Senior Coordinator, Identity-Based Engagement & Belonging Strategies - SSP IV

SSP IV • Fresno, CA

2d

About The Position

Under general supervision, the Sr. Coordinator, Identity-Based Engagement & Belonging Strategies performs highly complex professional student services work that integrates identity-informed student engagement with Center-wide leadership for a specialized functional area. This position holds dual responsibility: 1. Identity Focus – providing advanced, culturally responsive engagement, consultation, and advocacy for African American students and ensuring CCGC programs, services, and engagement practices effectively address their lived experiences, barriers, and sense of belonging; and 2. Center-Wide Functional Leadership – leading the design, implementation, assessment, and continuous improvement of identity-based student engagement and belonging strategies that guide how connection, inclusion, and community are intentionally cultivated across the Center. This role intentionally integrates direct student engagement (at 40%) with Center-wide systems leadership (at 60%). Through the design and delivery of identity-informed engagement and belonging programming and select direct student interaction alongside coordinator colleagues, the incumbent ensures programs are intentionally structured, tracked, and assessed for measurable impact on student learning outcomes, persistence, retention, and graduation. Furthermore, this position ensures that services, programs, and supports are available to all students, with initiatives informed by institutional data to address identified student needs.

Requirements

• Knowledge of: Culturally responsive, identity-affirming, and equity-minded student success practices that promote belonging, persistence, retention, and graduation for historically marginalized student populations.
• Student development theory, identity development frameworks, and persistence and completion models in higher education.
• Coordinated care and case management models, including proactive advising, early alert/early intervention systems, and integrated student support practices.
• High-impact student success practices related to onboarding, academic coaching, mentoring, advising, and coordinated referrals.
• Trauma-informed and strengths-based approaches to student support.
• Principles and practices of assessment, program evaluation, and continuous improvement, including the use of qualitative and quantitative data.
• Use of student success metrics, persistence indicators, and risk analytics to inform intervention strategies.
• Institutional policies, procedures, and academic regulations related to enrollment, academic progress, retention, and graduation.
• Campus and community referral networks and student support resources.
• FERPA, Information Privacy Act regulations, and ethical standards related to student records and confidentiality.
• Student success and case management systems and tools (e.g., EAB/Bulldog Connect or similar platforms).
• Skills/Abilities: Advanced analytical skills to interpret student success data, identify trends and equity gaps, and assess the effectiveness of interventions.
• Strategic planning and systems design skills to develop, implement, and refine Center-wide coordinated care and case management frameworks.
• Assessment and reporting skills, including the ability to communicate findings to leadership and institutional stakeholders.
• Relationship-building and collaboration skills to work effectively across academic and student affairs units.
• Consultation and training skills to guide SSP III staff and campus partners in coordinated care and identity-informed practices.
• Communication skills to clearly convey expectations, protocols, and recommendations in both written and verbal formats.
• Organizational and project management skills to balance direct student engagement with Center-wide leadership responsibilities.
• Decision-making skills to exercise professional judgment in complex, sensitive, or high-risk student situations.
• Leadership skills to set standards, promote accountability, and influence practice without formal supervisory authority.
• Equivalent to graduation from a four-year college or university in a related field.
• Four years of progressively responsible professional student services work experience which includes experience in advising students individually and in groups, and in analysis and resolution of complex student services problems.

Nice To Haves

• A master’s degree in Counseling, Clinical Psychology, Social Work, or job related field may be substituted for one year of experience.
• A doctorate degree and the appropriate internship or clinical training in counseling, guidance or a job‑related field may be substituted for two years of the required professional experience.

Responsibilities

• Balance direct student engagement with Center-wide leadership responsibilities.
• Translate student experiences into scalable systems and practices.
• Provide advanced, culturally responsive support and consultation to students while prioritizing system-level impact.
• Design and steward coordinated care and case management structures that improve student outcomes across diverse populations.
• Analyze individual and population level student success outcomes and translate findings into actionable improvements.
• Ensure consistent implementation of service standards, documentation practices, and referral workflows.
• Apply institutional policies and compliance requirements in complex student support contexts.
• Facilitate collaboration among multiple stakeholders to ensure holistic, timely, and effective student support.
• Maintain accurate documentation and reporting using campus systems and data tools.
• Adapt practices in response to emerging student needs, institutional priorities, and assessment findings.
• Contribute expertise to Center planning, SSP IV portfolio initiatives, and institution-wide student success strategies.

Benefits

• The CSU system provides a comprehensive benefit package that includes medical, dental and vision plans, membership in the California Public Employees Retirement System (CalPERS), sick and vacation time, and 15 paid holidays a year.
• Eligible employees are also able to participate in the fee waiver education program.

What This Job Offers

• Job Type: Full-time
• Career Level: Mid Level