Job Description
Job Title: Student Services Officer 2
VPUE Unit: Center for Teaching and Learning
Location: Stanford Main Campus; Hybrid (3 or more days/week on site)
Job Code: 7502
Budgeted Salary Range: $100,000-$109,000
Heralded as a hub of undergraduate innovation, the Office of the Vice Provost for Undergraduate Education (VPUE) creates and sustains meaningful interactions between students and faculty both within and outside the classroom. As a collaborative team member of VPUE, you have a unique opportunity to advance and support programs that touch and enhance the lives of every undergraduate student at Stanford. As a team member in a unit that is also affiliated with the Office of the Vice Provost for Graduate Education (VPGE), your positive impact on graduate students and their teaching and learning will also be substantial.
The Stanford Center for Teaching and Learning (CTL) supports the university's core educational mission. We help faculty, lecturers, and teaching assistants (TAs) design, teach, and improve courses and curricula. We partner with schools, departments, and programs to ensure ongoing, meaningful teaching and learning. We help students thrive in their studies through academic coaching, peer tutoring, language conversation practice, and specialized support for neurodiversity. The latest evidence about what works in higher education is woven through our programs and services.
CTL's student learning programs serve over 2,000 undergraduates and graduate students each year. Academic skills programs are grounded in a "whole-person" educational model, which recognizes the interrelationships among the intellectual, social, and personal aspects of academic life and learning. Our resources enhance the learning experiences of undergraduate, graduate, and professional students at Stanford through academic coaching, workshops, and online materials. These programs assist students with topics such as test-taking, effective time management, reading strategies, academic motivation and resilience, and more.
Under the general direction of the Senior Associate Director for Student Learning Programs, the Academic Coach uses a direct-service model that translates research from the learning sciences into holistic academic support for students in both individual and group settings, with a particular emphasis on neurodivergent students, including those managing ADHD, learning differences, autism, and related profiles. This position is highly focused on working with students directly, with academic coaches typically holding up to 20 one-to-one sessions per week.
In this role, you will
Provide individualized coaching for undergraduate, graduate, and professional students to address academic difficulties, compensatory strategies, executive functioning skills, and other manifestations of neurodivergence, including ADHD and/or learning differences. Additionally, meet regularly with undergraduate students on academic status (such as on probation, deferred suspension and returning from suspension) who are also neurodivergent.
Draw from research in the learning sciences to develop and facilitate a range of skills-based group interventions, such as workshops, academic programs, and group coaching, as well as asynchronous resources for neurodivergent students. These include workshops tailored to specific courses and campus programs on topics such as: time management, procrastination, academic motivation, exam preparation, effective study strategies, reading strategies, goal-setting, resilience, growth mindset, dissertation preparation, and more.
Oversee and manage group coaching programs for neurodivergent students, including assessing student needs, assigning students to appropriate groups, and coordinating group logistics and facilitation.
Support the training and professional development of peer academic coaches, a cohort that includes advanced graduate and professional students, by contributing to training (such as providing feedback on mock coaching sessions) and supporting their ongoing development around neurodiversity-related topics.
Contribute to CTL's broader portfolio of neurodiversity-focused programs, including a pre-orientation for incoming students, an academic skills course, and workshops and trainings for students, faculty, and staff. Additionally, contribute to the development and implementation of innovative pilot projects in support of neurodivergent students.
Collaborate with the Office of Accessible Education to ensure seamless support for neurodivergent students.
Collaborate with various campus offices, such as New Student Orientation, Advising, and summer bridge programs to ensure awareness of CTL resources and that neurodivergent students are connected to appropriate support.
Maintain current knowledge on research and evidence-based approaches and strategies to support neurodivergent students.
Represent CTL at university-wide events such as New Student Orientation and Admit Weekend; work with the communication team to create outreach materials.
The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.
To be successful in this role, you will bring:
Bachelor's degree and three years of relevant experience or combination of education, training, and relevant experience
Strong interpersonal skills to identify students' academic needs, make recommendations, and follow-up
Excellent oral and written communication skills
Excellent analytical and organizational skills and ability to manage multiple tasks, especially complex projects with multiple deadlines
Physical Requirements*: Frequently sit, perform desk-based computer tasks; occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds.
Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.
In addition, preferred qualifications include:
Advanced degree (Masters or Doctorate); Master's Degree or a Doctorate in counseling, education, special education, psychology, or related field is highly desirable
Experience as a coach or learning specialist teaching skills related to neurodivergence, including ADHD and learning differences.
Coursework or other formal training (such as ongoing professional development) related to supporting neurodivergent students, including those with ADHD and learning differences
Experience providing advanced academic support to university students in one or more areas related to college learning, such as peer tutoring programs, student development, counseling, teaching, reading and study skills, learning differences/disabilities, accommodations support, advising, and academic coaching
Experience teaching or conducting workshops or other trainings in a postsecondary setting
How to Apply:
Your complete application consists of two required portions:
Current C.V. or resume
Personal Statement: In no more than 500 words, please share a personal or professional story that demonstrates your approach to supporting neurodivergent learners. (Note: We value authentic personal reflection over polished AI-generated text. To complement this written submission, candidates invited to interview will complete a short, practical writing exercise as part of the on-site interview process.)
Completed applications will be reviewed on a rolling basis beginning September 4, 2026.
The generic job description is below and may not reflect all aspects of the specific role described above.
