Student Worker - Peer Academic Coach
Description
The Academic Coach works with students to build the skills, habits, and
strategies needed for long-term academic success — distinct from subject-
specific tutoring. Rather than focusing on course content, the Academic Coach
helps students with time management, organization, study skills, goal-setting,
and navigating academic challenges. This role is especially valuable for
students on academic probation, those flagged through the Early Alert process,
or students who want to strengthen their overall approach to coursework.
Key Responsibilities
Meet regularly (one-on-one) with assigned students to assess academic
strengths, challenges, and goals
Help students develop personalized study plans, time-management systems,
and organizational strategies
Support students in building effective habits around note-taking, test
preparation, reading comprehension, and prioritization across multiple
courses
Follow up with students identified through the Early Alert process or
referred by faculty/staff, and track engagement and progress over time
Help students set short- and long-term academic goals and monitor progress
toward them
Refer students to appropriate campus resources (subject tutoring, Writing
Center, ADA/accommodations, advising, counseling, financial aid, etc.) as
needs are identified
Maintain accurate, confidential records of coaching sessions and student
progress
Communicate regularly with the Academic Support Services Coordinator
regarding trends, concerns, or students needing additional intervention
Attend required coach training and staff meetings
Requirements
Currently enrolled student in good academic standing (minimum cumulative
GPA of 3.0, or as otherwise specified)
Strong organizational, communication, and interpersonal skills
Empathetic, non-judgmental approach; able to build trust with peers who
may be struggling academically
Self-directed and reliable, with the ability to manage a caseload of
students independently
Prior experience in peer mentoring, tutoring, RA/leadership roles, or
similar preferred but not required
Faculty or staff recommendation may be required