6043 Wellness Educator-Students


TITLE Wellness Educator-Students




IMMEDIATE SUPERVISOR Director, Health and Wellness Service

MAJOR ADMINISTRATOR Vice President for Student Affairs


The primary job duty of the Wellness Educator-Students is to expand the scope of wellness offerings to students, plan and coordinate lifestyle enhancement programs and health screenings, and provide follow-up and referral for program and screening participants. The Wellness Educator-Students teaches Cardiopulmonary Resuscitation (CPR) classes and Automatic Electronic Defibrillator (AED) classes. The Wellness Educator-Studentsanalyzes survey data and develops needs-based programs, develops web-based wellness materials and programs, collaborates with other university departments in program design and implementation, serves on committees, and applies for grants and contracts.


Education: A Bachelor’s degree in health education, nursing, community health, or a health related field, such as exercise physiology, nutrition, etc. is required.

Experience: At least two years of experience working in a health promotions program, community health, wellness program, or public health education program is required. Experience working in a college or university setting is preferred.

Skills: Effective oral and written communication skills are required. The ability to communicate effectively one-on-one and with both large and small groups is required. Effective organizational skills are required. Proficiency in PowerPoint, Microsoft Publisher, and Microsoft Word is required.

Other: Must be willing to obtain American Heart Association (AHA) Basic Life Support (BLS) certification and certification as an Automatic Electronic Defibrillator (AED) instructor. CHES (Certified Health Educator Specialist) and ACE (American Council on Exercise) certifications preferred.


1. Expands the scope of wellness and health education offerings to students by developing and presenting educational programs and workshops on a variety of health and wellness topics.

2. Assists students in making positive health choices by developing lifestyle enhancement programs, such as, alcohol education, smoking cessation, stress management, weight management, exercise, and fitness.

3. Collects, analyzes, and utilizes health and laboratory data to provide information on personal health status to students by planning and coordinating health screenings.

4. Encourages students to address health issues by providing follow-up and referral, when appropriate, for program and screening participants.

5. Assures that students are trained in life saving procedures by teaching CPR and AED classes.

6. Maximizes the use of available resources by collaborating with other university departments in program design and implementation and seeking grant opportunities and additional sources of external funding for health education and intervention programs.

7. Increases awareness and access to materials supporting behavior and lifestyle change by developing web-based wellness materials and programs.

8. Facilitates the professional development of graduate assistants, peer educators, and interns by training and supervising them in their roles in student wellness programs.

9. 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 Director, Health and Wellness Service.

10. Helps to ensure the overall success of the University’s student health and wellness efforts by performing all other duties as assigned.


The Wellness Educator-Students is supervised by the Director, Health and Wellness Service and supervises graduate assistants, interns, and student employees.




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 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

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.