Associate Director Academic Support and Development

College of Science & Engineering Job Number: 501345 | Managerial / Administration | Full-time Job Summary The Associate Director Academic Support and Development supports the Director of the Pre-Health Professions Institute (PHPI) in implementing the Institute’s mission to prepare students for successful admission to and success in health professions schools. This position focuses on supporting the academic, professional, and personal development of undergraduate science students pursuing pre-health pathways. The Associate Director coordinates initiatives designed to enhance student retention and academic performance in rigorous STEM courses (particularly introductory Biology and Chemistry courses), develops programming that supports professional and personal growth, and provides individualized guidance related to professional school entrance exams (e.g., MCAT, DAT, GRE, PA-CAT). The position also contributes to the Institute’s committee letter process and teaches in the Pre-Health Professional Development course sequence. Duties & Essential Job Functions Designs, implements, and evaluates comprehensive, evidence-based learning support and retention initiatives that promote student academic success and progression. Develops and facilitates academic success workshops and preparatory programs for students associated with the Pre-Health Professions Institute, to enhance students’ readiness for academic and professional demands. Workshop and program topics may include topics such as: metacognition, time management, test preparation, application strategies, and professional skill-building. Collaborates with faculty, staff, and student support units to identify, support, and monitor at-risk students, ensuring coordinated interventions and follow-up. Teaches one or more courses within the Pre-Health Professional Development curriculum and contributes to ongoing innovation in programming that integrates academic preparation with personal and professional development. Conducts applicant interviews and assists with preparation of committee letters of recommendation, synthesizing complex student narratives into clear, compelling, and well-supported evaluations. Develops and maintains systems for monitoring student outcomes, retention, and progression, and supports assessment of academic and professional development programming. Assists in managing budgets and resources for student programming and development initiatives, ensuring effective and compliant use of funds. Work closely with the Director, faculty, and advisors across the College of Science & Engineering to align initiatives with institutional goals. Assists with efforts to support the Pre-Health Professions Institute by contributing to Institute events, recruitment activities, and outreach efforts to campus and community partners as needed. Performs other related duties as assigned. Required Education & Experience Graduate degree in a related field (such as Education, Psychology, Counseling, Higher Education, or a STEM field) Two years of experience in academic support, student success, or professional development programming including experience teaching or facilitating workshops focused on student learning and professional growth. Preferred Education & Experience Prior experience in STEM fields or working with STEM learners Doctoral degree, completion of a dissertation, or a comparable research project demonstrating advanced writing and analytical skills. Experience advising or mentoring pre-health students. Five years of experience in academic support, student success, or professional development programming in a higher education context. Familiarity with health professions school admissions processes and entrance exams. Required Licensure/Certification/Specialized Training None Preferred Licensure, Certification, and/or Specialized Training None Knowledge, Skills & Abilities Knowledge and understanding of student learning, motivation, and retention theories. Exceptional written communication skills, including a strong command of grammar, spelling, and tone, and the ability to write with clarity, brevity, and an active voice. Written communication and analytical skills; ability to write clearly and persuasively. Ability to develop and deliver engaging learning and professional development content. Strong interpersonal and collaborative skills with faculty, staff, and students. Knowledge of higher education systems, learning management systems, and student information databases. Ability to take independent initiative, use creative problem-solving, and think strategically. Ability to serve all student populations and show a commitment to community building TCU Core Competencies University Core Competencies definitions may be found on the Human Resources website and in the staff performance management system. Physical Requirements (With or Without Accommodations) Visual acuity to read information from computer screens, forms and other printed materials and information. Able to speak (enunciate) clearly in conversation and general communication. Hearing ability for verbal communication/conversation/responses via telephone, telephone systems, and face-to-face interactions. Manual dexterity for typing, writing, standing and reaching, flexibility, body movement for bending, crouching, walking, kneeling and prolonged sitting. Lifting and moving objects and equipment up to 10 lbs. Work Environment Work is indoors and sedentary and is subject to schedule changes and/or variable work hours. Attendance at occasional evening or weekend events required There are no harmful environmental conditions present for this job. The noise level in this work environment is usually moderate. This is an in-person, on-campus role. Employment Values Statement Texas Christian University values Integrity, Engagement, Community, and Excellence in the workplace. TCU treats applicants and employees with fairness and respect. TCU hires and promotes individuals based on their qualifications and their commitment to making a positive impact on our student-centered community. TCU is an equal opportunity employer and follows all applicable employment laws. TCU fairly considers all qualified individuals, ensuring we are a workplace free from unlawful discrimination and harassment. TCU Annual Security Report & Fire Safety Report Notice of Availability Texas Christian University is committed to assisting all members of the campus community in providing for their own safety and security. TCU’s Annual Security Report and Fire Safety Report is published in compliance with the Jeanne Clery Disclosure of Campus Security Policy & Campus Crime Statistics Act (Clery Act) and the Higher Education Opportunity Act. This report includes statistics for the previous three calendar years concerning reported crimes that occurred on campus, in certain off-campus buildings owned or controlled by the University, and on public property within, or immediately adjacent to and accessible from the campus. The statements of policy contained within this report address institutional policies, procedures, and programs concerning campus security, alcohol and drug use, crime prevention, the reporting of crimes, emergency notifications and timely warning of crimes, sexual and interpersonal violence, and personal safety at TCU. Additionally, this report outlines fire safety systems, policies and procedures for on-campus housing facilities, as well as residence hall fire statistics. The Annual Security Report and Fire Safety Report can be found on the TCU Police Department website at or a paper copy of the report may be obtained by contacting the TCU Police Department at View phone number on click.appcast.io, or via email at View email address on click.appcast.io. #J-18808-Ljbffr Texas Christian University