LANE COLLEGE in
Job Details
Job Location:
Lane College - Jackson, TN 38301
Position Type:
Full Time
Education Level:
4 Year Degree
Salary Range:
$55,000.00 - $60,000.00 Salary
Travel Percentage:
None
Job Shift:
Any
Job Category:
Education
Job Summary The First-Year Experience (FYE) Coordinator is a full-time, twelve-month professional position responsible for advancing Lane College’s strategic vision for student success across the first year. Housed within the Lane Institute, this role is central to ensuring a cohesive, high-impact first-year experience that supports student transition, engagement, leadership development, retention, and academic progression toward timely degree completion.
The FYE Coordinator serves as both a direct student-facing practitioner and a programmatic and instructional coordinator, providing holistic academic advising and mentorship to first-year students while also coordinating teaching, assessment, and instructional alignment across designated first- and second-year seminar courses. This role ensures consistency, quality, and intentional design in foundational student success coursework and programming.
In addition to advising and instruction, the FYE Coordinator leads the implementation of Lane’s Leaning into LANE student success strategy, with a particular emphasis on leadership development, self‑efficacy, and purpose-driven learning. The position plays a key role in cultivating leadership competencies among students through curricular and co‑curricular initiatives that reinforce institutional learning outcomes and Lane College’s mission to develop the “whole student.”
The FYE Coordinator collaborates extensively with faculty, staff, and administrators to build an integrated network of support that advances retention goals, strengthens instructional practices, and ensures that students successfully complete their first thirty credit hours and transition effectively into their second year and declared majors.
Duties & Responsibilities Academic Advising and Student Support
Serve as the primary academic advisor and mentor for first-year students, providing proactive, holistic advising focused on course selection, degree planning, academic progression, and timely completion of milestones.
Monitor student academic performance, attendance, engagement, and early‑alert indicators; conduct timely outreach and interventions as needed.
Develop, implement, and monitor individualized academic success and recovery plans for students identified as at risk.
Integrate career exploration, strengths‑based advising, and leadership development tools to support students in clarifying academic, personal, and professional goals.
Maintain accurate, FERPA‑compliant advisement records and intervention documentation using institutional student information and case management systems.
Instruction and Instructional Coordination
Teach sections of General Studies and student success seminar courses (e.g., LCC 112, LCC 120, CPI 101, or equivalent), utilizing evidence‑based pedagogy and culturally responsive teaching practices.
Coordinate teaching and instructional alignment across designated first- and second-year seminar sections to ensure consistency in learning outcomes, course content, assignments, and assessment practices.
Convene and meet routinely with First-Year and Second-Year Experience instructors to support instructional effectiveness, share best practices, review student data, and align programming with institutional priorities.
Support the onboarding, training, and ongoing professional development of seminar instructors, as appropriate.
Assessment, Data Collection, and Continuous Improvement
Design, deploy, and analyze course surveys, student feedback instruments, and other assessment tools related to first- and second-year experience courses and programming.
Collect, analyze, and report data related to student engagement, learning outcomes, retention, and progression to inform programmatic improvements and institutional decision-making.
Contribute to Lane Institute and Academic Affairs assessment, accreditation, and reporting efforts related to student success initiatives.
Programming, Leadership Development, and Strategy Implementation
Develop, coordinate, and assess first- and second-year programming initiatives that promote student engagement, leadership development, community building, and academic persistence.
Lead implementation of the Leaning into LANE strategy within first- and second-year programs and coursework, embedding leadership, self‑awareness, accountability, and purpose‑driven learning into the student experience.
Support the development and integration of a leadership concentration or pathway within the first- and second-year framework, emphasizing personal responsibility, effective habits, and leadership capacity without reliance on external branded models.
Coordinate with Admissions, Student Affairs, and other campus partners to support new student onboarding, orientation, summer bridge programming, and the transition from high school to college.
Collaboration and Professional Development
Collaborate with faculty, academic departments, student affairs professionals, and support service units to create a seamless and coordinated student support network.
Participate in campus committees, working groups, and institutional initiatives related to retention, student success, and first- and second-year experience.
Engage in ongoing professional development related to academic advising, student success pedagogy, leadership education, trauma‑informed and healing‑centered practices, and equity‑minded student support.
Qualifications Education
Bachelor’s degree in education, counseling, student affairs, or a related field required (master's degree preferred).
Experience
Minimum of one (1) year of experience in academic advising, student support services, first-year programming within higher education, or related higher education roles.
Experience teaching or supporting student success or seminar-style courses preferred.
Demonstrated understanding of the developmental needs and challenges of first-year students, particularly those from underrepresented backgrounds.
Demonstrated commitment to supporting the academic and personal success of underrepresented and/or first‑generation student populations.
Skills and Abilities
Motivated, eager to learn and be an agent of change.
Excellent communication, organizational, and interpersonal skills.
Effective time management and organizational skills, with the ability to manage multiple tasks independently or as part of a team.
Ability to work both independently and collaboratively in a fast‑paced, student‑centered environment.
Capacity to analyze student data and translate insights into actionable interventions and program improvements.
Ability to facilitate engaging one‑on‑one and group interactions.
Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint) and social media platforms.
Experience with educational technology platforms, student information systems, and case management software preferred.
