Department of Human Resources
Exempt Job Description
Job Title:
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Supervisor Title:
Director, Student Transitions and Careers
X-319
7
0423
Student Affairs
Associate Vice President, Students
Last Reviewed:
April 1, 2015
Job Purpose
The Director of Student Transitions and Careers has responsibility for developing and
implementing programming and student support to ensure a seamless transition for students
from before their arrival to after they graduate. This includes a focus on new student
orientation, peer support programming, co-curricular student pathways and goal-setting,
student leadership programs, retention programming, career development and planning, and
career advising.
This position supervises staff who perform the following functions:
- Career resources and career counselling
- Employer liaison
- Experiential education
- Student orientation
- Student co-curricular development and leadership
- Student retention
*Note that this position is a result of restructuring, and the incumbent will oversee the
transition from the former Careers/Academic Skills Centre structure, to the integration of
Student Affairs and Careers. The physical relocation of these units will take place in Spring 2015.
Key Activities
1. Responsible for the overall direction and administration of the Student Transitions and
Careers Centre. Manages all administrative staff (OPSEU), and other student and casual
workers. Responsible for hiring, terminations, discipline, and performance appraisal and
training. Ensures and maintains a collaborative approach to the development and
delivery of the Centre’s programs and services. As of spring 2015, supervises: Career
counsellor, career advisor, employment services advisor, orientation and transition coordinator, campus and co-curricular programs co-ordinator, and retention co-ordinator.
Further staff positions in experiential education and entrepreneurship are planned,
subject to budgetary considerations.
Job Number: X-319
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Last updated: March 2015
2. Develops and implements the following in conjunction with staff and other departments
as appropriate:
a. Student life programming to help create a welcoming and supportive campus
environment
b. Career development and support programs
c. Initiatives related to student career-related skills development
d. Oversees the co-ordination of experiential education opportunities, co-curricular
record, job board, and other skills development tools
e. Oversees retention programming and support, including peer support programs and
targeted interventions to at-risk students
f. Oversees the orientation of new students, including pre-arrival contacts and
support, new student orientation, and transition programming at key student
transition points
g. Oversees leadership training program, works collaboratively with elected student
leaders to provide training and support, assists in developing and implementing
student staff training across the university
h. Early development of academic/career pathways planning, with a particular focus
on first-year transitions
i. Upper-year student transition support, including experiential education
opportunities, career counselling and pathways planning (years 3 and 4), as well as
graduate student career support
j. With other student services directors, develops calendar of events, workshops and
programs based on a just-in-time model for student support
k. Targeted outreach to under-represented or marginalized student demographics
based on specific transitional and career-related needs
l. Outreach and programming to involve faculty, staff and alumni in student
transitions, experiential education, career mentorship, and employment
opportunities
m. Goal-setting and assessment of department activities/programs
n. Long-term planning for student transitions and careers planning
3. Represents and advocates for student transitions and careers on a range of university
committees/planning groups, including those related to student affairs, student
retention, faculty and alumni mentorship, etc.
4. Develops and manages annual budget for the department, including staffing and
programming, and oversees budget planning and spending. Develops and submits
funding proposals and grants.
5. Initiates, develops, directs, monitors, and evaluates the revenue- generation activities
(e.g. publications, career events) of the Centre and reports on these. Tracks and
assesses the success of programming and advising.
6. Sits on a range of university and community committees related to student transitions,
retention, and career development. Appoints other staff to committees requiring
departmental input. Works collaboratively with other university departments and
divisions, including colleges, student services, faculty departments, Innovation Cluster,
Entrepreneurship Centre, etc. on issues related to student transitions, retention and
career development. Works with the Director of Student Affairs, Durham Campus, to
ensure that parallel careers and transitions support is provided to students on that
campus.
Job Number: X-319
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7. Actively promotes the Centre’s work both within the university and in the community.
Works collaboratively with external stakeholders (e.g. employers, local agencies,
government agencies) to develop and maintain an integrative program for transitions,
skills and career development, and employability.
8. Works with Centre staff, internal departments, and external partners, to develop
seamless transitions for students and programming that emphasizes student agency,
skill development, and self-reliance. Expands preventative, early intervention, and justin-time programming to serve a broad range of the student population, including
through the implementation of peer training and support.
9. Oversees the development of online resources, including skills development, career
planning, co-curricular planning, learning outcomes, etc. in order to facilitate student
self-direction with respect to academic and career pathways.
10. Attends appropriate professional development meetings, and works with staff in the
Centres to ensure that they remain actively involved in professional development in
their respective areas. Maintains current knowledge through research and membership
in professional organizations and associations. Encourages staff to engage in
professional publications and sharing of innovative best practices developed at Trent
University.
Analytical Reasoning
Indicate degree of complexity or difficulty of thinking and reasoning required by the job. Provide a
relevant work example that is typical of roles and responsibilities of the job (i.e. not an occasional duty).
Decision Making
Indicate the degree of freedom to exercise initiative or act independently in making day- to-day decisions.
Provide a relevant work example that is typical of roles and responsibilities of the job (i.e. not an
occasional duty).
Impact
Indicate the impact or consequence to the department or University of typical actions or decisions taken by
the job incumbent. Provide a relevant work example that is typical of roles and responsibilities of the job
(i.e. not an occasional duty).
Education Required
Masters Degree, with a preference for Higher Education or related field.
Experience Required
1. At least five years of progressive full-time experience in career counselling or career
support, student life, student retention, or a combination of these areas.
2. Demonstrated knowledge of student leadership, student skills development, career
advising, enrolment management, and student retention.
3. Demonstrated experience in full-time staff and student staff management/supervision.
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4. Demonstrated experience in research, development and implementation of successful
student life, student leadership, career planning, and retention programming.
5. Demonstrated understanding of university structures and decision-making.
6. Excellent communication and presentation skills, excellent organizational skills,
experience developing online tools and materials.
7. Demonstrated commitment to, and understanding of, diversity, equity and accessibility
issues with respect to post-secondary students.
Responsibility for the Work of Others
Indicate whether the incumbent is directly or indirectly responsible for the work of others. Provide the title
of the position(s) as well as an example of how the incumbent is responsible for the work of others on a
daily basis. Specifically, indicate whether the position has responsibility for hiring and supervision of
student workers.
Direct Responsibility for the Work of Others:
Indirect Responsibility for the Work of Others:
Communication
Indicate the title(s) of individuals internal and external to the University that the incumbent communicates
with on a regular basis. Provide a brief description of the purpose for communicating with these
individuals.
Internal:
External:
Motor/ Sensory Skills
Indicate the level of proficiency or precision in motor or sensory skills required by the job. Examples
include but are not limited to: small/large movement to operate machinery; coordinated movement;
equilibrium to maintain balance; dexterity to grasp, move, assemble objects or operate equipment;
hearing, sight, touch, smell, taste. Provide a brief description of tasks performed that require
motor/sensory skills.
Effort
Indicate the physical and/or mental demands of the position in the ordinary course of performing the role.
Examples include but are not limited to: lifting, moving, carrying, pushing/pulling, reaching, kneeling,
remaining motionless, sustained concentration or focus. Provide a brief description of the tasks performed
that are physically and/or mentally demanding.
Mental:
Physical:
Job Number: X-319
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Working Conditions
Indicate any physical and psychological conditions of the position that make the job unpleasant,
disagreeable and/or hazardous to health and well-being. Describe the nature, frequency and duration of
exposure.
Physical:
Psychological:
Job Description Approved by Human Resources
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Job Number: X-319
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Last updated: March 2015