Part-Time Academic Counselor

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The LEP Academic Counselor will provide academic support to a caseload of students by meeting with each student for an hour each week and being available during normal work hours by phone and email. The Academic Counselor will work with the student on areas of student development related to self‑awareness, self‑advocacy, self‑determination, and accountability; as well as assisting the student in navigating the 10‑week quarter, connecting with appropriate resources, planning, organization, and time management.

The Academic Counselor will develop and maintain positive and productive working relationships with students assigned to their caseload and, as appropriate, with their families. The Academic Counselor will demonstrate a commitment to the principles of Inclusive Excellence through involvement and participation in university/division‑wide professional development opportunities.

The academic counselor supports and participates in other LEP functioning such as FLYTE pre‑orientation program, Social Skill Building activities, Eye to Eye, etc., as well as events and trainings through the SAIE division. The academic counselor attends staff and supervision meetings and professional development opportunities.

This is a part‑time, non‑benefited position and will work 20 to 25 hours a week from late August – early June. Part‑time, hourly counselors are hired on an as‑needed basis depending on LEP enrollment. This is a non‑benefited position not to exceed 1,000 hours in a calendar year.

• Academic Learning – provide academic learning and development strategies to assist an assigned caseload of students with learning disabilities, ADHD, history of learning differences, on the autism spectrum, etc.
• Education and Training – actively engage in professional development at the university, division, and departmental levels. Attend trainings on UDL, executive functioning, time management, organizational skills, working with students with learning differences, learning styles, stress and anxiety management, etc.
• Campus Collaboration – work with faculty and staff educators to create equitable access to learning by sharing strategies and resources on how to work'ol students with Floating learning differences, ADHD, history of learning differences, on the autism spectrum, etc.
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• Administration – inspire notes entered within 24 hours; assessment including data collection, surveys, analyzing results and writing for the final report; contract renewal completed; answer emails and voice messages within 24 hours, maintain outlook calendar, track student attendance