Vancouver - Point Grey Campus
Student Management, Level B
Faculty of Land & Food Systems
Faculty of Land & Food Systems
$66,787.00 (minimum) - $80,176.00 (midpoint) - $96,212.00 (maximum)
Desired Start Date:
"Midpoint" of the hiring salary range means the individual possesses full job knowledge, qualifications and experience.
This position is expected to be filled by promotion/reassignment and is included here to inform you of its vacancy at the University.
The Career Strategist, supports UBC students to become career-ready graduates - able to connect their
talents, interests and education to the changing world of work. Working strategically with campus
partners to leverage disciplinary learning, high impact experiences, and to broaden the approach to
career development, the Career Strategist is responsible for supporting student learning and promoting
student engagement in career building experiences within and beyond the university. The Career
Strategist designs, develops, delivers, and evaluates in-person and online career learning across the
undergraduate student experience and specifically within the Faculty of Land and Food Systems.
In close collaboration with LFS Student Services, the Centre for Student Involvement and Careers
(CSIC), and Student Engagement, the Career Strategist will achieve results in four key areas of
responsibility during a one-year term position. First, the incumbent willsupport customized career
education through discipline and population specific expertise and faculty-specific career initiatives.
Second, the incumbent will expand students' opportunities to engage with employers, alumni and
community. Third, the incumbent will improve the quantity and quality of digital, online content and
support the development and curation of other career related resources. Fourth, the incumbent will
embed career learning in other forms of experiential learning and in high impact co-curricular and
Across all four areas of responsibility, the incumbent will apply career learning theories and principles,
explore relevant labor market trends, and employ advising and coaching practices to deliver, assess
and evaluate programs and services to students.
The Student Services team in the Faculty of Land and Food Systems (LFS) is responsible for the
programming and advising services that support the academic, professional and personal
development and success of students throughout their experience into, through and out of the Faculty.
The Centre for Student Involvement & Careers (CSIC) facilitates and enhances student learning
through career building enriched educational experiences to support students to become successful
university learners, prepared to achieve their academic, personal, and career goals. Both the LFS
Student Services unit and the CSIC work collaboratively to identify strategic priorities to achieve the
objectives of the position.
Reports to the Director, Student Academic Services in the Faculty of Land and Food Systems with professional direction from the Manager, Career and Professional Development and contributes to the larger Career Team in the CSIC. Works in close collaboration with LFS Student Services colleagues (Student Engagement Officer, Academic Advisors, Work Learn students), LFS faculty and selected staff
members, as well as colleagues within the CSIC colleagues (career education, student engagement,
first year experience, workplace learning, employer engagement). Maintains partnerships with student
organizations, Student Engagement, Enrolment Services and the Vice President Students portfolio.
Externally, develops and maintains relationships with employers and industry partners in order to build
resources and programs to support undergraduate and graduate career development and learning.
Coaches and trains student leaders, student staff and volunteers. Assists with training and supervision
of support staff and training of new career coaches and advisors within the CSIC and professional staff
in LFS Student Services.
This position has four key responsibilities, with the following related duties, deliverables and results:
1. Develops and delivers customized career education through discipline and population-specific expertise
and LFS-specific career initiatives.
- Supports student learning and promotes student engagement in career building experiences, across the
student experience, within and beyond the university.
- Designs, delivers, and evaluates in person and online career programs, services, and resources based on
industry knowledge, innovative theory, and evidence-based practices within the fields of career
development and student affairs, and always in full consideration of students' career development
needs and LFS-specific priorities.
topics and work search (for example:
- Provides career coaching and advising for students on a variety of career and professional development
career exploration, researching the labour market, choosing a major
of study, making meaning of one's disciplinary learning, facilitating experiential learning and reflection,
gaining work/volunteer/leadership experience, resumes, CV's, job and professional school interviews,
networking and connecting to the workplace community).
- Collaborates with LFS faculty and staff to develop, deliver, and evaluate customized events and
programs for particular populations of students. This includes planning and designing the program(s),
promotion, coordinating faculty or industry participation, and coordinating the involvement of other
members of LFS Student Services, the CSIC and/or other partners. These events may include job search fairs, Career Expos, Speaker Series, program career/majors-specific events, majors exploration events, student leadership development training/programs, web resources, peer mentoring programming, workshops, etc.
- Works strategically with campus partners within LFS to bring career expertise and broaden the
approach to career development across multiple career-building experiences in order to cultivate identity
development, foster leadership capacities, and grow mentorship and networking opportunities for
- Identifies when students are in crisis or in need of health support and refer to appropriate level of support
or intervention (i.e. Emergency Services, Counseling Services, Early Alert).
2. Expand students' opportunities to engage with employers, alumni and community
- In collaboration with Employer Engagement and UBC Alumni, builds and maintains relationships with
alumni, employers and other members of the workplace community to strategically develop resources and
programming that initiate connections and provide networking opportunities for students within and
- Develops and creates opportunities for students to connect with and learn from alumni, employers, and
other members of workplace community. For example, invites and prepares alumni, employers and industry
partners, as subject matter experts, to participate in career development programs.
- Contributes to the success and sustainability of student-led initiatives.
3. Improves the quantity and quality of digital, online content and supports the development and curation of
other career related resources.
- Plans, implements, and evaluates initiatives to engage students in the career development process in
appropriate and accessible online spaces to increase access, autonomy/agency, and customization for
students - newsletters, social networking channels, websites, etc. (This work could include both the
development of career content and the curation of relevant external content - podcasts, blogs, articles,
videos, interactive learning tools and resources).
