Assistant Director, Queer & Trans Student Success

Roger Williams University; Bristol (RI); On-site; USD 70,000 - 100,000; Full time

Job summary

Roger Williams University in Bristol, RI, seeks an Assistant Director for Queer and Trans Student Success and Engagement to lead programs at QTRAC, provide academic coaching, mentoring, and leadership development, and collaborate with campus partners to support gender identity and inclusive student experiences.

The role focuses on access, belonging, persistence, and well‑being for queer and trans students, with emphasis on first‑generation students and intersectional identities, reporting to the

Qualifications

• Experience in higher education or student services preferred.
• Strong intercultural communication and collaboration skills.
• Commitment to equity, inclusion, and student wellbeing.

Responsibilities

• Provide academic coaching, mentoring, referrals, and follow-up for diverse student populations.
• Support access, retention, belonging, identity development, leadership, and full participation in university life.
• Coordinate student navigation of resources and partnerships with campus offices.
• Collaborate with Advising, Tutoring, Residence Life, Housing, Accessibility, Health Services, Title IX, Career Education, Financial Aid, and others to reduce barriers.
• Track student contacts and success trends for review with supervisor and partners.
• Contribute to alumni-engagement activities and programs tied to access and persistence.

Skills

Student engagement

Mentoring

LGBTQIA education

Job description

Roger Williams University in Bristol, RI, seeks an Assistant Director for Queer and Trans Student Success and Engagement to lead programs at QTRAC, provide academic coaching, mentoring, and leadership development, and collaborate with campus partners to support gender identity and inclusive student experiences.

The role focuses on access, belonging, persistence, and well‑being for queer and trans students, with emphasis on first‑generation students and intersectional identities, reporting to the