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Job Location:
Lane College - Jackson, TN 38301
Position Type:
Full Time
Education Level:
4 Year Degree
Salary Range:
$55,000.00 - $60,000.00 Salary
Travel Percentage:
None
Job Shift:
Any
Job Category:
Education
Job Summary The First-Year Experience (FYE) Coordinator is a full-time, twelve-month professional position responsible for advancing Lane College’s strategic vision for student success across the first year. Housed within the Lane Institute, this role is central to ensuring a cohesive, high-impact first-year experience that supports student transition, engagement, leadership development, retention, and academic progression toward timely degree completion.
The FYE Coordinator serves as both a direct student-facing practitioner and a programmatic and instructional coordinator, providing holistic academic advising and mentorship to first-year students while also coordinating teaching, assessment, and instructional alignment across designated first- and second-year seminar courses. This role ensures consistency, quality, and intentional design in foundational student success coursework and programming.
In addition to advising and instruction, the FYE Coordinator leads the implementation of Lane’s Leaning into LANE student success strategy, with a particular emphasis on leadership development, self‑efficacy, and purpose-driven learning. The position plays a key role in cultivating leadership competencies among students through curricular and co‑curricular initiatives that reinforce institutional learning outcomes and Lane College’s mission to develop the “whole student.”
The FYE Coordinator collaborates extensively with faculty, staff, and administrators to build an integrated network of support that advances retention goals, strengthens instructional practices, and ensures that students successfully complete their first thirty credit hours and transition effectively into their second year and declared majors.
Duties & Responsibilities Academic Advising and Student Support
Serve as the primary academic advisor and mentor for first-year students, providing proactive, holistic advising focused on course selection, degree planning, academic progression, and timely completion of milestones.
Monitor student academic performance, attendance, engagement, and early‑alert indicators; conduct timely outreach and interventions as needed.
Develop, implement, and monitor individualized academic success and recovery plans for students identified as at risk.
Integrate career exploration, strengths‑based advising, and leadership development tools to support students in clarifying academic, personal, and professional goals.
Maintain accurate, FERPA‑compliant advisement records and intervention documentation using institutional student information and case management systems.
Instruction and Instructional Coordination
Teach sections of General Studies and student success seminar courses (e.g., LCC 112, LCC 120, CPI 101, or equivalent), utilizing evidence‑based pedagogy and culturally responsive teaching practices.
Coordinate teaching and instructional alignment across designated first- and second-year seminar sections to ensure consistency in learning outcomes, course content, assignments, and assessment practices.
Convene and meet routinely with First-Year and Second-Year Experience instructors to support instructional effectiveness, share best practices, review student data, and align programming with institutional priorities.
Support the onboarding, training, and ongoing professional development of seminar instructors, as appropriate.
Assessment, Data Collection, and Continuous Improvement
Design, deploy, and analyze course surveys, student feedback instruments, and other assessment tools related to first- and second-year experience courses and programming.
Collect, analyze, and report data related to student engagement, learning outcomes, retention, and progression to inform programmatic improvements and institutional decision-making.
Contribute to Lane Institute and Academic Affairs assessment, accreditation, and reporting efforts related to student success initiatives.
Programming, Leadership Development, and Strategy Implementation
Develop, coordinate, and assess first- and second-year programming initiatives that promote student engagement, leadership development, community building, and academic persistence.
Lead implementation of the Leaning into LANE strategy within first- and second-year programs and coursework, embedding leadership, self‑awareness, accountability, and purpose‑driven learning into the student experience.
Support the development and integration of a leadership concentration or pathway within the first- and second-year framework, emphasizing personal responsibility, effective habits, and leadership capacity without reliance on external branded models.
Coordinate with Admissions, Student Affairs, and other campus partners to support new student onboarding, orientation, summer bridge programming, and the transition from high school to college.
Collaboration and Professional Development
Collaborate with faculty, academic departments, student affairs professionals, and support service units to create a seamless and coordinated student support network.
Participate in campus committees, working groups, and institutional initiatives related to retention, student success, and first- and second-year experience.
Engage in ongoing professional development related to academic advising, student success pedagogy, leadership education, trauma‑informed and healing‑centered practices, and equity‑minded student support.
Qualifications Education
Bachelor’s degree in education, counseling, student affairs, or a related field required (master's degree preferred).
Experience
Minimum of one (1) year of experience in academic advising, student support services, first-year programming within higher education, or related higher education roles.
Experience teaching or supporting student success or seminar-style courses preferred.
Demonstrated understanding of the developmental needs and challenges of first-year students, particularly those from underrepresented backgrounds.
Demonstrated commitment to supporting the academic and personal success of underrepresented and/or first‑generation student populations.
Skills and Abilities
Motivated, eager to learn and be an agent of change.
Excellent communication, organizational, and interpersonal skills.
Effective time management and organizational skills, with the ability to manage multiple tasks independently or as part of a team.
Ability to work both independently and collaboratively in a fast‑paced, student‑centered environment.
Capacity to analyze student data and translate insights into actionable interventions and program improvements.
Ability to facilitate engaging one‑on‑one and group interactions.
Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint) and social media platforms.
Experience with educational technology platforms, student information systems, and case management software preferred.
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