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Job Description COMPLETION ADVISOR AT CITRUS COMMUNITY COLLEGE

Posting Date: 02-09-2016 Closing Date: 03-08-2016 Job Category: Classified Assignment: FullTime Percentage Employee: 100% Months per Year: 12
Work Days per Week: Monday through Friday Work Schedule per Day: 7:30 a.m. to 4:30 p.m.
Placement/Range:39-1 (Starting salary for a new classified hire at Citrus College is fixed at Step
1)
Pay Rate:$4,189.35/month ($24.17/hour)
Benefits:The District provides a comprehensive program of fringe benefits including major
medical, dental, and vision insurance for full-time employees and eligible dependents. Life
insurance provided for employee only. For all part-time employees whose assignment is 50% or
more the district provides benefits on a pro- rated basis.
Education and Experience:A bachelor's degree, and two years of experience related to providing
assistance to college level students; or, in the absence of a bachelor's degree, an associate degree,
or the completion of at least sixty (60) college-level semester units, and four years of experience
related to providing assistance to college level students; or, in the absence of an associate degree,
or the completion of at least sixty (60) college-level semester units, six years of experience
related to providing assistance to college level students.
Preferred Qualifications:- Two years of work experience in a community college.
Position Summary:Provides leadership and expertise to pre-college and college students in
framing and helping students to complete personal, educational, and professional goals.
Enhances student achievement by coordinating and participating in educational assistance
activities, and events designed to encourage and improve student retention and completion.

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Serves students from diverse academic, socioeconomic, cultural, disability, and ethnic
backgrounds.
Essential Duties and Responsibilities:- Promotes student retention and completion by providing
holistic and comprehensive services to students in support of their personal and academic
success.- Assists students by providing support, general college information, and motivation to
succeed in college. - Reviews student records to determine eligibility for certificates and degrees.
Incorporates information from transcripts of other institutions. Facilitates students' completion of
applications for certificates and degrees. Explains graduation processes and time lines. Verifies
student progress towards completion and compliance with educational goals and degree
requirements.- Reports placement test scores and refers students who need review of placement
to counselors.
- Clarifies academic policies.- Assists with development, preparation, and presentation of
information through workshops, group, and individual appointments. Promotes campus programs
and services.- Identifies students in crisis who require immediate attention and refers them to
counselors. Refers students to appropriate on- and off-campus resources.- Clarifies procedures
for areas such as financial aid, enrollment priorities, student success and support program, and
veteran benefits.- Assists with the development and preparation of reports and checks for
accuracy of data prior to submission to TeCS as it relates to record keeping and reporting to the
Chancellor's Office.- Explains probation policies and procedures and refers students to
counselors and other student services. - Provides appropriate referral and information on
available resources to faculty, staff and students as necessary; establish and maintain effective
communication with representatives from transfer institutions as appropriate.- Performs other
duties as assigned that support the overall objective of the position.
Knowledge, Skills and Abilities:- Requires specialized knowledge of advising.- Requires a
working knowledge of student population demographics focusing on characteristics, needs, and

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abilities of a diverse population of students, including those who are first-generation college
bound.- Requires a working knowledge of student support services such as financial aid and
employment.- Requires an in-depth knowledge of community college and transfer program
requirements.- Requires a working knowledge of modern office systems, practices and
procedures including skill at using personal computer software such as word processing and
academic databases.- Requires skill at developing strategies and action plans for improving
academic opportunity of target populations.- Requires skill in writing communications, reports,
and materials.- Requires well-developed communications skills to advise and persuade students,
be sensitive to student needs, make presentations to groups.- Requires the ability to carry out the
essential functions of the position.- Requires the ability to carry out the essential functions of the
position.- Requires the ability to learn District policies and procedures as well as those associated
with counseling and advising.- Requires the ability to relay information related to major sheets
and course descriptions, financial aid, assessment, and placement examination results.- Requires
the ability to use a personal computer and common office productivity software, conduct internet
research, enter data onto established data entry screens, and produce reports with routine queries.
- Requires the ability to interact productively with a wide range of students of varying abilities
and background, including economic, social, and cultural diversity.- Requires the ability to
exercise a positive attitude, patience, empathy, compassion, and good judgment when dealing
with others.
Citrus College is an equal opportunity employer.

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Cristina de Dios Gamez Rodriguez
(562) 455-6339
[email protected]

May 13, 2016.

