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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 peer tutors and peer academic coaches at $15/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.
The University of Louisville does not discriminate on the basis of race, sex, age, color, national origin, ethnicity, creed, religion, genetic information, sexual orientation, gender, gender identity or expression, marital status, pregnancy, or disability of an otherwise qualified individual in educational programs and activities. Accordingly, while a program or activity may be focused on the needs or issues of a particular group, they are intended to be inclusive of all and any participant may benefit from attendance or participation in these programs and activities.
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 and a minimum GPA of 3.0 for last semester.
The pay rate for REACH Tutors and PAL Leaders is $15.00 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 $16.50 per hour.
Math Resource Center & Emporium Math Lab
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.
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Math Resource Center & Emporium Math Lab Tutor Job Description
Summary:
Math Resources tutors support REACH’s mission to cultivate a learner-centered experience for undergraduate success by engaging students in active learning and promoting their growth as independent learners. They may work online and/or onsite in the Math Resource Center (MRC), Emporium Math Lab (EML), and/or Mobile Chromebook Classroom. Tutors maintain a welcoming and enriching center environment while providing academic support for intervention courses and/or drop-in students. They also utilize best practices and strategies to promote student success in courses including:
- GEN 103/104
- MATH 105, 111, 180, 190, 205, & 206
- ENGR 100, 101, 102, & 181
General Responsibilities:
- Engages students in mathematical problem-solving, cognitive scaffolding, and critical thinking processes to improve study skills and academic performance.
- Communicates effectively with students, fellow tutors, and supervisors.
- Applies active listening and questioning strategies to identify student needs; conducts appropriate follow-up.
- Promotes an enriching learning environment by demonstrating respect for the university’s diverse student population and actively seeking opportunities to assist students.
- Demonstrates and maintains content knowledge for subjects that are tutored.
- Monitors student sign-in/out on TutorTrac.
- Fulfills payroll requirements by signing in/out of TutorTrac and completing biweekly timesheets correctly and promptly.
- Attends required trainings and staff meetings; completes online training for intervention courseware.
- Understands and follows REACH/Math Resources policies and procedures.
- Complies with University Family Education Rights and Privacy Act (FERPA).
- Performs other duties as assigned, such as:
- Supporting GEN 103/104 classroom facilitation and test proctoring.
- Helping students with center computers and software.
- Creating learning resources, handouts, and/or website materials.
- Assisting with Math Resource Center marketing and advertising.
Qualifications:
- Currently enrolled at the University of Louisville with a minimum cumulative GPA of 3.0 and a minimum GPA of 3.0 for last semester.
- Minimum math proficiency: An A or B in math courses you will tutor.
- Possess a good understanding of computer operating systems, network connections, email, and other campus technologies.
- Submit two recommendations, one of which must be from a former or current professor who is familiar with your math ability.
- Possess a strong work ethic and maintain a welcoming and approachable demeanor.
- 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.
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Peer Assisted 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.
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.
<
p> 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.
Learning Resource Center
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.
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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 and 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 tutoring certification levels.
Computer Resource Center
Tutors in the REACH Computer Resource Centers (CRC) offer appointment-based academic support to undergraduate students enrolled in College of Business or Speed School of Engineering courses. They assist students in understanding, practicing, and applying the course information to real-world examples. Tutors offer proven methods and practices to help students succeed in their studies, build self-confidence, and become autonomous learners.
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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 policies as outlined in the Student Code of Conduct, the Code of Student Rights and Responsibilities, and the Family Education Rights and Privacy Act (FERPA).
- Assist with the Computer Resource Center advertising as available.
- Monitor the activities in the Computer Resource Center locations while tutoring on campus, including but not limited to, keeping their physical location tidy, monitoring who signs in and out for their sessions, properly using and storing tutoring supplies and resources, and maintaining a pleasant learning environment.
- Stay knowledgeable in the course content for subjects they tutor as well as other evolving computer technologies. Review course material, check for syllabus and content schedule changes, and work with professors as needed.
- Arrive on time for weekly appointments. Contact supervisors in a timely manner if they are running late, there are changes in their schedule, or if they need to cancel a session for any excused reason (illness, emergency).
