ASPIRE Scholars Academic Coordinator, Temporary Hourly

The Academic Coordinator (AC) will provide comprehensive academic support for students in the ASPIRE Scholars Program at Pikes Peak State College. This role is responsible for creating a supportive and inclusive learning environment that empowers students with intellectual disabilities to achieve their academic, personal, and professional goals. This role will collaborate with the program director to implement individualized academic plans, facilitate appropriate accommodations and modifications, and provide holistic support services to ensure student success.

This role shares a commitment to and exemplifies principles of equity and inclusion in all work done within the department and as part of the college community. The AC embraces and exemplifies the college values of respect, collaboration, quality, access and inclusion when participating in various institutional initiatives and activities, serving on committees, and representing the college, the division, and the department to assigned groups and tasks.

This is a temporary part-time hourly position, not to exceed 28 hours per week.   

This is a grant funded assignment with a projected end date on or before June 30, 2026.

Multi-year grants are funded based on the fiscal years for the full grant period. However, there is no guarantee that funding is available year after year from the awarding agencies. Employment with the college after each grant-funded period is not assured.

Grant-funded positions cannot guarantee a payout of leave benefits. Grant-funded employees are encouraged to work with their supervisor to schedule and utilize annual leave benefits during each grant fiscal year.

Grant funded positions may be eligible for annual increases contingent upon awarded yearly grant budgets and a satisfactory performance evaluation.

Minimum Qualifications

• Completed High School Diploma or GED
• Experience working with individuals with intellectual disabilities or pursuing a career in a related field.
• Knowledge of best practices in academic support for students with disabilities.
• Strong interpersonal, communication, and problem-solving skills.

Preferred Qualifications

• Experience working in a postsecondary education setting with students with disabilities.
• Experience with person-centered planning and transition services.
• Demonstrated experience in developing and implementing accommodations and modifications in educational settings.

ESSENTIAL FUNCTIONS:

• Provide guidance and support to peer mentors in their work with IHEC Scholars.
• Monitor student progress and facilitate support services.
• Maintain accurate records and documentation related to student accommodations, modifications, and progress.
• Assist in the development and delivery of workshops and training sessions for faculty, staff, and peer mentors on inclusive teaching practices and strategies.
• Collaborate with the Program Director to ensure a holistic approach to student support.
• Conduct regular check-in meetings with IHEC Scholars to assess their academic progress and personal development.
• Assist in the development and revision of program curricula and course materials to ensure accessibility and inclusivity.
• Participate in the recruitment and admission process for new IHEC Scholars.
• Contribute to program evaluation and continuous improvement efforts.

KNOWLEDGE SKILLS AND ABILITIES:

• Comprehensive understanding of the needs of students with intellectual disabilities in higher education settings.
• Knowledge of best practices in academic support and inclusive education.
• Familiarity with assistive technologies and their application in educational settings.
• Strong interpersonal and communication skills to effectively engage with students, families, faculty, and staff.
• Ability to develop and implement individualized support strategies that address the unique needs of students with intellectual disabilities.
• Excellent organizational and time management skills to manage multiple student cases and projects simultaneously.
• Ability to work collaboratively in a team environment and build positive relationships with diverse stakeholders.
• Knowledge of relevant laws and regulations, including the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.
• Skill in conflict resolution and problem-solving to address student concerns and challenges.
• Ability to maintain confidentiality and handle sensitive information appropriately.
• Proficiency in using various software applications for record-keeping, communication, and data management.