Director, Bobcat Advising Center (on-campus)

We need to output HTML fragment with sections: About UC Merced, About The Job (maybe we can treat as About the role?), Responsibilities (Key Responsibilities), Qualifications, maybe Benefits? There's a Hiring Range with salary range: $102,000 - $127,000. That's pay info, so we need a Pay section. Also there is Job Closing Date and location: "This position is 100% campus-based." That's schedule? It's location, not schedule. There's no explicit schedule (full-time/part-time). So we should not create Schedule section unless specified. Benefits not mentioned. So we include Pay section with salary range. Also maybe include a short paragraph for metadata like Job Closing Date and location? The instruction: do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short

or drop it. So we can include a

for Job Closing Date and location. Also "Background check required." and "Policy Statement How To Apply" are boilerplate/application instructions, remove. Also "Hiring Range" heading is not a standard section; we will treat salary range as Pay section. We need headings:

for section headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. But we should only include sections when posting has real specific content. We have About UC Merced (maybe About the role?). The posting has "About UC Merced" and "About The Job". Could combine as About the role? The instruction: use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we should map content to those headings. "About UC Merced" is about the institution, not the role. Could be considered "About the role"? Might be okay to use "About the role" heading and include both UC Merced description and job description? But we also have "About The Job" which is more directly about role. Perhaps we can have two sections: About the role (combining UC Merced and About The Job) or separate? The instruction says prefer a few substantive sections over many thin ones. So we could have About the role (including UC Merced overview and job summary). Then Responsibilities (Key Responsibilities). Then Qualifications (including required/preferred). Then Pay (salary range). Possibly also Skills? The qualifications list includes many skills; we could treat Qualifications as covering requirements and skills. No separate Skills section needed. We must not repeat the job title as a heading. The job title is not given explicitly but likely "Director of the Bobcat Advising Center (BAC)". We must not repeat it as heading. We must not include boilerplate like Background check, Policy Statement, How To Apply. We need to preserve all substantive information. So we need to include details from About UC Merced, About The Job, Key Responsibilities (broken into subparts), Qualifications (including bullet points), Pay range, Job Closing Date and location (maybe as a short paragraph). Also note that the position is 100% campus-based (maybe location). We'll include that in a short paragraph. We need to use

• for any list of duties/requirements/benefits. So for Responsibilities we should list each duty as
• . For Qualifications we should list each requirement as
• . For Pay we just put a

  with salary range. We need to avoid filler like "commensurate with experience". Not present. Now craft HTML. Structure:

  About the role

  ... UC Merced overview ...

  ... About The Job summary ...

  But we might split: maybe keep UC Merced as a paragraph, then About The Job as another paragraph. Then

