Associate Director, Academic Advising Center

Associate Director, Academic Advising Center University Classification: Associate Director, Academic Advising UI Job Code: PCA3 Job Function: Academic Support Job Family: Academic Advising Position #: 00000359 Administrative Supervisor: Lisa Ingram Org/Dept/SubDept: 02-4675 Job Family Purpose Statement Provide academic advising to students and advising-based perspectives to University colleagues and public stakeholders, such as students family members and prospective students. Integrate interpersonal and communication skills with knowledge of curricula, policies (departmental, collegiate, and University), resources, and student development to help students identify options, set academic and developmental goals, and make progress toward those goals. Gather data and collaborate with colleges and academic programs on matters that impact student recruitment, success, and retention. Administer, advocate for, or take a leadership role in programs and initiatives that facilitate student transition, success, and retention or that enhance the overall process of academic advising at the University. Position Specific Summary Leadership, Supervision, and Representing the Academic Advising Center (50%): As part of AAC s administrative team, contribute to daily oversight of and support for AAC operations and contribute to strategic planning for the Center. Provide administrative and functional supervision of Academic Advisors; may supervise support staff. Represent AAC or the Assistant Provost on University committees and initiatives on an ad hoc basis. Specific Areas of Responsibility (45%): Following are the initial position-specific responsibilities. These responsibilities will change over time, in response to changing needs within the AAC, new initiatives, and individual strengths and interests within AAC s administrative team. o Academically Struggling Students: Coordinate all aspects of CSI:1500 College Success Seminar, a course for first-year students on academic probation or experiencing academic difficulty. Oversee the curriculum; train and provide ongoing support for instructors; implement eligibility and communication plans. o International Students: Provide leadership related to the advising and registration of entering international undergraduates. Oversee the pre-registration process for AAC-advised entering international students: reserve space in appropriate courses; use data to make decisions regarding individual students; coordinate pre-registration by AAC advisors. Serve as AAC s liaison to International Student and Scholar Services: Coordinate AAC orientation advising of entering international students; serve on campus-wide committee on international undergraduate student success; keep AAC staff apprised of issues, trends, and initiatives. Serve as AAC s liaison to the English as a Second Language (ESL) Program: keep AAC advisors apprised of ESL availability and registration guidelines; coordinate initial advising of students transitioning from the Iowa Intensive English Program to degree-seeking status. Chair AAC Committee on AAC-advised international students and their needs. o Orientation Advising: Coordinate the AAC advising of entering students participating in Orientation Services programs. Collaborate with Orientation Services staff and the AAC Senior Associate Director who coordinates caseloads to develop the major-based plan by which over 4500 entering AAC advisees will be advised during orientation; monitor and revise this plan as needed during the orientation registration period; make decisions regarding logistical considerations and unique student circumstances. Provide daily oversight of and support for AAC advising during orientation. p. 1, 4/16

Chair AAC Orientation Committee, which develops AAC orientation advising materials, plans AAC orientation preparation meetings, and develops training sessions for Orientation Hawkeye Guides (student peers). Collaborate with Orientation Services staff, AAC staff, and campus partners to edit orientation materials that are related to or reference academic advising. Collaborate with Orientation Services staff and campus partners to plan advising and registration for special student populations. o Courses in Common: Coordinate all aspects of Courses in Common, which provides the opportunity for over 1,000 entering first-year students to take several courses together as part of a group. Identify needs; develop course combinations; communicate with academic departments; promote and evaluate the program; and provide leadership and coordination for all One-Click Options. o Liaisonships: Serve as AAC s liaison for Living-Learning Communities and for the Success at Iowa and Managing Your Money courses. Academic Advising (5%): This position will advise a small caseload of undergraduate students and will assist occasionally with ad hoc advising coverage. KEY AREAS OF RESPONSIBILITIES AND SPECIFIC JOB TASKS Classification Key Areas of Responsibility Academic Planning Specific Job Duties and Tasks Mentor and serve as a resource to Academic Advisors and Senior Academic Advisors regarding both general approaches and specific student situations. Identify academic advising goals and learning outcomes, as well as the tools and resources needed to achieve them. Lead Academic Advising Center committees related to position-specific responsibilities. Student Growth, Development, and Success Advocacy from the Advising Perspective Student Recruitment and Retention Strategic Staffing and Professional Development Management and Budget Oversight Mentor and serve as a resource to Academic Advisors and Senior Academic Advisors regarding both general approaches and specific student situations. Design and oversee delivery of materials, programs, and programming in areas of specific responsibility to achieve program goals and student learning outcomes. Lead Academic Advising Center contributions to other University units' programming related to student growth, development, and success. Alert faculty, departments, and colleges to the effects of existing curriculum and/or curricular changes on students' academic progress. Analyze course enrollment data and draft proposals for departments, deans, and directors, as appropriate. May advise or negotiate with departments, colleges, and other University units regarding course offerings and scheduling, enrollment management; curricular changes; and policies and procedures. Analyze recruitment and retention data; use these data to inform planning for Academic Advising Center programs and programming. Take a leadership role in campus-wide student success and retention initiatives. Provide functional and administrative supervision for Academic Advisors; may provide functional and administrative supervision for Senior Academic Advisors and other P&S staff. Contribute to training and professional development for Academic Advisors and Senior Academic Advisors in the Academic Advising Center in areas of specific responsibility. Participate in recruitment and hiring activities. Participate in daily management of AAC staff and operations; mentor, provide direction, and ensure compliance with UI policies and procedures. Develop and implement policies and practices of a culture that supports staff engagement in the workplace. Propose and consult regarding budget items and their alignment with program goals. Explore the budgetary implications of decisions within specific areas of responsibility. p. 2, 4/16