- Meet with students during regularly scheduled tutoring or review sessions, and communicate changes to any upcoming session dates or times.
- Assist students in developing critical thinking skills and strategies.
- Provide suggestions to help students develop content study skills in their courses.
- Actively seek opportunities to help students.
- 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.
- 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 and a minimum GPA of 3.0 for the last full-time semester.
- Expertise in the course content that you will tutor.
- Candidates will need to obtain one (1) faculty recommendation per subject they wish to tutor (e.g., BSTA, ECE, CIS, 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).
- 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:
Every semester, formal performance evaluations of every tutor are carried out, along with several observations of newly hired personnel. These serve to identify and highlight the best practices and assist tutors in raising their level of performance. Tutors must receive a satisfactory evaluation in order to advance in tutoring certification levels.
Peer Assisted 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.
Do you have a UofL email account?
Peer Assisted Learning Facilitator Job Description
Summary
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.
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.
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 Facilitator improve 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.
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.
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.
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
- To apply, must be currently enrolled at the University of Louisville with a minimum cumulative GPA of 3.0 or higher
- Once hired as an SLA, must maintain at least a 3.0 GPA each semester to retain position
- Minimum earned grade of B+ or higher in the course(s) you are applying for
- 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
- Functions as a model student in the assigned STEM course.
- 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.
- 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.
- Integrates study strategy techniques with the course content.
- Attends SLA training and staff meetings as required.
- 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.
- Performs other duties as assigned.
Evaluation:
The Graduate Assistant conducts observations of each SLA on a semester basis. The faculty member will also provide specific guidance and feedback on engagement activities that occur in class. Faculty will provide a mid-term and end-of-semester evaluation that is provided to the REACH supervisor. A final job performance evaluation is conducted by the REACH Associate Director at the end of each semester. The purpose of the observation and evaluation process is to recognize and reinforce efficacious job performance and to help leaders identify and improve areas for growth.
Compensation and Scholarship Parameters:
SLAs receive an hourly rate of $15.00 unless they have earned CRLA certifications. For each certification earned, the pay rate increases by $0.50/hour (maximum of $16.50/hour). Additionally, they will receive a $1,500 scholarship that will be applied to their student accounts by the Student Financial Aid Office.
All aid, including scholarships, grants, loans, tuition remission, awards, and prizes must be counted as estimated financial assistance in a student’s total aid package. When a student receives aid, the University of Louisville is required to adhere to all regulations associated including, but not limited to, the Federal Overaward Policy and the Institutional Stacking Policy. When the Student Financial Aid Office identifies an overaward, adjustments will be made to the student’s aid package to ensure compliance with regulations. When allowable, self-help aid, such as loans and work-study awards, are adjusted before grant or scholarship aid is affected. If an overaward occurs after aid has been disbursed, the student may be required to repay all or a portion of their financial aid to the University. Also, students who have reached the university stacking limit for institutional aid will be reviewed on a case by case basis. The stacking limit is the sum of all institutional aid up to the university’s total standard direct cost of attendance (tuition, average room, average board and average book costs) plus a stipend. For more information on the Overaward and Stacking Policies, please visit https://louisville.edu/financialaid/scholarships-and-other-resources/overaward-stacking-policies.
If the student resigns the SLA position early or fails to perform the duties of the position and is terminated by the REACH supervisor, the scholarship award will either be prorated or retracted. Should this happen, the student may be required to make repayment to the university based on the requirements by the Bursar’s Office following adjustments made by the Student Financial Aid Office.
All questions pertaining to the scholarship award should be directed to the Student Financial Aid Office.
Other Information
- REACH will be hiring a limited number of SLAs for Fall 2024:
- Biology 240
- Chemistry 105
- Chemistry 201
- Math 111
- Math 180
Applications are now open for the REACH Graduate Student Assistant Positions.
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 1, 2025 through May 31, 2026
- Stipend: $15000 over 10 months- ($1500 a month).
- Tuition: Each GSA positions covers full in-state tuition. No professional program tuition 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 University of Louisville Student Health Insurance.
