Job Description

Executive Director of the Center for Learning Support and Accessibility

FLSA Status : Exempt

Market Reference Range (MRR) : 12

Months Per Year : 12

Employment Status : Full-Time

Seattle University will be one of the most innovative and progressive Jesuit and Catholic universities in the world, educating with excellence at the undergraduate, graduate, and professional levels. We embrace an intersectional framework for defining diversity in its broadest sense, including differences in gender, gender identity, race, ethnicity, generational history, culture, socioeconomic class, religion, sexual orientation, national origin, citizenship status, political perspectives, geographic origin and physical ability. Seattle University strives to be a welcome, open and safe campus climate for all who learn, live and work at Seattle University.

Seattle University's Core Competencies

1. Effective Team Collaboration : Works harmoniously with others towards a common goal, leveraging individual strengths to achieve shared objectives.
2. Emotionally Intelligent Communication : Engages in a skillful exchange of information, thoughts, and feelings, verbally and non-verbally.
3. Ethics and Integrity : Demonstrates an unwavering commitment to honesty, professionalism, and alignment with our Jesuit mission in all actions and decisions.
4. Flexibility and Innovation : Embraces change, approaching problems with curiosity adaptability, and is committed to making a positive impact.
5. Mindful Inclusion : Fosters mindful inclusion by consciously creating a workplace that celebrates differences, embraces cultural humility, and empowers uniqueness.
6. Outcomes-Driven Orientation : Sets clear objectives, pursues excellence, and delivers measurable outcomes while upholding Jesuit Catholic values.

Position Description

Position Summary:

The Executive Director of the Center for Learning Support and Accessibility (CLSA) will provide strategic leadership and oversight for the university’s centralized academic support services, disability accommodations, and accessibility resources. This role includes supervising the Director of the Learning Assistance Program and all affiliated staff and the Director of Disability Services, ensuring a cohesive and student-centered approach to learning support. The Executive Director will be the primary leader for university-wide discussions on learning support and accessibility, serve as the point of contact for legal matters related to complaints, and drive initiatives for faculty training, parent/family engagement, and institutional advocacy around disability services and academic assistance. This position ensures that all students, regardless of their individual needs, have access to comprehensive support for academic success, inclusion, and accessibility.

Key Responsibilities:

1. Leadership & Strategic Oversight (35%):
   • Centralized Leadership: Lead the Center for Learning Support and Accessibility (CLSA), overseeing academic support services, accessibility resources, and disability accommodations, ensuring a seamless, student-centered approach.
   • Management: Supervise the Director of the Learning Assistance Program (and all LAP staff) and the Director of Disability Services (and all DS staff) ensuring alignment with university goals and student success initiatives.
   • Strategic Planning & Innovation: Develop and implement strategies to continuously improve the accessibility and effectiveness of academic support services for all students, with a particular focus on streamlining access to resources and creating an inclusive academic environment.
   • Policy & Procedure Development: Lead the development and implementation of policies and procedures that support both disability accommodations and broader learning assistance services, ensuring consistency, compliance with federal and state laws, and best practices.
   • Departmental Assessment & Improvement: Continuously assess the effectiveness of the CLSA services, analyzing student outcomes, service utilization, and satisfaction to inform ongoing improvements.
2. Compliance and Complaint Oversight (20%):
   • Legal Complaints: Serve as the primary point of contact for legal complaints and appeals related to accessibility, accommodation, or learning support services, ensuring legal compliance and timely resolution of issues.
   • Accommodation Complaint Management: Meet with students who have questions or concerns about their accommodations to assess their specific needs and provide disability-related accommodations, including but not limited to testing accommodations, note-taking services, alternative formats, and assistive technologies.
   • Regulatory Compliance: Oversee the university’s compliance with all federal, state, and institutional regulations regarding accessibility and accommodations.
   • Risk Management & Policy Oversight: Monitor and mitigate risks related to accessibility, learning support, and accommodations, ensuring the university provides equitable access to all academic resources.
3. Faculty & Staff Engagement (15%):
   • Faculty Training & Development: Lead the development and implementation of faculty training programs focused on accessibility, inclusive teaching strategies, and best practices for supporting students with disabilities and learning challenges.
   • Campus-Wide Education & Awareness: Partner with faculty, staff, and campus leaders to promote awareness of academic support services, disability inclusion, and universal design for learning (UDL) principles.
   • Promote Inclusive Teaching Practices: Work with faculty across academic departments to ensure that instructional materials, assessments, and teaching methods are accessible and inclusive for students with varying learning needs.
4. Parent & Family Engagement (10%):
   • Parent & Family Outreach: Serve as the primary liaison for parents and families of students with disabilities, providing them with resources and information on the university’s accessibility and academic support services.
   • Engagement & Education: Develop outreach initiatives to engage parents and families in the academic support process, including providing education about how the university supports students with disabilities and learning challenges.
   • Support Transitions: Assist with the transition of students with disabilities into university life, offering resources and support to parents as they navigate academic accommodations and accessibility services.
5. University-Wide Champion for Accessibility & Support Services: Advocate for student access and inclusion across the university, promoting initiatives to address systemic barriers to learning and ensure that all students have access to appropriate resources.
6. Collaboration with Campus Units: Foster strong partnerships with other university departments such as Academic Affairs, Student Affairs, Counseling Services, and Admissions to ensure an integrated and supportive environment for students.
7. Disability Awareness Campaigns & Initiatives: Lead initiatives that raise awareness of disability issues, promoting understanding of accessibility needs and advocating for inclusion across the campus community.

Qualifications

Qualifications:

• Master’s degree in Higher Education, Social Work, Counseling, Psychology, or a related field.
• At least 5-8 years of experience in academic support services, disability services, or a related field, with a minimum of 3 years in a supervisory role.
• Comprehensive knowledge of federal, state, and local laws regarding accessibility and accommodations, including the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and other relevant regulations.
• Demonstrated success in managing and leading diverse teams, including supervising staff and fostering professional development.
• Understanding of legal compliance.
• Understanding of universal design for learning (UDL) principles, as well as best practices for promoting accessibility in academic settings.
• Excellent communication, interpersonal, and problem-solving skills, with the ability to engage effectively with students, faculty, staff, and senior administration.
• Ability to develop and implement faculty and staff training programs to promote inclusive teaching and support strategies.
• Strong organizational, strategic thinking, and decision-making skills, with the ability to manage multiple projects and priorities.

Preferred Qualifications:

• Doctorate degree in Higher Education, Social Work, Counseling, Psychology, or a related field.
• Certification in disability services, higher education leadership, or a related field.
• 3-5 years in a senior leadership role.
• Experience in leading or managing learning assistance programs, tutoring, or academic coaching services.
• Knowledge of assistive technologies and accommodations processes.
• Experience working with parents and families of students.

This is a full-time, senior leadership position, requiring office hours and some evening or weekend availability to accommodate university schedules. Occasional travel may be required for professional development, conferences, or university-related events. The position will ]]> <

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