Reporting to the Executive Director of the Student Success Center, the Director of Academic Support Services provides direction for services that contribute to the overall success of the Student Success Center. The Director of Academic Support Services works collaboratively to evaluate, develop and enhance appropriate aspects of academic support that promote student learning and success to improve student life and retention. The Director is responsible for the development, implementation, and evaluation of policies, procedures, and programs regarding academic support for all areas of the department.
Director of Academic Support Services
Develop, coordinate, implement, manage, and promote the university's advising academic support services, which may include one or more of the following programs offered through the Student Success Center: advising, academic recovery, tutoring, disability services, orientation, special student population programming, student employment, first-year experience, and others.
Contributes to the vision and goals of the Student Success Center and articulates this vision through the creation of programs that support these goals, including program development, oversight, and the gathering and dissemination of all necessary program assessment data and reports.
Assists with the coordination of campus-wide procedures for academic advising across the various schools and colleges including, change of major, freshman follow-up, at-risk student identification, and proactive outreach.
May serve as Department Chair for students who are undeclared, seeking a Bachelors of General Studies and Bachelors of Applied Science to ensure that graduation requirements are completed, and degree is earned.
Serve as Co-Chair of the Academic Advising Council, collaborating with University units to develop and distribute communications related to the advisement of students, and coordinate ongoing training for faculty and professional staff advisors
Supports the University Experience Curriculum in collaboration with the Executive Director, inclusive of curriculum design, instruction, and course assistant recruitment and development.
Identify and enhance existing programs and services as well as set direction for future phases of academic support programming to include efforts designed to serve both the general student population as well as special student populations such as at-risk students, commuter students, non-traditional students, veterans, and graduate students.
Carry out supervisory responsibilities for academic success coaches tasked with advising academic support responsibilities in accordance with University policies and applicable laws, which include interviewing, hiring, and training employees; Planning, assigning, and directing work; Appraising performance; Rewarding and disciplining employees; Addressing complaints; and resolving problems.
Implement an effective data-informed system for informed decision-making and assessment, which includes processes for feedback and improvement, to evaluate efforts and results to ensure effective and efficient engagement and support services are provided to students through academic support programs.
Within the context of student success, this position is responsible for setting strategic goals, making decisions, recommendations, success based on extensive research and the input obtained from the appropriate constituencies within the University (Academic Affairs, Admissions, Registrar, Career Services, Student Success Center, etc.)
Success Coaching
Serve as a primary advisor, assisting students with degree audits/plans of study, course scheduling, and course registration for undeclared students and students pursuing Bachelor of General Studies Bachelor and Applied Science degrees.
Provides systematic and frequent coaching on an individual and group basis related to academic success, personal and/or professional development, career/major exploration activities, learning strategies and study skills specific to course materials, resume writing best practices, interview strategies, application strategies, and job search skills using computer guidance systems to improve student success in accordance with the University mission. Assists students in developing self-efficacy and motivates students to practice self-regulation in taking ownership of their academic success.
Maintain knowledge of current academic and institutional policies and procedures unique to the institution, and educate and assist students in complying with such items including but not limited to Graduation Requirements, Academic Standards of Progress, Academic Probation, Academic Suspension, Academic Bankruptcies, Pre-requisites, Co-requisites, Course Sequencing, Admissions Requirements, New Programs, etc.
Foster relationships with institutional faculty and staff to provide appropriate and accurate academic plans and referrals for students working with the Student Success Center. Refers students to appropriate academic, personnel, and support resources and collaborates with others to monitor and accelerate the academic progress of the students referred.
Monitors and accurately documents progress of students in caseload with check-ins, scheduled meetings or proactive outreach and communication, responding to students’ questions, concerns, and needs.
Teaches 2 credit hours per academic year (fall, spring, summer), if needed, in the University Experience Curriculum.
Assists with creating and/or maintaining student resources (guides, handouts, manuals, etc.) published by the Student Success Center.
Maintain competency and professional currency through self-directed professional reading, professional association memberships, attendance to conferences, workshops, institutional, and departmental professional development programs.
Other Duties
Education, Experience, and Licenses
Strong computing skills and knowledge of relevant technologies (basic website maintenance and design, learning and management systems, and other academic support and administrative systems) are required.
Ability to speak effectively in front of large groups, demonstrated effectiveness in working with diverse people in a variety of situations and demonstrated ability to work effectively and efficiently in a dynamic, fast-paced, team-oriented atmosphere.
Three (3) years’ experience in higher education leadership with progressive responsibilities preferred.
Preferred experience providing academic support to students in a college-level setting; experience in college-level teaching, presenting workshops, and academic advising; supervisory experience; experience in the fields of tutoring, learning assistance, tutor certification and/or other related student learning/development programs at a university; experience in academic and student support programs and initiatives.
Knowledge, Skills, and Abilities
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Ability to work collaboratively as part of a team environment. Strong teamwork skills, high level of energy, and ability to work independently. Ability to manage workload both independently and as a team.
Ability to effectively present information to administrators, faculty, staff, regulators, students, public groups, and/or board of regents.
Ability to use highly technical computer applications, such as Banner, Microsoft Office (Word, Excel, Access, PowerPoint), and other web-based applications to perform office duties.
Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents.
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Ability to be organized, flexible, and manage self, work time, and workspace effectively.
Ability to read, analyze, and interpret common business and technical journals, financial reports, and legal documents.
Ability to respond to common inquiries or complaints from students, regulatory agencies, administrators, members of the Board of Governors or members of the general public.
Physical Demands/Work Environment
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle, or feel including the use of a computer keyboard; reach with hands and arms; and talk or hear including the use of a telephone. The employee is frequently required to stand; walk; reach with hands and arms; and stoop or kneel. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job includes close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. The noise level in the office work environment is usually moderate with frequent occasions of multiple conversations in process.
NOTICE: The above job profile does not include all essential and nonessential duties of this job. All employees with disabilities are encouraged to contact Human Resources to review and discuss the essential and nonessential functions of the job. An employee with a disability can evaluate the job in greater detail to determine if she/he can safely perform the essential function of this job with or without reasonable accommodation.