Hiring Committee
Re: Completion Advisor
Citrus Community College
Human Resources
100 W. Foothill Blvd.,
Glendora, CA 91741

Dear Hiring Committee,

This letter is in response to the current job posting for the position of Completion Advisor at Citrus
Community College. I would like to express my interest in the position. I became aware of this position
through my search on the California Community Colleges. This position is of interest to me because I was
once a student who struggled in my undergraduate career. I was on the verge of dropping out and because of
one professor I stayed in school. I understand how difficult it can be as a first-generation college student to
navigate the resources and the process.
I have a strong passion for higher education and working with students from underrepresented backgrounds. I
am concerned for the well-being of others which is my guiding principle behind my commitment to students
and to my advocacy. I am currently pursuing a Master of Science in Education with a concentration in Higher
Education at California State University, Fullerton.
I am currently employed as a Professional Expert at Fullerton Community College. Prior to my experience at
Fullerton College I worked at Cal State University, Fullerton with the Upward Bound Program. My current
experience as a Professional Expert at Fullerton college has added to my experience working with diverse students,
assessment, programming and transfer planning and application processes. My previous work with the CSUF
Upward Bound Program has provided me the necessary skills, specifically planning and coordinating, to take on this
position. Additionally, my educational experience as a Chicana/o Studies major of the Latina/o community, which I
know is a large population at Citrus College.
My experience advising students has been mostly within the realm of student activities. I served as an advisor to a
Latina student organization-Hermanas Unidas, Inc. This organization served as a support network and validation for
me throughout my undergraduate experience.
I believe that I am a qualified candidate because I am extremely passionate about working with students and serving
in different capacities within higher education.
I would welcome the opportunity to serve as the Completion Specialist at Citrus College. I look forward to speaking
with you to further discussing about how I could assist in increasing retention and completion. Thank you for your
consideration.
Sincerely,
Cristina Rodriguez

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Cristina de Dios Gamez Rodriguez
(562) 455-6339
[email protected]

EDUCATION
California State University, Fullerton
Master of Science, Education-Concentration in Higher Education

2017

California State University, Fullerton

Bachelor of Arts, Chicana/o Studies
January 2009
Bachelor of Arts, Communications
January 2009
PROFESSIONAL EXPERIENCE
Cadena Cultural and Transfer Center, Fullerton College
Assessment Professional Expert

November 2015 Present

Assist and work directly with director to provide data for program review which
resulted
Revamp data collection instruments which resulted in a more efficient and
organized process
Collect and Analyze data for various reporting purposes which resulted in more
supportive evidence for funding proposals
Create better ways of organizing reports and data files in order to have evidence at
the ready for reports and funding proposal purposes
Facilitate various surveys to assess learning outcomes, center goals and services
offered by the Transfer Center
Assist with other transfer and cultural related events and services to expand skills
and knowledge which results in an increase in transfer and more successful
transfer application process and experience

Educational Partnerships, California State University, Fullerton

Upward Bound, Administrative Assistant
June 2008 - Present
Upward Bound, Saturday Academy Coordinator
Responsible for the overall running of the program office by providing
administrative support.
Oversee and mentor four part-time student staff members.

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LANGUAGES

Develop and implementation of program activities including monthly Saturday

Academies, Summer Residential Program, End of the Year Banquet, Fall and
Spring Fieldtrips and a six day Northern California College Tour.
Maintain quality partnerships with program school sites, university campus
departments, and community-based organizations.
Development of all marketing material including program brochures, newsletters,
and website content.
Prepare and submit monthly budget reports to program director.
Assist in the collection of documentation for the Annual Performance Report
submission to the U.S. Department of Education.
Record keeping on student program participants to ensure compliance with grant
regulations.
Familiar with four year plans and student services documentation
Facilitate study hall for 36 students during summer program
Supervise student and part-time staff during monthly Saturday Academy
& SKILLS

Spanish (Fluent Reading, Writing, and Speaking)

Microsoft Word, Excel, PowerPoint, Publisher
Blumen Student Data Management Software
SPSS, Data Collection and Analysis Program

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Interview Questions
1) Tell us about your education and prior experience and how it applies to this position of
Completion Advisor at Citrus College?
I am the first in my family to graduate from college and also pursue a Masters
degree. I earned a Bachelors Degree in Communications and also one in
Chicana/o Studies at Cal State University, Fullerton. During my undergraduate
experience I found myself lost and I tried several different majors. I also worked
multiple jobs while attending school and became stressed by financial issues as I
did not receive grant aid. I relied on loans and my own income to pay for
schooling. During my junior year I was ready to drop out because I was exhausted
that I really felt school was not for me. I had a conversation with a new faculty
member within Chicana/o Studies department. He listened to me and before I
knew it we had developed a plan to keep me in school. I really did not feel like I
had before with other agents at CSUF. I felt that this person understood me and
cared about my well being. They validated my feelings and experience which
allowed me to trust. It eventually led to me persisting through both majors and
onto graduation. It is important that a completion advisor has a compassion and
understanding of what a student may be experiencing. It is important to listen and
to offer validation in order to create a situation and/or environment where a
student could feel capable of learning and doing. I believe it also builds trust when

