2404 Director, Citizenship and Service Learning


TITLE Director, Citizenship and Service Learning




IMMEDIATE SUPERVISOR Associate Provost for Student Development and Public Affairs



The Director, Citizenship and Service Learning is responsible for the coordination of all Citizenship and Service-Learning activities. The Director recruits participants in the program, promotes the scholarship of civic engagement, and encourages publication and dissemination of outcomes of civic engagement activities. The Director provides guidance for incorporating service-learning into the classroom experience. The Director seeks external funding to support the program beyond what the University provides and works cooperatively with University administrators to facilitate program development.


Education: A Master's degree is required; an earned doctorate is preferred.

Experience: At least three years of leadership or management experience in higher education or the public sector is required. Experience in collaborating with public and private not-for-profit agencies is required. A commitment to the maintenance of academic integrity in service-learning experiences is required. Experience interacting with diverse groups of students, staff, faculty, and external constituencies is required. Experience developing and managing program budgets is required. A record of scholarship and/or teaching experience in higher education is preferred. Familiarity with college student life issues is preferred.

Skills: Strong oral and written communication skills as well as excellent interpersonal skills are required. Organizational, management, and supervisory skills are required. Research and analytical skills required. Demonstrated knowledge of effective strategies for working with diverse faculty, staff, and students is preferred.


1. Ensures the Citizenship and Service-Learning program achieves its stated goals by recruiting and soliciting the participation of high quality teaching faculty, community partners, and students, collaborating with CASL staff to provide professional development and support for faculty engaged in service-learning course development, undergraduate research, International Service-Learning, and Service-Learning and the First Year Experience, establishing relevant curriculum and program objectives to be incorporated into participating classes, establishing and nurturing an identified group of classes across many disciplines that are active participants in the program, promoting support of the program with University administrators, soliciting financial support from funding agencies, and managing both the Service-Learning Faculty Fellows and CASL Research Stipend programs.

2. Facilitates the successful participation of students in the service-learning program by providing information to prospective service-learners, collaborating with CASL staff to provide orientation, training, and advisement to service-learners, and solving problems related to the service-learning experience.

3. Informs and advises the University faculty and administration, the local community, and the student population about the goals and objectives of the civic engagement concept by preparing and distributing publications, multimedia materials, and informational materials about Service-Learning, coordinating with University Communications to publicize CASL program outcomes and events, presenting at conferences and forums to disseminate Missouri State University Service-Learning information to various groups, preparing the CASL Annual Report, and required reports for accrediting agencies.

4. Communicates the success of the Citizenship and Service-Learning program and civic engagement both internally and externally through national recognition applications, i.e. Carnegie Community Engagement Elective Classification and President’s Higher Education Community Service Honor Roll.

5. Ensures the effectiveness of the Citizenship and Service Learning program by assessing the participants (students, faculty, and community partners), evaluating the results, and recommending changes to the program to the Associate Provost for Student Development and Public Affairs.

6. Identifies and supports collaborations with other campus offices to promote community engagement in order to create development opportunities for students, faculty, and staff.

7. Ensures compliance with Faculty Senate actions and Service Learning guidelines by coordinating material review, meeting objectives of the CASL Oversight Committee, and preparing the annual Faculty Senate report for the CASL Oversight Committee.

8. Assures publication of Service-Learning courses and accurate recordkeeping by coordinating with the Registrar’s Office.

9. Supports administration of the Citizenship and Service Learning program by providing daily office management and addressing personnel issues as they arise.

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

11. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Associate Provost for Student Development and Public Affairs.

12. Contributes to the overall success of the Citizenship and Service Learning program by performing other essential duties and responsibilities as assigned or directed.


The Director of the Citizenship and Service Learning Program is supervised by the Associate Provost for Student Development and Public Affairs.




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 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

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 4 - 1500 Points: Work involves the primary accountability for a smaller department, program, or process. Work activities involve managerial decisions that directly affect the efficiency, costs, reputation, and service quality of the department, program, or process. Work affects a limited range of professional projects or administrative activities of the University. Work activities have a direct and substantial impact on the department. While work activities do have some effect on the efficiency and reputation of the cost center, departments, programs, or processes at this level represent a relatively minor function within the cost center. Employees in jobs at this level may have responsibility for developing budgets, distributing budgeted funds, and exercising the primary control over a relatively small budget.