TITLE Assistant Director, First Year Programs
CLASSIFICATION NUMBER 2415
IMMEDIATE SUPERVISOR Director, First-Year Programs
MAJOR ADMINISTRATOR Associate Provost, Student Development and Public Affairs
The Assistant Director, First-Year Programs assists the Director to develop, support, and assess student success initiatives focused on first-year students, including, but not limited to, GEP 101 faculty recruitment and development, peer leader recruitment and training, marketing and promotion of first-year programs, coordinating logistical planning and schedule building with participating departments, and facilitating assessment of programs. The Assistant Director, First-Year Programs teaches several sections of GEP 101 annually and works closely with the Director of the Academic Advisement Center, Director of SOAR, the Associate Director of Residence Life and Services, and other Student Affairs departments as needed.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master’s degree is required.
Experience: At least two years of experience teaching a first-year seminar course is required; experience working with faculty and students in an academic setting is required. Experience working in a diverse environment and/or experience working with students from a diverse background is required. Previous experience with learning communities, service-learning, peer leader, or other first-year student success initiatives is preferred. At least three years of professional experience in higher education is preferred.
Skills: Effective verbal and written communication skills and excellent interpersonal skills are required. Computer literacy is required, including the ability and willingness to learn how to use the student data management system. Evidence of being a self-starter is required. Strong organizational and management skills are required. The demonstrated ability to work effectively with people from diverse backgrounds and at varying organizational levels is required. The ability to promote a working environment that builds collaboration, encourages interdisciplinary teamwork, and promotes diversity is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Assists the Director of First-Year Programs in the achievement of departmental goals.
2. Works directly with first-year students by teaching several sections of GEP 101 each year.
3. Helps to ensure the effectiveness of the Curricular Learning Communities (CLC) program by facilitating effective communication between faculty, department heads, deans, Residence Life staff, the Office of Student Engagement, and Public Affairs Support in support of cooperative program planning activities.
4. Coordinates with Public Affairs to ensure the integration of the University’s public affairs mission into First-Year activities and assists with CLC and other programmatic activities, such as faculty recruitment and development workshops and co-curricular event planning.
5. Assists the Director in managing First-Year Programs by monitoring the budget, scheduling classes, monitoring registration holds, and providing front-line assistance to students.
6. Participates as a member of the University community by serving on committees as assigned.
7. Participates in meeting, workshops, and seminars to share or gather information.
8. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as directed by the Director of First-Year Programs.
9. Contributes to the overall success of First-Year Programs by performing all other duties as assigned.
The Assistant Director of First-Year Programs is supervised by the Director of First-Year Programs and assists with supervising graduate teaching assistants and student employees.
OFFICE OF HUMAN RESOURCES
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 2 - 400 Points: Work involves services including collecting, processing, and disseminating information and providing advice to others. Work activities may be complex and likely affect the accuracy, reliability, or acceptability of further processes or services to the extent that others rely on the advice given in order to make decisions. Work activities typically affect the efficiency of the department but have relatively minor effects on operations within the cost center. Individuals in jobs at this level are often responsible for actively documenting, monitoring, and controlling expenditures. Incumbents may recommend minor expenditures, but have no substantive authority over budgets.