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a student hears our story. This may allow them to build more trust with you and
result in a better working relationship for the students success.
2) What is your educational philosophy and how do you implement this philosophy into
advising students?
I believe that my educational philosophy or rather my approach is holistic. I care
about each student and their entire well being. My educational philosophy is
rooted in Rendons Validation Theory (1994). Validation when executed properly
and early enough it allows a student to be capable of learning. It recognizes and
acknowledges a students background, culture and experience. I also believe in
asset based approach. Yossos Community Cultural Wealth (2005) has been pivotal
for me. Underrepresented students come with wealth. I believe in developing a
students existing capital rather than focusing on what they may lack. As a firstgeneration Xicana I am now aware that my aspirational and motivational capital is
strong because of what my family has gone through and that makes me a hard and
diligent worker. I would work to develop and utilize what a student already has
and validate their experience. In terms of advising I would allow a student to share
their experience and provide workshops and other opportunities which would
discuss how they can capitalize on their strengths.

Tell us about your experience working with diverse student populations? Please provide
two examples.

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a) Currently working at the community college has been the most diverse
experience I have had. The community college is very diverse not only in
the population of students they serve but most importantly in its mission.
Not all students come to the community college come to transfer or to
earn a degree. Each student comes with their own experience and goal.
b) I would say my second example would be currently working with 29 other
individuals in my cohort. We are an extremely diverse group of
individuals. We each identify very differently from conservative to
liberal, ethnically representing many cultures, etc. I have learned so
much from each one of my cohort mates. This is my first experience with
transgendered individuals. My previous experience has been
predominantly serving Latina/o students. I would say this year I have
had the most experience working with diverse people and diverse
institutions in terms of mission and goals. This has opened my mind
greatly and provided me the experience I need for the current student
and institutional climate I may face as a professional in higher education.

3) Describe your experience developing an educational activity and/or event for college
students that did not go as planned?

a. We planned a conversational circle for students with disabilities. However,

we did not think through the survey portion. On the day of the event we
realized that we had created a paper survey and that we may have students

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who are sight impaired and/or physically unable to write or hold a paper or
pen.
b. How did you assess what went wrong?
The coordinator quickly brought this to both of our attention. We decided to
offer the survey for anyone who may want to take it. We offered students the
opportunity to give us verbal feedback or to stop by our center to have
further discussion with one of us. However, myself as the person who creates
and implements assessment tools, I realized that I need to think beyond what
is our usual approach.
c. How did you grow and change from the experience?
This situation really pushed me to think out side of myself and to acknowledge
my own privilege. Not all disabilities are visible as I learned from the student
discussions. Often many disabilities are invisible. This experience humbled me
and reminded me to always think outside of myself. As a student affairs
professional it reminds me to employ equity into my thought and planning
process when creating interventions and thinking of students.

4) Tell us about a time when you planned a program to serve underrepresented students?

a. During my tenure at Cal State Fullerton. I assisted in planning our summer

programs every year for 6 years. Our students were all first-generations
students who were considered at risk because they lived in Santa Ana. Each
year we developed a theme and classes were offered which employed this
theme. Over the past two summers the students learned how to conduct and

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present research. It was great to see the final product. The students were
doing graduate level work at a high school freshman level.

b. What did you learn from this experience?

I definitely learned about equity. Each student was unique and required
different approaches and resources. I learned that what is done early on can
impact the students experience in college in terms of retention and persistence.
Early exposure to campus life, expectations and beyond really set the standard
and challenged students. I felt that after the students felt like they had their
own agency. They selected topics which were important to them and they began
to see that they could make a difference through research. It was a
transformative learning experience for the students and for me. I believe that
students can do anything if you employ validation early on.

5) Some of the current concerns on the community college level involve student retention.
What would you do to encourage retention at Citrus College?
I would work more at employing validation inside and outside of the classroom.
I would try to work with faculty more. I would introduce peer tutoring or
mentoring. I would also send out a needs assessment to students. It would be
beneficial to take into account what methods or resources students are using and
if they are effective. I would work on making student service areas or centers

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more student friendly and welcoming. In addition to the aforementioned
methods I would enlist the help of faculty to add to supporting students with
tutoring and office hours.

