Equity Education Specialist, Dialogue and Facilitation

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Compensation Range

The Compensation Range is the span between the minimum and maximum base salary for a position. The midpoint of the range is approximately halfway between the minimum and the maximum and represents an employee that possesses full job knowledge qualifications and experience for the the normal course employees will be hired transferred or promoted between the minimum and midpoint of the salary range for a job.

Posting End Date

Note: Applications will be accepted until 11:59 PM on the Posting End Date.

Job End Date

Please include a cover letter with your application.

This position is a 1-year term fixed duration.

At UBC we believe that attracting and sustaining a diverse workforce is key to the successful pursuit of excellence in research innovation and learning for all faculty staff and students. Our commitment to employment equity helps achieve inclusion and fairness brings rich diversity to UBC as a workplace and creates the necessary conditions for a rewarding career.

Job Summary
The Equity Education Specialist designs delivers and evaluates structured evidence-informed educational programming that builds equity decolonization Indigenization and inclusive leadership and relational competencies across the Faculty of Medicine.

Reporting to the Associate Director REDI and working in close collaboration with the Senior Advisor Equity & Conflict Transformation and the Education Specialist & Instructional Designer the incumbent leads proactive interactive and competency-based learning initiatives grounded in educational psychology motivation science and evidence-informed approaches to adult professional learning.

This role contributes to Faculty culture transformation primarily through high-quality dialogic and experiential education rather than through advisory consultation or responsive conflict intervention.

Organizational Status
TheUniversity of British Columbiais a global centre for research and teaching consistently ranked among the top 20 public universities in the world. Since 1915 UBCs entrepreneurial spirit has embraced innovation and challenged the status quo. UBC encourages its students staff and faculty to challenge convention lead discovery and explore new ways of learning. At UBC bold thinking is given a place to develop into ideas that can change the world.

Our Vision: To Transform Health for Everyone.

Ranked among the worlds top medical schools with the fifth-largest MD enrollment in North America theUBC Faculty of Medicineis a leader in both the science and the practice of medicine. Across British Columbia more than 12000 faculty and staff are training the next generation of doctors and health care professionals making remarkable discoveries and helping to create the pathways to better health for our communities at home and around the world.

The Facultycomprised of approximately 2200 administrative support technical/research and management and professional staff as well approximately 650 full-time academic andover 10000clinical faculty membersis composed of 19 academic basic science and/or clinical departments 3 schools and 25 research centres and institutes. Together with its University and Health Authority partners the Faculty delivers innovative programs and conducts research in the areas of health and life sciences. Faculty staff and trainees are located at university campuses clinical academic campuses in hospital settings and other regionally based centres across the province.

TheUBC Vancouver Campusis located on the traditional ancestral and unceded territory of the xʷməθkʷəyəm (Musqueam) people. TheCity of Vancouveris located on Musqueam Squamish and Tsleil-Waututh First Nations territory.

Work Performed
Educational Strategy & Program Development

• Staysup-to-datewith pedagogical innovationsrelated to EDI educationand learner-centered adult education.

• Develops and implements structured layered educational pathways aligned with REDI strategic priorities.

• Translates institutional equity priorities into competency-based learning frameworks.

• Conducts proactive learning needs assessments related to skill and knowledge development.

• Develops annual education plans and program schedules.

• Designs measurable learning outcomesandevaluationand assessmentframeworks.

Facilitation & Dialogic Learning Leadership

• Designs and delivers highly interactive workshopsseminarsand training sessions (virtual and in-person).

• Facilitates large-scale panel discussions plenarysessionsand Faculty-wide educational forums (audiences up to 300 participants).

• Leads case-based experientialand competency-based learning activities.

• Creates psychologically safer trauma-aware learning environments while navigating complex and sensitive dialogue.

• Intervenes skillfully when sessions require real-time adaptation.

• Adapts content dynamically to diverse learner groups withinhealthmedicaland post-secondary contexts.

• Works in collaboration with the REDI Administrative Coordinator and the Digital Content and Engagement Strategist to plan develop co-ordinate implement and manage in-person and virtual educational events

Curriculum & Learning Design

• Develops facilitator guides case studies reflectiveexercisesand applied learning tools.

