Program Coordinator - Biddle Institute

Responsibilities Under little or no direct supervision, coordinates non-cognitive strengths programming and delivers academic advising services to undecided students at the Biddle Institute. Responsible for assisting students with major and career exploration and course selection. Responsible for understanding and interpreting university policies to facilitate the student’s pursuit of fields of interest. Cooperates with faculty members and administrations in providing for academic advising and learning success needs of individuals or groups of students. Reports to Assistant Director for First-Year and Second-Year Experience, Family Engagement, and Living Learning Communities. Specific Duties and Responsibilities Design and manage evidence-based programs and initiatives that promote academic success, student engagement, and the development of noncognitive skills such as resilience, self-efficacy, and self-regulation. Collect, analyze, and apply student performance and engagement data to inform programming, advising strategies, and intervention efforts. Monitor academic performance and proactively implement intervention strategies for at‑risk students using institutional and self-generated data. Instruct LPD101 course. Assist in coordinating the Noncognitive Engagement calendar, activities, and events. Prepare and disseminate information regarding assigned Biddle Institute program (i.e. BFP, SL). Develop and lead workshops and initiatives focused on learning success skills, mindset development, metacognition, time management, and career readiness. Advise students on the development of educational plan options and available resources. Plan and conduct workshops on topics related to student development, academic learning success skills, and career exploration. Meet regularly with assigned students. Collaborate with faculty, staff, and student support units to ensure coordinated support and referral processes. Additional Job Functions Serve as lead in coordinating and managing the Bridge to Biddle summer program agenda, activities, learning and development. Refer students to appropriate university units, learning units and support services. Teach students how to use academic tools and registration technologies. Maintain detailed, organized records for advising, engagement, programming, and student progress tracking. Conduct individual and group advising sessions. Coordinate and support administration of placement exams and onboarding activities for new students. Contribute to mentoring efforts through coaching, training, and peer development activities. Contribute to department assessment efforts. Participate in advisor development activities. Plan and deliver various presentations pertaining to the Institute, its programs and services as well as other university programs. Represent the Biddle Institute at university events and in campus-wide retention and engagement efforts. Perform general administrative office work as required, including but not limited to preparing reports and correspondence, entering computer data, copying, and filling documents, reviewing professional journals, attending, and conducting meetings. Some weekends and evenings are required. Perform other assigned duties as required. Qualifications A Master’s degree in counseling, education, communication, psychology or a closely related field is required. At least two‑years of experience in counseling, advising and or teaching in higher education is preferred. Strong interpersonal, analytical, organizational and customer‑service skills are required. Must have advanced computer skills and enjoy working in a team‑oriented environment. Minimum Qualifications or Standards Required Physical Requirements: Tasks involve frequent walking indoors and outside and the ability to exert physical effort in the performance of work, including lifting, carrying, pushing, and/or pulling items of moderate weight (up to 40 pounds). The position requires the ability to be on one’s feet for extended periods and to move throughout campus/work sites as needed. Some tasks may also require extended periods of time at a keyboard or workstation. Data Conception: Requires the ability to compare and judge the readily observable functional, structural, or compositional characteristics (whether similar to or divergent from obvious standards) of data, people, or things. Interpersonal Communications: Requires the ability to speak and signal to people to convey or exchange information. Includes receiving direction and instruction from a supervisor and giving instructions and direction to subordinates. Language Ability: Requires the ability to read a variety of policies and procedures, budget documents, statistical reports, academic records, and other pertinent documents. Requires the ability to prepare statistical and narrative reports, performance appraisals, policies/procedures, various reports, correspondence, and related documents with proper format, punctuation, spelling, and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control, and confidence. Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts, and draw valid conclusions; to deal with several abstract and concrete variables. Requires the ability to use influence systems in staff supervision, to learn and understand relatively complex principles and techniques, to make independent judgments in the absence of supervision, and to acquire knowledge of topics related to the primary occupation. Must have the ability to comprehend and interpret received information. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions, and to train and counsel students. Must be able to communicate effectively and efficiently in a variety of technical and professional languages. Numerical Aptitude: Requires the ability to add and subtract totals, to multiply and divide, to use mathematical formulas, to determine percentages and decimals, and to determine time. Must be able to use practical applications of fractions, percentages, ratios, and proportions. Must be able to use practical applications of algebra. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape, and visually read a variety of documents. Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery. Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, and other associated tools. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines. The worker may be subject to tension as a regular, consistent part of the job. Physical Communications: Requires the ability to talk and hear (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving the nature of sounds by ear). Employment is contingent upon the successful completion of a background investigation including criminal history and identity check. #J-18808-Ljbffr Inside Higher Ed