Item 3.B-April 1, 2011
ADMINISTRATIVE FACULTY POSITION DESCRIPTION QUESTIONNAIRE
To expedite and facilitate the PDQ review process, please send the PDQ and Org Chart electronically to
marshag@unr.edu for discussion and for initial review before routing PDQ for approval signatures.
Questions - call UNR Faculty HR at 682-6114
INSTRUCTIONS: See http://www.unr.edu/vpaf/hr/compensation/placement.html for complete instructions.
Incumbent(s) Name (if applicable): Jennifer Bieth (Couns/Coord); Position #(s): 16052; 16753;
Garnett Overby (Acad Couns); Monica Conlan (Acad Couns)
16042
Current Title: Counselor/Coordinator, Academic Program
Current Range: 2
(JCC:76486;3A;CM7550;CC200;E) and
Academic Counselor (UB) (JCC77783;3A;CM7550;CC200;E)
Department: Upward Bound
College/Division: Student Services /
Student Success Services
Account #(s): 1320-105-1685; 1320-105-1686; 1320-105-1688
Action Proposed: (check all that apply)
( ) New position: Proposed Range:
Proposed Title:
(X) Title Change, Proposed Title: Counselor/Coordinator, Academic Program
( ) Proposed Reassignment from Range
to Range
(X) Revised PDQ only (no change in range or title)
JCC (Current
( ) Line of Progression (show titles below)
or new HR
Range:
assigned):
I certify that the statements in this description are accurate and complete to the best of my knowledge.
____________________________________________________________
Employee’s Signature
__________________
Date
I/we have reviewed the statements in this form and they accurately reflect the job assignments.
____________________________________________________________
Immediate Supervisor’s Signature
Elza Major
Director, Upward Bound Programs
____________________________________________________________
Director/Chair/Dean
Fabienne McPhail-Naples
Assoc Vice President, Student Success Services
__________________
Date
__________________
Date
Approved for Salary Placement Committee review.
____________________________________________________________
Pres / Vice Pres / Vice Prov Signature Shannon Ellis
Vice President, Student Services
__________________
Date
Action Approved by the President (Completed by Faculty HR):
Position #: 16052; 16753; 16041
EEO Code: 3A
CUPA Code: CM7550
Exempt: Yes or No Census Code: 200
Job Class Code: 76486
Range: 2
Effective Date: 4/1/2011
Approved Title:
COUNSELOR/COORDINATOR, ACADEMIC PROGRAM
____________________________________________________________
__________________
Employee Signature
Date
(Employee signs and sends to HR for personnel file after PDQ has been “final” stamped for approval)
Rev: 12/1/2008
Position Description – Counselor/Coordinator, Academic Program
Page 2
1. Summary Statement: State the major function(s) of the position and its role in the
university. Attach an organizational chart with positions, ranges, and names for the division
which reflects the position in it as well as those supervised in the department. (This section is
used for advertisement of the position.)
The Counselor/Coordinator, Academic Program, is responsible for recruiting participants from
targeted middle and high schools and for maintaining positive working relationships with parents,
university, school district, and community personnel to insure appropriate referrals and to access and
utilize on- and off-campus resources to assist in participant development. The individual collects and
reviews documents to assist the Director in determining applicant eligibility and completes academic
and developmental needs assessments on participants at intake and on a continuing basis. The
position provides each participant with an Individual Learning Plan (ILP) leading to successful
academic and personal development and provides participants with individual and group counseling
and advisement. The position assists with the collection of information needed for Federal reporting
and maintains current participant files. The individual reports to the Director, Upward Bound
Programs.
2. List the major responsibilities, including percentage of time devoted to each. Provide
enough detail to enable a person outside the department to understand the job (percentage
first with heading and then bulleted information).
50% - Counseling and Advising Services
 Provide counseling services, academic advising, and skills development training to
participants individually and in group settings
 Provide academic support services to include information dissemination, transcript evaluation,
development of individual academic transcripts and progress reports and student evaluation
tests
 Maintain regular student contact and initiate parent contact as needed (purpose?)
 Work closely with school personnel and community agencies to provide for student academic
and personal needs
30% - Program Administration
 Conduct preliminary review of new program applicant materials to determine eligibility with
respect to Federal admissions standards (low income and first generation), ability to benefit
from participation in the program and commitment to pursue program goals
 Maintain percentages of active participants according to federal requirements (2/3 Low Income
and First Generation, and 1/3 either category)
 Provide overall program planning and implementation of each element of the participant’s
academic and personal development plan
 Participate in planning of academic year and summer tutorial programs, the academic year
Saturday Sessions, Career Seminars, the Summer Academy program design, and college
tours
 Lead/teach workshops and courses during Academic Year and Summer Academy
 Enter and maintain current participant information and progress reports on the program
database. Prepare and submit semester progress reports to director and parents/guardians.
