Coordinator of Accessibility and Learning Support

POSITION SUMMARY

Golisano Institute for Business and Entrepreneurship seeks a Coordinator of Accessibility and Learning Support. The successful candidate will be an experienced professional with a passion for creating inclusive learning environments and helping all students realize their full potential. The Coordinator reports to the AVP for Academics at the Buffalo campus (AVPA) with a dotted line report to the AVP for Student Experience (AVPSE) at the Rochester campus. They work closely with those roles and their counterpart in Rochester to develop and implement relevant policies, programs, and services that support the mission of Golisano Institute for students to become entrepreneurially minded owners of their success . As the Buffalo campus welcomes its inaugural cohort of students in the fall of 2026, this is a unique opportunity to help build a culture and infrastructure that prioritizes student success.

In addition to helping ensure the Institute’s focus on student success, the Coordinator oversees student accommodations and learning support services, including but not limited to:

• Working in collaboration with faculty and staff to ensure that students with disabilities have equal access to opportunities and services.
• Interpreting medical documentation and/or neuropsychological evaluation reports to determine student eligibility for appropriate strategies and supports.
• Providing support through individualized accommodations, disability-related counseling and advising, and student advocacy.
• Working with students who are experiencing challenges impacting their retention and academic success to assess their needs, develop individualized goals, and establish a success plan, including utilization of learning services, as appropriate.
• Hire, train and supervise tutors, academic coaches and any other roles that are developed to achieve strategic student success goals.
• Continually assess and innovate student success programming and initiatives.

Prior to the official opening of the Buffalo campus in September, all Buffalo campus employees are expected to travel to Rochester up to three days a week.

MAJOR RESPONSIBILITIES

Academic Coaching & Learning Support — Provide individualized academic coaching and learning strategy sessions for any student at the Institute. Meet for recurring appointments with students in academic recovery status.

25%

Student Outreach & Retention Support — Conduct outreach to students identified as at-risk or referred through early alert. Support returning students from a leave of absence. Encourage engagement with academic and accessibility supports.

20%

Student Accessibility Coordination & Case Management — Manage the intake, review, and implementation of student accommodations. Maintain records, coordinate services, and ensure ADA/Section 504 compliance.

15%

Testing Coordination & Proctoring Support — Manage logistics for students requiring testing accommodations, including scheduling, communication with faculty, and proctoring oversight.

15%

Tutor & Peer Support Oversight — Recruit, train, and supervise peer tutors and academic support staff within the Learning Hub. Coordinate scheduling, feedback, and documentation of tutoring sessions.

10%

Workshop and Other Programming — Assist in planning and delivering student-facing workshops related to study skills, time management, and learning strategies.

10%

Data Collection & Reporting — Maintain accurate tracking of student engagement, coaching sessions, and accommodations.

5%

QUALIFICATIONS

EDUCATION

• Advanced degree: Master's degree in Education, Disability Services, Social Work, Mental Health Counseling, Clinical Psychology or related field.

EXPERIENCE

• 1-3 years' experience with ADA applications and providing support services to students with disabilities, preferably at the post-secondary level.
• Experience in and/or knowledge of vocational, psychosocial, academic and physical impact of a variety of disabilities.
• Thorough knowledge of the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 and other relevant disability related legislation and regulations.
• Basic-intermediate understanding of assistive and adaptive technology, and ability to assist students with use of appropriate systems and software.
• Knowledge of learning theories.
• Familiarity with program assessment methods.
• Experience developing and implementing learning strategies and working with students to improve academic success.

EXCEPTIONAL SKILLS

• Believes in Golisano Institute’s student-centered mission and practices of providing exceptional education for all learners.
• Collegial management and leadership, particularly in a fast-paced environment
• Effective collaborator
• Strong organizational and project management skills
• Demonstrate emotional intelligence, contributing to a culture of belonging and trust
• Innovative and strategic
• Supportive and self-motivated team player
• Effective communicator
• Creative problem solving and willingness to be a continuous learner to keep what is working and improve what is not
• Ability to approach “problems” as opportunities; leverage current strengths to overcome challenges
• Strong proactive analytical and problem-solving skills and the ability to evaluate experiences, programs, processes and look for continuous improvement opportunities.
• Strong attention to detail, organization and communication skills.
• Handles confidential information sensitively and appropriately.
• Demonstrates commitment to working in a diverse workplace and to building a pluralistic community by promoting an increased understanding of individual differences and perspectives that will enable workforce cohesiveness.