The Position

RESPONSIBILITIES OF THE POSITION

Georgia Tech seeks an experienced, innovative, and student-centered executive director of academic success and advising (ED-ASA). The position reports directly to the vice provost for undergraduate education (VPUE) and serves as a member of the Office of Undergraduate Education (OUE) senior leadership team. The new ED-ASA will be charged with establishing a comprehensive vision for academic success that aligns with both Georgia Tech’s new strategic plan and University System of Georgia (USG) initiatives and supports institutional goals for retention and completion. The position provides strategic leadership for programs, services, and operations that impact academic success, including undergraduate advising; academic coaching and transition; tutoring and academic support; student success workshops and outreach; “at risk” and “off course” student interventions and courses; pre-health and pre-professional advising; prestigious fellowships advising; first-generation and limited income student programs; and related areas. The ED-ASA will play a critical role in ensuring that all students are supported academically throughout their undergraduate experience, from orientation to graduation. The person in this position must be able to initiate, develop, and sustain strong positive relations with faculty, academic advisors, student success professionals, staff, and administrators. The ability to create partnerships, collaborate, and lead through influence across the Institute is essential.

Other essential duties as outlined in the institution position description include:

  • Supervising the following staff, units, and programs within OUE:
    • Undergraduate Academic Advising and Transition (UAT)
    • Tutoring and Academic Support (TAS)
    • Pre-Graduate and Pre-Professional Advising (PGPP)
    • First-Generation and Limited Income Student Initiatives (FGLI)
  • In coordination with the leadership of designated reporting units/programs, leading, overseeing, implementing, and evaluating all operations, budgets, services, programs, and activities; developing ways to support staff development and support DEI initiatives.
  • Engaging in development and grant-writing efforts to increase funding and piloting new initiatives.
  • Working with the director of UAT, leadership in the Office of Information Technology (OIT), Enrollment Management, and other areas to implement and evaluate GT’s enterprise advising and student success platform, Salesforce Advisor Link (SAL).
  • Staying abreast of student success, retention, and advising literature and best practices, particularly related to STEM fields.
  • Developing and implementing a comprehensive vision for academic success for all students, which includes academic intervention and outreach strategies for students who are off course, at risk, or not achieving academically as expected.
  • Leading initiatives that are outcomes of GT’s new strategic plan, particularly those from Enrollment and Transforming Teaching and Learning; working to continue implementation of GT’s 2018 Academic Advising task force recommendations.
  • In coordination with the director of Retention and Completion, supporting and ensuring implementation of GT’s USG student success initiatives, including Complete College Georgia, Momentum Approach, and possibly new initiatives that may arise.
  • Serving as an ambassador and key partner to faculty and staff who work in areas related to student success, such as academic advising, academic support, faculty development (CTL), Office of Minority Education (OMED), Student Engagement and Well-Being, enrollment management, and other areas.
  • Ensuring that data on academic advising and student success are collected, analyzed, maintained, and disseminated to the VPUE and other institute leaders to inform data-driven decision making.
  • Engaging in efforts to work with faculty governance and other groups to review and propose Institute policies related to academic success and progression.
  • Serving as a member of the OUE Senior Leadership Team, actively contributing to the division’s overall leadership, goals, and strategic priorities.
  • Teaching at least one section of GT’s student success course (GT2100) or similar course each academic year; may design and deliver other academic success programs, outreach, and workshops for students and faculty.
  • Participating in committees, task forces, working groups, and other efforts assigned by the VPUE.

Link to units reporting to ED-ASA:

Undergraduate Advising and Transition

Tutoring and Academic Support

Pre-Graduate & Pre-Professional Advising

First Generation/Limited Income Student Initiatives

QUALIFICATIONS AND CHARACTERISTICS

The successful candidate will possess a doctorate (PhD or EdD) or equivalent terminal degree from an accredited college or university and have a minimum of seven years of professional faculty or administrative experience in higher education, including at least three years of leadership experience with oversight of a center, unit, department, or team within student success, academic advising, or related area in a college/university setting. The position requires: experience supervising professional staff; demonstrated ability to collaborate effectively with academic advisors, faculty, staff, administrators, and others; experience using enterprise-level student success platforms to support student success, academic support, and advising, such as EAB, Salesforce, Civitas; experience using evidence-based research to develop and assess programs; understanding and knowledge of current literature and best practices in advising, student success, persistence, and retention; strong analytical skills with the ability to effectively use data to inform practice; excellent interpersonal skills and evidence of creating strong partnerships and collaborations. Preferred qualifications include professional experience working in a research university setting, background in undergraduate STEM education, and university/college-level teaching experience. Successful candidates should demonstrate a commitment to diversity and equity and promote an inclusive campus climate.

