General Statement of Job

The position of the Academic Success Coach/Academic Support Coordinator assists students in learning how to make informed decisions about academic matters including advisement for programs, admission, registration, and related topic areas while maintaining appropriate records; and 2) proactively engages undergraduate students to provide guidance and support for their personal and professional goals. Additionally, this position provides leadership and vision for a comprehensive program of academic and learning support services to assist students in developing skills, strategies and habits that will enable them to become independent, active learners and to assist in their preparation for academic success.

Specific Duties and Responsibilities

Essential Duties:

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 and Bachelor of 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.

• Assists with outreach to and follow-up with students who are on academic probation or who have been referred through the MSSU early alert online system referred to as Lion Alert.

• In consultation with the Registrar’s Office and/or Transfer Guide, unofficially evaluate and determine the transferability of credits.

• Present outreach programming and workshops to students in classroom settings, residence halls, and student organizations.

• Teaches 2 credit hours per academic year (fall, spring, summer), if needed, in the University Experience Curriculum.

• Assists with working events hosted by the Student Success Center. Occasional nights/weekends are expected with event management.

• 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.

• Participate in departmental assessment processes.

• Contributes to the overall success of the Institution’s mission by performing all other duties and responsibilities as assigned.

Academic Support

• Develop, design, organize, assess and implement a variety of academic enhancement activities that will provide opportunities and strategies for student success.

• Administer a comprehensive University Tutoring Services Program, that includes: recruiting, interviewing, hiring, and training of all Center tutors; planning, assigning, and directing work; appraising performance; rewarding and disciplining student employees, as necessary; addressing complaints and resolving problems; and coordinating/teaching the Tutor Training Class in conjunction with Project Stay.

• Expand, coordinate, and evaluate the Center’s on-line writing tutoring.

• Administer TutorTrac software to collect data for reporting of records, including tutor usage, CRLA Level I certification eligibility, and student success.

• Evaluate program effectiveness and implement any necessary programmatic changes.

• Provide individual assessment, advisement and consultation for students who are referred for academic reasons.

• Remain competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, being aware of applicable local, state, and federal laws, understanding high impact practices, and attending training and/or courses as required. Research, evaluate and implement National Best Practices for Academic Learning, Writing, and Tutoring Centers.

• Collaborate with faculty and special campus programs such as athletics, Project Stay, etc. in order to ensure that tutoring services are meeting the needs of their students.

• Responsible for maintaining the requirements for the Center’s Tutor Certification with the C.R.L.A. (College Reading and Learning Association).

• Management of program website.

• Execute supervisory responsibilities in accordance with the university's policies and applicable laws.

• Promote positive institutional climate by serving on campus committees as requested.

Education, Experience, and Licenses

• Master's degree (M. A. or M.S.) from accredited college or university required, with preference given to degrees in the following fields: student affairs, counseling, student personnel, higher education administration or leadership, education, education psychology, or related field. Master’s degree in progress will be considered with expectation of completing degree in two years.

• Strong computing skills and knowledge of relevant technologies (learning and management systems, and other academic support and administrative systems) are required.

• Experience in the field of tutoring, learning assistance, tutor certification, and other related student learning/development programs at a university is strongly preferred.

• Demonstrated ability to work effectively and efficiently in a dynamic, fast-paced, team-oriented atmosphere preferred.

• Experience in providing academic and/or career support to students in a college-level setting is preferred.

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.

• Excellent interpersonal, verbal and written communication skills.

• 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 create and manipulate spreadsheets to create meaningful reports.

• Ability to manage Learning Management Systems such as Blackboard Ultra.

• Ability to engage with individuals of different cultures, backgrounds, or experiences.

• Ability to use small office equipment, including copy machines or multi-line telephone systems.

• Ability to use computers for data entry, word processing and spreadsheets.

• 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 respond to common inquiries or complaints from students, employees and faculty, regulatory agencies, or members of the community.

• Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

• Ability to maintain highest level of confidentiality in accordance with the Family Educational Rights and Privacy Act (FERPA).

• Ability to be organized, flexible, and manage self, work time, and work space effectively.

• Ability to make ethical decisions in doing what is best for both students and the University.

• Ability to practice high ethical standards, adhere to FERPA standards, and the practice confidentiality with work-related information including employee information.

• Requires the ability to make recommendations that impact the budget.

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.