10% - Recruitment and Outreach
 Provide outreach and recruitment through active and frequent contact throughout the School
District target area
 Regularly visit middle and high schools and community agencies in an effort to establish and
maintain positive relationships with school and community personnel
Position Description – Counselor/Coordinator, Academic Program
Page 3
5% - Program Liaison
 Act as liaison with university personnel and departments to foster and maintain positive
relationships with the university at-large and to implement outreach on the campus to utilize
university resources for participant development
5% - Other Duties
 Complete other administrative tasks as assigned by the Director
3. Describe the level of freedom to take action and make decisions with or without
supervision and how the results of the work performed impact the department, division and/or
the university as a whole.
Level of Freedom:
The individual must be capable of working independently, on- and off-campus, with diverse individuals
and/or groups, with the confidence and support of the Director and the university. The individual is a
key component in assisting the participants as they strive to improve their academic and personal
skills. The position is responsible for complying with all federal regulations that directly relate to job
responsibilities. The individual works closely with the Director on decisions associated with the
position, but must work somewhat independently, with initiative, and with some latitude in decisionmaking.
Impact:
The position has direct impact on the recruitment of low income, first-generation, and minority high
school students and their admission and retention in higher education. Because the individual has ongoing contact with program participants, he/she can more accurately assess the individual’s needs
and provide the direction essential for each student to prepare for a successful college career.
Judgments made could affect the image of the University as perceived by the program participants,
parents, school district personnel, surrounding community, and the Department of Education. Errors in
judgment, advising or professional behavior could adversely impact program participation, credibility
with the school districts, and possible loss of funding and/or termination for the program. Public
relations are critical to the support and acquisition of services for participants and to the image of the
program and University.
4. Describe the knowledge, skills (to include cognitive requirement and verbal and written
communication), and abilities (to include task complexity, problem solving, creativity and
innovation) essential to successful performance of this job (in bullet format).
Knowledge of:
 High school advancement and graduation requirements and university admission, core
curriculum, academic advancement and general graduation requirements core curriculum and
instruction, college admissions tests, post-secondary institution admissions requirements, and
general academic advancement standards
 High school issues and the laws governing liability (i.e., confidentiality, child abuse, substance
abuse by a minor, etc.)
 Current academic advising, counseling, and guidance techniques, issues, services, and
practices
 TRiO or similar education equity programs
 College admission, student interest, and career testing instruments (e.g. ACT, SAT, PLAN,
LASSI) and analyses of assessment data
 Secondary education, education administration, and student personnel issues
 Barriers faced by underrepresented college students
Position Description – Counselor/Coordinator, Academic Program

Skills:
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State and Federal laws and regulations pertaining to student support services, i.e., Code of
Federal Regulations, Americans with Disabilities Act (ADA); Family Educational Rights and
Privacy Act (FERPA), etc.
Effective verbal and written communication
Data collection and analyses
Interpersonal and human relations skills
Proficiency in use of a personal computer and current software applications including but not
limited to Microsoft Office Suite (Word, Access, Excel, PowerPoint, and email)
Ability to:
 Be sensitive to and work with a diverse student population including low income, firstgeneration college-bound, college under-represented, disadvantaged and minority youth
 Interpret test results, college admissions materials and federal requirements as presented in
the Code of Federal Regulations (CFR) and the U.S. Department of Education (USDE)
regulations
 Develop and sustain effective relationships with university and school district faculty,
administrators, supervisors, staff, colleagues, community members, parents/guardians, and
students
 Maintain confidentiality of information
 Understand and interpret formalized policies, guidelines, rules, and regulations
 Work evenings/weekends, and travel as required
5. Describe the type of personal contacts encountered in performing the duties of the job.
Explain the nature and purpose of these contacts: i.e., to provide services, to resolve
problems, to negotiate.
Internal
Upward Bound staff
Current students and
parents/guardians
University faculty and staff
External
School and community contacts
Applicants and
Parents/Guardians
Reason for Contact
To provide staff and director with participant data and progress
reports as requested and to work with Assistant Director in
planning and implementation of curriculum and activities for
Academic Year, Summer Academy, College Tours, and
Community Service
To respond to questions and requests; to assist by working
cooperatively with school personnel; to monitor student academic
progress in high school
To establish or maintain collaborative relations; to utilize resources
to assist participants with academic and personal development
Reason for Contact
To recruit and explain the program; to disseminate and compile
student information and respond to questions and requests; to
utilize school and community resources to assist program
participants with academic and personal skills development
To respond to questions and provide services and information; to
establish applicant eligibility; to advise, counsel, mediate, and
problem-solve
Position Description – Counselor/Coordinator, Academic Program
Page 5
6. Indicate the minimum qualifications which are necessary in filling this position should it
become vacant. Please keep in mind the duties/responsibilities of the position rather than the
qualifications of the incumbent.
a.
Minimum educational level, including appropriate field, if any.
Bachelor’s Degree from a regionally accredited institution
b.
Minimum type and amount of work experience, in addition to the above required
education necessary for a person entering this position.
Bachelor’s Degree and two years or a Master’s Degree and one year of experience in
advising and counseling services to low-income and first-generation college-bound
high school students; education curriculum development; administration of interest,
academic and career assessments and analyses of data; college admission tests and
requirements; working with TRIO or similar education equity programs
Preferred Licenses or Certifications: None
c.
Indicate any license or certificate required for this position.
None