Learning Strategist

Date Posted: 03/17/2026
Req ID: 47380
Faculty/Division: UofT Mississauga
Department: UTM: Robert Gillespie Academic Skills Centre
Campus: University of Toronto Mississauga (UTM)
Position Number: 00041479
Existing Vacancy: Yes

 A copy of the detailed position description is available to USW employees upon request to the UTM Human Resources office. 



Description:

About us:

U of T Mississauga--the second largest campus of Canada’s top-ranked university and the only research university in Ontario’s booming Peel Region--is one of the world’s great catalysts of humanpotential.

Our employee community hums with the energy of 3,400 faculty, librarians and staff, who power our campus with curiosity, connection and care. We work together to spark life-changing research and innovation, make an indelible mark on the world by building equitable cities and societies, enable healthy lives, create a sustainable future and ignite entrepreneurship. Above all, we prioritize student success, and seek to give our 16,500 students the lift of a lifetime through learning anddiscovery. We love to open opportunities available nowhere else for our community to achieve their ambitions and make their unique contributions to Canada and the world.

This work all comes together on a spectacularly green campus, alongside theMissinihe-ziibi (Trusting Creek or Credit River), where we seek to honour truth, reciprocity and reconciliation on the traditional land of the Huron-Wendat, Seneca and the Mississaugas of the Credit First Nation. We’re thrilled to welcome those whowant to learn more about us and to be part of what we do.

Your opportunity:

The Robert Gillespie Academic Skills Centre (RGASC) is a hub for academic skills development on the University of Toronto Mississauga campus. The mandate of the RGASC is to support and promote teaching and learning in a range of contexts across the University of Toronto Mississauga. For students, the RGASC is a resource for developing academic skills through individual appointments and group-based initiatives that help students identify and develop the academic skills they need for success in their studies. For instructional staff and faculty, the Centre is a partner in teaching and learning activities. These activities include course and program design, implementation and assessment of a given intervention’s impact.

Faculty and staff appointed to the RGASC have a range of specializations, including academic peer support, academic writing instruction, educational development, English language learning, numeracy, scientific literacy, and supplemental instruction. This diversity of experience and expertise enables the Centre to collaborate productively with partners from across the disciplines and campus, who bring with them a varied and diverse set of teaching and learning objectives.

Working closely with the Program Manager & Learning Strategist, the Learning Strategist is responsible for the development and coordination of programs and online resources that promote and support academic success. In this role, the incumbent will develop and facilitate programs and workshops aimed at promoting learning strategies and academic skills development. They will also recruit, train and help support peer-mentors that (co) deliver supplementary instruction programs.

Additionally, the Learning Strategist meets with students to assess their needs in relations to academic success, learning strategies, study skills and education success planning. Where appropriate, the Learning Strategist will connect individuals to other resources or services on campus that support overall student success.

Your responsibilities will include:

• Keeping well-informed on research, literature, theory, trends and best practices for post-secondary success
• Planning components of educational programs and/or course design
• Facilitating psychoeducational workshops that promote the development of coping strategies and skills
• Screening and making referrals to academic advising and learning skills programs and other resources or services
• Delivering presentations to promote programs, opportunities and/or initiatives
• Overseeing the development of student and peer mentor learning communities
• Recruiting and training student learning support mentors
• Providing advice and support to students and mentors on program delivery matters
• Conducting a detailed analysis of student feedback and learning outcomes to inform program planning activities
• Creating safe spaces and environments in which individuals may disclose in the course of counselling
  

Essential Qualifications:

• Master’s Degree in Psychology, Counseling or Education with an emphasis on Student Development.
• Minimum four years experience facilitating psychoeducational workshops, and overseeing learning strategy and skills development programs with a minimum of 2 (two) years in a post-secondary setting.
• Demonstrated knowledge of approaches to academic and learning skills success for students at-risk, students in transition, students with disabilities and student development more broadly.
• Knowledge of current and emerging trends in university-level learning and able to respond to the changes in the higher educational landscape, which includes proactively developing or revising instructional materials, workshops or support
• Experience developing and delivering high-quality student academic programming in the following areas: time management, exam preparation, effective notetaking, study planning, motivation, procrastination.
• Demonstrated experience supporting and guiding students in one-on-one or small group setting
• Experience developing, managing and evaluating supplemental instruction programs and/or academic skills-focused peer mentoring programs
• Experience in delivering initial and ongoing training to student leaders in programs focused on academic skills development
• Experience interpreting and applying University policies and procedures and facilitating partnerships with other units across campus that more broadly support student success.
• Excellent oraland written communication, interpersonal, facilitation and presentation skills
• Must show evidence of a commitment to equity, diversity, inclusion, and the promotion of a respectful and collegial learning and working environment
• Must have strong organizational and time management skills, accuracy and attention to detail, and be able to multi-task and problem solve with a proactive solutions focus
• Experience building programming and/or training through a Learning Management System (e.g. Canvas, D2L Brightspace, Blackboard)
• Advanced skills in MS Office Suite, file management systems (i.e. SharePoint), learning management systems (i.e. Quercus ) and Zoom.
• Ability to demonstrate integrity, professionalism, judgment, tact, diplomacy and have the ability to maintain confidentiality.

Assets (Nonessential):

• Certification in Learning Strategies, Coaching, or Supplemental Instruction.
• OCT certificate

To be successful in this role you will be:

• Approachable
• Diplomatic
• Intuitive
• Possess a positive attitude
• Team player
  
  

Please note, this is a term role until December 2027. 



Closing Date: 03/26/2026, 11:59PM ET
Employee Group: USW 
Appointment Type: Budget - Term 
Schedule: Full-Time
Pay Scale Group & Hiring Zone:
USW Pay Band 13 -- $86,340. with an annual step progression to a maximum of $110,415. Pay scale and job class assignment is subject to determination pursuant to the Job Evaluation/Pay Equity Maintenance Protocol.  
Job Category: Student Services
Recruiter: Desiray Stewart

 

Lived Experience Statement
Candidates who are members of Indigenous, Black, racialized and 2SLGBTQ+ communities, persons with disabilities, and other equity deserving groups are encouraged to apply, and their lived experience shall be taken into consideration as applicable to the posted position.

Diversity Statement

The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples, Black and racialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see ?url=http%3A%2F%2Fuoft.me%2FUP&module=jobs&id=61346" target="_blank" rel="nofollow">?url=http%3A%2F%2Fuoft.me%2FUP&module=jobs&id=61346" target="_blank" rel="nofollow">http://uoft.me/UP .

Accessibility Statement

The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

If you require any accommodations at any point during the application and hiring process, please contact uoft.careersutoronto.ca .

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