers.
  • assisting with the planning and implementation of training and meetings each semester
  • helps peer tutors and facilitators with due dates, upcoming events, and other information
  • assisting the coordinator during the observation and evaluation period each semester
  • providing administrative support to center or program
  • submitting all required reports and documentation in a timely manner
  • attending required tutor training and staff meeting and completes online training modules
  • performing other duties as assigned by the Associate/Assistant Director, Coordinator, or Graduate Student Assistant

Required Qualifications:

  • enrollment at the University of Louisville
  • minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for last semester
  • CRLA Level II Certification by the end of the spring semester
  • earned at least a Satisfactory/Proficient on your last program/center evaluation
  • Eligible tutors will be sent the link to the Master Tutor Mentor (MTM) application form. Acceptance into the training program based on the needs of the centers and the supervisor's overall assessment.

Evaluation:

Supervisor evaluations of all tutors and PAL leaders are conducted each semester. The purpose for each evaluation is to recognize and indicate good practice and to also help each master tutor or Facilitatorimprove his/her leadership skills.

Peer Mentors (PAL)- CRLA III

REACH employs Peer Mentor to work as assistants to the Associate Director and Graduate Student Assistant for PAL. This role requires great leadership and organizational skills, the ability to multi-task, and a willingness to work with a diverse group of students and staff. .

The deadline to apply for the PAL Peer Mentor position is April 12, 2021. Decisions will be finalize by April 16, 2021.
PAL Peer Mentor Job Description

General Responsibilities include but are not limited to:

  • Functions as a Master Tutor Mentor/Peer Mentor by assisting in the planning and implementation of orientation/training at the beginning of each semester and assisting with on-going advertisement of the PAL Program.
  • Performs 2-3 observations for each assigned PAL Facilitator, per semester, as directed by the Coordinator.
  • Conducts a total of four individual meetings with each assigned Facilitator per semester as directed by the Coordinator (one of these meetings will be conducting a peer evaluation).
  • Assist in the planning and implementation of the mid-term PAL group meeting.
  • Send e-mails as needed or as directed by the Coordinator to the Facilitators under your supervision to remind them of due dates, upcoming events, or other information.
  • Turn in all documentation of individual Facilitator meetings, observations, peer evaluations and other information as requested by the Coordinator.
  • Performs PAL data entry in TutorTrac on a weekly basis.
  • Performs other duties as assigned by Coordinator (this may include substituting for a PAL Facilitator in an emergency situation).

Required Qualifications:

  • enrollment at the University of Louisville
  • minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for last semester
  • CRLA Level II Certification by the end of the spring semester
  • earned at least a Satisfactory/Proficient on your last program/center evaluation
  • Eligible tutors will be sent the link to the Master Tutor Mentor (MTM) application form. Acceptance into the training program based on the needs of the centers and the supervisor's overall assessment.

Evaluation:

Supervisor evaluations of all tutors and PAL leaders are conducted each semester. The purpose for each evaluation is to recognize and indicate good practice and to also help each master tutor or Facilitator improve his/her leadership skills.

Peer Academic Coach

Peer academic coaches work in individual and small group settings to help undergraduate students develop and utilize more effective strategies and self-management techniques to enhance their academic performance. They help students develop a comprehensive plan for improvement based on an assessment of their academic habits, practices, and goals. They also take into account non-academic needs and issues that may be impacting a students’ academic success and introduce new strategies to help improve their performance or by providing referrals to campus partners. The goal of peer coaching is to help students develop greater self-awareness and self-regulation as well as establish habits and routines that will help them achieve their own academic goals.

1 Current Opening for Academic Coach

Peer Academic Coach Job Description

Summary:

Peer academic coaches work in individual and small group settings to help undergraduate students develop and utilize more effective strategies and self-management techniques to enhance their academic performance. They help students develop a comprehensive plan for improvement based on an assessment of their academic habits, practices, and goals. They also take into account non-academic needs and issues that may be impacting a students’ academic success and introduce new strategies to help improve their performance or by providing referrals to campus partners. The goal of peer coaching is to help students develop greater self-awareness and self-regulation as well as establish habits and routines that will help them achieve their own academic goals.

