Tribal Pathways Manager

The Tribal Pathway Manager (TPM) will provide case management and academic/career support to Native American students as they prepare and are enrolled in Green River College’s Career Technical Education (CTE) programs; with an emphasis on students in the Natural Resources program through the CEDAR project, a collaborative project with Muckleshoot Tribal College. This position serves as a navigator for Tribal students at GRC, prospective Tribal students in the region, and helps develop and support communication pathways between GRC and the Muckleshoot Tribal College.

The TPM will work with existing support faculty and GRC staff and be primarily focused on students: aiding in student recruitment; supporting students as they enroll; guiding them as they progress on their academic pathways; and connecting students to resources at Green River College or Muckleshoot Tribal College (MTC), to ensure their retention and success. The TPM will also assist Green River College (GRC) faculty and staff to implement cultural programming and curriculum to existing courses;

professional development; and the planning and coordination of services to maximize applicable students’ successful postsecondary entry, transition, retention, and graduation. This is a 12-month exempt staff position and requires some evening/weekend hours. This position will be housed at GRC but may include up to 25% each week among various locations, including Muckleshoot Tribal College and various career fairs and outreach events.

This position will report to the Dean of Trades in consultation with the Dean of STEM and grant PIs. This position will be in regular communication with the lead faculty and staff in participating CTE programs.

Green River College's student body is made up of approximately 41% Academic Transfer students, 34% Professional-Technical students, 15% Adult Basic Education student, and 3% Applied Bachelor degrees. Green River College has four campuses, including the main campus in Auburn, Washington, with satellite campuses in Kent, downtown Auburn, and Enumclaw. Green River programs serve high school graduates, Running Start students (dual enrollment in local high schools and the college), those seeking retraining for the workforce, international students, students learning English, and Continuing Education students.

Green River's service areas are increasingly ethnically diverse, comprising African Americans, African immigrants, Asian Americans, Asians, Latinx, Native Americans, Pacific Islanders, and Middle Eastern Americans, among other communities.

We commit to be an anti-racist institution where all students, faculty, and staff receive the access, resources, and services needed to achieve their educational, career, and personal goals. Green River College makes social and economic justice, equity, and inclusion our highest priorities.

The Green River College definition of equity encompasses all identities, including but not limited to race, ethnicity, economic status, gender identity, sexual identity, disability, religion/spirituality, immigration status, age, and culture. We understand individual needs vary widely, and the effects of discrimination and historical oppression must be taken into account while aiming for equitable opportunities and outcomes for all.

• Document hours and tasks completed on multiple grants in regular intervals for grant reporting needs.
• All tasks completed during regular working hours need to be grant outcome-focused for the two applicable grants that fund this position.

• Work with lead faculty and in CTE programs to compliment/support their onboarding process for tribal students.
• Consult with pertinent Natural Resources and other CTE program faculty and staff and Muckleshoot Tribe personnel on processes and recommending strategies to reduce student barriers
• In collaboration with faculty and staff, inform prospective students about degree options and related career pathways or transfer options and requirements; interpret assessment scores
  • Help students to become self-directed in the educational planning process by connecting them to existing resources to acquire essential college success skills to thrive in postsecondary education.
• As directed by students, support the appropriate involvement of their parents/caregivers in educational/career planning and…