(CAAS)The Assistant Director will work with the Director to coordinate the services of the Center for Advising and Academic Success. The Assistant Director’s primary responsibility will be to oversee the Provisional Student and Peer Academic Coaching Programs; including the hiring, training, and supervision of student employees as well as the assessment and evaluation of Provisional and Peer Academic Coaching program services. The Assistant Director will also be responsible for helping teach the first year seminar and college skills classes, and a course to train Peer Mentors. The successful candidate will also provide support in the forms of advising, registering new students, teaching, conducting workshops on college building skills, and tracking student progress. Hours: Monday – Friday, 40 hours per weekExempt Status: Non-ExemptFull Time/Part Time status: Full timeSalary Range: $45, 000- $47,000 Annual- Salary will commensurate with experience, skills, and knowledge.
Responsible for the management of the Academic Coaching Program including the recruitment, hiring, training, supervision, and meet bi-weekly with academic coaches, as well as conduct intakes of students participating in the academic coaching program.Oversee the development and implementation of the Provisional Student Program, which involves keeping track of students fulfilling requirements of program.Develops and maintains Academic Coaching web pages, and initiate outreach and marketing of academic support services to campus community. Evaluate and assess the Provisional Academic Support Program and the Academic Coaching program at the end of each term.Assist the Director with teaching, curriculum development, and scheduling of a 1 unit Whittier Seminar courses for first year students, Provisional students, and Peer Mentors. Advise students on academic policies, liberal education requirements, and major exploration.Identify critical issues that impact academic preparedness and persistence with specific focus to: transfer students, first generation college students, & Probation students. Create action plan for implementing appropriate academic learning assistance programs.Assist Director with implementation of Academic Recovery Program; including academically counseling students, creating educational contracts, and tracking progress.Follow-up with Poet Early Alert Program (PEAP) cases that are delegated from Director and provide clear counseling notes regarding the case for the PEAP committee and Director.Collaborate and develop relationships with faculty and Student Life student services on campus in order to better support and provide students with resources.Assist Director with coordinating new student registration for fall and spring; including advising and registering new students, training student peer advisors, working with parents, Orientation Coordinator, Admissions, Business and Financial Aid departments.Coordinate and develop annual Exploring Majors Event, partner with Academic Affairs and Student Life divisions to target first year students.
The position is based in Whittier, California. To be considered for this position, please submit your cover letter, resume and salary history to: email@example.com or mail to Whittier College, Attn: Human Resources Manager, 13406 E Philadelphia Street Whittier, CA 90608. AA/AOE.
Andrea Villegas, firstname.lastname@example.org
Masters in education, psychology, counseling, or related field, and at least 2 years’ experience providing academic support services for students at the college level. Strong written and verbal communication skills required. Qualified candidates should have experience working with college level students in academic support environments. Candidates will also have insight into the needs of first-generation and/or underrepresented college students, and a commitment to the ideals of a liberal arts education.
Experience in management of academic support programs or services; experience advising and knowledge of advising techniques; knowledge of best practices in one-on-one peer mentoring and strategies to assist students with the transition into college are preferred; experience developing course curriculum and leading workshops or seminars.