Why Work at BYU

At Brigham Young University (BYU), your work is an opportunity to contribute to a distinctive educational mission rooted in the gospel of Jesus Christ and to make a meaningful difference in the lives of students.

As the flagship university of The Church of Jesus Christ of Latter-day Saints, BYU strives to be among the exceptional universities in the world. We are devoted to our faith, our students, and the University's Mission: "To assist individuals in their quest for perfection and eternal life."

We seek staff members who enthusiastically embrace and advance this unique mission. Across the university, staff bring their expertise and talents to work that helps students learn, grow, and thrive. A culture of covenant belonging, weekly devotionals, meaningful opportunities for learning and growth, and a beautiful and historic campus make BYU a distinctive and inspiring place to build a career.

Belonging Statement

United by our common primary identity as children of God, BYU values and embraces the variety of individual characteristics, life experiences and circumstances, perspectives, talents, and gifts across the BYU community. This richness strengthens our shared efforts to create and support an environment of covenant belonging centered in Jesus Christ.

Employment Requirements

Members of The Church of Jesus Christ of Latter-day Saints are required to hold and be worthy to hold a current temple recommend to be hired and to remain in any position at BYU.

In hiring decisions, Brigham Young University lawfully gives strong preference to qualified, faithful members of The Church of Jesus Christ of Latter-day Saints. All employees are required to abide by the university's Honor Code and Dress & Grooming Standards. Successful candidates are expected to support and contribute to the academic and religious missions of the university, which are aligned with the principles and doctrine of The Church of Jesus Christ of Latter-day Saints.

Equal Opportunity

Brigham Young University is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of disability or protected veteran status.

The last day to submit an application for this position is November 10, 2026, by 11:59pm MST.

Academic Learning Specialist - School of Medicine

Provides individualized academic counseling, learning strategy instruction, early alert follow-up, board preparation support, and structured remediation support for medical students in the BYU School of Medicine. This role helps students develop effective learning systems, self-regulated learning behaviors, test-taking strategies, time management practices, and readiness for national board examinations. The position supports student progress while maintaining appropriate boundaries from formal assessment, academic standing decisions, and accommodation determinations. A successful candidate will be highly organized, proactive, adaptable, anticipate needs, and contribute to a culture of collaboration in a spiritually enriching environment preparing students for a lifetime of service as Christ-centered physicians.

A successful candidate will be highly organized, proactive, adaptable, anticipate needs, and contribute to a culture of collaboration and spiritual enrichment. This role will play an important part in supporting and fostering a spiritually enriching environment where employees and students can deepen their testimonies of Jesus Christ while preparing students for a lifetime of service as Christ-centered physicians.

This position is critical to the success of the BYU School of Medicine, a newly established organization within the university. As the school continues to launch and grow, a successful candidate must demonstrate adaptability and a willingness to take on evolving responsibilities and assignments to support its effective implementation and ongoing operations.

What you’ll do in this position:

Academic Counseling and Student Support

• Provide one-on-one academic counseling to medical students across all phases of the curriculum.
• Assess student learning approaches, study systems, time management, retrieval practice, test-taking strategies, note-taking, clinical learning habits, and self-regulated learning behaviors.
• Develop individualized academic success plans using student performance data, student self-assessment, and established support templates.
• Respond to early alert referrals and conduct timely outreach to students identified through academic performance trends, course or clerkship concerns, board readiness concerns, or student self-referral.
• Support students in academic improvement plans, remediation support activities, and follow-up meetings as directed by the Office of Student Progress (OSP) workflows or Student Progress Committee follow-up plans.
• Assist students with NBME and USMLE preparation strategies, including study planning, resource selection, self-assessment use, readiness milestones, and adjustment of study schedules.
• Identify and escalate ongoing academic struggle, disengagement, concerning behavior, or student-reported needs that may involve well-being, mental health, accessibility, or accommodation-related support, and escalate these concerns to the Senior Academic Learning Specialist and/or Director of Academic Learning and Progress for appropriate referral, coordination, and follow-up.
• Support students with a variety of learning needs.
• Refer students to tutoring, career advising, accessibility services, Office of Student Experience and Wellbeing (OSEW), or other support resources when indicated.