  Responsibilities

  • ...
  ...
  We need to capture all responsibilities from "Key Responsibilities" sections: there are subheadings: Academic Advising Strategy and Programming, Staff Supervision & Professional Development, Student Enrollment, Success, and Retention, Campus and System Service. We'll combine into list items. We need to preserve all details; we can break into multiple list items each covering a bullet. Let's extract responsibilities: Academic Advising Strategy and Programming: - Provides leadership for the Bobcat Advising Center, which coordinates and delivers undergraduate academic advising services to first-year students in all majors, undeclared students in all class years, and lower-division undeclared transfer students. - Manages center operations, including staffing and operational calendar, and oversees a budget of approximately $1 million. - Responsible for the implementation, delivery, and continued assessment of a comprehensive academic advising program that meets the needs of students served by the Center. - Coordinates with campus undergraduate academic advising directors to develop and maintain a consistent academic advising experience throughout a student’s tenure at UC Merced. - Serves on the UC Merced Undergraduate Academic Advising Leadership Team. - Partners with staff and faculty in the academic Schools, including academic advising directors and professional staff, curriculum, faculty, and School leadership to promote programming for target populations, identify barriers that impact student progress and retention, and provide feedback on policy implementation that impacts first years, undeclared continuing, and undeclared lower division transfer students. - Integrates faculty-approved curriculum and program policies into Center operations, student communications, and staff training. Staff Supervision & Professional Development: - Provides direction and supervision to professional academic advisors on issues encountered with student academic advising, including degree requirements, interpretation and application of policy, and adherence to institutional student success initiatives (e.g., mid-semester grades, early alerts). - Makes decisions on escalated, complex student issues. - Develops, implements, and maintains staff training, including onboarding, development of advising competencies, upskilling, and individual growth opportunities for professional staff. - Supports subordinate staff in the development of training for student staff, including peer academic advisors. - Provides annual training to partner units (e.g., Enrollment Management, New Student Orientation) and partners with campus academic advising directors to develop and implement training and professional development opportunities for campus academic advisors. - Makes recommendations on performance, salary actions, hiring decisions, and other personnel-related issues of managed staff, including professional academic advisors, peer advisors, and student assistants. - Responsible for annual performance evaluations, corrective action, and resolution of employee concerns. - Exercises independent judgment in personnel-related matters and ensures compliance with University policies, procedures, and applicable labor agreements. - May supervise other non-academic advising professionals and student staff employed by the Center. Student Enrollment, Success, and Retention: - Collaborates with campus constituents in the development, implementation, and coordination of initiatives and systematic programs with organization-wide impact that support student enrollment, academic success, and persistence (e.g., placement exams, Early Alerts, Subject to Academic Dismissal interventions). - Coordinates activities of Center staff in engagement with relevant student success initiatives, ensuring alignment with the scope and impact of academic advising services. - Coordinates integration of resources and best practices for supporting student populations supported by the Center. - Advises campus partners, including Enrollment Management and New Student Orientation, on communication and engagement strategies and messaging targeting first-year and undeclared students. - Consults with relevant staff and campus leadership on complex student cases, which may include meetings with students and family members on time-sensitive issues. - Maintains collaborative relationships with campus units, including the academic school leadership, Dean of Students, Counseling and Psychological Services, Student Accessibility Services, and Housing, as key partners in resolving complex cases. - Coaches subordinate staff on moderately complex issues that include course enrollment, special program participation, University withdrawals, or educational leaves. Campus and System Service: - Participates in strategic committees, bringing professional expertise in academic advising and student success to inform decisions that impact institutional priorities. - Participates in functional workgroups, both campus and systemwide, to identify opportunities and address challenges that impact undergraduate academic advising. Now Qualifications: we need to list required and preferred qualifications. From text: Qualifications Bachelor's degree from an accredited university in a related area and/or equivalent experience/training (required) and/or Advanced degree from an accredited university in Counseling, Higher Education, Student Affairs or related area (preferred); and Five years of directly related, progressively responsible experience in higher education academic advising, including three years of supervisory experience of full-time professional staff providing academic advising, academic coaching, and/or mentoring, or an equivalent combination of education, training, and experience. Deep understanding of advising models, student development theory, best practices in advising delivery (e.g., intrusive advising, developmental advising), and relevant professional standards (e.g., NACADA). This includes knowledge of advising technologies and data management systems. Knowledge of common University-specific computer application programs. Knowledge of and experience with student information systems, such as Banner, MyDegreePath (u.achieve) or similar Familiarity with the structure and function of universities, including academic departments, student affairs divisions, enrollment management, and shared governance. Understanding of current trends and challenges in higher education, particularly related to student success and retention. Demonstrated application of student development theories to inform advising practices and programming to support special populations, including those under-represented in higher education, first-year students, undeclared students, and transfer students. Understanding of academic programs, degree requirements, general education requirements, and transfer articulation policies. Ability to interpret academic policies and procedures. Assessment and Evaluation: Knowledge of assessment methods and data analysis techniques to evaluate the effectiveness of advising programs and services. Ability to use data to inform decision-making and improve services. Understanding of FERPA, student privacy, and other legal and ethical considerations related to academic advising. Familiarity with the specific policies and procedures of the institution, including academic policies, enrollment policies, and student conduct policies; or the demonstrated ability to apply such policies to specific student situations Leadership and Management: Ability to supervise, train, and evaluate professional advising staff. Ability to build a strong team and foster a positive work environment. Ability to delegate effectively and manage multiple priorities. Collaboration and Relationship Building: Ability to work effectively with diverse stakeholders across campus, including academic departments, student affairs, enrollment management, and faculty. Ability to build strong relationships and foster collaboration. Communication and Interpersonal Skills: Excellent written and oral communication skills. Ability to build rapport with students, faculty, and staff. Ability to communicate complex information clearly and concisely. Active listening skills and empathy. Problem-Solving and Decision-Making: Ability to analyze complex situations, identify problems, and develop effective solutions. Ability to make sound decisions in a timely manner. Adaptability and Flexibility: Ability to adapt to changing circumstances and priorities. Ability to work in a fast-paced environment and manage multiple demands. We'll turn each sentence into list items, grouping similar. Pay: Salary range $102,000 - $127,000. Job Closing Date: "Initial applicant review will take place on or about September 14, 2026. Posting may close anytime after that date." Also "This position is 100% campus-based." We'll put a short paragraph:

  Initial applicant review will take place on or about September 14, 2026; posting may close after that date. This position is 100% campus‑based.

  Now ensure we don't include any boilerplate like "Background check required." etc. Now produce HTML fragment. We need to use

  for each section heading. We'll have sections: About the role, Responsibilities, Qualifications, Pay. We might also include a short paragraph for metadata before sections? The instruction: do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short

  or drop it. So we can place that metadata

  before the first heading or after? Probably before sections. Let's order: metadata paragraph, then About the role, Responsibilities, Qualifications, Pay. Now craft. Be