�鶹Լ��

Supplemental Instruction and Tutoring Services (“SUITS”) are essential to the University’s retention and student success efforts. The Assistant Director is a member of the Student Success Center leadership team. The position reports to, advises, assists, and provides support to the Associate Dean and Director of the Student Success Center in achieving University and Student Affairs priorities. Representing and under general supervision of the Associate Dean and Director, this position is responsible for envisioning, explaining, executing, and evaluating data-informed, student-centered, inclusive, developmentally appropriate, and collaborative retention and academic support student experiences and services that improve student learning, student retention, graduation, post-baccalaureate placement, and other student success outcomes of all students from enrollment to degree or program completion. At the employee’s request and in consultation with the disabilities support office (ADA office), employees receive reasonable accommodations to perform the essential duties associated with the position. The position requires predictable evening and weekend hours to supervise or participate in Center, student, staff, and University programs, events, services, and experiences. 

ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to, the following: 

Position Specific Responsibilities

• Develop, manage, oversee, and assess/evaluate Supplemental Instruction and Tutoring Services (“SUITS”) and the Math Center which include, for example, student advocacy; hiring, training, scheduling, and supervising supplemental instructors and tutors; ensuring consistent hours of operation; assisting with student payroll; coordinating with academic colleges to select courses and deliver/monitor SUITS-related programs and services; recordkeeping; and reporting. 
• Provide professional exploratory academic advising to undeclared students using guidelines and materials approved by academic colleges.
• Provide solutions-oriented and resiliency-focused student success coaching to caseload and walk-in students.
• Teach one-two fall and spring first-year and/or second-year courses/seminars aimed at improving student resiliency and success outcomes (e.g., declaring a major) which includes, for example, developing syllabi and instructional experiences, working with students, grading, and availability.
• Assist the team with career readiness and professional development activities which include, for example, individual and/or group career coaching.
• Develop and maintain collaborative relationships with various campus stakeholders such as Student Affairs colleagues, academic colleges, Admission, Student Financial Services, Office of the Registrar, Center for International Education, academic advisors, The Writing Center, Information Technology, Marketing and Communication, and other offices to improve coordination and the effective and efficient delivery of services.
• Use student information systems/platforms to provide effective and efficient information to students, faculty, and other constituents while maintaining student confidentiality in accordance with the Family Education Rights to Privacy Act. 
• Assist the team by participating in the emergency on-call program rotation to assist and support students experiencing difficulties. 

Core Student Affairs Responsibilities

• Promoting Inclusion, Diversity, Equity, Accessibility, and Sense of Belonging for students and staff (e.g., foster welcoming environment; participate in and ensure staff participation in appropriate training and professional development; ensure accessibility to services; promote inclusive excellence in programming and service delivery; report policy, legal, and regulatory violations; etc.).  &�Բ�����;
• Completing or assisting with routine administrative functions as appropriate (e.g., budgeting, report-writing, strategic planning, record-keeping, data collection and management, developing policies and procedures, and evaluation and assessments related to student outcomes and program effectiveness).  &�Բ�����;
• Implementing or assisting with feedback processes to ensure concerns are addressed and improvements are considered. &�Բ�����;
• Supporting and assisting with signature student experiences (e.g., Admitted Student Days; Campus Visit Days; Orientation and Registration Days; Convocations; Commencements; Homecoming and Family Weekend; Student Welcome Week; Involvement Fairs; Career Fairs; Annual Awards Program; etc.).   &�Բ�����;
• Serving on appropriate university or community committees, councils, and boards as recommended by the supervisor or University President.  &�Բ�����;
• Implementing emergency communication plans and protocols which includes providing direction, oversight, guidance, and support as needed in emergency or crisis situations. 
• Seeking and proposing opportunities for ongoing appropriate professional development. 
• Communicating effectively university and department goals, achievements, challenges, solutions, practices, changes, and consistently enforcing all policies and regulations.  
• Maintaining high ethical standards and integrity by conducting all operations professionally, including acting in accordance with all �鶹Լ�� University policies and procedures. 
• Performing other mission-critical and job-related duties as assigned based on operational needs.   

SUPERVISORY RESPONSIBILITIES   

• Supervises paraprofessionals (supplemental instructors, tutors, etc.) 
• Supervises graduate assistant(s)  
• Supervises professional staff in absence of Director and Associate Director

QUALIFICATIONS:

To perform this job successfully, an individual must be able to succeed in a results-driven professional organization. Transferable skills from relevant experiences in education, not-for-profit, business, or other industries and fields will be considered. Additional qualifications specific to this position are below: 

Education and/or Experience 

Required:  

1. At least a master’s degree in a discipline or field related to the position.  
2. Direct experience providing related services to individuals. 

