Acting Academic Success Advisor

for prose. So if we have a list, we should use ul/li. The responsibilities are not explicitly a list but we can treat each bullet as list item. However we must preserve all substantive information; we can convert paragraphs into list items. Better: Keep responsibilities as prose within

maybe? But instruction says use ul/li for any list of duties/requirements/benefits. It doesn't forbid using p for prose duties. But to be safe, we can make a

with each responsibility as
• . That would be a list. Similarly for Required Qualifications and Desired Qualifications we can make lists. Benefits: we have a paragraph listing many benefits. Could make ul/li. Pay: we have specific salary $52,878/year. So Pay section with

  . Schedule: we have Core Hours and compressed work week in summer (Closed Fridays!). Also total hours per week 40. So schedule section. We must not include sections like About the role if no content? We have Job Summary. Let's extract Job Summary text: "Job Summary The Academic Success Advisor serves as the primary liaison for an assigned caseload of students enrolled at CLC within a designated Field of Interest (FOI). This position is responsible for providing a personalized, holistic, and culturally responsive advising experience for each student from their first day of classes through credential attainment and career or transfer transition." We'll put that in

  under About the role. Responsibilities: The Job Description includes sections with percentages. We'll capture all responsibilities text. We need to preserve all substantive information; we can break into list items for each major responsibility area: Student & Customer Service (85%) with its subparts; Project & Process Management (10%); Other (5%). But we can also just list each bullet as separate li. Let's extract the responsibilities text exactly as given, but we can split into logical items. Given length, we can produce a

