Mandate

Taking direction from the Manager, Academic Skills Centre, the Academic Skills Advisor (ASA) is responsible for designing and delivering programming and supporting students’ academic skills development in areas including communication (such as reading, writing, speaking, and listening), academic integrity, critical thinking, presentation and research skills, university transition, goal-setting, time management, digital literacy, teamwork, study strategies, group work, project management and other student academic skills as needed.

Objectives

As a resource for all students in credit-bearing programs at UVic, the ASA supports the academic skills development of students at the undergraduate and graduate levels. The ASA works closely with UVic campus partners to promote the work of the Academic Skills Centre portfolio.

This position requires the equivalent of a Master’s degree in Education, Adult Education, Educational Psychology, Communications or a related discipline including but not limited to Communications Studies, English, Applied Linguistics, plus a minimum of two years of experience teaching or tutoring academic and professional communication and other academic skills in individual and group settings within a post-secondary environment. An equivalent combination of education, training and experience may be considered.

Knowledge, Skills, And Abilities

Demonstrated expertise in supporting the development of academic and professional communication skills, including writing, reading, speaking, presentation, and discipline specific communication practices within a post-secondary environment. Experience supporting students from diverse educational, cultural, and linguistic backgrounds, including Indigenous students, first-generation students, mature learners, multilingual learners, and other equity-deserving groups. Experience supporting students as they navigate changing academic and communication expectations, including students entering university for the first time, transitioning between undergraduate and graduate study, or participating in bridging and pathway programs. Knowledge of the post-secondary student experience and ability to navigate and refer to students to appropriate campus resources, including an understanding of current trends in academic supports for students. Demonstrated ability to build rapport, apply strength-based coaching approaches, and respond to diverse and complex student needs with professionalism, empathy, and sound judgment. Demonstrated AI literacy, including knowledge of institutional policies and guidance; the ability to help students critically evaluate GenAI outputs; and the ability to support ethical, responsible, and effective use of AI tools in academic work. Demonstrated digital literacy and experience using learning technologies, educational technologies, and online learning platforms to support student learning face-to-face, blended, and online environments. A proactive and collegial approach to teamwork and an ability to collaborate productively, build and maintain positive relationships with diverse individuals within LTI and from other units on campus, and contribute to creating an inclusive working and learning environment. Ability to communicate effectively with individuals from diverse backgrounds and tailor communication style for different audiences and situations. Excellent critical thinking and problem-solving skills. Experience maintaining service records, contributing to program evaluation, and using data to inform and improve coaching practice and programming. Experience supporting professional, technical, or discipline-specific communication is considered an asset. TESL certification is considered an asset.