Job Details

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 their point of admission to their transition to second year. Working as a part of the Indigenous student support team across IACE and the Office of Student Life, the LE,NONET FYSC also serves as a point of first contact for Indigenous first-year students in STEM programs and provides connections and referrals to other services, programs and supports across campus.

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

• developing and delivering relevant and meaningful learning and engagement opportunities for first year Indigenous students in STEM programs;
• serving as a central point of contact for first year Indigenous students in STEM programs across the university; 
• gathering information on complex and multi-dimensional student matters in order to help identify support/resource options for Indigenous students;
• providing ongoing support and guidance for Indigenous students impacted by behaviours and actions that contravene important university policies including: Non-Academic Misconduct, Harassment and Discrimination, and Sexualized Violence; and 
• coordinating care, implementing referrals and following-up on student issues requiring case management support. 

The LE,NONET FYSC will possess a demonstrated ability to multi-task and manage a diverse workload. This position requires excellence in the facilitation of on-campus and community referrals, care coordination, planning and crisis management. 

On occasion, this position will have to attend events and/or deliver programs outside of normal business hours including on the weekend.

This position requires a Bachelor’s degree in a STEM field and a Master’s degree in a relevant field (e.g., education, social work, public health, counselling psychology, child and youth care etc.). It also requires a minimum of 2 years practical work-related experience managing and responding to crisis or critical incidents (e.g. situations involving physical, sexual or self-directed violence) within university-aged populations, with advanced knowledge and skill in trauma-informed practices and/or with Indigenous communities/organizations.

This position requires experience:

• Working cross-culturally, in particular across the range of Indigenous identities and locations; 
• Managing responses to crises;
• Supporting and referring complainants, respondents and witnesses of sexualized/physical violence to a wide range of support services; 
• Handling highly sensitive issues in a complex environment, with a commitment to maintaining confidentiality and neutrality; 
• Developing/implementing case management processes/practices in a post-secondary or similarly complex environment 
• Providing recommendations and guidance that contributes to student support;
• Working effectively and respectfully with Indigenous students, Elders and community members;
• Explaining and implementing complex decisions;
• Working in an unpredictable setting with complex, sensitive and high-profile topics;
• Providing triage assessment, risk assessment and crisis intervention;
• Assessing and supporting students sensitively, effectively, respectfully and discreetly; 
• Working within and assisting others in navigating through complex systems; understanding of treatment programs, mental health terminology, including diagnostic categories;
• Working with underserved and under-represented student populations; and
• Using advanced de-escalation techniques, mediation and conflict resolution skills.

An equivalent combination of education and experience may be considered.  

This position requires knowledge of:

• Colonization and the myriad of issues that arise from colonization i.e. racism, mental health, addiction;
• Challenges, opportunities and advances in Indigenous Education in Canada and internationally;
• Engaging with local communities to support student success 
• In-depth understanding of appropriate protocol with Indigenous communities and organizations, particularly Coast Salish and as they relate to post-secondary education;
• Implementation of Indigenous worldviews within an academic environment;
• Advanced de-escalation techniques, mediation and conflict resolution skills;
• Current trauma-informed practices and the differential impacts of trauma caused by sexualized/physical violence on students;
• Student development theory, including the particular needs of students with disabilities, LGBTQIAS+, Indigenous and international students, and other diverse populations;
• Awareness of human rights and privacy legislation; 
• Local community-based resources and ability to foster and maintain effective working relationship with community based partners;
• Administrative and computer software applications including case management tracking system; 
• Budget planning and administration; 
• Unique issues facing university students and knowledge of the intersecting nature of student health and wellness;
• Strong interpersonal and communication skills;
• Strong critical-thinking skills and creative problem-solving; and
• Administrative and computer application skills required to effectively implement and maintain a case management tracking system.

The following are considered to be assets: 

• Experience working with a wide range of diverse Indigenous identities; 
• Experience designing and delivering workshops and events;
• Experience in student advising and referrals; 
• Experience working as part of a case management team; and 
• Training in post-secondary threat, violence and risk assessment.