Universal Competencies Collaboration and Embracing Diversity Ability to work with a variety of individuals and groups in a constructive and civil manner while appreciating the unique contribution of individuals from varied cultures, nationalities, genders, ages, etc. Positive Impact/Achieving Results Ability to utilize existing resources and learning to achieve or exceed desired outcomes of current and future organizational goals/needs. Able to demonstrate ethical behavior in diverse situations while producing results. Service Excellence/Customer Focus Ability to meet or exceed customer service needs and expectations and provide excellent service in a direct or indirect manner. Ability to effectively transmit and interpret information through appropriate communication with internal and external customers. Establishes and maintains positive and productive working relationships within and outside of own area and background. Identifies and resolves disagreements/conflicts in early stages. Promotes a safe, equitable, respectful environment in which concerns can be addressed effectively. Recommends changes to work practices and policies to promote transparency and approachability. Ensures time, resources, energy, learning opportunities, and actions are focused on priorities that matter to the changing workplace. Creates a team environment of accountability and commitment for reaching goals and desired results; ensures team is developed to address future needs. Ensures compliance with codes of ethics that benefit the overall good of all constituents. Demonstrates and communicates a big picture understanding of the organization, its interrelationships, and priorities. Expert/Leader (PL4) Effectively uses a broad range of methods in communicating complex ideas to diverse populations. Monitors profession/field/discipline for trends and implements innovative solutions to enhance service. Builds successful track record of superior personal and organizational service delivery in diverse environments. Promotes excellence achieved through reports or other media for distribution to internal and/or external constituents and the professional community. Technical Competencies Advising Knowledge Knowledge of the major responsibilities, accountabilities, and organization of academic advising services. Communicating for Effective Relationships Knowledge of and ability to apply communication techniques (including listening skills) and relationship-building skills to work with a variety of individuals and Demonstrates in-depth experience with managing a functional team or department. Maintains extensive knowledge of the profession, university programs, resources, policies, student body changes, university goals, etc. Identifies training and development needs of staff; develops programs and coaches others to enhance skills and performance. Contributes to best practices for technology use in academic advising. Identifies, recommends, negotiates and resolves policy, program, and curriculum changes that impact student progress and success. Collaborates within, leads, and implements major advising-related initiatives and programs within AAC and across university departments. Communicates effectively with diverse audiences, using appropriate media and language; ensures important messages are clearly understood. Coaches others on methods to improve their own communication. Establishes and maintains productive working relationships within and outside of own area. Seeks out what's common in conflicting points of view to address and resolve issues. p. 3, 4/16

