Equity Education Specialist

Staff - Non Union

Job Category

M&P - AAPS

Job Profile

AAPS Salaried - Educational Programming, Level B

Job Title

Equity Education Specialist, Dialogue and Facilitation

Department

Administration and Operations | Office of Respectful Environments, Equity, Diversity and Inclusion | Faculty of Medicine

Compensation Range

$6,251.00 - $8,986.00 CAD Monthly

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 position. In 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

May 28, 2026

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

Job End Date

July 9, 2027

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
The University of British Columbia is a global centre for research and teaching, consistently ranked among the top 20 public universities in the world. Since 1915, UBC’s 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 world’s top medical schools with the fifth-largest MD enrollment in North America, the UBC Faculty of Medicine is a leader in both the science and the practice of medicine. Across British Columbia, more than 12,000 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 Faculty—comprised of approximately 2,200 administrative support, technical/research and management and professional staff, as well approximately 650 full-time academic and over 10,000 clinical faculty members—is 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. 

The UBC Vancouver Campus is located on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) people. The City of Vancouver is located on Musqueam, Squamish, and Tsleil-Waututh First Nations territory.

Work Performed
Educational Strategy & Program Development 

• Stays up-to-date with pedagogical innovations related to EDI education, and 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 outcomes and evaluation and assessment frameworks. 

Facilitation & Dialogic Learning Leadership 

• Designs and delivers highly interactive workshops, seminars and training sessions (virtual and in-person). 

• Facilitates large-scale panel discussions, plenary sessions and Faculty-wide educational forums (audiences up to 300+ participants). 

• Leads case-based, experiential, and 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 within health, medical and 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, reflective exercises and applied learning tools. 

• Collaborates with the Education Specialist & Instructional Designer on digital modules, tip sheets and asynchronous learning materials. 

• Ensures alignment between learning objectives, instructional activities, and evaluation methods. 

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

• Integrates Universal and accessible Design for Learning principles into program design. 

Evaluation & Continuous Improvement 

• Develops and implements tools to assess learning effectiveness as well as motivational and behavioral impact. 

• Analyzes feedback and adjusts programming accordingly. Redesigns workshops 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 and facilitates structured 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 faculty, staff and learners to identify educational needs, skill gaps and competency development priorities related to equity, decolonization, Indigenization and inclusion. 

• Synthesizes findings to inform the design, adaptation, and evaluation of educational programming. 

• Collaborates with the Associate Director and Senior Advisor, Equity & Conflict Transformation to ensure alignment between identified learning needs and broader Faculty priorities. 

Institutional Support & REDI Contributions 

• Participates in REDI team planning and contributes to broader education strategy discussions. 

• Provide leadership (along with the Educational Specialist, Instructional Designer) and professional development for the REDI team on pedagogical innovation especially as it relates to case-based, experiential and relational approaches to teaching 

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

• Identifies emerging REDI-related educational needs across the Faculty. 

• May mentor student staff or volunteers supporting educational initiatives. 

• Contributes to maintaining documentation 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 and asynchronous learning lead) 

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

• Organizational Development, Indigenous Engagement, other central units (e.g. CTLT, EIO), and others as appropriate to fulfill 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 one’s own

- Demonstrates a commitment to enhancing one’s own awareness, knowledge, and skills related to equity, diversity, and inclusion

Preferred Qualifications

• Master’s 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.