Department of Human Resources
OPSEU Job Description
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Experiential Education Coordinator
A-292
1221
8
Student Transitions and Careers
Director of Student Transitions and Careers
Last Reviewed:
June 18, 2015
Job Purpose
Reporting to the Director of Student Transitions and Careers, the Experiential Education
Coordinator is responsible for supporting the development and expansion of
experiential education opportunities for Trent University students.
Key Activities
1. Identifies and inventories current experiential education opportunities, including
but not limited to practicums/professional placements, undergraduate thesis
research, community-based research, entrepreneurship, study abroad,
internships, campus employment, and service learning.
2. Works with stakeholders (particularly the Centre for Teaching and Learning
(CTL), and the Office of Risk Management) to further develop a comprehensive
and accessible website and database of experiential education opportunities for
the use of current students, potential students, faculty, recruitment, student
advisors, and external community partners and agencies.
3. Works with faculty and other partners to develop online toolkits for students
and faculty, and resources to promote and support experiential education, and
to establish a network of practitioners, including needs assessment, sharing
instructional tools, templates, risk assessment materials, key contacts and
supports to facilitate the further development of experiential learning
opportunities.
4. Works with faculty, staff and external agencies to identify tools, best practices
and resources for experiential education. Work with academic administrators
and the CTL to disseminate these resources, and to encourage the growth of
further experiential education opportunities, with the long-term goal of making
an experiential education opportunity available for every Trent student.
5. Collaborates with the Centre for Teaching and Learning to develop workshops
and resources for faculty wishing to develop or refine experiential education
Job Number: A-292
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learning opportunities.
6. Collaborates with faculty, the CTL, the Trent Centre for Community Research,
and other partners to identify learning outcomes and skills development that
students obtain from experiential learning.
7. Works with staff members in the Office of Student Transitions and Careers (STC)
to identify opportunities to promote experiential education as a signature
component of Trent’s student experience, including through programming and
information provided by recruitment, new student orientation, colleges, careers
and academic advisors, and academic departments. Assists with the integration
of experiential education into academic pathways programming and resources
for students, as well as the co-curricular record and leadership training. Assists
with helping students identify and prepare for experiential education
opportunities that will best help them meet the learning outcomes they hope to
achieve.
8. Works with the STC and other partners to develop the students-helping-students
model in order to promote peer support for experiential education. Hires, trains
and supervises student support staff. Collaborates with faculty departments,
academic skills instructors and the CTL and other stakeholders to develop
instructional materials for student skills development and preparation for
experiential opportunities (e.g. project planning, teamwork, research
methodologies, ethics, community partnerships, professionalism).
9. Collaborates with the Office of Marketing and Communications, and
Recruitment & Admissions to highlight experiential education successes and to
promote experiential education as a signature aspect of the Trent student
experience.
10. Works with external stakeholders and groups to support experiential education
opportunities for Trent students, including community-based research, service
learning, entrepreneurship, and other community-based opportunities. Assists in
the development and co-ordination of entrepreneurship programming, with the
potential for creating an entrepreneurship centre (with potential focus on social
innovation and aboriginal entrepreneurship).
11. Identifies and develops potential sources of external revenue and support to
develop experiential and entrepreneurship education at Trent.
12. Represents and advocates for experiential education opportunities on a range of
university committees/planning groups.
13. Other duties as assigned.
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
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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
- Honours undergraduate degree required. Graduate degree strongly preferred,
preferably in an applicable field such as Higher Education/Teaching and Learning.
Experience Required
1. Minimum three (3) years of directly related full-time work experience with university
experiential education programming and/or academic support programming.
Student life programming experience strongly preferred.
2. Prior teaching experience at the university level strongly preferred. Demonstrated
understanding of innovative approaches to experiential education pedagogy
required.
3. Demonstrated understanding of experiential education, including community-based
research, internship/co-op programming, service learning, and entrepreneurship;
demonstrated understanding of the challenges and opportunities related to the
development and implementation of academic experiential education.
4. Demonstrated experience working with faculty members, academic departments,
students, and student support units.
5. Strong interpersonal communication skills, including the ability to communicate
effectively with a wide range of university and external stakeholders.
6. Demonstrated excellence in writing skills including the ability to prepare articulation
agreements, grant proposals, letters of recruitment, recommendation, thanks and
support, as well as high quality copy for web pages and media releases
7. Experience with hiring, training and supervising student staff.
8. Experience with fundraising/grant-writing an asset.
9. Excellent organizational skills.
10. Demonstrated commitment to, and understanding of, diversity and equity issues
with respect to post-secondary students, including identification and addressing
barriers to experiential education participation.
11. Experience with Microsoft Office Suite, web development, and database
development and management required.
12. Demonstrated ability to manage projects, strategize, and develop innovative
solutions.
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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
N/A
Indirect Responsibility
N/A
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
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
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Job Description Approved by Human Resources (as per Article 17.1):
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Incumbent
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Immediate Supervisor:
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Department Head/ Dean:
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Job Number: A-292
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Last updated: June 2015