groups in a constructive and collaborative manner. Resolves potentially harmful differences between individuals and groups of people. Establishes and maintains credibility and is able to influence individuals inside and outside own group and earns their respect. Facilitating Student Development, Success, and Outcomes Ability to work developmentally with students; ability to promote student learning, development, and success by applying varied advising approaches to diverse individual student situations. Facilitating Student Transitions Knowledge of and the ability to provide new incoming students with a welcoming environment and to help familiarize them with school facilities, policies, services, and expectations for college success and retention. Resourcefulness and Judgment Ability to apply past experience and analysis of information to the decision-making process to arrive at sound and timely conclusions. Academic Assessment Knowledge of academic assessment methods and activities; ability to assess programs and review students' learning outcomes to ensure achievement of academic objectives and strategies. Active Learning Knowledge of methods and ability to grasp new concepts, acquire new ways of seeing things, and revise ways of thinking and behaving, with the understanding that this is an ongoing necessity. Evaluates the effectiveness of programs, services, and interventions in terms of student development, success, and outcomes. Oversees the design and delivery of training and development for staff that facilitates student development and success. Monitors the implementation and quality of student development activities. Coaches others on the strategies that contribute to student development, success, and outcomes. Foresees obstacles and barriers that could impact student performance and success and works to resolves them. Coordinates with other student services and academic programs to develop integrated processes and programs for student outcomes and success. Coordinates the implementation of University student transition services and programs. Modifies transition materials and other resources to meet students' needs. Coaches others on effective consultation skills and services to achieve goals for successful transition and student retention. Evaluates the quality of existing transition services and programs based on students' feedback, organizational goals, retention statistics, etc. Foresees obstacles, barriers, or gaps that would impact the effectiveness of transition activities. Recommends strategies and advances plans for student transition services and programs. Coaches others to develop resourcefulness in addressing issues. Evaluates past decisions for insights into improving decision making. Assesses decisions in relation to "big picture". Focuses on special issues and considerations for effective decision-making in critical situations. Develops decision-making skills in others. Demonstrates effective judgment in addressing alternatives with multiple stakeholders. Working Experience (PL2) Assists in implementing assessment programs to review students' learning outcomes. Selects appropriate assessment forms and indicators. Follows established assessment procedures to examine program quality. Analyzes problems in teaching and learning based on existing assessment records. Delivers academic assessment reports detailing student learning outcomes. Expert/Leader (PL4) Works to create a climate that values learning as a lifelong professional requirement. Seeks opportunities to help others learn. Leads in establishing a climate that views errors and failures as learning opportunities. Creates incentives and rewards for learning the right things at the right time. p. 4, 4/16

Contributes to the establishment of policies that support the value of continual learning. Publishes or speaks about learning: its dimensions, challenges, and opportunities. Analytical Thinking Knowledge of techniques and tools that promote effective analysis and the ability to determine the root cause of organizational problems and create alternative solutions that resolve the problems in the best interest of the business. Budgeting Knowledge of, and ability to apply, policies and practices for planning and administering a budget. Communicating Complex Concepts Knowledge of and the ability to use summarization and simplification techniques to explain complex concepts in simple, clear language appropriate to the audience. Curriculum Design Knowledge of and ability to use the methods, tools and techniques required to develop an instructional delivery system that meets the learning needs of a given population in a timely fashion. Data Gathering and Reporting Knowledge of and ability to utilize tools, techniques and processes for gathering and reporting data in a particular department or division of a company. Decision Making and Critical Thinking Understanding of the issues related to the decision-making process; ability to analyze Chooses among a diverse set of analytical tools according to the nature of the situation. Identifies many possible causes for a problem based on prior experience and current research. Quantifies the costs, benefits, risks, and chances for success before recommending a course of action. Seeks discrepancies and inconsistencies in available information; explains variances. Organizes and prioritizes the sequence of steps to be taken to remedy the situation. Approaches a complex problem by breaking it down into its component parts. Working Experience (PL2) Applies established organizational practices in budgeting. Uses budgeting and charge-back practices within own area. Supplies supporting information and justification for major line items. Under guidance, produces budget reports of planned vs. actual expenses with variances explained. Documents capital appropriations and project authorizations. Introduces technical terminology to listeners in the appropriate context. Proceeds to next level of information when audience is ready. Explains important details as they relate to the basic value of the product or service. Uses effective analogies to help an audience understand novel concepts. Approaches communication challenges from various angles to find the one that works. Uses subtle cues to determine the language and experience level of an individual or group. Designs and develops training curricula for multiple and diverse populations. Guides others in conducting assessments to determine students' level of understanding. Consults on integrating internal and external training components and defining learning objectives for a variety of programs, courses, and modules. Evaluates curricula for alignment with program outcomes, learning methods, and assessments. Interprets how different components shape the design of curriculum. Presents and justifies proposed curricula to senior management. Basic Experience (PL1) Applies basic data-gathering methodologies. Identifies the key objectives of gathering data. Describes alternative data-gathering techniques and tools. Identifies key sources of needed information. Uses decision-making approaches that are appropriate for the situation. Differentiates assumptions, perspectives, and historical frameworks. Leverages experience in analyzing relevant data and assessing implications of alternatives. p. 5, 4/16

