2400 Associate Director, Center for Academic Success and Transition/Director, First-Year Programs

POSITION IDENTIFICATION

TITLE Associate Director, Center for Academic Success and Transition/Director, First-Year Programs

CLASSIFICATION NUMBER 2400

GRADE 45

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Associate Provost and Executive Director of Center for Academic Success and Transition

GENERAL FUNCTION

The Associate Director, Center for Academic Success and Transition/Director of First-Year Programs assists the Associate Provost and Executive Director of Center for Academic Success and Transition in the overall development, coordination, implementation, and assessment of programs and services for students as they transition to and are successfully retained at the University. The Associate Director, Center for Academic Success and Transition/Director, First-Year Programs coordinates with directors of academic support units, academic department heads, and academic advisors to ensure services are appropriate and contribute to the University student retention and success goals. The Associate Director, Center for Academic Success and Transition/Director, First-Year Programs oversees the first-year seminar course (GEP 101: First-Year Foundations), student leadership programs, first-generation student support initiatives, transition and success programs, and advisement coordination with colleges and other campus units. The Associate Director, Center for Academic Success and Transition/Director, First-Year Programs assists the Associate Provost and Executive Director of Center for Academic Success and Transitionin all aspects of operations within the Center for Academic Success and Transition, provides leadership to professional staff, ensures the development and implementation of policies and procedures for management of the Center for Academic Success and Transition, assists with long- and short-range planning, and may assume the responsibilities of the Associate Provost and Executive Director of Center for Academic Success and Transitionin their absence.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: A master’s degree is required; a doctoral degree is preferred.

Experience: At least three years of experience in academic student success and transition initiatives with increasing levels of responsibility in a higher education setting is required. Demonstrated administrative experience with program development or project management is required. Demonstrated experience in program assessment is required. Experience coordinating and teaching a first-year seminar course is required. Advising or tutoring experience is preferred. Experience with federal, state, and higher education policies and procedures is preferred.

Skills: Demonstrated collaborative leadership and management skills are required. The ability to work with academic departments and colleges to implement programs is required. Knowledge of special populations including first-generation students and at-risk students is required. The ability to select, supervise, and evaluate professional and student personnel is required. The ability to communicate effectively, both verbally and in writing, to students, parents, faculty, and staff is required. Excellent interpersonal skills are required. Demonstrated skills in problem-solving, efficient and effective decision-making, and conflict resolution skills are required. The ability to produce results as an administrator, effectively delegate tasks, administer a budget, and implement established goals is required. Outstanding leadership and management skills are required. The ability to use word processing and other software applications to process data is required. Experience with Banner is preferred.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Contribute to the University student retention and success goals by administering programs within the Center for Academic Success & Transition.

2. Directs and administers First-Year programs by recruiting, selecting, training, and providing instructional support by assigning instructors to course selections.

3. Analyzes, and administers the departmental budget for the First-Year Programs.

4. Assesses the first-year seminar course and ensures that students are meeting required General Education and course goals.

5. Contributes to the achievement of the University’s retention goals for students by working with directors of academic support units, academic department heads, deans and associate deans, and academic advisors to ensure services are appropriate and contribute to the University student retention and success goals.

6. Develops and supports first-generation student success initiatives by working with directors of academic support units, academic department heads, deans and associate deans, and academic advisors to ensure services are appropriate and contribute to the University student retention and success goals.

7. Remains directly involved with students by teaching the first-year seminar and peer leadership courses.

8. Helps to assure course effectiveness by coordinating the organization and content of the syllabus and developing additional instructional materials and workshops.

9. Assures that first-year students meet the first-year seminar requirement by monitoring holds for those students who need to complete the course and assigning waivers as needed.

10. Maintains and demonstrates fiscal responsibility for budgets associated within the area, including First-Year Programs.

11. Assists in the overall budget development process for the departmental budgets in the Center for Academic Success and Transition in consultation with the Associate Provost and Executive Director of Center for Academic Success and Transition.

12. Ensures the integration of the University’s public affairs mission into the first-year seminar.

13. Facilitates a service-oriented approach to student development by participating in the development and implementation of long- and short-range goals designed to meet the needs of current and prospective students.

14. Coordinates with Directors in the Division of Student Success to develop comprehensive academic support programming.

15. Represents the Center for Academic Success and Transition in meetings and committees with faculty, staff, students, and other constituents beyond the University.

16. Serves on the Student Success committee, First-Year Council, Provost’s Academic Advising Council, and other committees focusing upon academic student success.

18. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed by the Executive Director, Center for Academic Success and Transition.

19. Contributes to the overall success of the Center for Academic Success and Transition by performing all other duties as assigned.

SUPERVISION

The Associate Director, Center for Academic Success and Transition/Director, First-Year Programs is supervised by the Associate Provost and Executive Director of Center for Academic Success and Transition and directly supervises the Center’s administrative assistant and graduate assistants and indirectly supervises all first-year seminar faculty.

OFFICE OF HUMAN RESOURCES

REVISED JANUARY 2025

JOB FAMILY 4

Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4.0 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable 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 along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 4.0 - 470 Points: Supervision of (a) a moderate number of operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a small number of professional employees who exercise limited supervision of others, or (c) large numbers of student workers or graduate assistants, or some equivalent combination of the above. The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is responsible for training, planning, and directing the work of permanent employees, and generally controls hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

Factor 3: Interactions with Others

Level 4.0 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3.0 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 4.0 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.