*Duke University:*

Duke University was created in 1924 through an indenture of trust by James Buchanan Duke. Today, Duke is regarded as one of America’s leading research universities. Located in Durham, North Carolina, Duke is positioned in the heart of the Research Triangle, which is ranked annually as one of the best places in the country to work and live. Duke has more than 15,000 students who study and conduct research in its 10 undergraduate, graduate and professional schools. With about 40,000 employees, Duke is the third largest private employer in North Carolina, and it now has international programs in more than 150 countries.

*Nature of the work and responsibilities*:The Assistant Director at the Duke International Student Center (DISC) plans, coordinates, and administers robust co-curricular programming and activities that help international graduate students transition to Duke University as well as the surrounding Durham community. The Assistant Director moreover collaborates with various university administrative offices and academic departments and community organizations to develop programs that promote cross-cultural awareness and understanding. S/he also advises international students on non-visa related matters, cultivates a strong sense of belonging and connection within the international community and between the international and domestic student community, and supports the development of graduate student organizations. Supports the graduate student experience by creating strong community ties through cultivating social and educational programming for graduate students.

*Duties*

* Plans, organizes, and coordinates Graduate/Professional Student Orientation (one in the Fall semester and one smaller scale in Spring semester) and pre-orientation programs. Creates publicity and marketing materials. Recruits, trains, and supervises graduate IHOPs (Duke International Student Center Orientation Peers). Assists in other assigned orientations for new student orientation.

20%
* Serves as the liaison for graduate and professional schools and programs and represents DISC at the Graduate and Professional Student Affairs Council. Cultivates and maintains relationships with Student Affairs units, academic departments, and other university offices as well as community and alumni organizations that support the mission of the Duke International Student Center. Works with campus partners to develop and deliver activities and programs for graduate and professional students, such as professional development programs, social and wellness programs (Fall/Winter/Spring break activities, Duke sports watch parties, etc.), and programs about U.S. culture and society.

20%
* Manages the Global Fellows Program in collaboration with the Office of Global Affairs, responsibilities including: creating publicity and marketing materials, recruiting and training Global Fellows, developing and managing program-related activities, conducting program assessments, and managing the program budget.
15%
* Provides counseling on an individual basis and on-going advocacy on pertinent issues.
15%
* Manages the end of year programming, including graduation related events and the International Awards Program. International Awards Program responsibilities include planning and publicizing the call for nomination, gathering and working with a review committee to determine the awardees, organizing the awards reception ceremony, and creating relevant marketing materials.
10%
* Partners with Duke Alumni and Engagement Development and the Duke International Network committee to manage the Duke International Network, responsibilities including managing group and committee membership, and planning and organizing events to enhance alumni engagement.
5%
* Delivers and supports university-wide educational activities pertaining to community engagement, intercultural/international education, and leadership development.

5%
* Supervises student staff and manages the newsletter for the Duke International Student Center.
5%
* Develop an assessment plan to measure student learning through DISC’s impactful programming. Creates assessment tools, analyzes data, and provides reports to improve student programming offered by DISC
5%

*Minimum Requirements*

* Bachelor’s degree required, Master’s degree in relevant field preferred
* Experience in program administration, academic/instructional or counseling activities.
* Cross-cultural knowledge and sensitivity.
* Experience working with diverse student populations and/or studying/living abroad.
* Computer literacy including Microsoft Office and skills in social media and video production, Photoshop, and Adobe InDesign preferred.
* Skills in social media and fluency in a second language preferred.

*Additional Job Specific Skills and Competencies*

* Knowledge of and experience working with international and transcultural populations.
* Excellent writing, verbal and interpersonal skills, with a proven ability to work in a team environment.
* Outstanding organizational skills with ability to handle multiple projects/priorities and meet deadlines.
* Valid US Driver’s License required to drive 12-passenger van and DMV background check.

