Coordinator of Dual Enrollment and Transitional Education - Fairmont, United States - Pierpont Community & Technical College

Description

Job Description

Pierpont Community & Technical College

Job Description

JOB TITLE: Coordinator of Dual Enrollment Education and Transitional Studies

AGENCY: Pierpont Community and Technical College

WORK LOCATION: Pierpont Advanced Technology Center, 500 Gallagher Drive Fairmont, West Virginia 26554

REPORTS TO: Office of Academics

FLSA Status: Exempt

Employee Category: Nonclassified

Posted 4/23/2024 position closes 5/10/2024

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GENERAL JOB SUMMARY

In general, the coordinator:

Facilitates DE consortium activities. Plans, convenes and manages a collaborative partnership between the public schools and campus. Manages a formal cooperative agreement with CTE partners, in collaboration with faculty, CTE and Provost. Prepares reports for CTC / CTE Consortium meetings and college offerings for high school students. Manages offerings of college classes for high school students including dual enrollment (DE). Facilitate CTC/CTE Consortium identification and validation of career pathways and credits in consultation with the Provost, Deans and CTE Directors.

As a Coordinator of Dual Enrollment Education and Transitional Studies at Pierpont Community Technical College, the job duties include:

1. Program Coordination:

• Coordinate all aspects of the dual enrollment program and the Pierpont College Academy (PCA).
• Coordinate, develop, and manage the dual enrollment (DE) pilot pathway program for Pierpont in collaboration with academic deans to identify and develop pathways
• Identify potential new high school partners and collaborate with Academics to establish agreements for dual enrollment programs.
• Coordinate and host an advisory committee for dual enrollment education.

2. Curriculum Development:

• Collaborate with faculty and academic departments to develop dual enrollment course offerings that align with both high school and college academic standards.
• Coordinate the delivery of an introductory college course (e.g., ROAR 1101).

3. Student Recruitment and Advising:

• Coordinate recruitment efforts to attract high school students to the dual enrollment program.
• Serves as transition academic adviser for students with EDGE credits or dual credits in career and technical education as they apply and enroll in Pierpont, maintain student files, and prepare reports.
• Advise high school students and their families on the benefits and requirements of dual enrollment participation.
• Provide guidance to students on course selection, academic planning, and career pathways.

4. Partnership Development & Management:

• Serve as the primary liaison between the community college and participating high schools, maintaining strong collaborative relationships.
• Organize regular meetings with high school administrators, counselors, and teachers to ensure effective program implementation.
• Work closely with high school partners to ensure alignment between dual enrollment courses and high school graduation requirements.

5. Registration and Enrollment:

• Oversee the registration and enrollment process for dual enrollment students, ensuring accuracy and compliance with college policies.
• Coordinate with the college's admissions and registrar's offices to facilitate the enrollment of dual enrollment students and the awarding of any EDGE college credits for CTE pathways.
• Develop and implement strategies to increase enrollment and retention in the dual enrollment program.

6. Faculty Liaison:

• Serve as a liaison between high school instructors and college faculty to ensure alignment of courses, instructional quality, and assessment standards under the direction of the academic deans.

7. Administrative Support:

• Handling administrative tasks related to dual enrollment, such as processing student applications, maintaining enrollment records, and coordinating course scheduling.

8. Faculty Recruitment and Development:

• Recruit, train, and support high school teachers and college faculty teaching dual enrollment courses, in collaboration with and under the supervision with the academic deans.
• Provide professional development opportunities for dual enrollment instructors to enhance teaching effectiveness, in collaboration with and under the supervision with the academic deans.

9. Data Management and Reporting:

• Maintain accurate records of dual enrollment students, courses, and outcomes.
• Prepare reports for college administrators, state agencies, and other stakeholders as required.

10. Marketing and Outreach:

• Coordinate marketing materials and strategies to promote the dual enrollment program to high school students, parents, and school counselors.
• Organize information sessions, workshops, and other events to increase awareness of the program.
• Coordinate college transfer fairs and transitional education programs.
• Represent the college at high school events, college fairs, and community events to recruit students and build partnerships.

