Director of Health Promotion & Student Well-Being in Providence, Rhode Island at Providence College (RI)

Provide strategic leadership for campus-wide efforts that promote healthy campus culture, strengthen substance use prevention, and advance collegiate recovery.

1. Develop and implement research informed well-being curriculum that integrates education, outreach, prevention, and community building through a scaffolded learning approach. Ensure the curriculum is guided by assessment, best practices, and aligns with the Student Affairs strategic plan (The PC Path) and institutional and mission priorities. Lead health campaigns, prevention initiatives, produce marketing materials, and manage communications. Collaborate with clinical partners, campus departments, and community organizations to embed well-being into the student experience. (20%)
2. Partner with the Personal Counseling Center’s Substance Use and Addiction leadership team to develop non-clinical campus-wide programs that advance the college recovery program, support progress toward a recovery-ready campus, and deliver targeted education on substances, gambling, digital addiction, harm reduction, and ally education. Assist in developing the college’s partnership with the Associate of Recovery in Higher Education (ARHE). Support off-campus Recovery House staff in aligning their programming model with the well-being curriculum and in fostering a sense of inclusion for residents on campus. (20%)
3. Supervise and guide the live-on Assistant Director of Student Well-Being in supporting the programming needs of the PC Well Affinity Housing Community, guiding the development of a programming model and mentoring/coaching model that strengthens community and belonging through group activities, meetings, and engagement with the campus’ broader well-being initiatives. Ensure the affinity housing curriculum aligns with the college’s overall well-being framework and collaborate with campus partners to create meaningful engagement opportunities for students living in the community. (20%)
4. Maintain expertise in national research and best practices, serving as a subject-matter resource for faculty/staff integrating recovery and well-being principles into their programs. Lead comprehensive assessment efforts by overseeing data collection, evaluating program effectiveness and student learning, and monitoring behavioral trends to guide strategic planning. (15%)
5. Partner with the Student Engagement and Leadership team to develop student engagement and involvement strategies for the well-being curriculum. Aligned with the Student Leadership Curriculum Research, develop, launch, and oversee a well-being peer educator program. As appropriate, serve as advisor to student-run health/wellness clubs and organizations. Provide training to staff and student leaders on a variety of well-being topics to enable them to serve as campus leaders and guides for students. (15%)
6. Participate in and/or help lead divisional and campus-wide committees focused on assessing and responding to well-being and substance-related trends, needs, and opportunities. Manage daily operations of the Office for Student Well Being, including budgeting and operational logistics. Coordinate data collection, documentation, and reporting structures for internal and external stakeholders. (10%)

MARGINAL DUTIES:

• Master’s degree in public health administration, health education/promotion, social work, higher education (student affairs) or a related field from an accredited institution required.
• Five to seven years’ experience in higher education health promotion, collegiate recovery or related field or an equivalent combination of education and experience.
• Training in collegiate recovery models and experience working with people in recovery.
• Familiarity with healthy campus standards (e.g. American Collegiate Health Association’s (ACHA) “Healthy Campus Framework”).
• Strong communication and facilitation skills.
• Ability to train peer leaders and campus partners.
• Skill in collaborating with a diverse group of campus partners and in navigating student confidentiality institutional policies.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Sitting in a normal seated position for extended periods of time
• Reaching by extending hand(s) or arm(s) in any direction
• Finger dexterity required to manipulate objects with fingers rather than with whole hand(s) or arm(s), for example, using a keyboard
• Communication skills using the spoken word
• Ability to see within normal parameters
• Ability to hear within normal range
• Ability to move about

DISCLAIMER: This job description indicates the general nature and level of work expected of the incumbent. It is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities required of the incumbent. Incumbent may be asked to perform other duties as required.