Community of Practice Coordinator

Brief Description

Work in a purpose driven career with MaKami College, a public post‑secondary college that has been helping students for over 20 years, with locations in Edmonton and Calgary, Alberta. MaKami College offers students in‑person, online, and blended programs in Massage Therapy, Health Care Aide, Business Administrative Assistant, Medical Office Assistant, and more. Rapidly growing, we are working to expand our campuses into cities across Canada, and are continuously working to add programs to our course catalogue.

We work with our team to grow and develop in areas they are passionate about, focusing on our MaKami Pillars – Leadership, Professionalism, Helpfulness, and Inspiration. MaKami team members are provided with many opportunities for professional career growth in a fulfilling and dynamic work environment.

The MaKami team is passionate about creating generational change through education, and we provide the tools and a safe environment for our staff to change the lives of our students and their families.

The Community Practice Coordinator plays a central role in designing, coordinating, and sustaining student‑focused learning and engagement initiatives that support academic success, emotional well‑being, inclusive participation, and successful transition into professional practice across MaKami College.

This role supports MaKami’s student support framework by developing workshops, group learning spaces, and practice‑based initiatives that prepare students not only for academic completion but also for entry into their chosen field of study. The position emphasizes prevention, confidence‑building, professional identity development, and skill translation, helping students move from learner to practitioner with clarity and readiness.

Working collaboratively with Student Support, Academic teams, Operations, the Computer Lab, and program areas, the Community Practice Coordinator ensures student learning needs are addressed through accessible, trauma‑informed, and career‑relevant learning experiences.

• Partner with the Academic and program teams to identify student learning and transition needs.
• Support the development of student workshops, group learning sessions, and communities of practice that build academic, emotional, and professional readiness.
• Design interactive learning experiences that strengthen self‑management, communication, professionalism, and field‑specific expectations.
• Coordinate with Operations and the Computer Lab to schedule and facilitate student learning initiatives.
• Deliver or co‑facilitate workshops and group sessions as required.
• Maintain a centralized catalogue of student workshops and learning resources.
• Develop student learning initiatives that support the transition from classroom learning to professional practice.
• Collaborate with the academic and program teams to align workshops with industry expectations, professional conduct, and workplace readiness.
• Support students in developing:
• Professional communication and boundary‑setting skills
• Time management and workload expectations found in their field
• Self‑advocacy and help‑seeking in professional environments
• Confidence in transferring academic skills into applied settings
• Facilitate learning spaces that support professional identity formation (e.g., “What it means to work in this field”).
• Work alongside student support services to ensure transition challenges are addressed proactively, not only during placements or practicum.
• Ensure learning initiatives align with student‑centred, trauma‑informed, and inclusive support principles.
• Support a shift from reactive issue‑based interventions toward early, skill‑based, and transitional support.
• Reinforce consistency between workshops, academic expectations, individual student support plans, and professional readiness goals.
• Promote normalization of group learning and skill‑building as part of student success and workforce preparation.
• Collect and analyze student engagement, feedback, and participation data.
• Evaluate the effectiveness of learning initiatives related to both academic success and transition readiness.
• Identify patterns related to student…