Part-time Program Assistant-Student Success

Position: Part-time Program Assistant-Student Success Support
Part-time Program Assistant-Student Success Support

Job no: 497852
Work type: Staff
Location: Big Rapids, MI 49307
Categories: Administrative, Staff

Position Title: Part-time Program Assistant-Student Success Support

Location: Big Rapids (Main Campus)

Department:
43070 - Student Success

Advertised Salary: $22.00 per hour

FLSA: Non-Exempt

Temporary/Continuing: Temporary

Part-Time/Full-Time: Part-Time

Union Group: N/A

Term of Position: Less than 9 months

At Will/Just Cause: Just Cause

Summary of Position: Provide temporary, part-time program assistance for the summer bridge program (DDSA).

This position is part-time (25 hours or less per week), with an anticipated start date of June 2026 and an end date of August 2026.

The selected candidate for this position must be authorized to work in the United States at the time of hire without employer assistance or sponsorship now or in the future. The university will not assist with any F1 EAD's, OPT, H1B, etc.

Position Type: Staff

Required Education: Minimum of bachelor's degree in mathematics, mathematics education, secondary education, education, student affairs, social work, assessment, or a closely related field.

Required Work Experience: Minimum of two years of experience in any of the following: mathematics teaching, tutoring, structured learning assistance, academic support, assessment, student success programming, or an equivalent student-facing educational support role. Experience teaching high school mathematics is strongly preferred.

Required Licenses and Certifications:

Physical Demands:

• Office Environment
• Sitting
• Standing

Additional Education/Experiences to be Considered: Preference will be given to candidates with:
1. Documented experience teaching high school mathematics or providing mathematics intervention/support in high school, bridge, developmental, or early college settings, and
2. Availability to begin immediately upon hire and remain consistently available through August 2026.
3. A degree in mathematics or mathematics education is preferred.
4. Secondary mathematics teaching certification or a related educator credential is preferred but not required.

Essential Duties/Responsibilities: 1. Assist with student success appointments, DDSA participation, and summer bridge programming.
2. Assist in developing supportive materials, quick-reference guides, and other materials as directed by program administration and instructional faculty/staff.
3. Assist in pulling, organizing, and summarizing data and identify potential resourcing opportunities.
4. Provide supportive assistance to DDSA summer bridge program participants, with emphasis on, but not limited to, reinforcing foundational quantitative reasoning, study strategies, problem-solving processes, and student confidence.
5. Provide logistical support to DDSA and related summer student success programming.
6. Assist with assessment documentation.
7. Maintain appropriate confidentiality of student records and follow University expectations related to FERPA, data integrity, and student support documentation.
8. Maintain appropriate role boundaries. This role is not responsible for instructional faculty duties such as creating syllabi, assigning grades, determining course assessments, or managing final course outcomes.
9. Cultivate an environment of belonging that values, respects, supports, and celebrates individual similarities and differences, allowing students, faculty, and staff to thrive authentically.
10. Support, promote, and develop university student enrollment and retention initiatives.
11. Any other duties assigned within the position classification area.

Marginal Duties/Responsibilities: Reports to the Supervisor of Student Success Initiatives. May coordinate with University College, Academic Advising, DDSA instructors, tutors, structured learning assistants, and other student success partners as needed.

Skills and Abilities:
• Ability to explain high school and early college mathematics concepts clearly, patiently, and in student-centered ways.

• Strong preference for experience teaching high school mathematics or providing structured mathematics support to high school or early college learners.

• Strong…