Director, Student Development & Career Planning

About Us

The Engineering Career Centre (ECC) connects University of Toronto students with meaningful professional experiences that provide a solid foundation for successful careers and life‑long learning. In addition to hosting a wide range of professional development workshops, events and services throughout the year, the ECC team runs the Professional Experience Year (PEY) Co‑op and the Master of Engineering Co‑op programs to connect engineering students with a wide range of industry opportunities.

As passionate and career‑driven academic professionals, the ECC team seeks to nurture students and provide a comfortable transition from academic to professional life.

The Engineering Career Centre promotes an open and professional environment that fosters a culture built on respect, goal orientation, accountability, and teamwork. The level of engagement from Engineering students and the success of the co‑op programs creates a dynamic cooperative education environment that yields the largest number of co‑op work terms within the UofT Co‑op system.

Reporting to the Executive Director, Engineering Career & Experiential Learning (EXCEL), the Director, Student Development and Career Programming (SDCP) is responsible for a unit within the Engineering Career Centre that offers workshops, sessions, and events servicing the engineering student body. The Director is accountable for the planning, design, and delivery of innovative professional development services that reach all students. Services include required course‑based programming for co‑op students, large events open to co‑op and non‑co‑op students, and online modules designed to deliver material appropriate for an online format.

The Director manages a team of SDCP staff whose objective is to support career learning and awareness by advising students on career‑related matters and designing and delivering student development programming. The Director will model a commitment towards collaborative partnerships with academic departments, co‑curricular units and services, engineering alumni, student groups, external employers, and other relevant constituents.

The Director must be strategic in the allocation of resources, highly skilled in their ability to connect and consult with program stakeholders and work within a collaborative framework. They must develop evaluation measures to assess the effectiveness of the SDCP team’s work.

Post‑graduate degree (Master’s) in Adult Education, Student Development, Higher Education, Developmental or Counselling Psychology, Leadership or related field or equivalent combination of education and experience.

Education should include a focus on adult education principles, program/curriculum planning within a developmental framework, evaluation and assessment, and issues in higher education.

A minimum of 7 years of progressive leadership experience in a post‑secondary, experiential learning, career education, student development, or related environment.

Demonstrated experience leading and managing teams (preferably in a unionized environment), including setting strategic direction, coaching staff, and overseeing the delivery of programs and services.

Proven success in designing, implementing, and evaluating student development or career education programming, particularly within experiential learning or co‑operative education environments.

Experience using data, assessment tools, and evaluation methods to inform program design, measure outcomes, and drive continuous improvement.

Experience building and maintaining productive, collaborative relationships with multiple stakeholders, internal and external.

Experience managing operational budgets, resource allocation, and program planning.

Strategic leadership and program development:
Ability to develop and execute a vision for student development and career programming aligned with institutional priorities and labour‑market needs.

Curriculum and experiential learning design:
Expertise in developing competency‑based programming and co‑curricular curriculum grounded in experiential learning principles.

Program evaluation and…