Academic Success Coach

Location : Berea
Job Type: Full-Time
Division: Strategic Initiatives
Department: BF Administration/General
Opening Date: 06/16/2026
FLSA: Exempt
Salary Grade: 07
Labor Supervisor?: No

Please note that references provided at the time of application for staff positions will not be contacted until the applicant has been offered the position.
Description:

The Academic Success Coach, within the Office of Advising and Retention Strategy, serves as the primary liaison for students on academic warning and academic suspension as well as the main point of contact for faculty and staff academic alerts related to this population of students submitted primarily through Navigate Berea and other reporting systems. In this role, the Academic Success Coach provides timely outreach, coordination, and intervention support for students experiencing academic difficulty, while also serving as an academic advisor who meets individually with students to provide coaching, advising, student success planning, and structured interventions that support academic progress, persistence, and success.

In collaboration with the Executive Director of Student Success, student success colleagues, and the Office of Academic Affairs, the Coach analyzes data from multiple sources, including Navigate Berea, grade reports, and student feedback systems, to develop and implement data-informed, holistic intervention strategies for an assigned caseload. The role also includes advising responsibilities to provide guidance to students on academic planning, transition, progress, and momentum from academic difficulty, while collaborating with campus partners across Student Life, Labor, and other student-facing areas to support programming that enhances engagement, retention, and persistence.

Additionally, the Academic Success Coach serves as a Summit Guide within the First-Year Summit program and contributes to broader campus initiatives focused on student success, equity, and belonging, grounded in promising practices in student development and achievement.

Following long-standing tradition and practice at Berea College, this position includes responsibility for supervising, mentoring, and developing students in the College's integrated Work College Program. This supports student learning, career readiness, and the program's learning goals and outcomes. The Work College Program provides a developmental framework that guides student learning while creating a structured mentorship opportunity, with role-specific training that equips faculty and staff mentors to support student development.

Faculty and staff mentors play an essential part in helping students connect their work-learning-service experiences with broader academic, professional, and personal development. For faculty, this aligns with Berea's tenure and promotion criteria.
Your Key Responsibilities:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Regular and predictable attendance is essential. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Academic Warning and Academic Suspension: Serve as the primary liaison for students on academic warning and academic suspension to help them develop success plans and coach them toward success.
• Instruction: Serve as a Summit Guide for at least one cohort of the First-Year Summit, including in-session instruction as well as advising and support of cohort students as needed.
• Advising:
  Provide proactive and appreciative one-on-one advising for assigned caseload, academic coaching, and intervention services tailored to students' academic standing, learning needs, and goals, including course mapping, registration assistance, and degree audits.
• Intervention: Utilize Navigate Berea (EAB), Roster Checks, Progress Reports, grade trends, and other relevant institutional data to identify students lement outreach and support plans aligned with institutional data and academic progress indicators by determining which students or student groups may…