Baylor University

Job Description For Program Manager of Student Success-First In Line (125221)

Positions within Baylor University exist to support the mission, which is to educate men and women for worldwide leadership and service by integrating academic excellence and Christian commitment within a caring community.
Position Class
Job Family
Student Services
Academic Programs
Paul L. Foster Success Center (1252)
FLSA Status
Exempt - Does not qualify for overtime

Director of Student Success Initiatives
The purpose of this position is to develop, oversee and maintain the First In Line program for first generation students. They will provide regular academic and social programming opportunities for First in Line students, provide supervision for the First in Line peer leaders, maintain a caseload of vulnerable first generation students; provide regular follow up and on-going support/assistance and assist with seeking additional funding to support first generation and other vulnerable students.
Description Pct. of Time
Develop and implement an academically enriching and engaging bridge program for first generation students, First in Line Success Academy. 25%
Provide supervision for the First in Line peer leaders. 15%
Maintain a caseload of vulnerable first generation students; provide regular follow up and on-going support/assistance. 15%
Serve as an advisor for first generation student groups. 10%
Provide regular academic and social programming opportunities for First in Line students. 10%
Assist with seeking additional funding to support first generation and other vulnerable students. University. 5%
Provide on-going education to the Baylor community about the unique needs of first generation students at Baylor University 5%
Develop resources for first generation parents. 5%
Provide leadership for campus-wide first generation initiatives including leading the First in Line Advisory Council, and Undergraduate Admissions events to recruit high achieving first generation students. 5%
Analyze first generation data to ensure we are meeting the unique needs of our first generation students at Baylor University. 5%
Total 100%
Functional Skills
Creates and adheres to realistic budgets in a manner that helps achieve the organization's objectives. Tracks expenses against the budget frequently enough to make adjustments at the optimum time. Communicates budget concerns and adjustments to all appropriate stakeholders so that they can adapt their plans and expectations. This contrasts with the behavior of individuals who either fail to create budgets or fail to stick to them; who let too much time go by before comparing actual expenses to budget projections; and/or who neglect to notify important stakeholders about budget concerns or adjustments. Such individuals frequently allow expenses to spin out of control.
Develops the steps necessary to accomplish long-term goals. Identifies long and short-term goals and establishes realistic plans to reach them. Allocates required resources, allows for contingencies and ensures that plans fit with the larger needs of the organization. Sets milestones to measure progress along the way. This is distinctly different from individuals who ignore long-term or short-term goals, fail to link their goals to broader initiatives, have not set realistic plans that allow for contingencies, and/or ignore the importance of milestones that could enhance motivation in the pursuit of long-term plans.
Operating Skills
Priority and Time management
Prioritizes tasks and manages time to ensure that deadlines are met. Plans his or her time and sticks to those plans. Prevents or manages interruptions until the highest priority tasks are accomplished. This is in contrast to those individuals who fail to prioritize tasks or are not tenacious or disciplined enough to stay focused on the highest priority aspects of the job. This tendency to lack focus or discipline results in unmet deadlines and frustrated stakeholders.
Investigates all viable options, along with the potential consequences of each, and then makes timely and good decisions. Can direct a group through this process and does not hesitate to make difficult decisions. Can speed up the decision-making process when time is of the essence, yet can also slow it down when there is time to do so. This differs from those who make quick decisions even when there is little time pressure or too few options have been explored, who struggle to make decisions when they are difficult or controversial, who fail to take charge when a group is struggling to move forward; and/or who miss "windows of opportunity" by delaying decisions when timing is truly a critical factor.
Relationship Skills
Active Listening Skills
Tends to listens more than talk. Leaves others with the impression that their thoughts, opinions, feelings and needs are important. Helps others understand their feelings and their needs. This compares favorably with the behavior of individuals who talk more than they listen, leave others wondering whether perspective is important, and/or are not viewed as a potential "sounding board" that allows others to sort through and clarify their own feelings and needs.
Sharing Knowledge
Makes it a practice to share new skills or knowledge with others in the organization. Keeps his/her manager informed of newly- acquired skills and knowledge and offers to share information, demonstrate skills or summarize learning for others on the team. This clearly differs from those who tend to hoard knowledge or skills and fail to see to it that new capabilities are shared with others to expand the benefits for the organization.
Relationship Building and Networking
Builds rapport and develops alliances with a broad range of people. Adjusts communication style to meet the needs of individuals at various organizational levels and to meet the needs of clients. Forms alliances by demonstrating concern and respect for others, as well as by highlighting common interests and aspirations. Leave others feeling that he/she will be a trusted ally and is careful to act in ways that reinforce that trust over time. This is in contrast with the behavior of individuals who tend to interact with a relatively narrow range of people or who fail to adjust their communication styles to accommodate others. It is also quite different than behavior that leaves the impression that the person is seeking to advance his/her own narrow agendas and interests.
Instructions and guidelines define overall goals and priorities under limited supervision. This position may have the authority to commit the employer in matters that have financial impact. Advanced knowledge is required in planning and completing assignments, resolving conflicts and coordinating work with others. This position has the authority to make decisions without direction from supervisor

Bachelor's Degree
Master's Degree
Education or a related field

1 year
3 years

This position does not have supervisory responsibilities.
Requirement/Condition Frequency
Work performed in a normal office environment. Constant
Work performed in an environment requiring exposure to weather extremes. Never
Work performed in an environment requiring exposure to fumes, odors and noise. Never
Requirement/Condition Frequency
Physical effort with some handling of light weight such as supplies or materials (0 to 15 lbs). Frequent
Physical efforts including standing, lifting and carrying light to moderately heavy materials or equipment. (15 to 50 lbs). Occasional
Physical effort such as pushing, pulling, bending, lifting, and carrying heavy objects (50 + lbs). Never
Requirement/Condition Frequency
Demands require close visual attention. Constant
Demands require prolonged mental concentration. Constant
Requirement/Condition Frequency
Exposure to hazards that may result in some injury, lost time, or threat to one's personal health. Never
Exposure to job hazards that may result in injury, lost time, total disability or death. Never
Last Modified:
9/5/2019 8:53:58 AM