Manager of First Year Experience

Job Description

Job Description

Centenary University Mission & Priorities

Centenary University launches students into a successful career and life. Centenary advances three strategic priorities: Student Success, University Vitality, and World Engagement.

  Position Summary

The Manager of First Year Experience provides leadership for a coordinated first-year transition and retention model that supports students from entry into Centenary through successful completion of their first year and re-enrollment for year two. The Manager develops and coordinates programs, outreach, peer support, and campus partnerships that help new students understand expectations, build belonging, connect to resources, and establish the academic and personal habits needed to persist.

Working collaboratively with Academic Success, Advising, Student Activities, Residence Life, Accessibility Services, faculty, and other campus partners, the Manager uses student engagement, retention, and feedback data to identify transition challenges, strengthen first-year programming, and coordinate timely support for students who may be at risk of stopping out or withdrawing.

Core Responsibilities and Expected Outcomes

1) Lead First-Year Transition and Student Success Initiatives

• Coordinate programs and services that support students from pre-arrival through the completion of their first year, including new student transition, first-year experience programming, and first-year success initiatives.

• Create a coordinated sequence of transition touchpoints that helps students understand academic expectations, campus resources, and key milestones throughout the first year.

Outcome:

• First-year students demonstrate increased engagement, connection to resources, and persistence, as measured by participation, feedback, and retention indicators.

2) Strengthen First-Year Retention Through Proactive Student Support

• Monitor student transition, engagement, and persistence concerns and coordinate timely outreach to students who may need additional support.

• Partner with retention, advising, faculty, Financial Aid, Academic Success, and student support offices to connect students to appropriate resources and reduce barriers to continued enrollment.

Outcome:

• Earlier identification and coordinated intervention contribute to improved first-year persistence and progress toward institutional retention goals.

3) Build Belonging and Connection to the Centenary Community

• Partner with faculty, advisors, First Year Leaders, Student Activities, Residence Life, Athletics, and other campus partners to help students develop meaningful connections and a sense of belonging.

• Ensure first-year programming introduces students to opportunities for involvement, leadership, wellness, academic support, and campus participation.

Outcome:

• Student feedback and engagement measures reflect increased belonging, awareness of campus resources, and connection to the University community.

4) Support Students with Distinct Transition Needs

• Develop targeted outreach and transition support for first-generation, transfer, commuter, undecided, and other students who may experience unique challenges during their first year at Centenary.

• Collaborate with campus partners to identify gaps in support and create appropriate programming, referrals, or peer connections.

Outcome:

• Priority student populations demonstrate increased engagement with support services and improved persistence through the first year.

5) Recruit, Train, and Support First Year Leaders and Peer Mentors

• Recruit, train, supervise, and support First Year Leaders, peer mentors, graduate assistants, interns, or student employees assigned to first-year transition initiatives.

• Develop clear expectations, training materials, communication practices, and accountability structures that prepare student leaders to provide effective peer support and referrals.

Outcome:

• Student leaders meet performance expectations and contribute meaningfully to first-year engagement, peer connection, and transition support.

6) Coordinate Cross-Campus First-Year Experience Partnerships

• Build strong working relationships across academic and student support areas to ensure first-year students experience a coordinated transition rather than disconnected services.

• Facilitate communication and shared planning around first-year milestones, common student concerns, and opportunities to strengthen the student experience.

Outcome:

• Campus partners demonstrate increased coordination around first-year initiatives, with documented collaboration and clearer pathways for student support.

7) Assess First-Year Experience and Retention Outcomes

• Maintain records of student participation, engagement, outreach, and first-year transition programming.

• Use retention data, engagement surveys, attendance tracking, academic performance indicators, and student feedback to assess program effectiveness and recommend data-informed improvements.

• Prepare regular summaries of outcomes, emerging concerns, successful practices, and recommended adjustments.

Outcome:

• First-year programming and retention strategies are regularly evaluated and adjusted using documented data and student feedback.

8) Strengthen First-Year Engagement Through Campus Partnerships

• Collaborate with Athletics, Student Activities, Theatre, Academic Affairs, and other campus departments to increase first-year student participation in University events, programs, performances, guest lectures, and other campus experiences.

• Identify opportunities to intentionally connect first-year students to existing campus programs rather than creating stand-alone First Year Experience events whenever appropriate.

• Promote and coordinate first-year participation in campus activities that strengthen belonging, connection, school spirit, and engagement with the broader Centenary community.

Outcome:

• Increased first-year student attendance and participation in university-sponsored events, contributing to stronger belonging, campus engagement, and first-year persistence.

Qualifications

• Bachelor's degree required; master's degree preferred in higher education, student affairs, counseling, education, or a related field.

• Experience in first-year experience, student success, retention, academic advising, student engagement, orientation/transition programs, or related higher education work.

• Demonstrated ability to support students through transition, belonging, academic adjustment, and personal development.

• Strong interpersonal, communication, organizational, problem-solving, and collaboration skills.

• Ability to work effectively with students, faculty, staff, families, and campus partners.

• Experience developing programs, tracking participation, assessing outcomes, and using data to improve student success initiatives.

• Commitment to supporting diverse learners, including first-generation, transfer, commuter, undecided, and students navigating academic or personal transition.

• Ability to manage multiple priorities and work collaboratively in a small, mission-driven university environment.

Reporting Structure

• Reports to: Dean of Enrollment

• Direct Reports: First Year Leaders, peer mentors, graduate assistants, interns, or student employees as assigned

Performance Indicators  

• First-year persistence and fall-to-fall retention trends

• First-year student participation in transition and engagement programming

• Student satisfaction, belonging, and awareness of campus resources

• Timeliness and effectiveness of outreach and referrals for students needing additional support

• Engagement and persistence of first-generation, transfer, commuter, undecided, and other priority student populations

• First Year Leader and peer mentor recruitment, training, participation, and performance

• Cross-campus participation in first-year transition and retention initiatives, including first-year attendance at university-sponsored events and programs

• Completion of annual assessment and documented data-informed program improvements.