College of Medicine Learning Specialist

Belmont University, United States

Updated: 3 months ago
Location: Nashville, TENNESSEE


College of Medicine Learning Specialist

We are now accepting applications for a qualified College of Medicine Learning Specialist at Belmont University. 

Employment Type 

Staff

Internal Job Category

Exempt (Staff)
Full-Time

Department

Office of Dean COM

Hours 

37.5


Primary Duties and
Responsibilities:		 


Reporting to the Director of Student Success Programs, the Learning Specialist serves as the primary point of contact for medical students when navigating their academic journey. The Learning Specialist creates, develops, and implements academic support plans and individual academic skills coaching to facilitate success for all students enrolled in the Thomas F. Frist, Jr. College of Medicine (FCoM).
Essential Functions: 
1. Create individual learning profiles for assigned students based on onboarding and orientation assessments and initial admissions data; provide academic and/or personal coaching to assigned students enrolled in the FCoM through one-on-one meetings to develop individual study plans to address the areas of learning skills, including time and study management, knowledge organization, and test-taking skills;

2. Advise medical students on individual learning preferences and test preparation strategies; provide academic curriculum coaching in individual and group formats; conduct seminars, workshops, and provide individualized support for medical students to improve learning skills and test-taking abilities to promote success in coursework and on standardized examinations.

3. Provide assistance in preparation for standardized examinations: USMLE Step 1, Shelf exams, and USMLE Step 2 CK.
4. Manage one student success program, i.e., FCoM Peer Tutoring Program, monitoring standardized exam progress of students at risk for underperforming, orientation and onboarding, website and technology management, career exploration, or student success workshops.
5. Facilitate the referral process for students in need of additional support services, both on and off campus, including other academic resources, disability services (accommodations), mental health counseling, financial, and health care needs.  
6. Consult with the Director of Student Success regarding issues of performance trends and academic progress issues. Compile data on resources, practice exam results, and exam results to inform the design of programming and services to meet student needs.
7.  The above statements describe the job’s essential responsibilities and requirements.  They are not an exhaustive list of the duties that may be assigned to job incumbents.


Required Qualifications: Belmont University seeks to attract and retain highly qualified faculty and staff that share the University's values and will contribute to its mission and vision to be a leader among teaching universities bringing together the best of liberal arts and professional education in a Christ-centered community of learning and service. 

Qualifications (Knowledge, Skills and Abilities):  Describe or list the knowledge, skills or abilities required for minimum proficiency in this position.  Please be specific.  Rather than saying “computer proficiency” specify “ability to produce forms and reports using Microsoft Office software.” 
The following should be included in all job descriptions: 

  • At least three years of work experience in graduate academic medicine or healthcare settings, developing academic support programming, and teaching and learning strategies for medical, OT, PT, PA, pharmacy, or nursing students - medical students preferred.
  • Experience or familiarity with standardized healthcare licensure examinations, ie., USMLE, NCLEX, FNP, NAPLEX, NBCOT, or NPTE - USMLE preferred.
  • Experience working with neurodivergent undergraduate or graduate students.
  • Demonstrated competencies and advanced knowledge in theories of learning, testing, multi-cultural counseling, identity development, human and career development.
  • Knowledge in methodologies used to enhance student achievement, such as collaborative teaching/learning models, strategies for effective counseling and peer mentoring, small group facilitation and training, coaching, mentoring, and advocacy.
  • Knowledge about Family Education Rights and Privacy Act (FERPA) and adherence to confidentiality.
  • Ability to maintain sensitivity to issues of gender, culture, race, ethnicity, sexual orientation, disabilities, socio-economic status, etc. that may impact performance and be skilled with techniques to support students from diverse backgrounds.
  • Outstanding oral, written, presentation, and interpersonal communication skills.
  • Experience working in a fast-paced environment and the ability to respond to high-pressure situations. Ability to thrive in an environment of hard work.
  • Ability to work effectively with a wide range of constituencies in a diverse community.
   
Required Education Master's Degree required, Doctoral Degree preferred. Preference for degree in Teaching, Learning, Curriculum, Educational Psychology, etc.
  
Required Experience At least three years of work experience in a graduate academic medicine setting or healthcare setting, developing academic support programming, and teaching and learning strategies for medical, OT, PT, PA, Pharmacy, or Nursing students. Experience or familiarity with standardized examinations that apply to health professions licensure, ie., USMLE, NCLEX, FNP, NAPLEX, NBCOT, or NPTE.
  
Working Conditions & Physical Requirements The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  This job operates in a professional office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines.  While performing the duties of this job, the employee is required to speak and hear sufficiently to communicate effectively by phone or in person at normal volumes. The employee’s vision must be adequate to read correspondence, computer screen, forms, etc. The position requires good manual dexterity. This is a largely sedentary role; however, some filing is required. This would require the ability to lift files, open filing cabinets and bending or standing as necessary.





