Director of Academic Cohorts

Role Overview

The University of Redlands is seeking a Director of Academic Cohorts to provide strategic direction, coordination, and evaluation for cohort-based academic initiatives that strengthen learning, belonging, retention, and progression to graduation. This role has primary oversight of STEM-centered retention cohorts and also serves as the main pre-health liaison for students pursuing medicine and related health careers. In addition, the position supports experiential learning opportunities connected to groups such as Global Insight Fellows and Hunsaker Scholars.

The director works closely with faculty, academic departments, advising teams, student success offices, and institutional leaders to ensure cohort programming supports the university’s mission, equity commitments, and student success priorities.

Position Details

Position code: 7872

Department: College of Arts and Sciences

Classification: Administrative, exempt, 12-month, full-time (40 hours per week)

Salary range: $75,000 to $80,000

Hiring range: anticipated near or at the minimum of the classification, depending on education, experience, skills, and training

Introductory period: 12 months

Availability: immediate

Posting date: June 11, 2026

Application deadline: open until filled; applicants are encouraged to apply right away

Strategic Leadership and Program Development

• Create and communicate a long-term vision for cohort-based academic programming that advances student achievement, with special focus on STEM retention and pre-health advising.
• Build, launch, and refine cohort models such as first-year cohorts, bridge programs, themed learning communities, and discipline-specific retention efforts.
• Set policies, standards, and operating practices that shape cohort design, academic integration, and student support.
• Ensure cohort initiatives align with institutional goals for retention, completion, equity, and inclusive excellence.

STEM Retention Cohort Oversight

• Lead the RESOLUTE STEM cohort and guide efforts to improve retention, persistence, and academic performance.
• Work with the CAS Dean’s office and STEM faculty to bring evidence-based teaching, mentoring, and undergraduate research into the cohort experience.
• Review participant academic progress and coordinate intervention strategies when students need support.
• Develop programming that builds academic identity, peer mentoring, and preparation for graduate school or health-related careers.
• Examine retention, GPA, course completion, and progression data for STEM cohort students and share results with institutional leadership.

Pre-Health Advising

• Stay current on admissions requirements for health-related graduate programs and effective pre-health advising practices.
• Keep the Office of Career and Professional Development and pre-health advisors informed about requirements and experiential learning opportunities.
• Maintain the official list of pre-health students and advisors and update it each fall.
• Lead pre-health new student orientation and recurring group advising sessions.
• Serve as the main contact for pre-health questions from prospective families and other campus units.
• Organize workshops, application-preparation activities, and informational sessions for pre-health students.
• Build and sustain relationships with health professions programs and outside partners.
• Monitor and evaluate pre-health applicant outcomes and placement results.
• Provide guidance and resources to faculty who advise pre-health students.

Additional Academic Cohort Engagement

• Design and manage additional cohort programs that help students transition successfully, persist academically, and feel a stronger sense of belonging.
• Work with admissions, academic advising, and academic departments to create clear pathways into cohort programs.
• Facilitate activities that connect students with faculty mentors, academic networks, research, and other high-impact learning experiences.
• Track cohort outcomes tied to retention, persistence, and graduation.

Experiential Learning Leadership

• Guide the development and delivery of Core Four experiential learning opportunities within cohort models, especially for STEM and pre-health students, as well as Global Insight Fellows and Hunsaker Scholars.
• Embed experiential learning into cohort structures to reinforce academic learning, strengthen professional skills, and support post-graduation plans.
• Help build partnerships with healthcare providers, research organizations, employers, and community groups that can support student experiences.
• Oversee coordination, tracking, and assessment of cohort-related experiential learning participation.

Faculty and Staff Partnership

• Recruit, support, and collaborate with faculty involved in cohort teaching.
• Offer professional development focused on effective cohort mentoring practices.
• Partner with the Student Success Center, Office of Career and Professional Development, and other departments to deliver coordinated academic and co-curricular support.

Assessment, Equity, and Continuous Improvement

• Build assessment methods to measure cohort effectiveness, including outcomes for RESOLUTE and pre-health students.
• Collect, analyze, and report metrics such as retention, persistence, GPA, graduation rates, and post-graduation placement.
• Use data to improve programming and reduce equity gaps in STEM participation and completion.
• Design cohort experiences that strengthen belonging, mentorship, and inclusive learning environments.
• Support historically underrepresented, first-generation, and transfer students through targeted cohort strategies.
• Encourage structured peer mentoring and faculty engagement to improve persistence and success.

Budget and Resource Management

• Create and oversee budgets for cohort and pre-health programming.
• Work with stakeholders to pursue external funding or grants for STEM retention and health professions preparation initiatives when appropriate.
• Ensure staffing and resources are allocated responsibly.

Qualifications

Any equivalent combination of experience, training, and education may be considered.

• A master’s degree is required.
• Experience in higher education is preferred.
• A valid California Class C driver’s license with a good driving record is required. Out-of-state licenses are acceptable until appointment, but a California Class C license must be obtained within 10 days of appointment in accordance with California Vehicle Code 12505c.
• The role requires flexibility for evening and weekend work and the ability to travel as needed.

Knowledge and Skills

• Strong verbal and written communication ability.
• Excellent organization with close attention to detail and accuracy.
• Capability to manage priorities, meet deadlines, and work independently with minimal supervision in a fast-moving environment.
• Strong presentation skills and the ability to write clearly and concisely.
• Professional tact, diplomacy, and self-motivation.
• Understanding of records management and retention requirements.
• Proficiency with Microsoft Office tools, including Excel, Word, and PowerPoint.
• Ability to use standard office equipment.
• Comfort learning new and changing technology.
• Judgment to recommend actions within established guidelines.
• Ability to build positive relationships and coordinate internal and external resources to support university goals.
• Independent decision-making and initiative.
• Strong customer service orientation.
• Ability to handle confidential information appropriately.
• Ability to work effectively with students, faculty, and staff from culturally and ethnically diverse backgrounds.

Working Conditions and Physical Requirements

Work is primarily performed in a standard office setting and during field-related activities or meetings. The environment typically includes a desk or computer workstation and basic controls for health and comfort.

The role involves extended sitting, regular short-distance walking, travel to meetings and other locations, use of hands and fingers for keyboards and office equipment, reaching, stooping, kneeling, or crouching to file materials, speaking clearly on the telephone and in person, reading fine print and using a computer, hearing and understanding conversations, and lifting, carrying, or moving items weighing up to 10 pounds.

Application and Employment Conditions

A resume or CV and cover letter are required to apply.

If interview accommodations are needed under the Americans with Disabilities Act, candidates may call (909) 748-8040. Applicants who need help completing the application because of a disability may also contact the same number for an alternative process.

Employment is contingent on successful completion of a criminal background check. Offers may be withdrawn if disqualifying information is found or if required information was omitted or falsified. Existing employees may also be affected if the check is not completed satisfactorily.

Some roles require a valid driver’s license and enrollment in the DMV Government Employer Pull Notice Program to confirm license status and driving history.

Selected positions, including certain Public Safety, Facilities, Student Affairs, Athletics, and ITS roles, may require a pre-employment physical examination and the ability to lift more than 50 pounds. Public Safety Officers must also complete a psychological evaluation.

Equal Opportunity and Additional Notes

Members of underrepresented groups are encouraged to apply. The university is an equal opportunity employer.

Submission of an application or resume confirms agreement that the university may verify the information provided.

Human Resources information is available through the university website.