11. Compliance and Accreditation:

• Stay informed about relevant state and federal regulations, policies, and best practices related to dual enrollment.
• Collaborate with college administrators to prepare for program reviews and accreditation evaluations.

12. Budget Management:

• Develop and manage the budget for the dual enrollment program, including funds for instructional materials, professional development, and student support services.
• Monitor expenditures and identify opportunities for cost savings and efficiency improvements.

13. Student Support Services:

• Coordinate support services for dual enrollment students, including tutoring, counseling, and academic advising.
• Collaborate with college departments to provide access to resources such as libraries, laboratories, and technology.
• Address any issues or concerns raised by dual enrollment students, parents, or high school partners.

14. Evaluation and Continuous Improvement:

• Conduct ongoing evaluations of the dual enrollment program to assess its effectiveness and identify areas for improvement.
• Solicit feedback from students, parents, faculty, and high school partners to inform program enhancements.
• Implement changes to the program based on evaluation findings and feedback to ensure continuous improvement.

15. Advocacy:

• Serving as an advocate for dual enrollment students within the college community, advocating for resources and support services to enhance their educational experience.

16. Community Engagement:

• Engaging with parents, community organizations, and other stakeholders to promote awareness of the benefits of dual enrollment and support student success

17. Other Responsibilities:

• Perform other duties as assigned by the college administration to support the mission and goals of the institution.
• Stay updated on trends and best practices in dual enrollment and higher education.

These duties encompass the various responsibilities involved in managing a successful dual enrollment program, balancing administrative tasks, educational planning, student support, and community outreach.

By effectively fulfilling these duties, the Coordinator of Dual Enrollment and Transitional Education Studies plays a crucial role in ensuring the success and growth of the dual enrollment program at Pierpont Community & Technical College.

To be successful in the role, the candidate should possess the following knowledge, skills, abilities, and education/experience.

KNOWLEDGE, SKILLS & ABILITIES

• Ability to work under pressure with multiple interruptions and meet deadlines.
• A strong commitment to the mission of Pierpont Community Technical College.
• Demonstrated excellent communication, interpersonal and leadership skills; ability to work independently with little direction.
• Demonstrated organizational skills in handling, directing, and prioritizing multiple and complex assignments/projects and maintaining records.
• Ability to establish and maintain positive and effective working relationships with students, college employees and the public.
• Ability to communicate effectively, both orally and in writing; define problems, collect data, establish facts, and draw valid conclusions; and effectively present information to top management, public groups, and/or boards of directors.
• Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community.
• Proficient in the use of e-mail, word processing, spreadsheet, database, and presentation software and use of the Internet to access data, maintain records, generate reports, and communicate with others.
• Ability to perform and excel in a high-tech all-digital environment

EDUCATION AND EXPERIENCE

Bachelor's degree from an accredited college or university with one (1) year of direct experience in the advising/retention functional area at a college or university or related educational setting OR an associate degree with three (3) years of experience in the advising/retention functional area at a college or university or related educational setting. OR an equivalent combination of experience and education. Master's degree strongly preferred.

PHYSICAL REQUIREMENTS

• Conditions are those of a typical office environment, requiring frequent oral communication with students and colleagues, the ability to enter data and written communications in electronic format in a timely manner, and sufficient mobility to be present and address students, their parents, and fellow professionals at appropriate college and regional functions.
• Ability to travel extensively and handle bulky presentation materials, with a lifting requirement of 25 pounds
• Moderate physical activity. Requires handling of average-weight objects up to 25 pounds; standing, siting and/or walking for brief to long periods

DISCLAIMER:

This description does not state or imply that the duties listed are the only duties to be performed by the position incumbent. Employees are required to follow job-related instructions and perform other job-related activities assigned by their supervisor. Most requirements are subject to possible modification in order to provide a reasonable accommodation to individuals with disabilities. Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves, students, other employees, or the general public.