2484 Assistant Coordinator, Project Success


TITLE Assistant Coordinator, Project Success




IMMEDIATE SUPERVISOR Director, Learning Diagnostic Clinic

MAJOR ADMINISTRATOR Department Head, Psychology


The Assistant Coordinator, Project Success at the Learning Diagnostic Clinic assists in the development, promotion, and management of Project Success, a program assisting college students with diagnosed learning difficulties. The Assistant Coordinator meets with students diagnosed with psychological and cognitive disabilities on a weekly basis, interacts with parents and professors, provides personal and academic advisement and develops and implements academic strategies with these students, such as planning and organizational strategies, time management skills, and study skill strategies.  The Assistant Coordinator interviews and hires tutors for the program and promotes the Project Success program at high schools and other venues.


Education:  A Bachelor’s degree in one of the disciplines in the College of Health and Human Services or a related field is required.

Experience:   Experience in tutoring, mentoring, and/or advising individuals in a post-secondary setting who have been diagnosed with learning disabilities, attention-deficit hyperactivity disorder (ADHD), and/or other cognitive difficulties is required.  

Skills:  Effective verbal and written communication skills are required.  Skill in using Microsoft Office applications, such as Word, Excel, and Powerpoint is required.  The ability to work with others in a collegial manner is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.


1.  Assists in the promotion of the program by interacting with parents and faculty to enhance understanding of this comprehensive academic support program for students with learning disabilities.

2. Provides academic advisement and works with students to develop study skills, time management skills, and planning and organizational skills.

3. Recruits, selects, and supervisors tutors.

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

5. 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.

6. Contributes to the overall success of the Learning Diagnostic Clinic by performing all other duties as required.


The Assistant Coordinator, Project Success is supervised by the Director of the Learning Diagnostic Clinic and supervises tutors.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 2 - 900 Points: Entry-level professional knowledge of the principles, concepts, practices, and methods of non-technical administrative and managerial functions. Knowledge permits the employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in areas including communications, social sciences, art and design, education, and related functions while gaining in 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 to complete stages of a multi-phase project. 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 an unspecified field or a specific background in a non-technical area. Knowledge requirements may also include a limited amount of 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.