Academic Success Case Manager (temporary)

Academic Success Case Manager (temporary)

About Susquehanna:
As a living, learning and working community, Susquehanna University affirms its commitment to being an engaged, culturally inclusive campus. As we seek to embody the rich diversity of the human community, we commit ourselves to the full participation of persons who represent the breadth of human difference. The university encourages candidates from historically underrepresented groups to apply. Susquehanna University is an Equal Opportunity Employer.

Susquehanna University is a national liberal arts college committed to excellence in educating students for productive, creative and reflective lives of achievement, leadership and service in a diverse, dynamic and interdependent world. Its more than 2,300 undergraduates come from 35 states and 22 countries, and all students study away through Susquehanna’s unique Global Opportunities program. Susquehanna University’s 325 acre campus, noted for its beauty, is located in Selinsgrove, Pennsylvania, 50 miles north of Harrisburg in the scenic Susquehanna River Valley, about a three hour drive from Philadelphia, Washington, D.C., and New York City. For more information, please visit https://www.susqu.edu.


Position Summary:
Job Summary
This position works collaboratively with the Center for Academic Success team to help manage student cases with a strong focus on students with disabilities. The Case Manager will manage a student caseload, address student needs who have academic issues, and maintain high student contact.
Specific Responsibilities

• Provide special outreach and support to students who are on academic probation and are at risk for academic suspension.
  
• Disseminates notifications/information to faculty about student's approved accommodations.
  
• Provide special outreach and support to students who are marked at-risk in SU's online advising management system (e.g., EAB Navigate).
  
• Collect, evaluate, and record information about students and monitor unresponsive students to update the Center for Academic Success team.
  
• Provide referrals to support services within the university as well as the local community
  
• Create and implement communication plans to students academically at-risk, utilizing social media and other effective delivery methods.
  
• Collaborate with the Director of Disability Services to manage cases for students with disabilities and other disability services-related projects.
  
• Collaborate with tutoring and transitions staff to manage cases or students on academic warning, probation, and other academic risks.
  
  
  Required Qualifications:
  Knowledge, Skills, Abilities
  Knowledge of current issues and emerging trends regarding persistence and retention of students; Ability to address and respond to the needs of a diverse student population. Ability to manage multiple tasks; skills in written and verbal communication, including formal presentation to groups, demonstrations to individual faculty and staff, and directing student clients; ability to maintain confidentiality and understand related regulations (e.g., FERPA); and capable of maintaining attention to detail and professional interactions.
  
  Education and Experience
  Bachelor’s degree and 2 years of relevant experience required.
  
  Physical Demand
  Position requires the ability to stand or sit for extended periods of time. Position requires the ability to move about the campus. Position requires the ability to talk and to hear instruction. Position requires occasional manual dexterity and the ability to use fingers, hands, and arms to feel, handle, and reach. Working conditions are indoor.
  
  
  Preferred Qualifications:
  
  
  Special Instructions to the Applicant:
  
  
  Benefits Eligible: No
  Number of Months: Other
  Other Number of Months:
  Full-Time/Part-Time:
  Work Schedule/Hours per Week:
  Posting Date: 01/11/2021
  Closing Date:
  Open Until Filled: No
  Anticipated Start Date:
  Posting Number: AH00704
  
  To apply, visit https://jobs.susqu.edu/postings/2176