General Responsibilities:

  • Facilitate individual academic coaching appointments to help evaluate students’ academic needs and challenges
  • Help students identify specific academic goals or academic behaviors they want to improve and provide strategies and techniques to accomplish this purpose
  • Help students learn more effective strategies for self-regulation and personal accountability
  • Co-develop an academic enhancement plan for each student
  • Document coaching appointment notes for each individual appointment in CardSmart
  • Identify underlying issues and non-academic needs that may be impacting a student’s academic performance; provide appropriate referrals to key campus partners (e.g., supervisor, Disability Resource Center, Student Affairs Care Team, etc.) where appropriate

Qualifications:

  • Undergraduate enrollment at the University of Louisville during semesters of employment
  • Minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for last semester
  • Faculty or staff recommendation attesting to candidate’s work ethic and ability to help others
  • Evidence of being responsible, dependable, trustworthy, and mature
  • Good communication skills, patience, and empathy; compassion for other’s personal and academic struggles

Evaluation:

Supervisor evaluations of all peer academic coaches are conducted each semester. The purpose for each evaluation is to recognize and indicate good practice and to also help each peer academic coach improve her/his/their leadership skills.

Graduate Academic Coach

The Graduate Academic Coach (GAC) provides supervision of undergraduate peer academic coaches, who help students develop and utilize more effective strategies and self-management techniques that enhance academic success. The GAC works collaboratively with the Executive Director and LRC Assistant Director to provide training for peer coaches on academic coaching strategies and pedagogies, assessment of students’ academic habits/practices, utilization of CardSmart, documentation of coaching sessions, and FERPA. The goal of peer coaching is to help students develop greater self-awareness and self-regulation as well as establish habits and routines that will help them achieve their own academic goals.

Apply for Graduate Academic Coach Position
Graduate Academic Coach Job Description

Summary

The Graduate Academic Coach (GAC) provides supervision of undergraduate peer academic coaches, who help students develop and utilize more effective strategies and self-management techniques that enhance academic success. The GAC works collaboratively with the Executive Director and LRC Assistant Director to provide training for peer coaches on academic coaching strategies and pedagogies, assessment of students’ academic habits/practices, utilization of CardSmart, documentation of coaching sessions, and FERPA. The goal of peer coaching is to help students develop greater self-awareness and self-regulation as well as establish habits and routines that will help them achieve their own academic goals.

General Responsibilities:

  • Helps train peer academic coaches on academic coaching techniques, pedagogies, resources, referral processes, FERPA, and documentation procedures
  • Trains peer coaches on conducting small group instructional meetings around common academic struggles (e.g., time management, organizational skills, testing strategies, academic resources, etc.)
  • Guides peer coaches on how to facilitate individual coaching appointments that help evaluate students’ academic needs and challenges; facilitates individual coaching appointments as well
  • Help students identify specific academic goals or academic behaviors they want to improve and provide strategies and techniques to accomplish this purpose
  • Help students learn more effective strategies for self-regulation and personal accountability
  • Co-develop academic enhancement plans for each student
  • Document coaching appointment notes for each individual appointment in CardSmart
  • Identify underlying issues and non-academic needs that may be impacting a student’s academic performance; provide appropriate referrals to key campus partners (e.g., supervisor, Disability Resource Center, Student Affairs Care Team, etc.) where appropriate

Qualifications

  • Full-time graduate enrollment at the University of Louisville during semesters of employment
  • Minimum cumulative GPA of 3.0 or a minimum GPA of 3.0 for last semester
  • Faculty or staff recommendation attesting to candidate’s work ethic and ability to help others
  • Evidence of being responsible, dependable, trustworthy, and mature
  • Good communication skills, patience, and empathy; compassion for other’s personal and academic struggles

Evaluation:

Supervisor evaluations are conducted each semester. The purpose for each evaluation is to recognize and indicate good practice and to also help the GAC improve her/his/their leadership skills.

