Director of Writing and of the Academic Resource Commons

Please find below a posting for the Director of Writing and of the Academic Resource Commons at Bates College.  Contact Kirk Read, Associate Dean of the Facutly with questions or inquiries (  Interfolio application at the following:

Bates College, Staff Position, Writing at Bates

Director of Writing at Bates and of the Academic Resource Commons

Location: Lewiston, Maine

The Director of Writing at Bates and of the Academic Resource Commons is primarily responsible for leading the college’s undergraduate writing support program and for designing, implementing, and assessing programs and services to improve undergraduate student academic success. The Director is responsible for overseeing the integration, enhancement, and strengthening of academic support services at the college. Further, the Director is charged with the creation and implementation of a program that fully honors the mission of Bates College, especially with regard to engaging “the transformative power of our differences, cultivating intellectual discovery and informed civic action.” This is a full-time staff position with faculty lecturer status.  Desired start date is July 1, 2015.

Since its founding in 1855 by Maine abolitionists, Bates College has welcomed men and women from diverse racial, ethnic, religious and economic backgrounds. A private, highly selective, residential college devoted to undergraduate study in the liberal arts, Bates has always stood firmly for the ideals of academic rigor, intellectual curiosity, egalitarianism, social justice and freedom. Bates is recognized for its inclusive social character and progressive tradition, and is rightly celebrated as one of the first U.S. institutions of higher learning to admit women and people of color.  We seek to engage a director and colleague who embraces this mission and who enthusiastically translates this in the support for writing and for academic resources for the flourishing and full participation of all.

Essential Duties and Responsibilities

  • Serve as Director of Writing at Bates

  • Serve as a leader and advocate for student academic success issues and initiatives on campus, including those focused on supporting first-generation, underrepresented, and low-income students

  • Coordinate peer academic support services

  • Collaborate closely with the Math and Statistics Workshop, Curricular and Research Computing, and the Imaging and Computing Center

  • Develop and oversee appropriate assessment tools for academic support operations that align with the college’s learning outcomes

  • Work collaboratively with the Faculty Resource Commons and First-Year Seminar programs

  • Work collaboratively with faculty as well as key college offices, including Academic Affairs, Admission, Athletics, Equity and Diversity, Intercultural Education, Registrar, and Student Affairs--specifically the Assistant Dean of Accessible Education and Student Support

  • Identify emerging trends, best practices, and research results related to student success issues and share this knowledge with academic support program leaders and other interested constituencies

Writing Program

  • Interview, hire, train, and evaluate professional and student staff associated with Writing at Bates

  • Supervise personnel (Writing Specialists and Peer Writing and Speaking Assistants) in Writing at Bates and oversee relevant budgets

  • Develop and implement policies, procedures, and programs that reflect a sophisticated understanding of and engagement with multiple learning and teaching styles.

  • Sustain and enhance the writerly lives of faculty and staff in their scholarly and professional endeavors

  • Develop, facilitate, and assess writing workshops

  • Develop assessment tools for tracking the program’s use and efficacy

Peer Tutoring Program

  • Establish, in consultation with faculty and administrators, a comprehensive and integrated peer tutoring program to support academic success across the curriculum that is especially sensitive to and inclusive of a diverse range of students and student experiences

  • Create, implement, and evaluate policies and procedures for hiring, training, and assigning subject-area peer tutors, peer-assisted learning in the sciences (PALS) tutors, as well as tutors focused on writing

  • Create a tutor contract to be used with each student during their first session to establish the parameters of the tutoring relationship

  • Develop assessment tools for tracking the program’s use and efficacy


  • At least five years of leadership experience in academic support services (such as writing support), including supervisory responsibilities

  • At least five years of experience working directly with students as a writing support expert

  • Experience training or supervising undergraduate tutors

  • Demonstrated success in designing, implementing, and evaluating academic support programs

  • Demonstrated success in supporting students from underrepresented groups, including students from historically underrepresented racial and ethnic groups, first-generation-to-college students, and low-income students. 

  • Demonstrated success in developing academic support programs that actively employ a broad and diverse range of student and staff tutors.

  • Successful track record of managing programs, people, and budgets

  • A diplomatic and tactful approach to building relationships quickly within a college or university among faculty, staff, and students; ability to work effectively with a wide range of people, including persons from diverse backgrounds (e.g., class, race, nationality, sexual orientation, religious affiliation, etc.) as part of an inclusive campus and community culture.

  • A collaborative, consensus-building and flexible leadership style

  • A strategic mindset and exceptional spokesperson for articulating strategic priorities

  • Strong conversancy with best practices in student academic support and demonstrated adoption of these practices in strategies and programs

  • A high degree of enthusiasm, energy, and creativity

  • Exceptional interpersonal, oral, public speaking, writing, and listening skills

  • Significant experience teaching college-level courses in a college or university setting highly desirable

  • MFA or Ph.D. required


Applications must be submitted through Interfolio and should include a letter of interest with particular attention to a vision of leading a center for writing support and academic resources more broadly, a curriculum vita, and three letters of recommendation.  

Applications submitted without the required materials will not be considered.  We will begin reading applications on April 13.

This position requires successful completion of a pre-employment background screening.