Advisor for Student Accounts and Customer Service

Posted 15 days ago

mitSomerville (MA)

Educational, Guidance, and Career Counselors and Advisors Colleges, Universities, and Professional Schools

SENIORITY

Senior

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About the role

Advisor For Student Accounts And Customer ServiceAdvisor for Student Accounts and Customer Service, Student Financial Services, will be responsible for Caseload Management & Counseling (50%): Manage an assigned caseload of roughly 4,000 students, providing integrated counseling and support for student accounts and financial matters. Act as the primary point of contact across multiple channels, including in-person, Zoom, and email, to resolve inquiries and support Institute goals for student retention; Account Auditing & Resolution (25%): Independently research and resolve complex student account discrepancies. Verify the accuracy of credit balances, authorize fee reversals, and process refunds in strict compliance with federal, state, and institutional regulations; Systems Knowledge & Strategic Support (25%): Maintain expert proficiency in MIT's financial infrastructure (Banner, Odyssey, TransferMate) while ensuring FERPA compliance. Collaborate with campus partners and represent SFS at community events to provide comprehensive financial education.

REQUIRED: a minimum of five years of related experience, preferably within a university, student accounting, or financial aid setting; a high school diploma or equivalent; demonstrated exceptional research and analytical skills, with the ability to interpret and apply complex institutional, federal, and state regulations; superior interpersonal, negotiation, and presentation skills; a high level of personal integrity and discretion when handling confidential financial and medical information; advanced in Microsoft Office Suite (particularly Excel); committed to mastering new software; a flexible, patient demeanor; and the ability to manage a high-volume workload in a fast-paced, deadline-oriented environment.

PREFERRED: Bachelor's degree.

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