Apply

REACH is currently looking to fill 1 GSA position for Spring 2022. See below for more information about our SLA GSA position.

Here’s what you need to know:

REACH expects to fill several graduate positions available for the upcoming academic year. Some students return for multiple years while they complete their graduate coursework, so the number of openings varies from year to year.

  • Time Commitment: All REACH GSA positions are for 10 months, part-time, 20 hours/week: August 2, 2021 through May 31, 2022
  • Stipend: $15000 over 10 months- $1500 a month.
  • Tuition: Each GSA positions covers full in-state tuition. No professional program tutition is covered in full (Law, Dental, Med, MBA, etc). For out of state residents, REACH will submit an out of state waiver on your behalf to the Graduate School. When the Graduate School has the funding they will sometimes cover the difference.
  • Health Insurance: All graduate assistants will be provided with Univesity of Louisville Student Health Insurance if so desired.

Application Process:

To apply, complete all of the following:

  • Submit the GSA Application using the our online form. (Note fully compatible with the Edge broswer)
  • Send two letters of recommendation or upload them using the Upload Recommendations Tab above. Note: Recommendations can be submitted after you submit your application.
  • If you did not receive your undergraduate degree and/or your graduate degree from University of Louisville, send an official transcript of all undergraduate work, and all graduate work completed
  • Send a cover letter or a letter of introduction and intent detailing how you can be of service to REACH.

Timeline and Deadlines for 2021 - 2022 Applicants:

  • Dec./Jan. - Review the position descriptions, solicit your letters of recommendation, request an official copy of your transcripts (if applicable), write your letter of introduction and intent cover letter.
  • Jan. 25 - Feb. 26 - Submit your application and material by February 23rd.
  • Feb. 26 - March 1 - REACH makes initial determination of qualified candidates to interview.
  • Mar. 5 - Mar. 24 - GSA Interviews. Interviews are selective and will be scheduled in early to mid March.
  • Mar. 29 - Decisions and first offers made. All application materials. (Offers are contingent upon all recommendations being received.)
  • April 15 - GSA candidates must accept or decline offer.
Computer Resource Center GSA

All positions have been filled.

CRC GSA Job Description

Position Title: Graduate Student Assistant (GSA) for the Computer Resource Center (CRC) and the Academic & Leadership Center

Title of Supervisor: REACH Associate Director for Academic Support Programs

PTE: 10 months, part-time, 20 hours/week: August 3, 2020 through May 31, 2021

The Computer Resource Center (CRC) operates in two locations. One is on the first floor of Ekstrom Library Learning Commons, and the other is the Academic & Leadership Center (ALC), located in JB Speed School of Engineering. The CRC offers drop-in assistance for most student technologies used on campus, including Microsoft Office Suite products, Blackboard, ULink, email, and basic computer operations. Workshops that are useful and of interest to students are presented several times each semester. The Ekstrom location offers tutoring and test review sessions for College of Business courses in Computer Information Sciences (C# programming, MS Excel, and MS Access), and the ALC offers tutoring and test review sessions for engineering courses, including Computer Engineering and Computer Science (C, C++, and Java programming), Chemical Engineering, Electrical and Computer Engineering, Industrial Engineering, and Mechanical Engineering.

Responsibilities and Tasks may include, but are not limited to:

  1. Serving as a main point-of-contact for issues concerning the CRC
  2. Managing, or assisting in the management of, the Computer Resource Center operations at either of the two locations
  3. Hiring, training, and evaluating tutoring staff
  4. Resolving computer hardware/software problems
  5. Scheduling the tutors’ working hours
  6. Addressing any personnel issues that arise and communicating with supervisor and tutoring staff on a daily basis
  7. Liaising with designated course faculty
  8. Conducting test review sessions
  9. Presenting workshops that engage students
  10. Providing tutoring to students on an as-needed basis
  11. Ensuring data is logged correctly into the usage tracking system
  12. Promoting REACH services

