Learning Success Advisor @Sydney

Location: School of Mathematics and Statistics, The University of Sydney, Camperdown Campus
Employment Type: Full time until 22 December 2023
Duration: fixed term
Remuneration: Base Salary $100,032–$108,979 + 17% superannuation
Closing Date: 11.59pm; 20 March 2023

• Exciting opportunity to facilitate and deliver mathematics and statistics learning support for students at the University
• 2x Full-time, fixed term until 22nd December 2023

About the opportunity

As a Learning Success Adviser (Mathematics), you will help develop, deliver, and evaluate mathematics and statistics learning support initiatives for all students at the University.

As a subject matter specialist, you will collaborate in the development and implementation of learning support initiatives, including student-centred learning design, personalised and adaptive support offerings, through a variety of delivery modes such as face to face, online, blended, hybrid and peer-facilitated.

Your key responsibilities will be to:

• work within a dynamic team, reporting to the Learning Hub Lead
• deliver learning support & training activities to students, peer-facilitators, & staff for up to 20 hours a week
• work collaboratively with the Learning Hub Lead and team of Learning Success Advisors, Educational Designer, and colleagues across CET + Learning Hub
• contribute to and engage actively with the mathematics and statistics learning community beyond the University to further the reputation of the University in the field
• provide specialist guidance and support to relevant stakeholders in the library, relevant faculties, Educational Innovation, Student Life, and the wider Education Portfolio
• help students to develop their confidence in mathematics and statistical skills, enhancing their experience and supporting fuller participation and success in relevant units of study.

About you

• post graduate qualifications and/or relevant work experience in a related field
• a strong background and experience in tertiary mathematics and/or statistics
• experience in teaching and learning in a tertiary environment, with an emphasis on settings relevant to mathematics and statistics support
• experience in developing and facilitating high-quality, innovative programs to support mathematics and statistics learning in a higher education environment
• experience using learning analytics to inform learning design, support student progress and monitor student outcomes
• experience using innovative educational technology platforms to facilitate mathematics and statistics support to diverse cohorts of students
• theoretical and practical understanding of effective educational practice in the post-entry, higher education space, including the use of educational technologies.

This will be a continuing appointment. The successful candidate will be offered a competitive remuneration package commensurate with the responsibilities of the position and the candidate’s relevant experience and qualifications.


To keep our community safe, please be aware of our COVID safety precautions which form our conditions of entry for all staff, students and visitors coming to campus.

Sponsorship / work rights for Australia

Please note: Visa sponsorship is not available for this position. For a continuing position, you must be an Australian or New Zealand citizen or an Australian Permanent Resident.
Australian Temporary Residents currently employed at the University of Sydney may be considered for a fixed term contract for the length of their visa, depending on the requirements of the hiring area and the position.

Pre-employment checks

Your employment is conditional upon the completion of all roles required pre-employment or background checks in terms satisfactory to the University. Similarly, your ongoing employment is conditional upon the satisfactory maintenance of all relevant clearances and background check requirements. If you do not meet these conditions, the University may take any necessary step, including the termination of your employment.

This position is designated as involving child-related work. To undertake or remain in this position, you are required to apply for and obtain a Working with Children Check clearance in accordance with the Child Protection (Working with Children) Act 2012.

EEO statement

At the University of Sydney, our shared values include diversity and inclusion and we strive to be a place where everyone can thrive. We are committed to creating a University community which reflects the wider community that we serve. We deliver on this commitment through our people and culture programs, as well as key strategies to increase participation and support the careers of Aboriginal and Torres Strait Islander People, women, people living with a disability, people from culturally and linguistically diverse backgrounds, and those who identify as LGBTIQ. We welcome applications from candidates from all backgrounds.

How to apply

Apply via this link: https://usyd.wd3.myworkdayjobs.com/USYD_EXTERNAL_CAREER_SITE/job/Darlington-Campus/Learning-Success-Advisor–Mathematics-_0101673-3

For a confidential discussion about the role, or if you require reasonable adjustment, or any documents in alternate formats, please contact Kale Claffey, Recruitment Operations by email to kale.claffey@sydney.edu.au.

© The University of Sydney

The University reserves the right not to proceed with any appointment.

Comparative Judgement

Comparative Judgement and Learning through Engagement with Someone Else’s Reason: AMSI/AustMS teaching seminar, 20 July 2022

Speaker: Mark Mac Lean (University of British Columbia)

Title: Comparative Judgement and Learning through Engagement with Someone Else’s Reasoning

Date & Time: Wednesday 20 July 2022, 2:00pm (AEST)

Abstract: Involving students in mathematical discourse can help them build a deeper conceptual understanding of the mathematics they are learning. One approach is to have students engage with written mathematical arguments and solutions to problems from their peers. Novices do not have the same capacity as experts to judge the work they are reading, but novices do have the capacity to compare two pieces of work and judge which one is better.  Comparative judgement can be used as a pedagogical tool to help students learn mathematics. In this talk, I will describe some ways comparative judgement has been implemented in mathematics courses and how we are working to better understand the effects comparative judgement exercises may have on learning mathematics.

Zoom link: https://unimelb.zoom.us/j/87067206616?pwd=YWRjSENaem9tZTVZUGxsbThianU0QT09     passcode: 314159

More information about AustMS teaching seminars, including past and future events is available at the Teaching Seminars Page.

TALMO Workshop – Special Issue on Teaching and Learning during COVID-19 ‘Restarting the New Normal’

Dear colleagues,

A reminder of the online webinar on Wednesday 9th February 2022, 9-11am GMT, hosted by Teaching and Learning Mathematics Online (TALMO). 

It will feature short presentations on the 14 papers from the Teaching Mathematics and its Applications Special Issue 40(4): Restarting the New Normal, these papers focused on the teaching and learning of mathematics during COVID-19. 

The details for joining this webinar on zoom are as follows:

  • Topic: TALMO Workshop – Restarting the New Normal
  • Time: Feb 9, 2022 08:30 AM London
  • Link to webinar (or: Meeting ID: 840 6413 2401; Passcode: 578239)

For those of you who cannot attend, the event will be recorded and placed on the TALMO website.

Dr. Ciarán Mac an Bhaird
Assistant Professor and MSC Director
Department of Mathematics and Statistics
Maynooth University

Preparing to Teach the Class of 2020

A/Prof Katherine Seaton and Dr Anthony Morphett have written an article that will appear in the March issue of the AustMS Gazette. It is being posted here early in advance of the start of next academic year, as it is relevant for those preparing to teach first-year mathematics.

The abstract is as follows:

When the high school graduates of 2020 arrive in our first year maths courses in 2021 (a gap year not really being on the cards), what should we expect? All Australian students experienced some level of disruption to their studies in 2020 due to COVID-19, though the impact of the pandemic was greatest in Victoria. This note summarises what we see as the most relevant changes to senior secondary mathematics in 2020 for Australian tertiary mathematics educators.

You can access the article at this link (pdf).