Coaching Program Lead– Selander Center for Engineering Leadership

Who We Are Building on our 150-plus-year legacy as one of the nation’s preeminent engineering colleges, the Cornell David A. Duffield College of Engineering is a purpose-driven, inclusive community committed to developing the knowledge, capabilities, and people needed to forge a better future. Comprising more than 10 schools and departments, we are rooted in Ithaca, New York, with a growing presence in New York City and a global network of alumni and collaborators. Guided by our core values, our faculty and staff regularly engage across disciplines and intentionally bring together a range of perspectives as they lead and support ambitious efforts to tackle societal challenges, develop the next generation of leaders, and make a meaningful difference in the world. The Cornell Duffield College of Engineering holds the radical view that all engineers need a strong foundation in followership, leadership, teamwork, and ethical communication; and that all engineering students have the right to high-quality personal and professional development as part of their education. The Selander Center for Engineering Leadership offers a variety of transformational programs to engage students at different levels of commitment and developmental readiness. Our offerings are based in science and include elements of personal reflection and experiential learning. We judge our effectiveness by measuring cognitive and behavioral impacts, and strive for innovation, excellence, and continual improvement in everything we do. Information about our programs is available at . The Selander Center team values:

• A passion for seeing and developing every student’s potential
• Ownership and accountability for excellence
• The ability to make positive contributions to a team and bring out the best in others
• A bias for fun! What You Will Do The Coaching Program Lead oversees all coaching elements of Selander Center for Engineering Leadership classes and programs, and provides professional coaching to students and faculty enrolled in these programs. This role also will build the systems, coach capacity, and quality controls needed to expand team and leadership coaching offered through the Selander Center. The Coaching Program Lead is expected to take initiative, solve problems, improve current programs, and identify new opportunities for coaching and student coach development. Duties include: I. Manage and grow coaching elements of current and future Selander Center initiatives, including but not limited to: a. Engineering Leadership Certification Program (~25 students; year-long)
• Design and implement the coaching curriculum concurrent with ENGRG 3900/ENGRG 3910
• Serve as primary coach for the program
• Attend and co-facilitate, as needed, all Certification Program retreats and classes b. First-Year Core Values Discovery Experience (~900 students, summer through fall)
• Manage all aspects ofthe Core Values Discovery summer class and coaching
• Hire, train, manage, and evaluate 70+ global contract coaches annually
• Collaborate closely with Engineering Advising and others to ensure a seamless student experience
• Provide values coaching sessions and facilitate ENGRG 1050 sessions as needed
• Collect, analyze, and report qualitative and quantitative student impact data c. Integrated Curriculum (team and leader development embedded in technical classes)
• Provide or coordinate delivery of on-demand team coaching for students in embedded classes
• Hire, train, schedule, and support peer coaches to supplement drop-in hours staffing
• Develop video content on coaching-central topics such as listening and giving feedback for on-demand content library d. Faculty Leadership Academy (12-20 faculty biennially)
• Manage and deliver the coaching component of the Faculty Leadership Academy, including assessment administration, data tracking and reporting, faculty coaching, coaching-related instruction, and management of external/contract coaches e. Other student coaching as time permits
• Provide students and teams seeking support with one-off or ongoing coaching II. Build coaching capacity in Cornell Duffield Engineering
• Design and implement coach training opportunities for undergraduate and graduate students
• Develop training materials, practice structures, feedback tools, and standards for student coaches.
• Supervise and develop student coaches so they can coach effectively, ethically, and consistently.
• Look for new coaching and coach development needs across Cornell Duffield Engineering and propose innovative ways to meet them. III. Systematize and scale coaching throughout Selander Center offerings
• Create clear processes for coach hiring, onboarding, training, scheduling, communication, documentation, and evaluation.
• Develop coaching tools, templates, rubrics, and common language that make programs easier to run and easier to improve.
• Monitor coaching quality and participant experience across programs.
• Use evidence, student needs, and faculty needs to improve existing programs and develop new coaching initiatives.
• Recommend policies, procedures, and practices that support consistent, high-quality coaching. IV. Collect, analyze, and report coaching data
• Collect and report student usage data to ensure equal access to and use of coaching services by students regardless of race, ethnicity, sexual orientation, gender identity or expression, socioeconomic status, and engineering major.
• Track coach performance, student participation, completion rates, usage patterns, and program outcomes.
• Prepare clear reports on coaching activity, impact, needs, gaps, and recommended next steps.
• Use data to guide decisions about staffing, coach training, program design, and future initiatives While position responsibilities vary, every member of our community is expected to foster a culture of belonging and a healthy work environment by communicating across differences; being cooperative, collaborative, open, and welcoming; showing respect, compassion, and empathy; engaging and supporting others regardless of background or perspective; speaking up when others are being excluded or treated inappropriately; and supporting work/life integration of oneself and others. What We Need
• Master’s degree and 3 to 5 years relevant experience or equivalent combination.
• Current ICF Professional Certified Coach (PCC) credential or higher, or equivalent from another coaching professional accrediting body.
• Experience managing a program, project, or initiative with multiple partners, timelines, and participants.
• Evidence of applying critical and strategic thinking to set priorities, solve problems, and improve systems.
• Excellent written and oral communication skills.
• Commitment to supporting students and faculty from a wide range of backgrounds, identities, disciplines, and levels of experience.
• Ability to collect, interpret, and report on quantitative and qualitative program data.
• Proficiency with Microsoft Word, Excel, and PowerPoint.
• Experience working directly with people from various socioeconomic backgrounds. It would be a bonus if you have any of the following:
• Master Certified Coach (MCC) credential from an ICF-accredited program
• Training or certification in Co-Active Coaching or Co-Active Leadership from the Coaches Training Institute (CTI) preferred
• Experience coaching or teaching in higher education, engineering education, leadership development, faculty development, student development, or organizational development.
• Experience with social science study design, data analysis, and reporting
• Proficiency with Qualtrics; Canvas; Calendly; and/or SPSS or other statistics software. Important Notes about Applying
• A cover letter and resume outlining your interest and how your experience and goals align with the potential for mutual success in the role are required