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The primary focus of the faculty at WGU is student learning. Because of our unique student-centric, competency-based approach, faculty serve in different roles compared to traditional schools and other online schools.
Course Mentors at WGU function in a professorial role as subject matter experts who assist students as they engage specific sections of the WGU curriculum. The type, length, and intensity of instructional method vary based upon student needs. Course Mentors help students with specific questions that arise and offer specialized instruction on challenging topics. Their primary focus is on bringing WGU courses of study to life through one-to-one or one-to-many forums. Course Mentors do not develop WGU courses, construct tests, or grade assessments independently, but may contribute subject matter expertise to a larger course design effort that includes national directors, instructional designers, program development managers, COS editors, product vendors, assessment/project designers, and others. Course mentor contribution to this team effort reflects the university’s disaggregated model. Their experience and training is specific to the courses they support. They are knowledgeable and can address issues related to a course, learning resource content, or an assessment.
Monitor and manage a dynamic learning community.
Utilize technology based teaching platforms to aid students in the development of competencies.
Provide personalized outreach to at-risk students in a way that fosters development of competencies.
Collaborate with other professionals within the university to promote a positive atmosphere in a student-focused environment.
Maintain scholarly and professional expertise through professional development.
Balance content delivery with exceptional student service.
Perform other duties as assigned.
Minimum Education Qualifications: A doctorate in mathematics, mathematics education, or equivalent.
Experience/Expertise: Experience providing student support and instruction; demonstrated ability to work with struggling or at-risk learners.
Hard/technical skills: Able to utilize phone, email, Internet, instant message, Microsoft office suite, and technology based delivery systems. Soft skills: Leadership; communication; independent self-starter/self-manager; understanding and appreciation of competency-based education; proficiency in oral and written English communication; track record for effective coaching and communication skills within a diverse population; and demonstrated professionalism that displays effective judgment and professional integrity. Other: Able to pass a criminal background check. Must be lawfully employable in the United States either by virtue of citizenship or by permanent residency via a green card.
Preferred qualifications include experience working with adult learners and distance learning environments preferred; experience with APA formatting preferred.
WORK FROM HOME, United States
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