Preferred:  

1. At least three years of direct or transferable experiences. &�Բ�����;
2. Teaching experiences, preferably college studies, university seminars, academic strategies, etc.
3. SI Supervisor Training from the International Center for Supplemental Instruction.
4. Experiences in a college or university setting.  
5. Experience working in or managing federal TRIO educational outreach programs (e.g., Student Support Services, McNair Scholars, Upward Bound, etc.). 
6. Experience supervising student or professional staff.  
7. Experience using student service, retention, or other technological tools such as Banner, Ellucian, Target X, Argos, EAB, etc.  
8. Experience with enforcing the Americans with Disabilities Act and Sections 503 and 504 of the Rehabilitation Act. 
9. Experience with developing, monitoring, and/or enforcing reasonable accommodations for people with disabilities. 
10. Experience applying wellness, student development, advising, and/or trauma-informed practices in service-delivery. 

Desired Critical Knowledge, Skills and Abilities 

 Knowledge &�Բ�����;

• Preparatory knowledge: coursework (e.g., student development theories, retention theories, engagement theories, wellness models, trauma-informed theories, advising models, student affairs practice); military; or work-based knowledge.  &�Բ�����;
• Supplemental instruction: knowledge gained from experience, certification, or professional development.
• Tutoring support: knowledge gained from experience, certification, or professional development.
• Disabilities: Understand accommodations and services for people with documented disabilities to include experience in compliance related to the American with Disabilities (ADA) Act, Sections 503 and 504 of the Rehabilitation Act. 
• Software/database systems: student service, retention, or other technological tools such as Banner, Ellucian, Target X, Argos, EAB, etc. 
• Accountability: experience with applying formative, summative, qualitative, and/or quantitative methodologies which can be used to assess student learning outcomes and/or evaluate operations, programs, and services.  &�Բ�����;
• Multimedia experience: ability to collaborate on or design brochures, event flyers, and/or newsletters and/or ability to develop or manage social media efforts.  &�Բ�����;
• Events management: ability to plan, organize, manage, and execute programs and events.  &�Բ�����;

Skills  &�Բ�����;

• Communication skills: excellent written, oral, and interpersonal communication skills.  &�Բ�����;
• Self-management skills: ability to manage time effectively, learn and contribute to overall tasks and goals.   &�Բ�����;
• Project coordination skills: ability to lead or contribute to planning or organizing projects, programs, or services.  &�Բ�����;
• Conflict resolution skills: ability to use interpersonal skills to develop and maintain positive professional relationships and resolve conflict in a team environment and with individuals from various diverse backgrounds and experiences.  &�Բ�����;
• Analytical skills: ability to analyze information and offer sound recommendations.   &�Բ�����;
• Computational skills: ability to perform basic mathematical computations to assist with financial operations and/or data collection, analysis, and reporting.  &�Բ�����;
• Computer skills: proficiency with word processing and spreadsheet software, preferably Microsoft Office, Microsoft Teams, Outlook Calendaring, Office 365.  &�Բ�����;
• Instructional skills related to effective teaching, course design, and academic interventions such as supplemental instruction and tutoring.

Abilities  &�Բ�����;

• Ability to adhere to work attendance requirements.  &�Բ�����;
• Ability to be flexible, diplomatic, patient, service-driven, and a self-starter.  &�Բ�����;
• Ability to model self-care and well-being for colleagues and, most importantly, students.  &�Բ�����;
• Ability to develop appropriate seminars, workshops, and academic interventions to promote student retention and success.
• Ability to promote and achieve diversity, equity, and inclusion of multi-racial/ethnic, low-income, LGBTQ+, veteran, non-traditional, online, disability, first-generation, and others.  &�Բ�����;
• Ability to work independently under limited supervision and in teams.   &�Բ�����;
• Ability to manage emotions, function effectively, and make sound decisions in stressful and crisis situations. &�Բ�����;
• Ability to handle multiple projects, services, activities, etc. in a timely and professional manner in a fast-paced and results-oriented environment.  &�Բ�����;
• Ability to make reasoned administrative and procedural decisions and judgments on sensitive and confidential issues.   &�Բ�����;
• Ability to work evening and weekend hours based on operational need.  &�Բ�����;
• Ability to comply with university vehicle-use requirements (some driving may be necessary, including transporting students and staff to approved events).  &�Բ�����;