Johns Hopkins University has developed an ambitious vision to continue to integrate life design, experiential learning, and mentoring in the academic and co-curricular learning experience for all students and postdoctoral fellows. Under the leadership of Dr. Farouk Dey, the inaugural vice provost for integrative learning and life design, the university has announced the creation of three new departments and several new initiatives and mission that will ensure that every student and postdoctoral fellow will have the ability to pursue life purpose regardless of background, field of study, or social capital. Read more about this plan: hub.jhu.edu/2018/07/18/farouk-dey-vice-provost-integrative-learning-life-design/#comments.
We are seeking an Assistant Director for SOAR - Center for Student Success who will report to the Director of SOAR (Seizing Opportunities, Access, & Relationships) and will develop a vision, strategy, and plan for enhancing the professional development, career advancement, life design, connections with alumni, employer engagement, experiential learning, and mentoring opportunities for students through the Center for Student Success, with special attention to under-represented communities, especially first generation and limited income, on the Homewood campus of Johns Hopkins University. The Assistant Director will partner and collaborate with other life design educators and campus partners to ensure that every student has the opportunity to pursue their life's purpose regardless of background, field of study, or social capital. The Assistant Director will collaborate with life design educators and with senior leadership across the university to develop scalable programs and interventions that engage students in life design, experiential learning, alumni and employer connections, and skill development. The Assistant Director will oversee the process of collecting, analyzing, and reporting engagement and outcomes data and continue to evolve the organization towards a vision of scalability, outcomes-based performance, and broad impact on the institution and higher education.
To be successful, the Assistant Director will achieve strong engagement and outcomes in the following areas: life design programming and education, experiential learning, employer engagement, alumni connections, and data collection, analysis, and reporting.
Specific Duties & Responsibilities:
Develop a vision, strategy, and plan that builds on the strategy of integrating life design, alumni connections, employer engagement, experiential learning, and mentoring into the academic and co-curricular learning experience for students and alumni from under-represented communities.
Plan and execute courses, workshops, programs, content, and digital resources to help students and alumni achieve their life ambitions.
Work closely with stakeholders in the Center for Student Success to support JUMP, Hop-In, and other CSS student programs and resources. Lead and coordinate, in partnership with CSS, components of flagship events e.g. FLI Day, Professional Development Symposium, etc.
Engage with faculty, alumni, and employers to increase mentoring, experiential learning, and career opportunities for students and alumni. Partner with these stakeholders to identify key intersections of curriculum and co-curricular experiences.
Develop novel and engaging communication plans that successfully market resources and events to students.
Cultivate and strengthen relationships with colleagues across units, including, but not limited to, academic departments, academic advising, life design lab, alumni relations, and international services.
Recommend and develop tools and resources for faculty to enhance their mentoring experience of students and alumni.
Customize offerings and approaches given unique needs of students and alumni based on areas of academic interests, providing connections, opportunity recommendations, and referrals as needed.
Recommend the purchase and implementation of technical resources for students and alumni across all JHU departments, schools and programs including vendor negotiation, installation of technology, and staff/student training.
Scale efforts for a positive life design and professional development experience for all students and alumni, with special attention to under-represented and first generation and limited incoming communities.
Develop strategic relationships with key academic leaders (deans, vice deans, program directors, faculty, etc.) to facilitate continuous needs assessment and the effective implementation of life design and professional development for students and alumni.
Meet regularly with administrators at the university whose offices also provide career and life design as well as mentoring and employer engagement to encourage coordination and identify the intersections of programs and initiatives.
Collaborate with leaders of diversity and inclusion offices, Hire Hopkins, Hopkins Connect, PHutures, and career and life design offices to build and maintain a network of employers and mentors across varied careers who can attend courses, programs, and networking events.
Coordinate with the office of institutional research to collect, analyze, and report outcomes data relative to students and alumni having a satisfactory experience and achieving their life ambitions.
Engage in social media, digital outlets, and academic and professional journals and associations to establish an exciting brand, tell the story, and serve as a thought leader at Johns Hopkins University and in higher education.
The Ideal Candidate (Very Important)
The ideal candidate is comfortable with co-working and flexible work arrangements. Our educators work within multiple offices and spaces on campus. Rather than assigning office or desk spaces to our teams, we have modernized our approach and assigned laptops and cell phones and expect that our teams can work from anywhere for the purpose of scaling our impact across the institution. For this model to work, the ideal candidate must present excellent skills in relationship development and engaging audiences in groups and via social media and digital outlets.