In addition to the stated qualifications, institutional stakeholders indicated that the following personal characteristics and experience would be sought in candidates to ensure their opportunity for success:

  • Excellent change management skills
  • Content expert in student success and academic advising
  • Collaborator
  • Appreciation for and support of diverse student populations
  • Visionary
  • Exceptional communication skills
  • Strategic thinker
  • Student-focused
  • Strength in data analysis and informed decision-making
  • Creditable leader
  • Displays emotional intelligence
  • Leadership savvy
  • Creative problem solver
  • Ability to balance multiple and competing priorities
  • Demonstrates inclusion strategies
  • Advocate for students and staff
  • Leads through influence
  • Connector
  • Bridge builder
  • Coaches their team and promotes staff professional development
  • Builds strong teams
  • Tech savvy and has experience with student success-related platforms
  • Can thrive in a decentralized environment
  • Innovative

HISTORY OF THE POSITION

The executive director for student success and advising is a new position for the university. It was created as a result of reorganization within the Office of Undergraduate Education.

OPPORTUNITIES AND CHALLENGES OF THE ROLE

Content expertise. The executive director will possess an understanding of the challenges for institutions in the changing landscape of higher education. They will be abreast of current trends and best practices in student success.

Strategic planning. The executive director must demonstrate a leadership style that is credible and collegial while being highly effective. The executive director is expected to develop plans that enhance student success with efficiency, data-driven policies and practices, and improved graduation rates.

Collaboration with all academic colleges. The executive director will forge significant partnerships with academic units through thought leadership, collaborations, and community engagement. They will be a bridge builder to all six academic colleges for the Office of Undergraduate Education.

Increased Diversity. Both enrollment and the ethnic diversity of Georgia Tech students have increased, and the variety of academic majors and colleges has also grown. Georgia Tech is no longer only a STEM-focused institution. With that knowledge, expanding resources and creative solutions will be essential to serving a changing student population.

Balancing the visionary and operational aspects of the position. The executive director will be able to create a strong vision for the area’s growth and priorities while also having a keen understanding of operational challenges and opportunities.

Change management. The executive director will be courageous in advancing new ideas, thinking outside the box, addressing student success, and advising challenges with creativity and innovation.

Staff management and development. The executive director will need experience supervising, training, and supporting staff in various stages of their careers. They must possess management experience to motivate and lead a complex organization effectively.

Decentralized services. The operating structure for student services is decentralized, which has positive and challenging attributes. The executive director will need organizational savvy and the demonstrated ability to lead through influence and strong partnerships.

Trust and confidence of the campus community. The executive director will be charged with relationship-building with students, faculty, staff, institutional leadership, and other stakeholders.

Strong institutional reputation. Georgia Tech’s wide variety of technologically focused majors and minors consistently earn strong national rankings. Georgia Tech has six colleges and 28 schools focusing on Business, Computing, Design, Engineering, Liberal Arts, and Sciences.

Technology. The executive director should be familiar with and provide leadership for student success-related platforms.

Communication and marketing. The areas within this unit need increased promotion and outreach so that students know these services that promote their success.

MEASURES OF SUCCESS

At an appropriate interval after joining Georgia Tech, the following will initially define success for the executive director:

  • The executive director has introduced programs and initiatives to address student success concerns and trends.
  • Students, faculty, and staff will have increased awareness of services and programs in these areas.
  • The executive director has demonstrated that they are a valuable thought leader, joining institutional leaders in advancing strategic priorities on behalf of Georgia Tech and its students.
  • The executive director has established significant relationships with faculty, campus leadership, students, and community members to enhance student success.
  • The executive director has cultivated an atmosphere conducive to rethinking student success strategy and innovation throughout the campus.
  • The executive director has supported the professional development of staff and worked to fill vacancies within the area.

Institution & Location

OVERVIEW OF THE OFFICE OF UNDERGRADUATE EDUCATION

A unit of the provost’s office and led by the vice provost for undergraduate education, the Office of Undergraduate Education (OUE) challenges students to become accomplished learners who can make meaningful connections between work, study, and community.

Mission and Functions of the Office of Undergraduate Education

Organizational Chart of the Office of Undergraduate Education

LEADERSHIP OF THE OFFICE OF UNDERGRADUATE EDUCATION

Dr. Steven P. Girardot – Vice Provost for Undergraduate Education

Dr. Steven P. Girardot, vice provost for Undergraduate Education, has over twenty years of higher education experience and is a proud Tech alumnus, having earned both a BS in chemical engineering and an MS in chemistry from Georgia Tech. He completed his doctorate in chemistry at Emory University and a Master of Public Health (MPH) degree in epidemiology from Emory University’s Rollins School of Public Health. His research was at the interface of chemistry and environmental health.

As vice provost, Dr. Girardot manages the operations and administration of the Office of Undergraduate Education, including budget oversight, human resources, communication, strategic planning, assessment, accreditation, and related administrative policies and procedures. He oversees the co-curricular and academic success programs and units within OUE, including Tutoring and Academic Support Programs, Undergraduate Advising and Transition, Pre-Professional and Pre-Graduate Advising, the Career Center, and High Impact Learning Initiatives (which includes undergraduate research, student innovation, first-year seminars, living-learning communities). He also oversees campus wide undergraduate initiatives such as Complete College Georgia (CCG)/Momentum Year (MY) and serves on the USG General Education Council.