Academic Enhancement Program Development

• Contribute to structured board preparation programming and transition support for major curricular phases.
• Develop student-facing resources related to study strategies, time management, exam preparation, clinical learning, feedback use, and academic resilience.
• Develop pro-active course-specific or phase-specific academic support resources, workshops, and guidance based on anticipated learning demands, assessment patterns, and faculty input.

Collaboration and Faculty Support

• Collaborate with course directors, clerkship directors, faculty, assessment leaders, and OSP colleagues to identify and support students who may benefit from academic assistance.
• Participate in student support planning discussions as appropriate while preserving appropriate boundaries from formal assessment and progress decision-making.
• Serve as a resource to faculty and staff regarding adult learning, learning science, academic performance strategies, and student support referral pathways.
• Coordinate with the Tutoring Coordinator by identifying tutoring needs, recommending tutoring focus areas, and monitoring student follow-up after tutoring referral.
• Collaborate with OSEW and other institutional partners when academic concerns intersect with well-being, belonging, personal stressors, or learning environment concerns.

Documentation, Quality Improvement, and Administrative Responsibilities

• Document student encounters, support plans, referrals, and follow-up actions using standard OSP templates, systems, and timelines.
• Maintain documentation and confidentiality consistent with FERPA and institutional policy. Contribute to academic support quality improvement by identifying trends, barriers, resource needs, and opportunities to improve student support.
• Contribute to School of Medicine committee service and academic enrichment initiatives as assigned.
• Remain current in medical education and learning science best practices.
• Other responsibilities as assigned.

Decisions Made and Referred

Required:

• Master’s degree in education, psychology, counseling, health sciences, or related field AND 2 years of experience in academic counseling, student success services, Student learning development, or health professions education
• OR
• 6 years of directly related professional experience in higher education, academic support, student learning development, or medical/health professions education.

Knowledge of adult learning theory, learning science, evidence-based learning strategies, and self-regulated learning.

Strong interpersonal and communication skills.

Ability to analyze academic performance data and translate findings into individualized support plans.

Ability to maintain confidentiality and handle sensitive information.

Ability to work independently and collaboratively in a complex academic environment.

Commitment to student-centered, standards-based, mission-aligned support.

Preferred:

• Experience working with medical or other health professions learners.
• Experience with academic remediation, board preparation, or student progress support systems.
• Familiarity with standardized medical examinations (e.g., MCAT, NBME, USMLE) and preparation approaches.
• Experience with academic counseling documentation systems or student support dashboards.
• Experience in academic remediation programming.
• Experience working with diverse student populations and learners in academic difficulty.
• Experience developing structured board preparation programming.

What we offer in return:

In addition to our competitive pay structure, this position comes with fantastic benefits, including:

• 401k. BYU automatically contributes 8% at no cost to you. Additionally, if you contribute 5%, BYU adds an additional 4% (Rehires may qualify for different retirement plans)
• Excellent work-life balance: 13 paid holidays + 22 days paid vacation + 12 sick days, accrued annually
• Employee assistance program, available to the employee and all members of their household
• Tuition benefits for employees and eligible family members
• Access to athletic facilities
• Excellent medical/dental benefits
• Short/long-term disability benefits
• Paid parental and maternity leave
• Wellness Program
• Free on-campus parking
• Free UTA passes for employees, spouses, and qualified dependents
• Discounts at the BYU Store and for many events at BYU

Pay Grade: 51

Typical Starting Pay: $59,500 - $77,000

The actual compensation offered will take into consideration internal equity and may vary based on the candidate’s job-related experience, knowledge, skills, and other relevant factors. Candidates with very significant work-related experience may receive an offer higher than the posted typical range.