The ideal candidate is entrepreneurial, data and outcomes driven, strong in planning and execution, comfortable leading programs and interventions with groups, and enjoys developing relationships and connections with multiple stakeholders at once. Our new vision is focused on scalability of resources and services and does not utilize a one-on-one appointment model. For this transformation to work, traditional one-on-one counseling and coaching services are taking a backseat to a culture of scalable programs and interventions. Educators who thrive as counselors, advisors, and coaches and do not enjoy the intense focus on scalability and metrics may not be the best fit for this organization.
The ideal candidate is an effective user of social media and digital outlets to engage multiple audiences, strengthen individual and organizational brand, scale impact, and influence public opinion. Candidates who are not comfortable with the utilization of social media in a professional environment may not be a good fit for this organization.
Minimum Qualifications (Mandatory):
Master's degree required.
3 years recent direct experience within a higher education, government, non-profit, or corporate setting.
Strong multicultural competency; extensive experience and working knowledge in diversity, equity, and inclusion.
The successful candidate will have proven leadership skills, knowledge of highly selective college or university settings and has familiarity with operations of the world of work and university networks.
Thought leadership and prior experience in diversity, equity, and inclusion is highly desired.
Special Knowledge, Skills & Abilities:
By way of experience, evidence of ability to develop and execute programs, courses, events, and content to scale impact across various constituent groups.
By way of experience, evidence of ability to engage, teach, and energize various constituent groups.
Knowledge of higher educational leadership and administration, higher education structure and governance and factors that affect decision making at private research institutions.
Understanding of nationally recognized practices, trends, and procedures for university career and life design, especially the unique needs of students and alumni.
Ability to translate student experiences to employment as evidenced by prior experience in either a government, non-profit, education, or private sector setting.
Demonstrated skill in fostering new institutional relationships, and marshaling professional networks with faculty, senior administrators, employers and alumni.
Experience in developing and implementing effective assessment methods and articulating strategic priorities.
Ability to provide energetic leadership, with ability to develop and execute a vision, and effectively manage, supervise, and develop staff.
Ability to demonstrate capacity to work effectively with persons from diverse backgrounds to promote an inclusive campus and community culture.
Demonstrated skill in effective negotiation, building consensus and influencing institutional decisions.
Be influential and manage change in a highly decentralized institution.
Analyze information and situations and make independent judgments and decisions.
Listen and communicate convincingly in written and verbal formats.
Effectively and creatively utilize social media to increase engagement and influence public opinion.
Manage and delegate workload and work flow under the pressure of deadlines.
Set priorities in a complex environment and represent the institution's perspective to external entities.
Classified Title: IL & LD Officer Working Title: Assistant Director for SOAR - Center for Student Success Role/Level/Range: ACRP/04/MD Starting Salary Range: $52,495 - $72,210 annually (commensurate with experience) Employee group: Full Time Schedule: M-F, 8:30 am - 5:00 pm Exempt Status: Exempt Location: Homewood Campus Department name: Life Design Lab Personnel area: University Student Services
The successful candidate(s) for this position will be subject to a pre-employment background check.
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The following additional provisions may apply depending on which campus you will work. Your recruiter will advise accordingly.
During the Influenza ("the flu") season, as a condition of employment, The Johns Hopkins Institutions require all employees who provide ongoing services to patients or work in patient care or clinical care areas to have an annual influenza vaccination or possess an approved medical or religious exception. Failure to meet this requirement may result in termination of employment.
The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.
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Johns Hopkins University remains committed to its founding principle, that education for all students should be grounded in exploration and discovery. Hopkins students are challenged not just to learn but also to advance learning itself. Critical thinking, problem solving, creativity, and entrepreneurship are all encouraged and nourished in this unique educational environment. After more than 130 years, Johns Hopkins remains a world leader in both teaching and research. Faculty members and their research colleagues at the university's Applied Physics Laboratory have each year since 1979 won Johns Hopkins more federal research and development funding than any other university. The university has nine academic divisions and campuses throughout the Baltimore-Washington area. The Krieger School of Arts and Sciences, the Whiting School of Engineering, the School of Education and the Carey Business School are based at the Homewood campus in northern Baltimore. The schools of Medicine, Public Health, and Nursing share a campus in east Baltimore with The Johns Hopkins Hospital. The Peabody Institute, a leading professional school of music, is located on Mount Vernon Place in downtown Bal...timore. The Paul H. Nitze School of Advanced International Studies is located in Washington's Dupont Circle area.