Job Requirements/Qualifications:

  • Must be able to work well with supervisors, co-workers, students, and the university community (Faculty & Staff)
  • Positive attitude and sincere desire to provide academic support to students
  • Excellent oral and written communication skills, including attention to detail and accuracy
  • Ability to relate to and effectively establish rapport with others involved with the CRC and other REACH programs
  • Maintain a professional demeanor, including appropriate attire for a leadership position with significant student contact, as well as maturity to function as a staff member in a university office
  • Proficiency with MS Office applications and other current technologies. Prefer a high proficiency with Excel and Access and/or expertise in desired programming languages, including C, C++, C#, and Java
  • Ability to work independently and reliably, using sometimes-broad goals to develop specific action plans. Work collaboratively with other GSAs to develop and meet unified goals
  • Must have the ability to manage multiple tasks and priorities simultaneously
  • Full-time graduate student (9 hours minimum) for the entire academic year (fall and spring)
  • 3.0 or higher cumulative GPA during undergraduate career
  • Available to work from the beginning of August until the end of May
GEN 103/104 GSA

All positions have been filled.

GEN 103/104 GSA Job Description

Position Title: Graduate Student Assistant (GSA) for GEN 103/104

Title of Supervisor: Assistant Director, REACH Math Resources

PTE: 10 months, part-time, 20 hours/week: August 3, 2020 through May 31, 2021

REACH employs graduate student assistants to serve as GEN 103/104: Special Topics in College Mathematics instructors each academic year. These intervention courses are designed for UofL students who are not “college-ready” in mathematics and focus on algebra topics, such as linear equations and factoring. (For more information about these courses, visit the REACH website at reach.louisville.edu GEN 103 and GEN 104 are computer-based courses that meet twice a week for 50 minutes and utilize an online homework, tutorial, and assessment program.

GSA responsibilities include, but are not limited to:

  1. Teaching 3-4 sections of GEN 103/104 each semester (fall and spring)
  2. Tutoring students from GEN 103/104 and other mathematics courses in the REACH Math Resource Center and GEN 103/104 classroom
  3. Holding regular office hours
  4. Maintaining grade books and attendance records
  5. Supervising math tutors
  6. Attending a weekly staff development meeting
  7. Assisting with various REACH events, as needed

Required qualifications:

  • Deep understanding of concepts in high-school and college algebra
  • Working knowledge of Microsoft Word and Excel
  • Full-time graduate student (9 hours minimum) for the entire academic year (fall and
  • spring)
  • Minimum 3.0 cumulative GPA during undergraduate career
  • Available to work during the 10-month period listed above

Preferred qualifications (not required):

  • Working knowledge of online homework, tutorial, and assessment programs—such as MyMathLab/MyLabsPlus, Hawkes Learning, and/or ALEKS
  • Tutoring and/or teaching experience (e.g., practicum experiences, student teaching)
  • Extensive coursework in mathematics
  • Coursework in education
GEN 105 GSA

All positions have been filled.

GEN 105 GSA Job Description

Position Title: Graduate Student Assistant (GSA) for GEN 105

Title of Supervisor: REACH Coordinator

PTE: 10 months, part-time, 20 hours/week: August 2, 2019 through May 29, 2020

GEN-105 Graduate Student Assistants are responsible for teaching GEN-105: Supplemental College Reading during both the fall and spring semesters. GEN 105 is an intervention course designed to provide instruction in college reading strategies and critical thinking using content materials from Biology 102, Psychology 201, or History 102. GEN 105 is required for students who did not score high enough on the ACT Reading section, SAT Verbal section, or Compass Reading Placement test. In addition to helping students with reading and critical thinking skills, GEN-105 instructors must also provide study strategies and academic tutoring for their corecontent course (Biology 102, History 102, or Psychology 201).

GEN-105 GSAs must have a good understanding of the material covered in the core-content course. They must be able to interact with a diverse population of students with different skills, abilities, backgrounds, and deficiencies. They must be dependable, motivated and highly organized to keep up with the pace of the core-content class as well as the requirements of the GEN-105 course.

