Academic Success and Learning Resource Coordinator

BASIC FUNCTION

Under the direction of the Associate Vice President of Academic Affairs, the Academic Success & Learning Resource Coordinator advances Helms College’s mission by leading academic support initiatives, managing learning resources, and coordinating tutoring services across both campus-based and online programs. This position ensures students have equitable access to academic assistance, high-quality instructional materials, and digital learning tools that promote achievement, persistence, and course completion. Serving as a central connection point between students, faculty, and staff, the coordinator strengthens learning outcomes by facilitating skill-building workshops, supporting information literacy, and fostering an inclusive environment that empowers all learners to succeed

PRINCIPLE ACCOUNTABILITIES

• Model the core values of Goodwill Industries and Helms College by demonstrating service, ownership, accountability, and respect in all interactions.
• Oversee daily operations of on-campus and online Learning Resource Centers (LRCs), ensuring services, materials, and support align with program needs and institutional goals. Maintain 95%+ coverage of scheduled LRC operating hours; achieve 90%+ student satisfaction with LRC services; ensure 100% availability of required learning resources by the first week of each term.
• Recruit, train, schedule, and support tutors, peer mentors, and academic support staff to deliver high-quality, student-centered academic assistance. Maintain 80%+ tutor retention each academic year; complete onboarding and training for 100% of tutors prior to service delivery; conduct formal tutor evaluations at least once per term.
• Develop, implement, and evaluate tutoring schedules, workshops, study skills initiatives, and academic success programming that strengthen persistence, learning outcomes, and course completion. Increase tutoring utilization by 10–15% annually; deliver a minimum of 2–3 academic success workshops per term; achieve 70%+ course persistence among students who participate in tutoring or workshops.
• Collaborate with faculty, retention specialists, and student services teams to identify students who may benefit from tutoring, mentoring, or supplemental instruction, ensuring timely referrals and follow-up. Ensure 90%+ of referred students are contacted within 5 business days; participate in at least two cross-departmental student success initiatives annually; document referral outcomes each term.
• Support students in navigating digital learning tools, e-texts, educational technologies, and the Learning Management System (LMS), promoting confidence and self-efficacy in online and blended environments. Provide assistance to 100% of students requesting LMS or digital resource support; reduce repeat LMS support requests by 15% annually; maintain ADA-compliant access for all supported digital tools.
• Manage physical and digital learning resource collections—including textbooks, reference materials, eBooks, and academic technologies—to ensure availability, accuracy, and alignment with course and accreditation requirements. Conduct an annual audit of learning resources; maintain 95%+ accuracy in cataloging and availability records; update or retire outdated resources within one academic term.
• Partner with faculty to ensure library and course materials support learning objectives, program competencies, and accreditation standards. Collaborate with faculty in at least 25% of programs annually to review or align learning resources; receive 85%+ positive faculty feedback regarding resource support.
• Design and deliver information literacy, academic integrity, and resource-utilization sessions to help students effectively locate, evaluate, and cite academic sources. Deliver information literacy or academic integrity instruction to at least 50% of first-term students annually; achieve 80%+ student proficiency on post-session assessments; reduce citation-related academic integrity issues by 10% annually.
• Collect, analyze, and report data on tutoring utilization, resource circulation, academic support participation, and student learning outcomes to inform decision-making and continuous improvement. Produce term and annual reports on academic support services; implement at least two data-informed service improvements each year; ensure 100% FERPA-compliant data handling.
• Ensure all learning resource and tutoring activities adhere to FERPA, ADA accessibility requirements, copyright guidelines, and institutional policies. Maintain zero compliance violations; ensure 100% of services and materials meet ADA accessibility standards.
• Promote an inclusive, welcoming, and supportive learning environment that reflects the mission and values of Helms College and fosters a sense of belonging for all students. Achieve 90%+ positive student feedback related to inclusivity and support; demonstrate equitable utilization of services across campus-based and online students.
• Participate in professional development activities and serve on committees that support student success, academic innovation, accreditation readiness, and institutional priorities. Complete a minimum of one professional development activity annually related to student success or learning resources; actively contribute to at least one institutional committee per year.
• Perform additional duties as assigned by the Associate Vice President of Academic Affairs to meet evolving student and program needs.

SUPERVISOR

Associate Vice President of Academic Affairs

JOB SPECIFIC COMPETENCIES

Academic Support: Demonstrates deep knowledge of student learning theory, academic support best practices, and effective tutoring methodologies. Applies these strategies to strengthen student achievement, persistence, and course completion across diverse learning environments.

Interpersonal Skills: Builds rapport with students from varied backgrounds, exhibiting strong multicultural competence, empathy, and active listening. Creates an inclusive environment that supports learner confidence and academic self-efficacy.

Technology Proficiency: Proficiently uses Learning Management Systems (LMS), academic databases, digital textbooks, and educational technology tools. Supports students in navigating online resources and integrates technology to enhance learning.

Communication Skills: Communicates clearly and professionally with faculty, staff, administrators, and students. Able to explain academic concepts, resource expectations, and policies in a supportive, student-friendly manner. Works collaboratively across departments to strengthen student success initiatives.

Data & Assessment: Collects, interprets, and reports data related to tutoring utilization, resource circulation, and learning outcomes. Uses data insights to evaluate program effectiveness and recommend improvements to academic support services.

Resource & Program Management: Demonstrates strong organizational skills in managing learning resource collections, tutoring schedules, academic workshops, and student support programming. Maintains accurate records and ensures smooth day-to-day operations.

Integrity: Acts with professionalism and sound judgment while upholding FERPA regulations, ADA accessibility standards, copyright compliance, and Helms College mission and values. Operates with a service-oriented mindset aligned with Rev. Edgar Helms’ faith-based social enterprise model.

QUALIFICATIONS

• Bachelor’s degree required (Master’s preferred) in Education, Library Science, Learning Resources, Instructional Technology, or a related field.
• Minimum of 2 years of experience in academic support, tutoring coordination, or library/learning resource management (higher education preferred).
• Experience supervising or coordinating part-time staff, student workers, or peer tutors.
• Strong understanding of instructional technologies, digital resources, and online learning platforms.
• Computer literate and proficient in MS Office Suite, LMS systems, and educational technology tools.
• Excellent verbal and written communication skills and strong organizational ability.
• Ability to collaborate with faculty, staff, and students in a dynamic, service-oriented environment.
• Must be aligned with and energized by Rev. Edgar Helms’ faith-based social enterprise model to eliminate poverty one career at a time.

The above statements are intended to describe the general nature and level of work being performed by personnel assigned to this job. It is not an all-inclusive list of duties and working conditions, etc., associated with this job. Deviation from regular duties may be necessary to accomplish a particular task or work project in other areas. Helms College reserves the right to waive position requirements at the discretion of the organization.