Posting will remain open until filled. Priority consideration for applications received by Sunday, October 13th.  

Highline College is committed to using the Guided Pathways approach to reduce equity gaps and improve student success. Faculty advising plays a critical role in that process. The Director for Faculty Advising will support Academic Affairs' efforts to develop and implement strategies and practices that strengthen faculty advising within the context of implementing guided pathways, including helping students complete professional/technical degrees and certificates or transfer into baccalaureate programs ready to enter specific majors.

Reporting to the Dean, Academic Pathways & Student Learning Resources, the Director for Faculty Advising collaborates with faculty, administrators, and student services professionals to coordinate the delivery of equitable student-centered academic advising and manage the process of assigning eligible students to faculty advisors.

This position is an exempt, at-will, full-time position. This position may require you to work some evenings and weekends.Reporting directly to the Dean of Academic Pathways & Student Learning Resources, this position will: 

Systems and Procedures

• Independently plan, design the faculty advising assignment process for all eligible students; independently manage allocation of tasks as needed, to other staff; 
• Train and oversee staff on process of assigning students to faculty advisors; 
• Maintain and update guidelines, procedures and correspondence templates for assigning students to faculty advisors based on students' academic pathway/program of interest and on faculty disciplines, interests, Pathway and advising loads in accordance with the Highline College Education Association (HCEA) contract, and in close collaboration with division chairs, department coordinators, faculty, and program managers; 
• Maintain and update guidelines and procedures for assigning students to faculty advisors in the student management system; 
• Monitor and respond to automated and faculty/staff submitted early alerts in order to support students in establishing goals to promote success, and completion of program; 
• Manage process to ensure students are transferred to a new advisor in the event that a faculty member is no longer available to advise or if the student changes their program of study; Remove inactive students from faculty caseloads, per relevant policies;
• Manage process for making effective referrals for students that are ineligible for faculty advising per HCEA contract or whose faculty advisors are unavailable or otherwise unable to address student?s specific concern(s);
• Maintain a current list of available faculty advisors with contact information, advising specialty, updated advising load, and overload permissions per HCEA contract;
• Engages faculty and staff in identifying trends and researching best practices for student persistence and completion through the student success software and current advising practice; 
• Manage the Faculty Advising email account and respond to questions regarding faculty advisor assignments from faculty, staff, and students.

Training and Professional Development

• Provide leadership and coordinate professional development opportunities for faculty advising; set goals for faculty advising program according to the strategic objectives of the college;
•  Lead the development of regular faculty advising professional development in collaboration with the Learning and Teaching Center and Educational Technology as it relates to the practice of equity focused academic planning;
• Collaborate with campus partners to educate and inform students about faculty advising, how to find their advisor information in the student success software, and provide alternative contacts in the absence of their advisor;
• Promote the shared responsibility for academic advising between the student and the advisor and work collaboratively with Student Services to increase awareness among students and faculty of key factors to ensure a successful advising relationship, including effective communication strategies.

Assessment

• Collect, interpret and distribute data regarding faculty advising to campus partners in collaboration with Institutional Research; ensure annual assessment and data collection are conducted in a transparent and ethical manner; 
• Collect and analyze data to measure and report program outcomes to stakeholders for program improvement and strategic planning.
• Monitor and independently perform audits of faculty advising activity in the student success software, in order to determine quarterly stipends per HCEA contract. Provide updates and recommendations to Vice President of Academic Affairs. 

Collaboration

• Participate in department and division meetings within Academic Affairs to provide timely updates about the faculty advisor assignment process and stay abreast of faculty and staff advisor assignment needs across campus; 
• Develop relationships with faculty, staff, and community partners to ensure program success and student engagement; Collaborate with key stakeholders to develop solutions to emerging faculty advising challenges and performance of student success system;
• Actively participate in the Highline Advising Community representing Faculty Advising and collaborate to implement recommendations related to faculty advising; 
• Collaborate to coordinate quarterly advising workshops with Pathway Advising, Career & Transfer Services, and Highling Advising Community;
• Proactively collaborate with ELCAP, Access Services and Achieve to develop appropriate faculty training to effectively support students served by (and transitioning from) these programs.
• Partner closely with the Associate Dean of Advising & Running Start, the Director of Advising, Career & Transfer Services, and the Academic Affairs Deans and Associate Deans to develop a process for eligible students to be proactively assigned to a faculty advisor or are connected with an alternative faculty advising opportunity. 

Competencies

• The Program Director needs to have a strategic mindset and the ability to lead and develop those tasked to work on projects. Has the ability to multitask with ease, problem-solve effectively, and clearly communicate both written and verbally;
• Strong organization skills and the ability to prioritize competing tasks;
• Work effectively with people of various ethnic, cultural, educational, and socioeconomic backgrounds; 
• Commitment to social justice and equity;
• Demonstrate an understanding of the needs and complexities of different programs and degrees; 
• Demonstrate an awareness of equity and access issues that impact student attainment and support student completion, including cultivating a sense of belonging, increasing social connectedness, supporting academic engagement, and explicitly fostering metacognitive skills and habits of mind; 
• Demonstrate intermediate to advanced Microsoft Excel and data management skills; ability to manage, update and clean spreadsheets, using Excel formulas, pivot tables and deduplicate functions; 
• Experience working in a community college or a strong understanding of the community college system; 
• Excellent attention to detail; 
• Be a self-starter with an ability to take a big picture view of faculty advising and requiring minimal supervision;
• Understanding of theoretical models of advising and familiarity with salient research in the scholarship of teaching and learning;
• Familiarity with a student management systems such as ctcLink; 
• Experience with and ability to develop and implement assessment plans; 
• Skill and demonstrated experience in data analysis and interpretation; 
• Ability to work with confidential and sensitive information and records; 
• Ability to commit to the highest ethical standards. 

REQUIRED QUALIFICATIONS: 

• Bachelor's Degree; AND 
• Experience in training/facilitating large and small groups and/or advising/mentoring students.

DESIRED QUALIFICATIONS:

• Master?s degree in Social Science, Higher Education, or related field;
• Significant multicultural experiences;
• Experience facilitating professional development; 
• Experience in or academic background data collection and analysis;
• Experience in or academic background in program assessment.

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