2394 Student Success Coach
POSITION IDENTIFICATION
TITLE Student Success Coach
CLASSIFICATION NUMBER 2394
GRADE 42
CLASSIFICATION Exempt
IMMEDIATE SUPERVISOR Associate Director of the Center for Academic Success and Transition
General Function
The primary role of the Student Success Coach is to provide coaching to students to
help support their academic and lifelong learning goals and persistence to degree.
The Student Success Coach offers support to students throughout their academic journey
and will proactively reach out to students via various communication channels. Topics
during coaching sessions may range from academic skill building to campus referrals
to university involvement. The Student Success Coach collaborates with other campus
resource offices as needed.
Minimum Acceptable Qualifications
Education: A Master’s degree is required.
Experience: At least one year in higher education or similar related work experience is preferred.
Student success coaching or academic advising experience is preferred, where knowledge
of federal, state, and higher education policies and procedures has been gained.
Skills: Excellent verbal and written communication skills, interpersonal skills, organizational and
management skills, problem solving skills, and attention to detail are required. A
working knowledge of various software and database applications is required.
Other: The scope of the position minimally requires work in the evenings and on weekends.
Essential Duties and Responsibilities
1. Provides fundamental success coaching to students throughout the university by
being knowledgeable of academic policies, procedures, and campus support offices.
2. Maintains a caseload of students for coaching.
3. Reviews and monitors coach data on university communication platforms.
4. Teaches GEP 101: First-Year Foundation, as needed.
5. Meets regularly with Associate Director, Center for Academic Success and Transition
and Coordinator, Student Success Coaches to report on student performance.
6. Attends weekly coach meetings and other meetings, as needed.
7. Coordinates coaching workshops, meetings, and trainings, as needed.
8. Supports retention efforts by conducting regular check-ins with students and addresses
any concerns and makes campus referrals, as needed.
9. Maintains accurate records of coaching sessions, including entering notes into
student success platform as well as assisting with collection of data and review to
note any trends that may impact student retention.
10. Participates in summer student orientation, advisement, and registration (SOAR)
to offer coaching outreach as well as at recruitment events for prospective students.
11. Contributes to the development of coaching resources and materials.
12. Serves on university committees, as needed.
13. Remains competent and current through self-directed professional reading, developing
professional contacts with colleagues, and attending professional development opportunities
as directed.
14. Contributes to the overall success of the Center for Academic Success and Transition
by performing other duties and responsibilities as assigned.
SUPERVISION
This position has no director reports.
OFFICE OF HUMAN RESOURCES
REVISED FEBRUARY 2025
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3.0 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 1.0 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
Factor 3: Interactions with Others
Level 3.0 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2.0 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 2.0 - 400 Points: Work involves services including collecting, processing, and disseminating information and providing advice to others. Work activities may be complex and likely affect the accuracy, reliability, or acceptability of further processes or services to the extent that others rely on the advice given in order to make decisions. Work activities typically affect the efficiency of the department but have relatively minor effects on operations within the cost center. Individuals in jobs at this level are often responsible for actively documenting, monitoring, and controlling expenditures. Incumbents may recommend minor expenditures, but have no substantive authority over budgets.
