2009 Sophomore College Staff Job Descriptions

Sophomore College Assistants enter Requests for Classroom Activities.

Applications are still being accepted

Sophomore College is a three-week resident summer program where second-year students in seminars of 12-14 students engage in intense academic exploration, forming a collaboration with peers, upper-class assistants, and professors, in creating a community of scholars.  An important aspect of Sophomore College is that while seminars have two hour daily scheduled class instruction, almost without exception “class time” becomes an irrelevant concept and students are actively involved in their seminar topics and classmates throughout each entire day. Depending on the discipline and focus of the seminar, students may be conducting research, working in labs, engaged in close readings of texts, and developing presentation skills. Some seminars are held in part or entirely off campus. Advising workshops help reorient students as they begin their second year internship and fellowship opportunities, major declaration and overseas studies planning.

Special Note:  If you are interested in applying for a Resident Director position in the college (graduate students only), please email Dr. Lee West at leewest@stanford.edu.

Sophomore College Assistants

Sophomore College Assistants (SCAs) are the primary point of contact for students during the program.  Fulfilling the roles of academic advisor, teaching assistant, and resident assistant, SCAs have responsibility for students in and out of the classroom.  Each faculty member will be assisted by two upper-class Sophomore College Assistants. As a teaching assistant, SCAs experience a unique opportunity to learn seminar material at a new level, as they function as group leader for discussions and tutor students. SCAs work closely with and report directly to their seminar faculty.  In their role as resident assistant, SCAs have an opportunity to develop skills and experience in organizing activities that promote program goals of mentoring and student development. They will work in collaboration with and report to the Resident Directors in the dorms.

Qualifications
Any student who will be a junior, senior, or co-term student in 2009-2010 and is in good academic standing is eligible to apply. (In some instances, one of the SCAs may be a graduate student.  The graduate SCA will live in residence with student participants.)  SCAs exhibit the following qualifications:

  • Evidence of excellent oral and written communication skills and the ability to work effectively with a variety of people including a diverse student body. Demonstrated excellent organization skills, including the ability to manage and coordinate a variety of functions and to problem solve. Ability to carefully plan and track financial expnditures.  Familiarity with University academic resources.
  • Ability to articulate the goals of Sophomore College and to use sound judgment in supporting program goals. Demonstrated ability to take initiative, work independently, set priorities, and follow through in a timely manner.
  • Ability to maintain high level of humor, self-motivation, enthusiasm. The ability to be on call evenings, weekends and during regular 8-to-5 working hours. Academic or research experience relevant to the Sophomore College course content and sufficient to allow the SCA to serve as TA to Sophomore College faculty.
  • Previous experience as a TA, RA, PM or Theme Associate is desirable, but not required.

Conflicts

Because of conflicts with required training schedules, RA and RCC roles preclude participation in Sophomore College, as do some other dorm staff positions. Any dorm staff positions should be disclosed as possible conflicts on your commitment form. You cannot participate in both Honors College and Sophomore College. If you are selected for both positions, you must choose between them. Students who have applied to be CTL subject tutors, FAs, ETAs, RWTs, PHEs or other dorm staff positions should consult about possible conflicts before accepting either position.


SCA training dates: SCAs must arrive on the afternoon of August 29, 2009 between 12-5 PM and begin training that evening through August 30. Staff duties will continue through September 18 (for a few off-campus courses, staff duties will continue through September 20).

Note: Sophomore College students must arrive the afternoon of August 31, 2009 between 12-5 PM. The College will remain in session until September 18, 2009 (for a few off-campus courses, session will continue through September 20).

Compensation
During the program, undergraduate SCAs (co-term students are undergraduate SCAs) receive room, board and a $800 stipend for full-time work during the course of the program and potential planning meetings at end of Spring quarter.  Graduate SCAs will receive room, board, and a $1,175 stipend for full-time work during the course of the program and for planning meetings with their faculty and FSP staff at the end of spring quarter.

Applications
SCA applications are still being accepted for the following seminars:

  • Work and Family
  • Mathematics of the Information Age
  • Celluloid America: Explorations in Film and History

In addition, please submit an unofficial transcript to Freshman and Sophomore Programs (Sweet Hall, 125A, 1st floor) as soon as you apply.

Stanford University has a strong institutional commitment to the principle of diversity. In that spirit, we welcome applications from all qualified students, regardless of gender, ethnicity or disability.

The Sophomore College Assistant application form asks for the name and contact information of a person who will serve as a reference for you. The most useful reference will usually come from someone able to speak to both your academic and personal qualities (an advisor or instructor). (Note:  We are NOT seeking letters of recommendations, simply a name of a reference.) Faculty will also review the academic transcripts of students applying to SCA positions.

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Residential Computer Coordinators (RCCs)

There are still open positions for RCCs. Apply on-line by choosing the "Not Applicable" choice from the drop-down menu.

RCCs educate residents on all aspects of computing at Stanford, consult with residents on computer related problems and support in-room network connections of Sophomore College students. They also lead and help to develop workshops for students in technology skills, awareness and issues.  Most importantly, RCCs are expected to be available to residents. RCCs work primarily with residence staff, their designated Residential Computer Cluster Technician, Networking and Communications Services and the Residential Computing central support staff to accomplish their goals.

Sophomore College will hire two RCCs, each of whom will be required to live in Sophomore College residences from August 29-September 11. RCCs must arrive no later than the afternoon of August 29, 2009 between 12-5 PM. RCCs may arrive as early as August 30, although they are not required to attend training on that day as the Sophomore College Assistants are.

