Assistant Director of Accessibility Services

The Center for Academic Success (CAS) provides academic support services for the student population at Alfred University. CAS also provides support, consultation, and advocacy for students with learning, physical, and/or psychological disabilities. Reporting to the Executive Director, the Assistant Director of Accessibility Services supports the mission of the Center for Academic Success by ensuring equitable access to the academic experience for students with disabilities. The position coordinates the implementation of accommodations, provides individualized support through academic coaching and case management, promotes universal design and inclusive teaching practices, and collaborates with faculty and staff to reduce barriers to student success. 

As a member of the Center for Academic Success, the Assistant Director contributes to institutional retention and persistence efforts by supporting students' academic confidence, self-advocacy, and successful navigation of the university environment. The position also serves as a campus resource on disability-related issues, accessibility, assistive technology, and inclusive educational practices. The Assistant Director will also maintain an appropriate caseload of students with disabilities.  

Salary: $50,917.88-$53,849.68, 35hrs/week

Accessibilitiy Services:

• Coordinate the interactive process for students requesting academic accommodations, including intake appointments, documentation review, eligibility determinations, implementation of reasonable accommodations, and accommodation renewals.
• Manage caseload of students registered with Accessibility Services, providing ongoing case management, advocacy, and support throughout their academic experience.
• Coordinate the housing accommodation request and review process in partnership with Residence Life and other campus partners, including communicating decisions and maintaining appropriate documentation.
• Maintain accurate, confidential student records in compliance with the Americans with Disabilities Act
  (ADA), Section 504 of the Rehabilitation Act, FERPA, and institutional policies.
• Monitor accommodation utilization and recommend improvements to enhance service delivery, accessibility, and student success.

Academic Success & Student Support:

• Provide individualized academic coaching focused on executive functioning, time management, organization, study strategies, goal setting, self-advocacy, and academic confidence.
• Maintain a support caseload of students experiencing academic difficulty, including students on academic warning or probation, and collaborate with faculty, advisors, and student success professionals on intervention strategies.
• Develop individualized student success plans and connect students with tutoring, writing support, counseling, career services, and other campus resources.
• Support institutional early alert and retention initiatives by responding to student referrals and implementing proactive interventions.
• Assist students in developing independent learning strategies that promote persistence and academic achievement.

Faculty Development & Campus Education:

• Develop and facilitate training for faculty, staff, and student employees on disability awareness, accessibility, Universal Design for Learning (UDL), inclusive teaching practices, and accommodation processes.
• Serve as a campus resource on disability-related legislation, accessibility best practices, assistive technology, and emerging trends in higher education.
• Develop educational materials and campus resources that increase awareness of accessibility services and promote an inclusive learning environment.
• Participate on institutional committees and initiatives that advance student success, accessibility, equity, and belonging.

Outreach & Student Engagement:

• Coordinate outreach initiatives to increase awareness of accessibility services among prospective and current students.
• Participate in Orientation, Summer Bridge, Open Houses, First-Year Experience programming, and other transition initiatives.
• Develop and present workshops on learning strategies, executive functioning, self-advocacy, and academic success in conjunction with Center for Academic Success staff.
• Coordinate and teach one section of the University's first-year seminar (UNIV 103 or equivalent) each semester.

Assistive Technology & Testing Services:

• Evaluate, recommend, and train students in the effective use of assistive technologies that enhance accessibility and academic success.
• Collaborate with Information Technology and campus partners to support accessibility initiatives and technology solutions.
• Coordinate and assist with accommodated testing services, including scheduling, exam administration, and proctoring, while providing backup support during periods of high demand.

Center for Academic Success Operations:

• Hire, train, supervise, and evaluate graduate assistants and student employees supporting the Center for Academic Success.
• Assist the Executive Director with daily operations, strategic initiatives, program assessment, policy development, and continuous improvement efforts.
• Respond to student and parent inquiries regarding accessibility services and academic support.
• Collect, analyze, and report data related to accessibility services, academic coaching, and student success outcomes to inform decision-making.
• Perform other duties as assigned in support of the mission of the Center for Academic Success.

 Other Duties & Responsibilities:

• Supports and assists in creating intersections for faculty, staff, and students that will assist in transforming people’s lives.
• Supports and assists in creating an evolving culture of mentoring and rich engagement opportunities for faculty, staff, and students.
• Maintains a commitment to diversity, equity and inclusion and a high degree of cultural competence and respect for a wide range of identities and experiences, therefore welcoming and supporting all faculty, staff and students and expanding access to the AU experience.
• Maintains a safe working environment within and around their facilities and associated equipment and supplies including, but not limited to, obtaining Safety Data Sheet (SDS) information pertaining to any hazards associated with their work environment.
• Participates in all required assigned training, including safety training and will comply with safety rules, regulations, and protocols.

Qualifications-Education & Experience, Knowledge, Skills & Abilities:

• Formal Education: Bachelor’s in psychology or related field. Master’s Degree in School Psychology, Education, College Student Development, or related field preferred.
• Experience: Experience with working with the college student population is desired, but other experiences will be taken into consideration.
• Additional knowledge/skills
  • Highly organized and motivated with the ability to work independently.
  • Excellent written and verbal communication skills.
  • Interest in academic success in higher education, program design, and evaluation.
  • Excellent computer literacy.
  • Skills in data analysis and assessments.

Physical Demands & Work Environment:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. 

Personal Protective Equipment must be worn when required.  A respiratory function test and the ability to use respirators may be required.  Stairs and uneven surfaces may be present; artificial lifts, etc., may or may not be available.  The position may require the incumbent to walk outdoors in all types of weather to other buildings or offices located on the campus.  The Campus is in an area that contains numerous hills and slopes and may not always be fully accessible for mobility-impaired individuals.

About Alfred University:
Lighting the way for students since 1836. “We've always been a place for makers, especially those who make the future. Our commitment to independent thinking, creativity, academic rigor, and community have made us a unique kind of leader since 1836.”

Alfred University (AU) was founded on principles of social justice in 1836 by liberal, independent thinkers who placed high value on education for all citizens. The University has retained and built upon the strong values of its founders, developing as an institution of national and international renown that is responsive to the needs of contemporary society while remaining consistent with the spirit of its origins. Alfred University is the second oldest coeducational college in the United States as well as one of the earliest nineteenth-century colleges to have enrolled African American and Native American students. It has a long-standing history of educating socially conscious students who make a difference in their professions and their communities.

Over the course of the twentieth century, Alfred University evolved into a complex institution offering a full range of programs in the liberal arts and sciences, art and design, engineering, business, education, counseling, and school psychology to its nearly 2,000 undergraduate and graduate students that live, learn, and play on a 232-acre campus located in an idyllic, creative valley in Western New York.
 

Alfred University actively subscribes to a policy of equal employment opportunity, and will not discriminate against any employee, student or applicant because of race, age, sex, color, sexual orientation, gender identification or expression, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, military or veteran status, domestic violence victim status, criminal conviction status, political affiliation or any other characteristic protected by applicable law.