|
Department Overview:
|
The College of Engineering's Undergraduate Learning Center offers a variety of academic support programs for engineering students. Our main tutoring program is drop-in tutoring, which supports core science, math, and engineering courses.
Mission Statement
The Undergraduate Learning Center provides inclusive, student-centered support through tutoring, coaching, supplemental instruction, and academic support that fosters learning, growth, and confidence which empowers students to achieve their academic goals. We partner with faculty, staff, and students to foster an environment of collaboration and best support our students.
We provide a welcoming and accessible environment where every learner can develop the skills, knowledge, and resilience needed for their success in college and beyond.
We provide leadership opportunities for our student staff to gain hands-on experience as tutors and supplemental instructors. These opportunities empower them to develop confidence and professional skills in teaching, curriculum design, and problem solving while making a meaningful impact on the students they serve.
Learning Center Core Values
Community
We are committed to building a connected and supportive learning community where students, staff, faculty, and our community partners feel a sense of belonging. We do this by promoting engagement and service by fostering relationships that empower and allow growth.
Integrity
We act with honesty, professionalism, and accountability in all that we do. We uphold academic integrity in our support of student learning.
Open Communication & Cooperation
We foster open, clear, and respectful communication. Through cooperation with students, faculty, and staff, we create positive partnerships that support student success and strengthen our learning community.
Respect
We value the dignity, perspectives, experiences, and contributions of every individual. We cultivate an inclusive and welcoming environment where all learners and colleagues feel respected by being welcomed, heard, and supported.
Teamwork & Collaboration
We believe that meaningful learning is strengthened through collaboration. By working together, sharing expertise, and supporting one another, we enhance the quality of our services and create greater opportunities for student achievement. |
|
Anticipated Start Date:
|
Starting Fall 2026 Semester |
|
Anticipated End Date (If Applicable):
|
|
|
Remote Work Eligibility Detail:
|
Not Remote
|
|
Anticipated Hours Per Week:
|
Minimum: 6 Maximum: 15 |
|
Schedule:
|
Tutors work approximately 6 hours per week, including at least 1 drop-in tutoring shift (Sunday-Thursday, 6:15PM-9:15PM), 2 hours of availability/week of one-on-one tutoring, course preparation, mandatory training and professional development, and attendance at monthly staff meetings.
PrEPS Facilitators typically work approximately 10-15 hours per week. This includes hosting 2 75 minute sessions, required training and professional development, attending weekly and monthly staff meetings, facilitating practice exams, and class preparation/lesson planning. Some evening/weekend hours may be required.
New tutors and facilitators to will be required to enroll in a 1 credit Introduction to Tutoring course as part of your training and onboarding requirements (not paid time). |
|
Salary/Wage Range/Lump Sum:
|
Minimum: $16.00 |
|
Number of Positions:
|
20 |
|
Qualifications:
|
Current UW-Madison undergraduate or graduate student, with at least one semester completed at UW-Madison by start date.
Desire to help students succeed in a collaborative, equitable environment.
Earn an overall GPA of 3.000 (tutor) or 3.250 (facilitator).
Earn a B or better in the course you are supporting.
Previous tutoring experience or experience helping others in academics (formally or informally) preferred.
One-semester required commitment if hired, multiple semester commitment preferred. |
|
Knowledge, Skills & Abilities:
|
Strong content knowledge in the course tutoring.
Excellent communication and interpersonal skills.
Ability to work with diverse student groups.
Willingness to learn.
Willingness to work as part of a team.
|
|
Position Summary/Job Duties:
|
Tutor Position:
If you are passionate about making the College of Engineering a place for everyone and helping all students learn, then this is the place for you! Additionally, you will further your educational goals by reviewing your previous courses and expanding your own knowledge, and you can acquire many transferable skills such as leadership, communication, time management and problem-solving skills. With more than 60 STEM courses supported, if you like teaching we have a place for you. We look to support Math, Chemistry, Physics, Computer Sciences, and Engineering coursework.
Beginning Tutors will assist students in the Undergraduate Learning Center (ULC) with their coursework and help students gain a deeper understanding of the course material. They will be assigned one subject based on the needs of the ULC and their preferences. Beginning Tutors will adapt their teaching to meet the needs of the student and establish a collaborative work environment that supports students in developing their own learning of the course materials.
Tutor Responsibilities:
Facilitate a table for drop-in tutoring at least once a week in the ULC.
Be available for at least 2 hours of 1 on 1 tutoring, more shifts may be requested depending on demand.
Enroll and attend ED POL 150 – Introduction to Tutoring in the first year of tutoring.
Attend Tutor Development Conference at the beginning of the Fall and Spring semesters.
Attend all ULC meetings.
Facilitator Position:
The Undergraduate Learning Center (ULC) is looking for an undergraduate facilitator to help students succeed in foundational courses that have traditionally proven challenging. The ULC has InterEGR 150 – PrEPS (Practicing Engineering Problem Solving) courses to help students in EMA 201, EMA 202, EMA 303, Physics 201, Physics 202, Chemistry 103, Chemistry 104, Math 221, Math 222, and Math 234. Facilitators prepare a short lecture, then facilitate a group work session with students to help them gain a better understand of the course material.
Facilitators will lead and facilitate two PrEPS sessions per week, including planning the session, preparing worksheets for students, posting worksheets and solutions on Canvas. Facilitators will attend course lectures and discussions and take notes. Facilitators will evaluate student learning in the sessions and discuss any concerns with ULC administrators.
Additionally, Facilitators will assist students in the Undergraduate Learning Center (ULC) with their coursework and help students gain a deeper understanding of the course material. Facilitators will adapt their teaching to meet the needs of the student and establish a collaborative work environment that supports students in developing their own learning of the course materials.
Facilitator Responsibilities
Lead and facilitate two PrEPS sessions per week.
Prepare for each session with clear content and objectives, have worksheets printed, etc.
Post worksheets and solutions in Canvas.
Collect and report attendance.
Attend course lectures and discussions, take notes at all course meetings, if needed.
Evaluate students’ learning and contact ULC administrators with any concerns.
Attend weekly meetings.
Enroll and attend ED POL 150 – Introduction to Tutoring in the first year of tutoring.
Attend Tutor Development Conference at the beginning of the Fall and Spring semesters.
Attend all ULC meetings.
As part of the interview process, applicants will be required to participate in an interview process to take place on Saturday, November 14th, which will include a facilitation of a small lesson/tutoring session and an individual interview.
It is strongly encouraged that you attend one of the ULC Hiring Information Sessions to learn more about the positions available, benefits of working with the ULC, and the interview process. To find out about scheduled info session times, please reach out to ulc@engr.wisc.edu.
|
|
Physical Demands:
|
N/A
|
|
Institutional Statements:
|
Equal Employment Opportunity Statement:
UW-Madison is an Equal Employment, Equal Access Employer committed to increasing the diversity of our workforce.
Institutional Statement on Diversity:
Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals.
The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background-people who as students, faculty, and staff serve Wisconsin and the world.
For more information on diversity and inclusion on campus, please visit: diversity.wisc.edu
Accommodation Statement:
If you need to request an accommodation because of a disability, you can find information about how to make a request at the following website:https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/
|