situations fully and accurately, and reach productive decisions. Identifies decision options and points and predicts their potential impact. Evaluates past decisions for insights to improve decision-making process. Makes sure assumptions and data are objectively analyzed in decisions. Interpersonal Relationships Knowledge of the techniques and the ability to work with a variety of individuals and groups in a constructive and collaborative manner. Interviewing Knowledge of interviewing concepts and techniques; ability to conduct a conversation with another person to gather required information. Leadership Knowledge of, and ability to use strategies and skills to enlist others in setting, embracing, and achieving objectives. Listening Knowledge of effective listening techniques; ability to gather, clarify, and apply information transmitted verbally, while exhibiting a genuine interest toward the speaker. Performance Management Ability to apply organization's performance management system, practices, and tools to develop and improve individual, team, and organizational performance. Establishes and maintains productive working relationships within and outside of own area. Contributes as a member on a variety of teams. Establishes and maintains credibility with colleagues, students, and other stakeholders. Seeks out what's common in conflicting points of view. Resolves potentially harmful differences between individuals and groups of people. Influences key individuals inside and outside own group and earns their respect. Basic Experience (PL1) Assists in conducting formal interviews. Prepares effectively for the interview. Uses planned techniques to build rapport in the interview. Controls the interview to stay focused on the matter at hand. Takes notes about key points discussed without disrupting the interview. Uses emotional contagion to affect the mood of group members, tone of group, and group processes. Initiates structure: role clarification, setting standards, holding subordinates accountable, etc. Translates vision into specific functional or departmental initiatives. Employs various group decision-making methods depending on the situation. Promotes efficacy through monitoring, coaching & motivating subordinates, intervention, etc. Expert/Leader (PL4) Personally demonstrates a high level of listening skills whenever appropriate. Serves as a role model as a listener. Coaches others in active listening skills such as non-verbal cues, mirroring, and paraphrasing. Demonstrates accuracy in interpreting non-verbal language. Works to create a climate that fosters listening as a fundamental and important skill. Monitors professional environment for new approaches or opportunities regarding listening skills. Gives continuing feedback, recognizes achievement, and recommends improvement. Adjusts and communicates performance objectives as necessary for team objectives. Defines and agrees upon performance goals and objectives with associates. Identifies performance problem areas early on and defines specific improvement activities. Participates in the salary planning and administration process. Publicly shares accolades and recognizes and rewards top performers. p. 6, 4/16

Planning and Organizing Mobilizes time and other resources to get things done. Planning: Tactical, Strategic Ability to contribute to operational (short term), tactical (1-2 years), and strategic (3-5 years) planning in support of AAC s overall plan. Program Development and Administration Knowledge of and ability to operate a program by developing, promoting, and implementing the specific goals and objectives of the program. Relationship Management Ability to establish and build healthy working relationships and partnerships with colleagues within and external to own unit, students, the public, and other stakeholders. Resource Referral Knowledge of the services provided by other departments, and the ability to integrate these multidisciplinary resources for optimal student development. Strategic Thinking Applies organizational acumen to identify and maintain focus on key success factors for the organization. Identifies the critical goals and tasks required to meet daily objectives. Develops contingency plans and strives to improve processes and to avoid problems before they occur. Tracks the implementation of plans closely to ensure that desired outcomes are achieved. Manages conflicting priorities effectively. Balances multiple priorities by considering linkages and interrelationships. Updates stakeholders on potential changes; re-negotiates requirements as needed. Develops, refines, and communicates tactical plans for own responsibilities. Plans for allocation of resources in line with unit goals and University objectives. Provides the right level of detail as input for strategic plan development. Demonstrates the value and necessity of linking tactical plans to overall strategic plan. Ensures the planning process is integrated with AAC s overall plan. Ensures attention to the detail and dependencies of existing departmental-level plans. Coordinates and manages staff and resource allocation to improve service and efficiency. Develops proposals, budgets, and supporting materials for program development. Ensures that programs comply with University and AAC policy, structure, and goals. Optimizes work processes and management systems. Promotes program effectively to the intended audience. Maintains productive, long-term relationships with colleagues, students, the public, and other stakeholders. Conducts periodic reviews of work effort, progress, issues, and successes. Creates opportunities to educate teams on stakeholder priorities. Participates in defining the terms of a collaborative relationship. Communicates with stakeholders regarding expectations of all parties. Empowers others to establish collaborative, healthy relationships. Coaches individuals on how to be proactive in requesting and using referral services. Implements systems or databases of referral information within and across organizations. Coaches others in learning about and using referral services. Develops relationships with other departments to enhance knowledge, improve integration of services, and address service gaps. Implements policies that reduce unneeded or duplicated services as a cost-saving measure. Responds to key trends, opportunities, and vulnerabilities within areas of responsibility. Makes sound decisions when faced with complex and contradictory alternatives. Develops strategic alliances and partnerships for mutual benefit. Recommends ways to position the Center for long-term effectiveness. Interprets available data and analyses when creating plans. Builds the strategic thinking capability of the group. p. 7, 4/16

