General Information
| Job Description | STDT ACAD SPEC 3 | Working Title | Transfer Success Coordinator |
|---|---|---|---|
| Job Code | 004550 | Grade | 21 |
| Department Name | CNAS UG Academic Advising Ctr Dept - D01306 | Department Head | Brett McFarlane |
| Supervisor | Noel Salunga | Effective Date | 07/01/2024 |
Position(s) Directly Supervised
| Job Code | Title | FTE |
|---|---|---|
| 004549 | STDT ACAD SPEC 2 | 1.0 |
Generic Scope
| Experienced professional who knows how to apply theory and put it into practice with in-depth understanding of the professional field; independently performs the full range of responsibilities within the function; possesses broad job knowledge; analyzes problems/issues of diverse scope and determines solutions. |
Custom Scope
| Using skills as a seasoned, experienced professional, applies the full range of knowledge and strategies related to learning skills for students. Works independently, receiving guidance in unusual or particularly complicated situations. |
Department Custom Scope
| This position reports to the Assistant Director of Student Success Programs in the College of Natural and Agricultural Sciences (CNAS) Undergraduate Academic Advising Center (UAAC). Serving as the Transfer Success Coordinator this position will be responsible for the development, implementation, and coordination of student service programs (e.g. STEM Connections) which focus on university transition, research engagement, recruitment, and professional development for student success with an emphasis on the transfer population. The Transfer Success Coordinator provides opportunities for transfers to connect with peers, faculty, and staff through a variety of opportunities which include professional development workshops, panels, community-building activities, and research engagement opportunities. Activities will also include instruction of transfer transition course(s) in fall and/or winter (NASC 092/093) discussion sections focusing on transfer success. This position also plays a role in hiring, training, and supervising peer mentors and/or professional staff. The program serves all new and continuing transfer students. Working alongside the Assistant Director and First-Year Student Success Coordinator, the Transfer Student Success Coordinator will assist with organizing a 10-week undergraduate research program during the months of June-August. This undergraduate summer research program currently serves on average 80-100 students which include UCR undergraduates, visiting undergraduate research students, and incoming/prospective community college students. This is a premiere program which collaborates with multiple faculty, departments, and program partners. The summer has a variety of activities which include but are not limited to: organizing professional development workshops, community building activities, and an undergraduate research symposium. Other activities include acting as a CNAS STEM liaison to local community college staff and students interested in applying to UCR. This position oversees the STEM Center, a dedicated space for students to meet, study, rest, relax, and utilize during the academic year. Finally, the incumbent will be responsible for problem-solving to maintain the effectiveness of the programs through data collection and assessment. The coordinator will communicate program outcomes and reports to high-level university constituents and/or external evaluators. With job aspects grouped together, the position is intended to be 60% program development and coordination, 25% student staff hiring and supervision, 15% program advising, and 5% other duties as assigned. |
Education & Experience Requirements
Education Requirements
| Degree | Requirement |
|---|---|
| Bachelor's degree in related area and/or equivalent experience/training. | Required |
Experience Requirements
| Experience | Requirement |
|---|---|
| 4 - 7 years of related experience. | Required |
License Requirements
Certification Requirements
| Certification | Requirement |
|---|
Educational Condition Requirements
| Condition | Requirement |
|---|
Key Responsibilities
| Description | % Time |
|---|---|
Delivers academic programs to students that enhance academic success through group, one-on-one, and course-based formats of service for a wide range of learning issues in a discipline for a broad scope of academic courses (e.g., lower-division writing across the curriculum; a cluster of biological science courses; lower division pre-professional trajectories in math/statistics).
|
20 |
Applies and implements innovative academic support service models to support and enhance student learning, academic success, and intellectual development.
|
20 |
Assesses appropriate needs of students, and refers students to specific student programs.
|
20 |
| Supervises professional staff (1 Assistant Coordinator position) and student employees to assist in facilitating programs and assessing program effectiveness. | 15 |
| Mentors undergraduate students to enhance intellectual and professional trajectories. | 10 |
| Utilizes quantitative and qualitative measures of performance of participants in CNAS success programs versus non-participants. Collects and analyzes data to draft annual program reports. Recommends changes indicated by data to CNAS UAAC Director and Divisional Dean of Academic Student Affairs. Gathers data for in-house campus partners. | 5 |
| Collaborates with faculty, advising units, academic departments, and other student service units to assess transfer students' needs. Delivers course material and/or trains seminar instructors on course content and delivery for transfer success course. | 5 |
| Serves as liaison to specific programs, student service departments, or advising units. Serves as primary liaison for CNAS success programs to CNAS UAAC personnel and cross-campus partners such as Undergraduate Research Partners, Undergraduate Admissions, Graduate Division, Career Services, Academic Resource Center, CNAS Faculty, etc. | 5 |
Knowledge, Skills & Abilities
| Knowledge/Skill/Ability | Requirement |
|---|---|
| Experienced knowledge of specific learning theory, learning styles, affective issues, academic issues, and socio-cultural/linguistic issues in applying academic support to students. | Required |
| Problem solving and organizational skills. | Required |
| Knowledge of strategies in critical thinking, reading, writing, note taking, test taking, time management, and goal setting. | Required |
| Skills in judgment and decision-making. | Required |
| Knowledge in designing and implementing learning and pedagogical models. | Required |
| Knowledge of how learning skills issues apply to a research institution. | Required |
| Multicultural competencies, knowledge and experience working and interacting effectively with diverse groups of staff, faculty, and student populations. | Required |
| Knowledge of current research and theoretical models that influence the application and delivery of academic services (e.g., discipline specific, student-population specific). | Required |
| Knowledge of academic curricula. | Required |
| Interpersonal skills. | Required |
| Knowledge of program development, data gathering, assessment, and evaluation skills. | Required |
| Knowledge of supervising and training professional and peer staff to meet program objectives. | Required |
| Ability to plan workshops, events, and activities at a small and large scale. | Required |
| Ability to facilitate, teach, and engage in a classroom and/or workshop format. | Required |
| May require knowledge of NCAA policies, rules, and regulations. | Preferred |
Special Requirements & Conditions
| Special Condition | Requirement |
|---|---|
| Occasional travel for university related business meetings, conferences and/or professional development. | Required |
Other Special Requirements & Conditions
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|
Level of Supervision Received
| General Supervision |
Environment
Working Environment
| Campus |
Other Requirements
Items Used
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Physical Requirements
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Mental Requirements
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Environmental Requirements
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Critical Position
| Is Critical Position: Yes |