6) What does equity mean to you?

a. Equity to me means that everyone has what they need for their own person to
be successful. Equity is not that everyone has the same of everything. Equity
is having what you need to be successful.

b. How would you create equity in terms of retention?

I would not approach each student or their particular situation the same.
Each student is different and will require different resources and approaches.
I would want to hear the student. I would ask what they need. Also, in my
experience with and knowledge of student populations I would apply what I
know about the particular student population and use that to inform my
approaches.
7) Some of the current concerns on the community college level involve student retention.
What would you do to encourage retention?
I would develop learning communities where students could encourage each
other to learn. My current qualitative research project focused on firstgeneration college students. Students often utilized support from peers before
seeking out institutional support or specialized support. I would introduce peer
tutoring or mentoring. I would also send out a needs assessment to students. It
would be beneficial to take into account what methods or resources students are

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using and if they are effective. I would work on making student service areas or
centers more student friendly and welcoming. In addition to the aforementioned
methods I would enlist the help of faculty to add to supporting students with
tutoring and office hours.

8) How do you manage multiple tasks and/or projects?

I manage multiple tasks and/or projects by creating to-do lists each week and at
times each day. I give myself internal deadlines. I also try to keep in mind that
what is priority at the time may not be priority at the end of the day. I try to
keep an open mind and know that when working with students, situations may
change rapidly. When I need to ask for help I ask for help. I have learned that
sometimes you do need to enlist the help of a team member. Also, I am honest
with my supervisors and team. I keep everyone up to date so we all know what
is going on.

The following questions are scenario questions:

9) A student comes to your office and is concerned about their low grades because it is their
final semester and they have already applied for transfer. They tell you that they are
going to withdraw from their classes and start over next semester. Describe how you
would motivate this student and what resources you would provide?

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I would invite the student to sit down with me. I would ask them to tell me
about why they think this would be a good option for them. I would hear
them out first. From my own experience as a student I know that sometimes
a student just wants to genuinely be heard versus action planning
immediately. I would refer them to the university representative or the
institution so that they could determine how this would affect their
admissions status before they made a decision. Sometimes a situation seems
completely hopeless for a student. Through listening and conversation
students sometimes realize their decision is not best. However, I would
suggest other options such as meeting with a university representative and or
counselor to provide options before they make that final decision to
withdraw.
10) Describe a time you dealt with a difficult student? How did you resolve this situation?
In my own professional experience students appear difficult are typically going
through a great amount of stress or turmoil in their own life. I would have small
conversations with the student. If it was just a simple hello then that is what I would
do for days. I would build day by day.
During my time at Upward Bound I had a few students who were hard to work
with. They always had their headphones on and had a bad attitude. They wouldnt
stay at our events the entire time. However, I treated them differently then most
administration or teachers. I didnt let that stop me from communicating with the
student. I would still engage with the student. Eventually they would open up little by
little. I would thank them for coming to our event and ask questions. One student in

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particular was failing most of their classes. I never made that the subject of our
conversations. I would ask about music since they always had their headphones on. We
eventually built up to talking about school and home. I found that this student had a lot
of anger due to familial issues. I believe in providing the space to talk he began to trust
me and felt that I cared genuinely and was able to open up and he started to come to
more tutoring and Saturday sessions. This ultimately led to his grades improving. He
is graduating this month. Many people wrote him off but I just tried to gain his trust so
that he would allow me the opportunity to help him.

MY STORY
My name is Cristina Rodriguez. I am a mid-level student affairs professional. I am dedicated to
increasing access, equity and diversity at todays institutions of higher education. I have a strong
background working with first-generation high school and college students, the Chicana/oLatina/o population, TRiO programs and most recently community college transfer students.
I work best in roles in where I can work directly with students and am allowed to have

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my own creativity and input on projects. I am an independent worker and need little supervision.
I am the first in my family to earn a bachelors degree and attend graduate school. I
earned two bachelors degrees in Communications (Print Journalism) and Chicana/o Studies
from California State University, Fullerton (CSUF). I am currently pursuing a masters degree in
Education with an emphasis in Higher Education at CSUF.
I have a genuine concern for others well being, which I feel supports my educational
philosophy as a student affairs professional. My own experience and educational journey has led
me to pursue a career in higher education. I want to help students because I know what it is like
to feel lost and confused. I understand the difficulty of navigating the educational journey.
Through my experience as an undergraduate working on campus and becoming involved I
learned what resources and supports there are for students and I want to share my knowledge,
experience, passion and networks.