Associate Director, Student Success

Position Summary

The Associate Director of the Student Success Center plays a pivotal role in managing the daily operations of the Center and provides professional support to all Center staff, including professionals and student employees. This position coordinates the tutoring program, collaborates closely with colleagues in the Quantitative Research Center and Writing Center, and empowers students to achieve their academic, personal, and professional goals through individualized coaching and resource connection.

In addition, the Associate Director leads and supports retention initiatives by identifying enrollment and persistence risks, coordinating proactive outreach efforts, and collaborating with campus partners to strengthen student retention across all class years.

This position will commence no earlier than June 1, 2026.

Center Operations/Management - 30%

• Oversee the Center’s daily operations such as student programming, academic support services and triage
• Coordinate programming efforts to support students and create visibility for the Center
• Partner with colleagues to develop and implement student success initiatives
• Respond to inquiries from students, families, faculty, and other college personnel
• Promote the Center’s resources and achievements to external audiences
• Work collaboratively with coaches to carry out the mission, goals and outcomes of the Student Success Center
• Provide staff development, including hiring, mentoring, and evaluation of student staff
• Carry out logistical duties to support academic advising such as compiling administrative withdrawal data, sending hiatus letters, and reaching out to faculty advisors to provide support
• Promote and contribute to existing student success efforts while assessing their effectiveness and implementing new initiatives

Case Management/Academic Coaching - 25%

• Provide comprehensive academic coaching to a caseload of students who have been referred. (Referrals may come from Student of Concern reports, faculty referrals, assignments based on academic standing, student-initiated requests, etc.)
• Engage in initiative-taking management of caseload, including consistent and direct contact with students, and targeted outreach at key points in the semester.
• Troubleshoot registration, billing and financial aid issues that may arise for students.
• Assess learner needs in order to help them make fully informed decisions about their pathways as well as challenging them to make progress toward their goals.
• Develop relationships with identified students that encourage continuation of long‑term academic coaching into future semesters, as needed.
• Assist students in developing self‑efficacy by identifying and overcoming obstacles that may be impeding academic success; work with students to learn strong time management and organization skills; motivate students to practice self‑regulation and take ownership of their academic success.
• Engage at‑risk students, providing one‑on‑one intrusive advising meetings to improve engagement and ensure success.
• Connect students with other campus resources related to tutoring, spiritual support, disability services, counseling and health, housing and food insecurity, career planning, finances, etc.
• Partner with faculty, academic advisors, and campus colleagues regarding Student of Concern referrals.
• Assist instructors with follow‑up on students who have been referred through the Student of Concern process for excessive absences, unsatisfactory grades, etc.
• Record applicable interventions via Maxient.

Retention Leadership – 20%

• Monitor early alerts, absences, GPA risk factors, DFW rates, and withdrawal patterns to identify students who may be at risk for attrition.
• Coordinate campus‑wide retention initiatives in partnership with the Director of Student Success and other stakeholders (Dean Restaurant Nights, Registration Fest, Winter and Summer Academic Bridge).
• Compile the academic standing data (students on warning/probation) and notify undergraduates each semester when they are not in good academic standing.
• Continually refine programing to support students on…