AmeriCorps Transition Mentors

Job Summary

Through the Ameri Corps Texas grant program, Texas Southmost College (TSC) will have Ameri Corps members who will increase communication about and access to campus resources and support and increase engagement in campus activities and with academic support services. At the end of the first program year, members will be responsible for increasing TSC students’ fall‑to‑spring persistence rate to 75% and fall‑to‑fall persistence rate to 63%.

• Work one‑on‑one with high school students and support Transition Coaches to help increase student engagement in campus activities and with academic support services.
• Work directly with a Transition Coach to help both on‑campus students and high school students.
• Provide services at local high school campuses multiple times a week, meeting with at least 10 high school students to offer intensive one‑on‑one support.
• Generate interest and help prospective students start the first step of their transition process to TSC by creating educational 2‑year plans, sharing career‑related objectives, setting academic goals, navigating TSC website and LMS, self‑service, communicating with financial aid, etc.
• Assist with student planning, tracking, registering, and reminding of campus resources that could lead a student to success.
• Educate dual enrollment students about TSC degree plans and educational planning.
• Assist in registering students for upcoming semesters.
• Provide direct support for dual enrollment students who have questions about programs, classes, campus resources, or college procedures/policies.
• Plan and participate in outreach efforts for their divisions/department, e.g., Welcome Week, campus events, conferences, webinars, etc.

Measures of the Assignment:
Number of dual students who meet with the Ameri Corps member to receive individualized educational planning assistance, and:
Persist to end of term or completion of program (short‑term outcome). Register for and attend following term:
Winter/Spring from Fall or Summer/Fall from Spring (mid‑term outcome). Register for and attend the term starting one year from initial point of capture or complete their program (mid‑term outcome).

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is frequently required to stand, walk, sit, use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl;

talk or hear; and taste or smell. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

• Entry level

• Full‑time

• Other

• Higher Education