INSTITUTIONAL OVERVIEW

The Georgia Institute of Technology (Georgia Tech) is a top 10 public research university with nearly 44,000 students (17,000 undergraduate) who study in person at the main campus in Atlanta, at Georgia Tech-Lorraine in France, at Georgia Tech-Shenzhen in China, as well as through distance and online learning. Students represent 50 states and 149 countries. Georgia Tech’s engineering and computing colleges are the largest and among the highest-ranked in the nation. The Institute also offers outstanding business, design, liberal arts, and sciences programs. With more than $1 billion annually in research awards across all six colleges and the Georgia Tech Research Institute (GTRI), Georgia Tech is among the nation’s most research-intensive universities. It is an engine of economic development for the state of Georgia, the Southeast, and the nation. Georgia Tech’s mission is to develop leaders who advance technology and improve the human condition. Its mission and strategic plan are focused on making a positive impact in the lives of people everywhere.

Georgia Tech Mission and Vision

Strategic Planning

THE STUDENT BODY

Total Enrollment: 39,771

Undergraduate: 16,561

Graduate: 23,210

Retention Rate: 97%

Male: 61%

Female: 39%

White: 44%

African American: 7%

Asian: 26%

Hispanic: 7%

Two or More Races: 4%

Race Unknown: 2%

Non-Resident: 9%

INSTITUTIONAL LEADERSHIP

Ángel Cabrera – President – Georgia Tech

Ángel Cabrera is the 12th president of the Georgia Institute of Technology. Dr. Cabrera came to Georgia Tech on September 1, 2019, after serving for seven years as president of George Mason University (GMU) in Virginia. During his presidency, GMU joined the top tier of research universities in the Carnegie Classification and was the fastest-growing institution in the state. Before leading GMU, Dr. Cabrera was president of the Thunderbird School of Global Management, now part of Arizona State University, and dean of IE Business School in Madrid.

Under Dr. Cabrera’s leadership, more than 5,700 members of the Georgia Tech community contributed to a new ten-year strategic plan launched in November 2020. The program is grounded on a new mission statement that reaffirms Georgia Tech’s commitment to “developing leaders who advance technology and improve the human condition.”

As president during the Covid-19 pandemic, Dr. Cabrera has led Georgia Tech through one of the most critical times to break records in student applications and enrollment, graduation rates, and research awards. Today, Georgia Tech is one of the fastest growing and most research-intensive universities globally.

DIVERSITY STATEMENT

Understanding Diversity, Equity, Inclusion, and Belonging. At Georgia Tech, we see diversity, equity, inclusion, and belonging as essential to learning, discovery, and creation. Fostering an environment that reflects these values for every campus member requires, first and foremost, applying these values in all that we do. When applied, these principles create the behavioral expectations for a community and culture where we lead with our common humanity, embrace our differences and our multiple perspectives, care for one another’s psychological integrity, regularly practice behaviors that connect us with one another, act as trustworthy stewards in our actions, and show up as forward-thinking students, faculty, and staff.

Benefits Overview

Georgia Tech offers a comprehensive benefits package designed to meet the diverse needs of our employees. In addition to health and welfare resources, Georgia Tech provides tuition assistance, flexible work arrangements, seasonal classes, summer camps, and more.

Application & Nomination

The review of applications will begin immediately and continue until the position is filled. The anticipated start date is January 2023. To apply for this position please click on the Apply button, complete the brief application process, and upload your resume and position-specific cover letter. Nominations for this position and details about the status of this search may be emailed to Laura Puckett-Boler at lpb@spelmanjohnson.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895 or email info@spelmanjohnson.com.

Visit the Georgia Tech website at https://www.gatech.edu

Office of Undergraduate Education website at https://www.oue.gatech.edu/

Units reporting to ED-ASA:

Undergraduate Advising and Transition

Tutoring and Academic Support

Pre-Graduate & Pre-Professional Advising

First Generation/Limited Income Student Initiatives

Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services. Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities. Georgia Tech prohibits discrimination, including discriminatory harassment, on the basis of race, ethnicity, ancestry, color, religion, sex (including pregnancy), sexual orientation, gender identity, national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions. This prohibition applies to faculty, staff, students, and all other members of the Georgia Tech community, including affiliates, invitees, and guests.

Understanding Diversity, Equity, Inclusion, and Belonging. At Georgia Tech, we see diversity, equity, inclusion, and belonging as essential to learning, discovery, and creation. Fostering an environment that reflects these values for every campus member requires, first and foremost, applying these values in all that we do. When applied, these principles create the behavioral expectations for a community and culture where we lead with our common humanity, embrace our differences and our multiple perspectives, care for one another’s psychological integrity, regularly practice behaviors that connect us with one another, act as trustworthy stewards in our actions, and show up as forward-thinking students, faculty, and staff.

Covid-19 health information, operational status updates, and campus guidelines: https://health.gatech.edu/tech-moving-forward