• Collaborates with the Education Specialist & Instructional Designer on digital modules tipsheetsand asynchronous learning materials.

• Ensuresalignment between learningobjectives instructionalactivitiesand evaluation methods.

• Applies adult learning theory transformative learning principles and inclusive pedagogical frameworks.

• Integrates Universaland accessibleDesign for Learning principles into program design.

Evaluation & Continuous Improvement

• Develops and implements tools to assess learning effectivenessas well as motivational andbehavioral impact.

• Analyzes feedback and adjusts programming or panel formats in response to shifts in best practices and evidence.

• Evaluates competency development outcomes.

• Maintains records and prepares summary reports on educational impact.

Community of Practice & Affinity-Based Learning Spaces

• Designs andfacilitatesstructured Equity Community of Practice gatherings.

• Organizes and supports affinity-based reflective learning spaces as educational environments.

• Supports peer learning and skill development through facilitated dialogue structures.

Educational Needs Assessment

• Conducts structured interviews focus groups and listening sessions with facultystaffand learners toidentifyeducational needs skill gaps and competency development priorities related to equity decolonizationIndigenizationand inclusion.

• Synthesizes findings to inform the designadaptationand evaluation of educational programming.

• Collaborates with the Associate Director and Senior AdvisorEquity & Conflict Transformationto ensure alignment between identified learning needs and broader Faculty priorities.

Institutional Support & REDI Contributions

• Participates in REDI team planning and contributes tobroadereducation strategy discussions.

• Provide leadership (along with the Educational Specialist Instructional Designer) and professional development for the REDI team onpedagogical innovation especially as it relates tocase-basedexperientialand relational approaches to teaching

• Provides knowledge andexpertisedrawn from experiences in facilitation and feedback from workshops and panels to advise on tip-sheets websites and other resources developed by other team members.

• IdentifiesemergingREDI-relatededucational needs across theFaculty.

• May mentor student staff or volunteers supporting educational initiatives.

• Contributes tomaintainingdocumentation and program records.
  

Consequence of Error/Judgement
Poor educational design or facilitation could undermine trust in REDI programming reduce engagement or negatively impact psychological safety within learning environments. Sound professional judgment and strong facilitation expertise are essential.

Supervision Received
Reports to the Associate Director REDI.

Works in parallel partnership with:

• Senior Advisor Equity & Conflict Transformation (administrative advisory lead)

• Education Specialist & Instructional Designer (curriculum andasynchronouslearning lead)

• Works collaboratively with partner groups including the Office of Faculty Development

• Organizational Development Indigenous Engagement other central units ( EIO) and others asappropriate tofulfill its mandate.
  

Supervision Given
None.

Minimum Qualifications
Undergraduate degree in a relevant discipline. Minimum of four years of related experience or the equivalent combination of education and experience.

- Willingness to respect diverse perspectives including perspectives in conflict with ones own

- Demonstrates a commitment to enhancing ones own awareness knowledge and skills related to equity diversity and inclusion

Preferred Qualifications

• Masters degree in Educational Psychology Adult Education Studies Educational Leadership or related field.

• Experience designing and facilitating adult learning programs.

• Equivalent combination of education and experience may be considered.

• Demonstrated expertise in interactive learner-centered competency-based dialogic facilitation and adaptive pedagogy.

• Experience designing and facilitating workshops and panels related to social justice decolonization restorative justice conflict engagement equity and inclusion.

• Experience teaching adult learners in post-secondary and/or health professional environments.

• Experience evaluating learning outcomes and adapting programming accordingly.

• Strong knowledge of equity decolonization and inclusive leadership.

• Understanding medical and/or post-secondary institutional cultures.

• Experience designing and facilitating communities of practice.

• Excellent interpersonal analytical thinking and organizational skills

• Demonstrated ability to work independently and to work effectively in a diverse team environment.

• Ability to effectively execute directives policies and strategies and the ability to make sound judgments and careful evaluations of alternatives in the absence of specific policies.

• High emotional intelligence and maturity

• Ability to deliver results under pressure and during times of ambiguity.

• Nimble and able to work in a fast-paced and constantly changing environment

• Strong team orientation and commitment to continual learning.