GSA responsibilities include, but are not limited to:

  1. Teaching three sections of GEN-105
  2. Maintaining and updating the Blackboard pages for each of the courses they are teaching
  3. Holding a minimum of 5 office hours each week
  4. Serving as a REACH Hackademic Series presenter as needed each semester
  5. Remaining in constant contact with the GEN 105 coordinator and the other GEN-105 instructor(s) through email and weekly meetings
  6. Being available to assist in any other tasks or special projects throughout the semester
  7. Putting in 20 hours a week through teaching, grading, and office hours

Required qualifications:

  • Must be a full-time student for the entire academic year
  • Applicants need to have earned a 3.0 cumulative GPA during their undergraduate career in a major related to Biology, Psychology, or History
  • Available to work from the beginning of August until the end of May
Learning Resource Center GSA

All positions have been filled.

Learning Resource Center GSA Job Description

Position Title: Graduate Student Assistant (GSA) for the Learning Resource Center

Title of Supervisor: REACH Assistant Director for the Learning Resource Center

PTE: 10 months, part-time, 20 hours/week: August 3, 2020 through May 31, 2020

The Learning Resource Center (LRC) coordinates small group scheduled tutoring for most 100, 200, and 300-level undergraduate courses, except some math and computer courses.

Responsibilities and Tasks include, but not limited to:

  1. Assist with the administration of the scheduled tutoring program
  2. Assist with the recruitment, selection, training, and supervision of LRC tutors
  3. Assist with evaluating and observing tutors and work-study students
  4. Plan and conduct tutor training and mid-term meetings
  5. Collect TutorTrac data and create reports
  6. Assist with promoting Learning Resource Center services to the campus community
  7. Submit updated program information to the REACH webmaster
  8. Advise student participants on a range of academic and campus issues, including assisting with the development of time management, goal setting, test taking, and other student success skills

Job Requirements/Qualifications:

  • Positive attitude and sincere desire to provide academic support to students
  • Excellent oral and written communication skills, including attention to detail and accuracy
  • Ability to relate to and effectively establish rapport with various types of people involve with the scheduled tutoring program
  • Professional demeanor; maturity to function as a staff member in a university office
  • Ability to accurately prepare and maintain records and reports
  • Flexibility in scheduling of work hours
  • Proficiency with MS Office applications
  • Must have the ability to contribute and a willingness to help with miscellaneous office tasks
  • Full-time graduate student (9 hours minimum) for the entire academic year (fall and spring)
  • 3.0 or higher cumulative GPA during undergraduate career
  • Available to work from the beginning of August until the end ofMay
  • Must be able to work well with supervisors, co-workers, students, and the university community (Faculty & Staff)
Structured Learing Assistants GSA

1 Current Opening for Spring 2022

Apply for CRC GSA Position
Stuctured Learning Assistance GSA Job Description

Position Title: Graduate Student Assistant (GSA) for Structured Learning Assistance

Title of Supervisor: REACH Associate Directors

PTE: 10 months, part-time, 20 hours/week: Jan 3, 2022 through May 31, 2022

REACH employs a GSA to support a STEM-focused academic support grant funded by the James Graham Brown Foundation. This position recruits, hires, and trains advanced undergraduate students who will support targeted STEM classes in a 25:1 ratio in order to help students learn, scaffold difficult course concepts, build a community of care, model resilience and more effective academic habits, and share university resources. Our academic support is designed to lower DFW rates, increase persistence and retention, and help more students advance in their undergraduate programs of study.

