2422 Director, Student Learning Services


TITLE Director, Student Learning Services




IMMEDIATE SUPERVISOR Associate Provost for Student Development and Public Affairs



The Director, Student Learning Services develops, implements, and manages policies, student service programs, and initiatives that maximize student retention. The Director, Student Learning Services assists the Director of the Learning Commons with planning and administering the Bear CLAW (Center for Learning and Writing). The Director, Student Learning Services coordinates the Writing Center and the Supplemental Instruction (SI) program.


Education: A Master's degree is required.

Experience: Two years of successful experience working with student success initiatives or teaching writing or study skills at the college level are required. Experience in the development of student tutoring programs is preferred.

Skills: Excellent verbal and written communication skills are required. Proven leadership and managerial skills are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. The ability to expand writing skills assistance through online methods is preferred.


1. Coordinates the services provided by the Writing Center and the Supplemental Instruction (SI) program by hiring, training, supervising, and evaluating student employees serving as Writing Center Consultants and SI Leaders, Mentors, and Graduate Assistants.

2. Sets program and performance goals, designs and conducts training with student employees and Graduate Assistants, and coordinates facility resources for programs.

3. Analyzes, evaluates, solves, and makes decisions regarding problematic situations.

4. Conducts bi-weekly meetings to review activities and inform Consultants, Leaders, Mentors, and Graduate Assistants of new procedures and issues.

5. Develops and monitors budgets and prioritizes services and purchases based on needs and budgetary limitations.

6. Evaluates program effectiveness by collecting, compiling, and analyzing data and conducting needs assessments.

7. Assists in developing systems and strategies to promote effective delivery of student support and retention services that are aligned with the strategic plan of the University.

8. Works with faculty in developing workshops that promote writing and study skills across the curriculum and communicates about the implementation and effectiveness of SI in their courses.

9. Investigates grant opportunities and external funding to further goals and objectives for essential programs and assures that grant-funded programs are administered in compliance with University and funding organization policies and procedures.

10. Facilitates a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

11. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, participating in professional organizations, attending professional development courses, and attending training and/or courses as required by the supervisor.

12. Contributes to the overall success of the Bear CLAW and student success and retention initiatives by performing all other duties as assigned.


The Director, Student Learning Services is supervised by the Associate Provost for Student Development and Public Affairs and supervises student employees.


JULY 2011


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 4 - 470 Points: Supervision of (a) a moderate number of operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a small number of professional employees who exercise limited supervision of others, or (c) large numbers of student workers or graduate assistants, or some equivalent combination of the above. The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is responsible for training, planning, and directing the work of permanent employees, and generally controls hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

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 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.