The selected candidate will be required to complete a background check satisfactory to the University.

Belmont University participates in E-Verify. Federal law requires all employers to verify the identity and employment eligibility of all persons hired to work in the United States.



Primary Duties and
Responsibilities:		 


Reporting to the Director of Student Success Programs, the Learning Specialist serves as the primary point of contact for medical students when navigating their academic journey. The Learning Specialist creates, develops, and implements academic support plans and individual academic skills coaching to facilitate success for all students enrolled in the Thomas F. Frist, Jr. College of Medicine (FCoM).
Essential Functions: 
1. Create individual learning profiles for assigned students based on onboarding and orientation assessments and initial admissions data; provide academic and/or personal coaching to assigned students enrolled in the FCoM through one-on-one meetings to develop individual study plans to address the areas of learning skills, including time and study management, knowledge organization, and test-taking skills;

2. Advise medical students on individual learning preferences and test preparation strategies; provide academic curriculum coaching in individual and group formats; conduct seminars, workshops, and provide individualized support for medical students to improve learning skills and test-taking abilities to promote success in coursework and on standardized examinations.

3. Provide assistance in preparation for standardized examinations: USMLE Step 1, Shelf exams, and USMLE Step 2 CK.
4. Manage one student success program, i.e., FCoM Peer Tutoring Program, monitoring standardized exam progress of students at risk for underperforming, orientation and onboarding, website and technology management, career exploration, or student success workshops.
5. Facilitate the referral process for students in need of additional support services, both on and off campus, including other academic resources, disability services (accommodations), mental health counseling, financial, and health care needs.  
6. Consult with the Director of Student Success regarding issues of performance trends and academic progress issues. Compile data on resources, practice exam results, and exam results to inform the design of programming and services to meet student needs.
7.  The above statements describe the job’s essential responsibilities and requirements.  They are not an exhaustive list of the duties that may be assigned to job incumbents.


Required Qualifications: Belmont University seeks to attract and retain highly qualified faculty and staff that share the University's values and will contribute to its mission and vision to be a leader among teaching universities bringing together the best of liberal arts and professional education in a Christ-centered community of learning and service. 

Qualifications (Knowledge, Skills and Abilities):  Describe or list the knowledge, skills or abilities required for minimum proficiency in this position.  Please be specific.  Rather than saying “computer proficiency” specify “ability to produce forms and reports using Microsoft Office software.” 
The following should be included in all job descriptions: 

  • At least three years of work experience in graduate academic medicine or healthcare settings, developing academic support programming, and teaching and learning strategies for medical, OT, PT, PA, pharmacy, or nursing students - medical students preferred.
  • Experience or familiarity with standardized healthcare licensure examinations, ie., USMLE, NCLEX, FNP, NAPLEX, NBCOT, or NPTE - USMLE preferred.
  • Experience working with neurodivergent undergraduate or graduate students.
  • Demonstrated competencies and advanced knowledge in theories of learning, testing, multi-cultural counseling, identity development, human and career development.
  • Knowledge in methodologies used to enhance student achievement, such as collaborative teaching/learning models, strategies for effective counseling and peer mentoring, small group facilitation and training, coaching, mentoring, and advocacy.
  • Knowledge about Family Education Rights and Privacy Act (FERPA) and adherence to confidentiality.
  • Ability to maintain sensitivity to issues of gender, culture, race, ethnicity, sexual orientation, disabilities, socio-economic status, etc. that may impact performance and be skilled with techniques to support students from diverse backgrounds.
  • Outstanding oral, written, presentation, and interpersonal communication skills.
  • Experience working in a fast-paced environment and the ability to respond to high-pressure situations. Ability to thrive in an environment of hard work.
  • Ability to work effectively with a wide range of constituencies in a diverse community.
   
Required Education Master's Degree required, Doctoral Degree preferred. Preference for degree in Teaching, Learning, Curriculum, Educational Psychology, etc.
  
Required Experience At least three years of work experience in a graduate academic medicine setting or healthcare setting, developing academic support programming, and teaching and learning strategies for medical, OT, PT, PA, Pharmacy, or Nursing students. Experience or familiarity with standardized examinations that apply to health professions licensure, ie., USMLE, NCLEX, FNP, NAPLEX, NBCOT, or NPTE.
  
Working Conditions & Physical Requirements The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  This job operates in a professional office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines.  While performing the duties of this job, the employee is required to speak and hear sufficiently to communicate effectively by phone or in person at normal volumes. The employee’s vision must be adequate to read correspondence, computer screen, forms, etc. The position requires good manual dexterity. This is a largely sedentary role; however, some filing is required. This would require the ability to lift files, open filing cabinets and bending or standing as necessary.

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