Director of Student Success

This is a full-time, exempt position and must adhere to the regulations stipulated in the Mount Marty University Employee Handbook. The director is responsible for the supervision and support of General Academic Advising, Counseling and the Center for Academic Excellence (Academic Support Services and Advising, Disability Services, Career Services, First-Year/Transfer Experience) in support of success, retention, and completion rates for Mount Marty University students. The director will lead the development and implementation of programs and support services that emphasize education for the “whole person” – spiritually, culturally, intellectually, physically, vocationally, socially and emotionally. The successful candidate will be skilled at building productive relationships with students and campus colleagues while serving as a liaison to the resources available within the Center for Academic Excellence, and the Mount Marty campus more broadly.

Mission: To assist each student in the development of a meaningful educational plan that is compatible with his/her life goals, promotes personal growth and prepares the student for a contemporary world of work.

• Coordinate comprehensive advising policies, practices and interventions to foster student success and retention across campus.

• Lead specialized advising and retention driven programs and activities, including:
  • New Student Registration

  • First Year Advising

  • Transfer Advising

  • General Academic Advising

  • GEN 102: First Year Seminar

  • Academic Recovery Program (PASS)

• Provide comprehensive advising, degree planning, credit evaluation for students in coordination with Academics, Athletics, Enrollment Management and the Registrar.

• Oversee the recruitment, training, and supervision of academic advisors, professional and student staff.

• Coordinate and implement centralized educational support services, including peer tutoring programs, academic skills development opportunities and academic counseling and/or coaching.

• Provide institutional support on academic & behavioral student concerns to support student success and retention. (Care team alerts, care team committee, 4/mid-term/12 week notices, athletic communication/collab, etc.).

• Monitor Uwill teletherapy usage and promote the service to students, encourage faculty to refer students. Serve as the primary contact on campus for the teletherapy and connection to resources.

• Ensure program planning, data collection, assessment and evaluation and actively transform findings into initiatives for action.

• Collaborate with faculty, staff and student organizations to plan and implement strategic initiatives, develop partnerships and collaborations, resolve issues, and foster success in curricular and co-curricular learning.

• Coordinate student absences, leaves of absence and institutional withdrawals with the Registrar, Financial Aid and Business Office.

• Remain up-to-date on state and federal guidelines, emerging theories and research, and conceptual models related to advising, career development, accessibility, and student success.

• Lead and serve on various division and university committees.

• Performs other duties as assigned by the Vice President for Student Success.

• Ability to develop and monitor individual success plans.

• Experience with learning and skills assessments.

• Familiarity with college student development and postsecondary learning strategies.

• Demonstrated ability to motivate students of diverse backgrounds in culturally responsive ways.

• Demonstrated organizational skills, attention to detail, motivation, and high degree of openness to new approaches and new ideas.

• Strong writing and oral communication skills.

• Strong interpersonal skills.

• Ability to work in a fast-paced, collaborative environment.

• Knowledge of FERPA and ethical principles in working with students.

• Committed to the mission of Mount Marty University.

• Master’s degree in relevant field (e.g., English, education, special education, psychology, counseling).

• Professional experience in post-secondary setting preferred; liberal arts education and/or professional experience preferred.

• Three years in counseling, advising, and/or teaching in higher education.