General Information
| Job Description | STDT ACAD SPEC 2 | Working Title | Assistant Coordinator for Academic Intervention |
|---|---|---|---|
| Job Code | 004549 | Grade | 19 |
| Department Name | Academic Resource Center - D01176 | Department Head | Rena Roberts |
| Supervisor | Elena Perez | Effective Date | 09/21/2022 |
Position(s) Directly Supervised
| Job Code | Title | FTE |
|---|
Generic Scope
| Professional who applies acquired job skills, policies, and procedures to complete substantive assignments/projects/tasks of moderate scope and complexity; exercises judgment within defined guidelines and practices to determine appropriate action. |
Custom Scope
| Provides a limited range of professional knowledge and strategies related to learning skills for students. Works independently on standard program presentation. May receive guidance from higher level Student Academic Specialists in adapting counseling to specific learning styles and linguistic issues . |
Department Custom Scope
| The Assistant Coordinator for Academic Intervention is responsible for providing support and serving as the point of contact to undergraduate students participating in the Satisfactory Academic Progress (SAP) program and/or referred by other campus constituents. The Assistant Coordinator provides timely academic intervention, conducting one�on�one and/or group intake meetings, follow-up sessions, referrals to undergraduate students who are at risk of losing their financial aid due to lack of satisfactory academic progress, as defined under federal guidelines. The Assistant Coordinator assists the Coordinator for Academic Intervention Programs by conducting program management for SAP and the ARC Peer Educator practicum by recruiting, hiring, training, and evaluating the Peer Mentors. |
Education & Experience Requirements
Education Requirements
| Degree | Requirement |
|---|---|
| Bachelor's degree in related area and/or equivalent experience/training. | Required |
| Master's degree | Preferred |
Experience Requirements
| Experience | Requirement |
|---|---|
| 2 - 4 years of related experience. | Required |
License Requirements
Certification Requirements
| Certification | Requirement |
|---|
Educational Condition Requirements
| Condition | Requirement |
|---|
Key Responsibilities
| Description | % Time |
|---|---|
Delivers professional academic programs to students that enhance academic success through a course-based format of service for a limited range of learning issues for a narrow field of study in an academic discipline (e.g., first-year course writing; a specific course like introductory biology in the sciences; pre-college calculus in math/science). Helps students in critical transition stages, including high school or community college to first year research university undergraduate course work; lower division to upper division; first semester issues; upper division course work to advanced research/capstone-level project; undergraduate to graduate-level academic preparation.
|
30 |
Assesses appropriate needs of students; may refer students to specific student programs such as the disabled student program, financial aid, college/departmental advisors.
|
20 |
Mentors undergraduates to enhance disciplinary and professional trajectories.
|
20 |
May adapt counseling to specific learning styles and linguistic issues.
|
15 |
Utilizes academic support service models to support and enhance student learning, academic success, and intellectual development.
|
5 |
Applies and administers intake, assessment, and evaluation tools to a broad range of students of varying learning needs and levels of academic preparedness.
|
5 |
Establishes and maintains partnerships with organization departments and units.
|
5 |
Knowledge, Skills & Abilities
| Knowledge/Skill/Ability | Requirement |
|---|---|
| Develops knowledge of specific learning theory, learning styles, affective issues, academic issues, and socio-cultural issues in applying academic support for students. | Required |
| Problem solving skills. | Required |
| Skills in judgment and decision-making. | Required |
| Ability to communicate information in small and large group settings. | Required |
| Knowledge of learning theories and training models. | Required |
| Proficient computer skills including databases, word processing, spreadsheets, and web-based systems. | Required |
| Multicultural competencies; knowledge and experience working and interacting effectively with diverse groups of staff, faculty, and student populations. | Required |
| Develops knowledge of current and theoretical models that influence the application and delivery of academic services (e.g., discipline specific; student-population specific). | Required |
| Knowledge of strategies in critical thinking, reading, writing, note taking, test taking, time management, and goal setting. | Required |
| Oral and written communication skills; interpersonal and presentation skills. | Required |
| Knowledge of how learning skills issues apply to a research institution. | Required |
| Knowledge of UC policies and procedures concerning student academic progress towards a degree. | Preferred |
| Knowledge of psychological, social, and economic factors that impact a student's academic performance. | Preferred |
Special Requirements & Conditions
| Special Condition | Requirement |
|---|
Other Special Requirements & Conditions
|
|
Level of Supervision Received
| Supervision |
Environment
Working Environment
| Campus |
Other Requirements
Items Used
|
Physical Requirements
|
Mental Requirements
|
Environmental Requirements
|
Critical Position
| Is Critical Position: Yes |