*Divisional Professional Competencies*
Personal and Ethnical Foundations (PEF)
Knowledge, skills, and dispositions to develop and maintain integrity in life and work including thoughtful development, critique, and adherence to a holistic and comprehensive standard of ethics and commitment to one’s own wellness and growth.
Foundational outcomes emphasize awareness and understanding of one’s values and beliefs, especially as related to professional codes of ethics and principles for personal wellness. Advanced level proficiency involves higher order critique and self-awareness, applications to healthy living and professional practice, and modeling, mentoring and facilitating the same among others.
Expected Competency Level = Foundational

Values, Philosophy, and History (VPH)
Knowledge, skills, and dispositions that connect the history, philosophy, and values of the student affairs profession to one’s current professional practice. This competency area embodies the foundations of the profession from which current and future research, scholarship, and practice will change and grow.
Progression from foundational to advanced level proficiency involves movement from basic understanding of VPH to a more critical understanding of VPH as applied to practice and then to the use and critical application of VPH in practice.
Expected Competency Level = Foundational

Assessment, Evaluation, and Research (AER)
Ability to design, conduct, critique, and use various AER methodologies and results, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education.
Professional growth is broadly marked by shifts from understanding to application, and then from smaller scale applications focused on singular programs or studies to larger scale applications that cut across departments or divisions. Many advanced level outcomes involve the leadership of AER.
Expected Competency Level = Foundational

Law, Policy and Governance (LPG)
Knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice.
Progression from foundational to advanced level proficiency reflects shifts from understanding to critical applications enacted primarily at the departmental level to institutional level applications that are mindful of regional, national, and international contexts.
Expected Competency Level = Foundational

Organizational and Human Resources (OHR)
Knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources including selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources.
In addition to the shift from understanding to application, professional
In addition to the shift from understanding to application, professional development within this competency reflects shifts in the scale, scope, and interactivity of the human and organizational resources with which one works.
Expected Competency Level = Not Applicable

Leadership (LEAD)
Knowledge, skills, and dispositions required of a leader, with or without positional authority and involving both the individual role of a leader and the leadership process of individuals working together to envision, plan, and effect change in organizations as well as respond to broad-based constituencies and issues in concert with students, colleagues, faculty and community members.
Professional growth reflects shifts from knowledge to critical application and then to fostering the development of leadership within and among others.
Expected Competency Level = Foundational

Social Justice and Inclusion (SJI)
Knowledge, skills and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power. This competency involves educators who have a sense of their own agency and social responsibility that includes others, their community, and the larger global context and whose professional practice seeks to meet the needs of all groups by equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities.
Professional development assumes the need to understand oppression, privilege, and power before understanding social justice. Intermediate and advanced level outcomes reflect social justice oriented applications in practice and then interconnections between leadership and advocacy.
Expected Competency Level = Intermediate

Student Learning and Development (SLD)
Concepts and principles of student development and learning theory including the ability to apply theory to improve and inform student affairs and teaching practice.
At the foundational level, SLD involves a critical understanding of learning and development theories and their use in constructing learning outcomes. Intermediate and advanced proficiency involves greater application in utilizing various forms of programs and applications with increasingly large and complex venues.
Expected Competency Level = Foundational

Technology (TECH)
Use of digital tools, resources and technologies for the advancement of student learning, development, and success as well as improved performance of employees. Knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, employees, faculty and colleges and universities as a whole.
Professional growth in this competency area is marked by shifts from understanding to application as well as from application to facilitation and leadership. Intermediate and advanced level outcomes also involve a higher degree of innovativeness in the use of technology to engage students and others in learning processes.
Expected Competency Level = Foundational

Advising and Supporting (A/S)
Knowledge, skills and dispositions related to providing advising support to individuals and groups through direction, feedback, critique, referral, and guidance. Development of advising and supporting strategies that take into account self-knowledge and the needs of others to advance the holistic wellness of ourselves, students, and colleagues.
Progression from foundational to advanced level proficiency involves the development of higher order capacities for listening, addressing group dynamics, managing conflict and crisis situations, and partnering with colleagues, departments and agencies.
Expected Competency Level = Foundational

Duke University is an Affirmative Action/Equal Opportunity employer committed to providing employment opportunity without regard to an individual's age, color, disability, genetic information, gender, gender identity, national origin, race, religion, sexual orientation, or veteran status.

Minimum Qualifications

EducationWork requires analytical, communications and organizational skills generally acquired through completion of a bachelor's degree program.

Experience
Work generally requires two years experience in personnel, college or OR AN EQUIVALENT COMBINATION OF RELEVANT EDUCATION AND/OR EXPERIENCE university administration, or a related field to acquire skills necessary to provide program management, advising and general administrative support.

Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.

Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas-an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.

Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essentialjob functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.