Qualifications

SOCO RCC applicants must have completed RCC training in a previous year. Please note that only returning RCCs can participate as both Sophomore College RCCs and attend Residential Computing RCC training in the Fall 2009-2010 academic year. However, RCCs with no previous RCC experience are ineligible to apply for the RCC position because of time conflicts with RCC Fall training.

Compensation

Compensation is $500 plus room and board for the duration of the program.

Applications

Interested applicants should apply on-line and email Edward O'Neill at edwardoneill@stanford.edu to request an interview. We would like to have the recruiting and hiring done before students leave campus for the summer.

Stanford University has a strong institutional commitment to the principle of diversity. In that spirit, we welcome applications from all qualified students, regardless of gender, ethnicity or disability.

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Oral Communication Tutors  (OCTs)

One of the goals of Sophomore College is to help students communicate their ideas effectively. Other goals are the following:

  • Talking about research clearly
  • Presenting what they've learned
  • Developing communication skills that will be useful at Stanford and in life later on

OCTs help Sophomore College students with a variety of speaking issues. Some issues include giving formal or informal class presentations, participating in class discussions and communicating with peers and professors. OCTs also consult with individual students or groups of students and help organize workshops and other activities.

Because Oral Communication Tutors live in residence with Sophomore College students, they are an integral part of the Sophomore College experience. As Sophomore College staff, OCTs are incorporated in all college-wide activities, including special events, lectures, movie nights, and other occasions.


OCT job duties include the following:

  • Office hours. Each OCT lives in a Sophomore College dorm and holds evening office hours for Sophomore College students in that dorm. Students come to office hours for all kinds of reasons. Some common ones follow:
    • Chat or brainstorm
    • Get started on a talk or presentation
    • Get encouragement and feedback
    • Discuss general communication issues
    • Run ideas past someone who can help organize their thoughts
    • Practice and revise work for upcoming class presentations

OCTs are encouraged to be welcoming and outgoing, to introduce themselves, to invite students to their rooms to work or talk.

Students who just stop by early in Sophomore College will be back for help once they've gotten to know their OCT.

  • Workshops. When the Oral Communication and Writing Director, Dr. Joyce Moser, gives workshops in Sophomore College classes, OCTs attend as well. This is so they can introduce themselves to the students, explain what services they offer and encourage the students to meet with them.

OCTs who are interested in the subjects of Sophomore College classes based in their dorm have the opportunity to participate in the workshops as presenters. OCTs with particular interests are also encouraged to come up with their own projects.  For example, one OCT with a lot of PowerPoint experience developed his own presentation. He presented independent workshops for Sophomore College students who wanted to learn how to use Power Point effectively. Another prepared a mock CD on the worst PowerPoint presentation ever.

  • Labs. Many Sophomore College students do oral presentations as part of their class work. The OCTs often conduct labs for some or all members of a class, videotaping them in small groups. Then they show them the results and work with them on content and delivery. These labs are very common for students doing group presentations. Faculty members may require them as a means of significantly improving the final product.

However, individual students who would like to work one-on-one can also request consultations. These can be scheduled either for afternoons or evenings in rooms reserved for this purpose. OCTs can also meet with students to rehearse in the dorms.

  • Evening breaks. For balance and fun and to get to know more students in a relaxed setting, OCTs show films or have other informal icebreakers. They coordinate with the Sophomore College Assistants on everything from the courses in their dorms to planning joint events.
  • Staff meetings. The OCTs meet daily with Joyce Moser during Sophomore College to share information or insights about the previous day. They also make plans for class coverage, update calendars, offer ideas and suggestions, share strategies and problem solve.

Qualifications
Ideally candidates for the OCT position already have training. This comes from Oral Communication through courses in the Center for Teaching and Learning and / or the Technical Communication Program in the School of Engineering.
Interested students who acquired a good public speaking background (formally or informally) are also eligible and welcome to apply as well. We strongly advise that OCTs whose previous training has been informal should take CTL 199, a one-unit practicum offered in the Spring.


Because Sophomore College is a short program, OCTs need to be friendly and outgoing so students get to know them and what they have to offer. In the past, OCTs have been very creative about getting to know students through the following techniques:

  • Knocking on doors
  • Putting up flyers
  • Meeting them at dinner and in the hallways
  • Keeping their dorm rooms open in the evening
  • Playing music
  • Putting up Christmas lights
  • Always having food around

Making an effort to greet students (and being willing to meet at special times with those who cannot make office hours) is extremely helpful, too.

Hours
Most OCTs work between 20 and 25 hours a week.

Compensation
OCTs receive an hourly wage commensurate with their level of training, plus room and board for the duration of the program.
OCTs must arrive on the afternoon of August 29, 2009 between 12-5 PM. and begin training that evening through August 30. Staff duties will continue through September 18.

Applications
Application forms for OCT positions are due on Sunday, March 15, 2009, midnight. Dr. Moser will also review the academic transcripts of students applying to OCT positions. Submit an unofficial transcript to Freshman and Sophomore Programs (Sweet Hall, 1st floor) by 5 PM on Monday, March 16th. If you have questions about this position, please contact Dr. Joyce Moser at moser@stanford.edu.

Stanford University has a strong institutional commitment to the principle of diversity. In that spirit, we welcome applications from all qualified students, regardless of gender, ethnicity or disability.

The staff application form asks for the name and contact information of a person who will serve as a reference for you. Please note the most useful reference will usually come from someone able to speak to both your academic and personal qualities, such as an advisor or instructor. (Note:  We are NOT seeking letters of recommendations, simply a name of a reference.)

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