Responsibilities and Tasks include, but not limited to:

The Graduate Assistant holds multiple responsibilities to help the Associate Directors facilitate a successful academic support program in STEM-based courses. Roles and responsibilities include but are not limited to:

  1. Assist REACH Associate Directors with recruitment, hiring, and training of REACH Structured Learning Assistants (SLAs)
  2. Liaise with STEM-based faculty in targeted courses by providing guidance and support on SLA roles, schedules, and in-service training on active learning pedagogies
  3. Perform data entry and analysis
  4. Support payroll operations by reviewing and verifying SLA timesheets
  5. Conduct multiple SLA observations during the semester and provide documentation to Associate Directors for end of semester evaluations
  6. Host SLA in-service trainings and staff meetings during the academic year
  7. Performs other duties as assigned

Job Requirements/Qualifications:

  • Works well with supervisors, co-workers, students, and the university community (faculty & staff)
  • Maintains a positive attitude and sincere desire to provide academic support to students
  • Excellent oral and written communication skills, including attention to detail and accuracy
  • Maintains a professional demeanor, including appropriate attire for a leadership position with significant student contact, as well as maturity to function as a staff member in a university office
  • Ability to work independently and reliably; works collaboratively with other GSAs to develop and meet unified goals
  • Ability to manage multiple tasks and priorities simultaneously
  • Full-time graduate student (9 hours minimum) each semester of employment
  • Maintain a 3.0 or higher cumulative GPA during graduate school
  • Available to work from the beginning of August until the end of May

REACH Recommendation Upload Portal

Tutor Recommendations

Please use the following recommendation form for students applying to be a REACH Tutor. When finished please upload the file using the Upload Tutor Recommendations button below.

Download Tutor Recommendation Form
Upload Tutor Recommendations
GSA Recommendations

Please use type a letter of support for the Graduate Student Assistant applicant. When finished please upload the file using the Upload GSA Recommendations button below.

Upload GSA Recommendations

Structured Learning Assistants (SLA)

Structured Learning Assistants (SLA) work in concert with STEM faculty members by engaging undergraduate students in active learning and critical thinking/application exercises as part of course instruction. These advanced undergraduate students, assigned to targeted classes at approximately a 25:1 ratio, help students learn, scaffold difficult course concepts, build a community of care, model resilience and more effective academic habits, and share university resources.

SLAs are required to attend the assigned course weekly and work with the faculty member on specific in-class activities that help students break down difficult course concepts and develop greater mastery of the subject matter. Typically, this involves two-four (2-4) hours of in-course participation (based on course design and credit hours), one-two (1-2) hours of meeting with a faculty member to develop/plan in-class activities, and two-four (2-4) hours of prep time.

Qualifications
  • Currently enrolled at the University of Louisville with a minimum cumulative GPA of 3.0 or higher
  • Minimum earned grade of B+ or higher
  • Two recommendations, at least one of which must be from a former or current professor who is familiar with your content ability in the course you’re supporting.
  • Possess a strong work ethic, ability to maintain a welcoming and approachable appearance, and be able to work with a diverse community.
  • Must be responsible, dependable, honest, and mature.
  • Must be friendly, patient, and sensitive to a diversity of students and their individual needs.
  • Applicants should also have good oral and written communication skills
General Requirements
  1. Functions as a model student in the assigned STEM course.
  2. Utilizes active learning methods, critical thinking exercises, and evidence-based learning assistance strategies that help students assimilate the course content and become more effective learners.
  3. Attends all class sessions, stays up-to-date on specific course content, reads all assigned materials (texts and supplementary), and engages in class planning meetings weekly with the assigned faculty member.
  4. Integrates study strategy techniques with the course content.
  5. Attends SLA training and staff meetings as required.
  6. Develops and maintains relationships with the course content professor, student participants, the SLA supervisor, and the REACH Associate Director in the implementation of the SLA model.
  7. Performs other duties as assigned.
Other Information
  • REACH will be hiring approximately 59 SLA's for Spring 2022 in the following classes:
    • BIOL 240
    • CHEM 105
    • CHEM 201
    • MATH 111
    • MATH 180
Pay:
  • SLA's will start at $10.00 an hour for new SLAs and go upto $11.50 for Master Tutor Level SLA's
  • SLA's will also recieve a $2500 scholarship each semester employeed as an SLA.