- Utilizes digital tools to help students explore questions, reflects and integrates across their experiences,
and facilitates interactive learning for students, to increase access to experiences that would be typically
limited to career coaching, advising and workshops. Proposes and implements new ideas.
4. Embeds career learning in other forms of experiential learning, Work Integrated Learning, and in high
impact learning experiences.
- Promotes student participation and engagement in experiential learning opportunities and creates
opportunities for students to critically reflect on their learning from these experiences, to connect it with
and across other learning in their student experience (academic and co-curricular) and to translate it into
career learning as they plan for the world of work and future life.
- Leads and contributes to programs and initiatives to develop and implement a variety of career and
professional development initiatives. Works in collaboration with multiple stakeholders to set project goals,
timelines, scope, processes, manage communication among project participants, identify obstacles, plan
and chair meetings, track timelines, evaluate outcomes, etc.
- Fosters student leadership and career learning through coaching, advising, training, and professional
development support for student clubs, organizations, volunteers, and teams.
- Fosters an inclusive and respectful learning environment where all students have the opportunity to thrive
professionally, academically, and personally. This includes work with faculty, staff, and students to
support distinct populations within LFS and to prepare students for success after graduation.
Overall Strategic Planning, Administration, Assessment & Evaluation
- Increases capacity in LFS and across the University for career learning and career conversations,
through multiple points of intersection in the student experience.
- Participates in the assessment and evaluation of career learning for students. Collects and records
statistical information and feedback, analyzes, documents and reports results, integrates suggestions and
improvements into programs and services.
- Contributes to strategic planning processes and the setting of goals and priorities for the work.
- Influences multiple stakeholders to create and set direction, persuade action, and achieve consensus
toward collective aspirations and goals as related to career building experiences.
- Assists in marketing and promotion of programs and events to students, alumni, faculty, academic
departments, and the workplace community.
- Assists in training of professional staff, student staff and volunteers, including peer leaders and coaches.
- Operates from a place of professional practice in consideration of professional standards including but
not limited to CAS (Council for Advancement of Standards in Higher Education), CACEE (Canadian
Association of Career Educators and Employers), CERIC (Canadian Education and Research Institute for
Counselling), and NACE (National Association of Colleges andEmployers).
- Must accommodate flexible hours - for example: may attend events, deliver workshops or provide
training some evenings and weekends.
- Undertakes other related duties as assigned.
The incumbent acts independently, often without direct supervision, but within established guidelines.
Keeps the Director, LFS Student Services informed through informal and formal communication. Is
accountable to the Career team within the CSIC and for keeping the Manager, Career and Professional
Development informed through informal and formal communication. The incumbent must exercise
initiative and sound judgment in making decisions and planning and executing services and programs.
Must demonstrate tact and diplomacy with faculty, staff, students, alumni and the public. Works in close
cooperation with other career education and student engagement staff within Student Engagement and
across the LFS Student Services team.
May train and supervise support staff, student assistants, interns, and/or volunteers. Assists in training of
new professional staff in LFS Student Services as well as the CSIC.
Consequence of Error/Judgement
Responsible for developing, planning and implementing relevant and effective career education programs
and resources for students and disseminating accurate information. Ineffective recruitment or career related advice and support would have a serious negative impact on relationships with UBC students,
faculty and programs, employers, and alumni. Dissatisfied prospective and current students and/or
alumni may contribute to poor public relations for the University and the Faculty, which in turn would have a negative effect on the University's ability to raise funds and attract and retain outstanding students.
Undergraduate degree in a relevant discipline. Graduate degree an asset.
Certified Coach (from verified credentialing body) preferred.
Certification in StrengthsFinder, or other human capital assessment tools is an asset. Minimum of three to four years of related experience or the equivalent combination of education and experience. Coaching or advising experience - ideally in a career development context; experience in a post secondary environment preferred.
Four or more years' experience working with faculty, students and staff in a post secondary institution.
Experience in career education, university/college student affairs, human resources, business or related field.
Knowledge and understanding of career learning theories, trends and principles, and student engagement best practices strongly required.
Facilitation or teaching experience.
Experience in designing, developing, delivering, and evaluating career related content in workshop or group settings.
Experience using design thinking methodology and facilitation.
Knowledgeable of career trends in the changing world of work.
Industry knowledge and expertise; awareness of labor market trends.
Experience in creating content for online spaces.
Experience using web-based platforms and instructional technology to teach and engage students in career development.
Demonstrated experience providing career support for students with disabilities, Indigenous students, students who identify as queer, transgender or two spirited and/or racialized student populations is considered an asset.
Proven ability to coach and advise students one-to-one and in group settings.
Demonstrated commitment to the principles and values of a diverse and inclusive campus community.
Demonstrated process design facilitation skills, and familiarity with a wide variety of facilitation approaches and techniques.
Demonstrated competence in planning, implementing, and evaluating programs or events.
Demonstrated ability to conduct respectful consultation and collaboration with stakeholders. Excellent interpersonal and communication skills.
Ability to communicate effectively in an intercultural environment. Exceptional presentation and public speaking skills. Ability to find, synthesize, and translate literature, research material, trends, and best practices for capacity building amongst colleagues and stakeholders. Ability to work both independently and within multiple team environments. Ability to think strategically and exercise diplomacy, tact, and discretion. Demonstrated project management skills, with strong ability to work with multiple stakeholders and ability to prioritize work effectively under competing deadlines preferred.
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.
All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority.