Director of Mosaic Program, Disability Resource Center na UT Health Science Center BU

The Director of the Mosaic Program provides strategic and operational leadership for all aspects of the program, including daily operations, staff supervision, program development, and budget oversight. As a key member of the Disability Resource Center’s leadership team, the Director collaborates across the university and with community partners to enhance institutional capacity, advance inclusive practices, and ensure that students with Autism —and the broader neurodiverse population—have equitable access to academic, social, and career success.

This role includes direct supervision of professional and pre-licensed staff, with responsibility for hiring, onboarding, training, performance evaluation, and ongoing professional development. The Director facilitates weekly team meetings and leads case consultations to support staff growth and quality student care, ensuring that daily operations align with program goals and university standards.

Beyond operations, the Director provides visionary leadership through strategic planning, program sustainability, and community engagement initiatives that strengthen Mosaic’s regional and national impact. They serve as primary liaison across university departments—including Housing, Financial Aid, Bursar, Registrar, and Academic Affairs, while also contributing to committees and policy development that advance neuro-inclusive practices across campus. Additionally, the Director fosters strong partnerships with parents, community organizations, Vocational Rehabilitation (VR) agencies, and external stakeholders, representing Mosaic in the community and ensuring the program remains a leader in supporting neurodiverse student success.

Program Development and Assessment

Oversee the development, implementation, and assessment of student and staff programming, including curriculum, retreats, orientations, coaching initiatives, and academic support strategies. Oversee program data collection and analysis, including coaching outcomes, retention rates, and student buy-in metrics. Use data to inform continuous program improvement, annual reporting, and long-term planning.

Partner with faculty to implement inclusive classroom strategies and provide consultations that enhance the learning environment for autistic students. Provide strategic leadership and oversight into the professional development of staff, ensuring effective implementation of coaching practices, crisis response, social interpretation and coaching, and the integration of neurodiversity-informed strategies to support students in navigating college life and transitioning to the workforce.

Financial Management and Development

Manage the program's budget, approve expenditures, and oversee procurement of supplies and marketing materials. Collaborate with university advancement or external entities to identify funding opportunities and support development efforts.

Research and Scholarly Engagement

Engage with research initiatives and scholarly publications to maintain Mosaic's national standing. Present at professional conferences and ensure the program remains competitive and aligned with best practices in neurodiversity support.

The ideal candidate will possess the following:

• Comprehensive understanding of neurodiversity, with in-depth knowledge of the impact of autism spectrum disorder (ASD) and related neurodivergent identities on the college student experience, including academic, social, career, and transitional challenges.
• Expertise in navigating the intersection of neurodivergence and institutional processes, including classroom management, Title IX, student conduct, campus housing, and other campus environments that impact student access, equity, and engagement.
• Strong interpersonal and leadership skills, with the ability to build and maintain effective, professional relationships with a diverse range of stakeholders, including students, families, faculty, staff, and external partners.
• Demonstrated ability to support and mentor autistic students with sensitivity, cultural competence, and a student-centered approach that fosters independence, self-advocacy, and personal development.
• Comprehensive knowledge of disability laws and compliance standards, including the Americans with Disabilities Act (ADA), the ADA Amendments Act (ADAAA), and the reasonable accommodation process within higher education settings.
• Exceptional communication skills, with the ability to engage effectively with diverse audiences including students, families, faculty, staff, and community partners, both one-on-one and in group settings.
• Advanced written communication skills, including demonstrated experience in developing programmatic materials, policies, procedures, and guidelines that align with institutional goals and promote accessibility and inclusion.
• Expertise in program development, with the ability to design, implement, and evaluate student-centered initiatives that support the success of autistic learners. 
• Proven experience setting strategic goals and articulating a clear vision for team and programmatic growth, with the ability to lead through collaboration, transparency, and innovation.
• Expertise in cultivating and sustaining authentic relationships with internal and external stakeholders, including faculty, staff, families, community partners, and students.
• Proven ability to manage complex budgets, including financial forecasting, resource allocation, and reporting in self-sustaining and/or grant-funded programs.
• Experience in grant writing, curriculum and program development, and the use of data and research to guide assessment and continuous improvement efforts.
• Strong organizational skills with the ability to manage multiple priorities, solve complex problems, and maintain confidentiality with sensitive student and program data.

Review of applications will begin November 22, 2025, and continue until the position is filled.  Applications received by this date will receive priority consideration.

Minimum Qualifications: A bachelor’s degree in a relevant field and four years of progressive experience in higher education or disability services, including direct work with students with autism spectrum disorder (ASD). Supervisory background with at least 1-2 years of experience managing full-time professional staff, fostering a high-performing, inclusive team culture, and implementing individualized professional development plans. 

Preferred Qualifications: A master’s degree with 5-7 years of progressive experience in higher education or disability services, including direct work with students with autism spectrum disorder (ASD). Strong supervisory background with at least 3 or more years of experience managing full-time professional staff, fostering a high-performing, inclusive team culture, and implementing individualized professional development plans.