Application Process:
To apply, complete all of the following:
- Submit the GSA Application using the our online form. (Note fully compatible with the Edge browser)
- 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 2024 - 2025 Applicants:
- December 1, 2024 - 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.
- January 6, 2025 - Current GSAs submit letters of intent to return.
- January 13, 2025 - February 21, 2025 - Submit your application and materials by February 21st.
- February 25, 2025 - REACH makes initial determination of qualified candidates to interview.
- March 3, 2025 - March 26, 2025 - GSA Interviews. Interviews are selective and will be scheduled in early to mid March.
- March 26, 2025- Anticipated last date of interviews. All application materials must be received by this date. (Offers are contingent upon all recommendations being received.)
- March 26, 2025-Anticipated date of placement decisions and first offers made.
- April 15, 2025- GSA candidates must accept or decline offer.
Ekstrom Tutoring Center GSA
Anticipated openings: 0
Ekstrom Tutoring Center GSA Job Description
Position Title: Graduate Student Assistant (GSA) for the Ekstrom Tutoring Center
Title of Supervisor: REACH Associate Director for Academic Support Programs
PTE: 10 months, part-time, 20 hours/week: August 1, 2025 through May 31, 2026
The Ekstrom Tutoring Center operates on the first floor of Ekstrom Library and is member of the Library Learning Commons. The Center offers appointment-based tutoring for most of the lower-level College of Business. The session formats are either in-person or online depending on the session time. In-person sessions are held during the days, and most online sessions are held in the evenings and on weekends.
Responsibilities and Tasks may include, but are not limited to:
- Serving as a main point-of-contact for issues concerning the CRC
- Managing, or assisting in the management of, the Ekstrom Tutoring Center operations
- Assisting with hiring, training, and evaluating tutoring staff
- Managing computer hardware/software problems
- Scheduling the tutors’ working hours and appointments
- Addressing any personnel issues that arise and communicating with supervisor and tutoring staff on a daily basis
- Liaising with designated course faculty
- Planning and scheduling test review sessions
- Presenting workshops that engage students
- Offering tutoring to students on an as-needed basis
- Ensuring data is logged correctly into the usage tracking system
- 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
- 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 1 through May 31
Speed Academic & Leadership Center GSA
Anticipated openings: 1
Speed Academic & Leadership Center GSA Job Description
**Position Title: **Graduate Student Assistant (GSA) for the Academic and Leadership Center (ALC)
**Title of Supervisor: ** REACH Associate Director (CRC) and Assistant Director for Math Resources
PTE: 10 months, part-time, 20 hours/week: August 1, 2025 through May 29, 2026
The Academic & Leadership Center (ALC) operates in the new Speed School Building
The ALC will offer both appointment (non-mathematics) and drop-in (mathematics) tutoring for most lower-level Speed School of Engineering courses. Almost all sessions will be held in person, depending on the day/time of the session.
Responsibilities and Tasks may include, but are not limited to:
- Serving as a point-of-contact for issues concerning the ALC
- Managing, or assisting in the management of the ALC
- Assisting with hiring, training, and evaluating tutoring staff of the ALC
- Managing computer hardware/software problems
- Assisting with the scheduling of tutors’ appointments
- Addressing any personnel issues that arise and communicating with supervisor and tutoring staff on a daily basis
- Liaising with designated course faculty
- Planning and scheduling test review sessions (when applicable)
- Tutoring students on an as-needed basis for ALC courses
- Ensuring data is logged correctly into the usage tracking system
- Promoting REACH services
Job Requirements/Qualifications:
- Must be able to work well with supervisors, co-workers, students, and the university community (faculty and staff)
- Content knowledge of ENGR calculus courses up to ENGR 102; beneficial to have content knowledge of some lower-level ENGR courses covered in the ALC
- 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 ALC 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
- 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
Anticipated openings: 8
GEN 103/104 GSA Job Description
Position Title: Graduate Student Assistant (GSA) for GEN 103/104
Title of Supervisor: Coordinator, REACH Math Resources
PTE: 10 months, part-time, 20 hours/week: August 1, 2024 through May 31, 2025
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:
- Teaching 3-4 sections of GEN 103/104 each semester (fall and spring)
- Tutoring students from GEN 103/104 and other mathematics courses in the REACH Math Resource Center and GEN 103/104 classroom
- Holding regular office hours
- Maintaining grade books and attendance records
- Supervising math tutors
- Attending a weekly staff development meeting
- 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
Anticipated openings: 1
GEN 105 GSA Job Description
Position Title: Graduate Student Assistant (GSA) for GEN 105
Title of Supervisor: Assistant Director, REACH Learning Resources
PTE: 10 months, part-time, 20 hours/week: August 1, 2025 through May 31, 2026
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 a variety of college level courses. 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 support.