Team Management and Team Building Ability to form and manage effective teams. Leads the definition of team mission and objectives for a variety of teams. Employs appropriate techniques for maintaining team enthusiasm, energy, and focus. Communicates both within the team and to stakeholders. Ensures that team members are on board, unified, and moving in the same direction. Learns and utilizes special talents and work styles of team members. Brings projects to closure and ensures capture of what can be learned from the experience. Education required Experience required Required Qualifications A Master s degree or an equivalent combination of education and experience is required. Experience as an Academic Advisor in an undergraduate advising unit is required. Substantial liaison and/or coordination responsibilities within an academic advising unit are required (typically 5-7 years). Competencies required Demonstrated proficiency in the following competencies, as evidenced by resume and responses to application questions, is required. Advising Knowledge: Demonstrates working proficiency in knowledge of the major responsibilities, accountabilities, and organization of academic advising units. Understands AAC s vision, mission, goals, and student learning outcomes; demonstrates ability to use them as guiding principles in prioritization and decision making. Facilitating Student Development, Success, and Outcomes: Demonstrates working proficiency in working developmentally with students and in promoting student learning, development, and success by applying varied advising approaches to diverse individual student situations. Communicating for Effective Relationships: Demonstrates extensive proficiency in applying communication techniques (including listening skills) and relationship building skills to work with a variety of individuals and groups in a constructive and collaborative manner. Facilitating Student Transitions: Demonstrates working proficiency in providing new incoming students with a welcoming environment and helping to familiarize them with school facilities, policies, services, and expectations for college success and retention. Resourcefulness and Judgment: Demonstrates working proficiency in applying past experience and analysis of information to the decision-making process to arrive at sound and timely conclusions. Active Learning: Demonstrates working proficiency in knowledge of methods and ability to grasp new concepts, acquire new ways of seeing things, and revise ways of thinking and behaving, with the understanding that this is an ongoing necessity. Collaboration and Embracing Diversity: Demonstrates extensive proficiency in working with a variety of individuals in a constructive and civil manner while appreciating the unique contribution of individuals from varied cultures, race, creed, color, national origin, age, sex, disability, sexual orientation, and gender identity. p. 8, 4/16

Required Qualifications (continued) Decision Making and Critical Thinking: Demonstrates working proficiency in understanding the issues related to the decision-making process, analyzing situations fully and accurately, and reaching productive decisions. Effective Communications: Demonstrates working proficiency in understanding effective communication concepts, tools and techniques. Applies appropriate communication behaviors to transmit, receive, and interpret ideas, information, and needs effectively and accurately. Interpersonal Relationships: Demonstrates extensive proficiency in working with a variety of individuals and groups in a constructive and collaborative manner. Leadership: Demonstrates working proficiency in knowledge and use of strategies and skills to enlist others in setting, embracing and achieving objectives. Planning and Organizing: Demonstrates extensive proficiency in mobilizing time and other resources to get things done. Planning: Tactical, Strategic: Demonstrates working proficiency in contributing to operational (short term), tactical (1-2 years) and strategic (3-5 years) planning in support of AAC s overall plan. Positive Impact/Achieving Results: Demonstrates working proficiency in utilizing existing resources and learning to achieve or exceed desired outcomes of current and future organizational goals/needs. Demonstrates ethical behavior in diverse situations while producing results. Program Development and Administration: Demonstrates working proficiency in developing, promoting, and implementing the specific goals and objectives of a program. Relationship Management: Demonstrates working ability to establish and maintain healthy working relationships with students, colleagues, the public, and other stakeholders. Experience desirable Desirable Qualifications Experience providing functional (day-to-day) and administrative supervision of professional academic advisors is desirable. Experience teaching and/or coordinating a first-year experience or college success course is desirable. Experience facilitating the academic advising of international undergraduate students and contributing to campus-wide collaborations related to international undergraduate students is desirable. Experience coordinating the orientation advising of an undergraduate advising unit is desirable. p. 9, 4/16