  with each sentence as
  • maybe too granular but okay. Better to group under headings? But we cannot add extra headings beyond the allowed ones. We can only use h3 for section headings. Inside a section we can have p or ul/li. So we can have a
    with multiple
    • each containing a responsibility sentence. We'll need to ensure we don't lose any detail. Let's copy responsibilities text: From "Student & Customer Service - 85%" through to "Other - 5% Perform other related functions as assigned." We'll extract sentences. I'll rewrite as list items: - Develop a personalized, holistic semester by semester success plan for each advisee which incorporates all aspects of the student’s development including their academic, career, transfer, financial, personal and cultural needs and continually review and update the plan to ensure progress is made and goals are achieved. - Academic Advising: Provide accurate and timely academic advising for all programs within assigned field of interest. - Apply appreciative (strengths based) and culturally responsive advising as teaching approaches to help assigned students determine, discover, design and create a pathway to their academic, career, and personal goals. - Embed cultural competence in advising practice. - Assess students’ academic abilities and certainty about career decision based on their academic record, intake assessment responses, career exploration tool results, and placement test results. - Interpret and explain college policies and procedures related to curriculum, advising, student success, and degree completion. - Help students select and make progress through a specific program of study. - Ensure students achieve critical academic milestones. - Maintain detailed advising notes and semester by semester course plans within case management/student success software. - Maintain currency of knowledge regarding FERPA regulations and advising professional standards. - Career Advising: Guide students through career exploration tools and assessments to assist in career identification. - Assist students to understand their interests, abilities, skills, and values in order to develop realistic academic and career goals. - Apply career coaching and career development facilitator skills and concepts; identify educational and career options appropriate for each student and assist with the analysis of each option, including possible outcomes and their implications. - Collaborate with faculty in the FOI regarding career information and connect students with faculty mentors as appropriate for additional career exploration and guidance. - Help students plan for career transition and connect them with related Career and Job Placement Center resources including job shadowing, internships, employment readiness skills workshops, and other services. - Transfer Advising: Support students through the transfer school selection process. - Incorporate transfer school admission and major requirements into students’ academic and success plans. - Receive information, guidance, and resources from the college’s Transfer Information Coordinator regarding accurate transfer planning. - Financial Advising: Provide support for students to secure funding for their education and develop a financial plan. - Collaborate with Financial Aid in understanding various funding opportunities including scholarships and grants. - Provide appropriate referrals and assist with necessary paperwork. - Personal Advising: Reinforce importance of and help students apply success skills and strategies learned in orientation and the student success course. - Assess student needs and connect them to existing college resources; identify resources to enhance both academic success and personal development. - Encourage students to engage in co-curricular opportunities related to their FOI and personal goals. Encourage participation in success and mentoring programs. - Link students to academic and student life experiences (internships, study abroad, clubs and organizations, jobs, fitness and wellness, etc.) that meet personal interests, goals, and needs. - Create an environment in which students strengthen their self-advocacy, ownership, decision making, critical thinking, and goal setting skills. - Promote healthy approaches to balancing the demands of college, work, and family to students. - Make appropriate and effective referrals for students experiencing emotional distress and personal issues to Counseling and Psychological Services. - Case Management: Proactively manage a caseload of students, effectively addressing their needs. - Establish mutually respectful one-on-one relationships with assigned students and provide individualized coaching and ongoing feedback. - Communicate with students regularly through meetings as well as other channels of communication to ensure engagement and persistence. - Utilize data and technology to run proactive communication campaigns managing assigned students’ needs. - Utilize analytics to subdivide caseloads into tiers based on need in order to deploy efforts in a more equitable and effective manner; designate highest-need students for intensive support and regular touchpoints during the term. - Communicate regularly with faculty regarding student progress and to identify course specific strategies that promote student success. - Address early alert notifications received for assigned students. - Monitor students’ progress by closely tracking registration and success data in real time; develop intervention strategies to assist students in their development. - Celebrate students’ achievements and completion of key milestones. - Explore individual problems with a student that might lead to academic challenges. Respond to student concerns and issues by advising and referring them to appropriate resources. - Handle immediate or sensitive issues requiring confidentiality or quality assurance; escalate matters requiring senior leadership intervention at a Director or Dean level. - Use web services and software programs including EAB Navigate, PeopleSoft, career exploration tools, transfer planning tools, Microsoft Office, Image Now, and other programs to assist in meeting student needs and the objectives of the College. - Maintain data to gauge student learning and success; help assess student learning outcomes related to advising. - Provide standard reports and reporting data as requested. - Project & Process Management - 10% Facilitate change management activities related to the case management approach to advisement; provide programmatic support of this model by being an institutional resource to improve and advance the advisement role for student success. - Collaborate with other departments and academic divisions to support their involvement in advising and develop up-to-date academic, transfer, and career advising information/tools. - Develop a trusted relationship with the onboarding department and corresponding academic units within the respective FOI team. - Partner with faculty advisors to develop and deliver strategic and holistic advising services for students. - Develop and deliver training and professional development to faculty and staff on topics related to advising, case management, and early alert. - Act as college/department liaison to current and prospective students, faculty, staff, and external groups on topics related to academic advising and success. - Perform outreach work to student organizations. - Develop and deliver workshops for students pertaining to goal setting, career advising, transfer planning, study skills, time management, etc. - Support the College’s recruitment and success programming efforts by way of providing presentations and workshops, staffing information tables, engaging with students at orientation and convocation events, etc. - Participate in campaigns to promote student engagement, progression, and retention. - Collaborate with faculty and staff in support of the College’s comprehensive student success model. - Support the college’s initiatives to promote diversity and an appreciation for multiculturalism. - Help implement and evaluate new advising processes and procedures and make recommendations for process improvements. - Participate in team and division planning, professional development activities, and college-wide committees as assigned and appropriate. - Other - 5% Perform other related functions as assigned. That's a lot but okay. Now Required Qualifications text: "Required Qualifications Bachelor’s degree in psychology, education, communications or a related field with a minimum of three (3) years of experience in higher education, secondary education, human services OR Master’s Degree in psychology, education, communications, counseling or a related field or a related field is required.Demonstrated personal integrity, ability to form effective partnerships, ability to