Learning Consultant - Neurodiversity Specialist (ADHD/Executive Function Focus)

Duke University:

 

Duke University was created in 1924 through an indenture of trust by James Buchanan Duke. Today, Duke is regarded as one of America’s leading research universities. Located in Durham, North Carolina, Duke is positioned in the heart of the Research Triangle, which is ranked annually as one of the best places in the country to work and live. Duke has more than 15,000 students who study and conduct research in its 10 undergraduate, graduate and professional schools. With about 40,000 employees, Duke is the third largest private employer in North Carolina, and it now has international programs in more than 150 countries.

 

Job Summary:

This position is responsible for enhancing undergraduate education at Duke by developing innovative programming and providing specialized academic support to students in self-regulated learning and metacognition. This position specifically focuses on delivering services for students with ADHD/Executive Function challenges and other neuro-cognitive difficulties. The Learning Consultant, Neurodiversity Specialist reports to the ARC Senior Learning Consultant.

 

The Academic Resource Center sits within the Office of Undergraduate Education at Duke University and is committed to creating an accessible, supportive environment and an educational experience that recognizes diversity and cultural competence as integral components of academic and organizational excellence. Candidates who can contribute to that goal, and who meet the qualifications for this position, are encouraged to apply and to identify their strengths in this area.

Work Performed:

 

Individualized academic support (70%)

• Develop, manage, deliver, and assess academic support services for students with ADHD, executive function challenges, learning disabilities, and neuro-cognitive difficulties impacting learning, in collaboration with colleagues within and outside of the ARC.
• Coach students to address academic challenges, ex differences; to develop an academic success plan; and to identify specific strategies towards developing competencies to enhance their learning and develop themselves holistically.
• Teach students how to assess their course demands, analyze academic tasks, construct and apply general and discipline-specific learning strategies.
• Work with students to develop strong metacognitive and academic self-management skills through academic coaching and time-management consulting.
• Assess students’ academic support needs and make recommendations or referrals to other undergraduate offices or services as appropriate.
• Collaborate with ARC staff in monitoring student progress and provide suggested support for students with complex needs.

Consultation (15%)

Provide consultation/training/outreach on supporting students with ADHD, Executive Function challenges, and other learning differences to students, faculty, residence life staff, and deans/administrators in collaboration with other university offices such as Counseling and Psychological Services, DukeReach, Duke Student Health, and the Student Disability Access Office.

Evaluation (5%)

In collaboration with ARC leadership, establish outcomes and conduct assessment and evaluation of services to measure these outcomes and implement iterative service enhancements.

Maintain current knowledge on research and evidence-based approaches and strategies to support students with ADHD, Executive Function challenges, and other learning differences.

 

Outreach and Committees (10%)

• Develop and deliver instructional workshops that meet the specific academic skills needs of student populations and groups.
• Develop new materials for the ARC, individual student meetings and group workshops on supporting students with ADHD, Executive Function challenges, and other learning differences.
• Revise current instructional materials in alignment with best practices in the field and the work of the ARC.
• Assist with training peer educators on supporting students with ADHD, Executive Function challenges, and other learning differences.
• Serve on ARC committees to advance the work of the center.
• Participate in ARC staff meetings and other ARC-related meetings and activities as needed.

                                                                                                                                                                              

The above statements describe the general nature and level of work being performed by individuals assigned to this classification. This is not intended to be an exhaustive list of all responsibilities and duties required of personnel so classified.

 

Required Qualifications.

• Master’s degr