OVERVIEW: At the Carlson School, we believe that innovative education is driven by a diverse mix of backgrounds, experiences, and thought. Our vision is to prepare students to be global business leaders and challenge them to use business as a force for good by building a community that recognizes the value of diversity and inclusion and understands power, privilege, and inequity. The newly established Oï¬ƒce for Student Engagement & Career Development supports Carlson School undergraduate students of all identities at all points in their student and career development processes.
The Student Transition Coordinator reports to the Associate Director of Student Engagement and will play a key role in executing the Carlson School’s student engagement strategies by developing and leading programming that builds community for Carlson students and supports them in developing skills and competencies necessary to be future business leaders.
The Student Transition Coordinator is responsible for leading co-curricular student development from pre-enrollment to graduation in a manner that advances the strategic vision for the program, college, and University of Minnesota. The Student Transition Coordinator will create and execute developmental engagement programming attentive to the entire lifecycle of a Carlson undergraduate student, paying particular focus on the ï¬rst, second year, and transfer experience. Responsibilities include student transition programming and support, student organization support, course development and instruction of 4 sections of the Design Your Life course annually. Evening and weekend availability is required as needed for student programs.
In addition to the expected technical skills, the Undergraduate Program values soft skills that foster programmatic guiding principles – “We before I, Why before how, and Work before Reward.”
We Before I: Put the needs of many before the needs of the individual; a self-aware team player with the ability to generate trust through inï¬‚uential and welcoming interpersonal skills.
Why Before How: Ask questions about purpose before making decisions, pause and reï¬‚ect before taking action; demonstrates good judgment, critical thinking, problem-solving, integrity, and tact.
Work Before Reward: Take on any challenge with an unassuming and unrelenting work ethic; demonstrates professionalism, productivity, resilience, and grit.
JOB DESCRIPTION: Student Transition Development and Student Staï¬ Supervision (25%)
Manages Carlson Crew Program, a peer mentorship program serving all ï¬rst-year students, including student selection, training, supervision, and program execution.
Provides oversight for the Carlson School Welcome Week committee to plan, organize, and implement the annual College Day program for new ï¬rst-year students. Executes and manages all student programming for College Day.
Develops, delivers, and assesses innovative programming and cross-functional transfer student initiatives for incoming transfer students (approximately 280 students per year).
Serves as Carlson School liaison for University of Minnesota departments and oï¬ƒces such as the Orientation and Transition Experience (OTE), Student Unions & Activities (SUA), and Housing and Residential Life.
Creates learning outcomes for each program aligned with Undergraduate Program strategic priorities and the University's student development outcomes.
Applies knowledge of student development theory to provide developmental supervision and mentorship for student leaders such as the Crew Leader Program and Orientation Peer Leaders.
Coordinates an inclusive and equitable recruitment, selection, and hiring process for these positions.
Develops and implements a training program relevant to each student leader position.
Provides ongoing feedback and performance reviews for student employees.
Design Your Life Course Instruction (25%)
Provides expert, engaging, and interactive instruction for four sections of Design Your Life (DYL) course per academic year. Oversees Teaching Assistant and grading for each section.
Contributes to development and maintenance of coordinated course curriculum across all sections, including creation of a shared syllabus, lesson plans, classroom presentation templates, and assignment.
Actively identiï¬es opportunities to weave topics of diversity, equity, and inclusion into the course curriculum.
Develops innovative content, active learning techniques, classroom assessment strategies, and use of new technologies to engage students in the classroom.
Builds authentic relationships with students from varied backgrounds, perspectives, and identities, and utilize these relationships to holistically support students in navigating systemic barriers and achieving success.
Conducts DYL course assessment. Reviews student feedback of course and teaching; leverages insights to make ongoing improvements.
Engages in ongoing professional development and training related to best practices in teaching undergraduate students.
Actively supports students in achieving success throughout the course by tracking student progress and regularly communicating proactively with students who are at-risk of not passing.
Student Engagement Support (20%)
Utilizes leadership competencies to develop and execute Carlson student transition programming, leadership development, civic engagement, service-learning, student organizations, and living-learning communities.
Demonstrates an understanding of current trends in leadership development and undergraduate business student development to achieve established student engagement outcomes.
Works closely with Carlson career coaches, academic advisors, student peer mentors, and campus partners to serve as a cultural navigator for students and provide coordinated proactive support for students as needed.
Develops and manages Student Engagement budgets in alignment with departmental priorities.
Develops and executes assessments of Student Engagement programs and events and creates annual program reports.
Service & Special Projects (10%)
Works on special projects as need arises, or at the request of the Associate Director or Director.
Collaborates across the Student Engagement & Career Development Team to holistically support students.
Staï¬ Undergraduate Program events including but not limited to: College Day, Welcome Week, Commencement, Career Fairs, and more.
Sit on Undergraduate Program Committees and support the success of Undergraduate Program initiatives as requested.
Actively advances the ï¬eld of student engagement, student transition, and diversity, equity, and inclusion through ongoing professional development and scholarly activity to remain abreast of best practices and trends in student aï¬airs, leadership education, and undergraduate business education.
Serves on collegiate and/or campus-wide committees engaged in formulating policies, establishing quality standards and practices as requested (ie. Commencement speaker & Tomato Can Loving Cup Award, Leadership Educator and Scholars Network, Equity and Diversity Steering Committee).
** The employer reserves the right to change or assign other duties to this position**
BA/BS degree plus four (4) or more years of related experience.
Master's degree in college student personnel, higher education and student aï¬airs, counseling, or related ï¬eld.
Experience working in a higher education environment.
Demonstrated workshop/seminar development, facilitation, and teaching experience.
Experience with design thinking or life design curriculum.
Demonstrated experience applying a racial equity and social justice lens to student development work.
Familiarity working with student organizations or supervising undergraduate students.
Experience in creating, developing, and facilitating student leadership or transition programs.
Proven record of creative problem solving, planning, strategic goal setting and organizational leadership.
Evidence of eï¬ective relationship-building, team-building, and oral/written communication skills in a diverse community.
Demonstrated ability to work well independently and collaboratively.
Excellent organizational skills, attention to detail, the ability to manage simultaneous projects, initiate projects and programs and see them through to completion.
Experience working with program evaluation tools and learning outcomes assessment. Knowledge of assessment best practices.
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.