LE,NONET First Year STEM Coordinator

University of Victoria; Victoria; On-site; CAD 50,000 - 90,000; Full time

Job summary

An established industry player is seeking a dedicated First Year STEM Coordinator to support Indigenous undergraduate students in Science, Technology, Engineering, and Math. This role involves developing engaging programming, facilitating connections to campus resources, and providing essential support for student retention and success. The ideal candidate will possess a strong background in crisis management and trauma-informed practices, along with a passion for working with Indigenous communities. Join a collaborative team committed to fostering an inclusive and supportive environment for all students, where your contributions will make a meaningful impact.

Qualifications

• 2+ years of experience in crisis response for university-aged populations.
• Ability to manage diverse workloads and multitask effectively.

Responsibilities

• Develop and deliver engagement opportunities for Indigenous STEM students.
• Coordinate care and follow up on student issues requiring case management.

Skills

Crisis Management

Trauma-Informed Practices

Indigenous Community Engagement

Conflict Resolution

Multitasking

Sensitive Issue Handling

Education

Bachelor's Degree in STEM

Master's Degree in Relevant Area

Tools

Case Management Software

Administrative Tools

Job description

Mandate

Reporting to the IACE Associate Director Academic, the LE,NONET First Year STEM Coordinator (FYSC) is responsible for developing, delivering, and overseeing LE,NONET academic and cocurricular programming for Indigenous undergraduate students in Science, Technology, Engineering, and Math (STEM) programs from admission to transition into the second year. The FYSC works as part of the Indigenous student support team across IACE and the Office of Student Life, serving as a first contact point for Indigenous first-year students in STEM programs and providing connections and referrals to other campus services, programs, and supports.

Objectives

The LE,NONET FYSC plays a key role in supporting Indigenous student retention and success in STEM programs. Their main responsibilities include:

1. Developing and delivering relevant learning and engagement opportunities for first-year Indigenous students in STEM;
2. Serving as a central contact point for Indigenous first-year students in STEM across the university;
3. Gathering information on complex student matters to identify support and resource options;
4. Providing ongoing support for Indigenous students impacted by behaviors contravening university policies, including Non-Academic Misconduct, Harassment and Discrimination, and Sexualized Violence;
5. Coordinating care, implementing referrals, and following up on student issues requiring case management.

The position requires the ability to multitask and manage a diverse workload, with excellence in facilitation, care coordination, planning, and crisis management. Occasional attendance at events outside regular hours, including weekends, is expected.

Qualifications

The position requires a Bachelor's degree in a STEM field and a Master's degree in a relevant area (e.g., education, social work, public health, counselling psychology, child and youth care). A minimum of 2 years of practical experience in crisis response within university-aged populations, with expertise in trauma-informed practices and Indigenous communities, is also required.

Experience

• Working cross-culturally, especially across Indigenous identities and locations;
• Managing responses to crises;
• Supporting and referring individuals involved in sexualized or physical violence;
• Handling sensitive issues with confidentiality and neutrality;
• Developing case management practices in complex environments;
• Providing student support recommendations;
• Working effectively with Indigenous students, Elders, and community members;
• Implementing complex decisions and working with sensitive, high-profile topics;
• Providing risk assessment and crisis intervention;
• Supporting students with sensitivity and discretion;
• Navigating complex systems and understanding mental health terminology;
• Working with underserved and underrepresented populations;
• Using advanced de-escalation, mediation, and conflict resolution skills.

Equivalent education and experience may be considered.

Knowledge

• Colonization issues and their impacts, including racism, mental health, and addiction;
• Indigenous education challenges and opportunities in Canada and internationally;
• Engagement with local Indigenous communities to support student success;
• Protocols with Indigenous communities, especially Coast Salish, related to post-secondary education;
• Indigenous worldviews in academic settings;
• Trauma-informed practices and the impacts of violence;
• Student development theories, including needs of diverse student populations;
• Human rights and privacy legislation;
• Community-based resources and partnerships;
• Case management software and administrative tools;
• Budget planning and management;
• Student health, wellness, and intersecting issues;
• Interpersonal, communication, critical thinking, and problem-solving skills;
• Administrative and computer skills for case management systems.

Assets

• Experience with diverse Indigenous identities;
• Workshop and event design and delivery;
• Student advising and referral experience;
• Case management team experience;
• Training in post-secondary threat, violence, and risk assessment.