ABOUT WESTERN

Since 1878, Western University has been committed to serving our communities through the pursuit of academic excellence and by providing students, faculty, and community members with life-long opportunities for intellectual, social, and cultural growth. We seek excellent students, faculty, and staff to join us in what has become known as the “Western Experience” - an opportunity to contribute to a better world through the development of new knowledge, new abilities, new connections, and new ways to make a difference.

ABOUT US

Student Experience fosters equitable learning environments in which all students can thrive to their full potential. Through our commitment to integrating research, theory and practice across all programs, resources and supports we provide, Student Experience leads an ecosystem of people, places and spaces that empower student thriving. The mission of Wellness, Equity and Education is to provide readily accessible, high-quality prevention, education and wellness programming for students and staff of Western University thereby optimizing their potential for academic and professional success and social development.

Education:

• Undergraduate Degree in a related discipline
• Master’s degree in a related discipline preferred
• Training in adult education preferre

Professional Experience:

• In facilitating content related to gender-based violence
• Approaching the work from a place of facilitation and co-learning rather than teaching and being in the position of knower
• In discussing sexual-explicit content in a group context
• In engaging individuals with whom you disagree/who cause har

Skills, Abilities & Expertise:

• Experience in facilitation
• Experience as a public educator
• Expertise in engaging men and boys as allies
• Personal lived experience and an understanding of the intersectional ways sexual scripts and gender norms are differentiated based on race, sexuality, gender identity, ability etc, with an ability to connect with diverse students through the sharing of similar lived experience.
• An ability to work from a place of humility, understanding your role as one of co-learner rather than knower (eg facilitator rather than teacher), and striving for personal growth through this position and experience
• Facilitators must have and function through an understanding of feminism and feminist perspectives
• Demonstrated content expertise related to gender-based violence broadly, and effective components of GBV prevention more specifically
• Familiarity with instructional design methods to deliver instructional programs and courses
• Familiarity with learning evaluation method
• Presentation skills to deliver information in a clear and engaging manner, using appropriate communication channels
• Communication skills to describe technical concepts effectively to both novice and sophisticated users
• Ability to summarize information and disseminate to others effectively in a timely manner
• Ability to creatively adapt traditional methods, concepts, models or systems to new applications
• Ability to perceive and understand the emotions of others, and interact with them appropriately based on those emotions
• Ability to provide guidance, support and feedback in a way that is positively received
• Organizational and multi-tasking skills to prioritize and consistently produce high-quality work
• Demonstrated ability to coach and support adult learners, and to enable individuals to lear

The Gender Based Sexual Violence Training Facilitator (Non-Credit) will be responsible for the delivery of in-person and virtual training to prevent sexual violence. The facilitator will be required to undertake an intensive train-the-trainer program including pre-work, a full-day learning session and ongoing capacity-building and mentorship. The facilitator will be responsible for CO-facilitating gender-divided (men’s and women/nonbinary) 90 minute small group sessions via Zoom, scheduled from May to October 2024. The facilitator will be responsible for empathetically managing disclosures that may arise in group for navigating push back and moments of tension and discomfort as well as achieving specific learning outcomes through the activity and discussion-based programming.
Qualifications

Education:

• Undergraduate Degree in a related discipline
• Master’s degree in a related discipline preferred
• Training in adult education preferred

Professional Experience:

• In facilitating content related to gender-based violence
• Approaching the work from a place of facilitation and co-learning rather than teaching and being in the position of knower
• In discussing sexual-explicit content in a group context
• In engaging individuals with whom you disagree/who cause harm

Skills, Abilities & Expertise:

• Experience in facilitation
• Experience as a public educator
• Expertise in engaging men and boys as allies
• Personal lived experience and an understanding of the intersectional ways sexual scripts and gender norms are differentiated based on race, sexuality, gender identity, ability etc, with an ability to connect with diverse students through the sharing of similar lived experience.
• An ability to work from a place of humility, understanding your role as one of co-learner rather than knower (eg facilitator rather than teacher), and striving for personal growth through this position and experience
• Facilitators must have and function through an understanding of feminism and feminist perspectives
• Demonstrated content expertise related to gender-based violence broadly, and effective components of GBV prevention more specifically
• Familiarity with instructional design methods to deliver instructional programs and courses
• Familiarity with learning evaluation method
• Presentation skills to deliver information in a clear and engaging manner, using appropriate communication channels
• Communication skills to describe technical concepts effectively to both novice and sophisticated users
• Ability to summarize information and disseminate to others effectively in a timely manner
• Ability to creatively adapt traditional methods, concepts, models or systems to new applications
• Ability to perceive and understand the emotions of others, and interact with them appropriately based on those emotions
• Ability to provide guidance, support and feedback in a way that is positively received
• Organizational and multi-tasking skills to prioritize and consistently produce high-quality work
• Demonstrated ability to coach and support adult learners, and to enable individuals to learn