GEN-105 GSAs must have a good understanding of the college reading and study skills. 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 requirements of the GEN-105 course.
GSA responsibilities include, but are not limited to:
- Teaching three/four sections of GEN-105
- Maintaining and updating the Blackboard pages for each of the courses they are teaching
- Holding a minimum of 5 office hours each week
- Serving as a REACH Hackademic Series presenter as needed each semester
- Remaining in constant contact with the GEN 105 coordinator and the other GEN-105 instructor(s) through email and weekly meetings
- Being available to assist in any other tasks or special projects throughout the semester
- 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.
- Available to work from the beginning of August until the end of May
Learning Resource Center GSA
Anticipated openings: 2
Learning Resource Center GSA Job Description
Position Title: Graduate Student Assistant (GSA) for the Learning Resource Center
Title of Supervisor: Coordinator, REACH Learning Resource Center
PTE: 10 months, part-time, 20 hours/week: August 1, 2025 through May 31, 2026
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:
- Assist with the administration of the scheduled tutoring program
- Assist with the recruitment, selection, training, and supervision of LRC tutors
- Assist with evaluating and observing tutors and work-study students
- Plan and conduct tutor training and mid-term meetings
- Collect TutorTrac data and create reports
- Assist with promoting Learning Resource Center services to the campus community
- Submit updated program information to the REACH webmaster
- 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)
Peer Assisted Learning (PAL) GSA
Anticipated Openings: 0
Peer Assisted Learning (PAL) GSA Job Description
Position Title: Graduate Student Assistant (GSA) for Peer Assisted Learning (PAL).
Title of Supervisor: REACH Associate Director for Academic Support Programs
PTE: 10 months, part-time, 20 hours/week: August 1, 2025 through May 31, 2026
The Peer Assisted Learning (PAL) Program is an international/national program that targets historically difficult academic courses and provides regularly scheduled, out-of-class, peer facilitated sessions that assists students in understanding the course content and developing academic skills.
Responsibilities and Tasks include, but not limited to:
- Assist with the administration of the PAL Program
- Assist with the recruitment, selection, training, and supervision of PAL facilitators
- Manage schedules for and administer electronic or paper & pencil evaluations of PAL study group sessions
- Supervise 3-6 Peer Mentors (Master Tutor Mentors) per semester
- Plan and direct periodic group meetings of all PAL leaders and Peer Mentors
- Promote the PAL program to the campus community through creation and distribution of flyers and emails
- Assist with scheduling of rooms, media support, and compile the semester schedule of exams
- Assist with processing of PAL Time Sheets
- Assist in planning and implementing program activities
- Collect, report, and evaluate data on student PAL participation and success
- Build/revise material for the REACH PAL Blackboard Organizations, PAL Training, and PAL performance evaluation forms
- Conduct a PAL research project for publication consideration and/or continue to complete a research project already underway (as directed by Associate Director)
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 involved with the PAL Program
- 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 accurately prepare and maintain records and reports
- Flexibility in scheduling of work hours
- Proficiency with MS Office applications (esp. Word, Excel, PowerPoint, and Outlook) experience with Tutor Trac; basic knowledge of SPSS; and knowledge of survey formats
- Research skills are required
- Must have the ability to contribute and a willingness to help with miscellaneous office tasks
- Experience as tutor, SI Leader or PAL facilitator, or teacher preferred
- Must be able to work well with supervisors, co-workers, students, and the university community (Faculty & Staff)
- 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
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.
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.
Request Tutor/PAL Recommendations
Please use the following form to request additional recommendations from personal and faculty recommenders.