Temp-Human Needs and Global Resources

Student Support Coordinator

Human Needs and Global Resources (HNGR) Program

Job Overview

The Student Support Coordinator provides guidance in intercultural adjustment and personal readiness for students preparing for and returning from international internships in Asia, Africa, Latin America, or the Middle East. A main function of the role includes psychosocial assessment and ongoing support of HNGR students throughout participation in the program (including communication with campus and community care resources as/when needed). The scope of activities includes recruitment, training, and supervision of faculty, staff, and alumni who participate in mentoring students, and participation and planning for meetings, retreats, and small groups. The Student Support Coordinator will report to the Human Needs and Global Resources (HNGR) Program Director.

This is a temporary position from June 1, 2025 - August 31, 2025 and will average 20-30 hours/week. Starting September 1, 2025, this position will become a shared position at 20 hours/week. Interest in the temporary and/or longer-term role will be discussed in the interview process. The position will pay $30-34/hour.

Assessment

• Administer, score, and review assessment battery and provide feedback to students during structured interviews for HNGR program applicants (Dec-Jan)
• Provide student summary and feedback for all HNGR selection committee meetings (Feb-Apr)
• Contribute to letters for conditions and provisions of HNGR applicants in collaboration with selection committee (Feb-Apr)

Student Support

• Meet all newly accepted students to help formulate growth goals and review conditions of acceptance (Apr-May)
• Monitor students during the academic year prior to HNGR internship for all conditions and provisions set by the HNGR Advisory Committee, HNGR Core Components, and Essential Elements (Jun-Apr)
• Communicate, assess, and monitor students in the field through email, text, phone, or other distance platforms (May-Dec)
• Respond to any difficulties or crises that emerge with interns on field internships in communication and collaboration with HNGR Director and team members (May-Dec)
• Mentor students before and after internship, facilitating individual preparation and reintegration and adjustment issues, and referring students to further care as needed (year-round)
• Liaise with other campus services, as applicable, about the nature of the HNGR Program and specific needs of HNGR students (year-round)
• Consult with advisory visitors regarding student well-being and development on field internships (May-Dec)
• Serve as editor of all student-distributed publications, manage content and contribute articles on a variety of mental health and intercultural topics as well as alumni and parent newsletters (May-Dec)
• Visit individual students at their internship sites (Aug; optional)
• Complete Critical Incident Reports as needed for interns on the field in collaboration with HNGR Director (May-Dec).

Coordination

• Oversee content and components of student retreats, including materials, schedule, and invited participants (Nov-Jan)
• Recruit, train, and supervise small group leaders and/or individual mentors for outgoing and returned interns, providing materials and small group activities (May-Sept)
• Monitor faculty mentor process (Sept-Apr)
• Provide tabulated evaluations for HNGR Program components for annual program assessments (May)

This job description is intended to represent key areas of responsibilities; specific assignments may vary from time to time, and other duties may be assigned. 

Qualifications

• Master’s Degree in Clinical Mental Health Counseling, Marriage & Family Therapy, or related degree
• Experience working with college-age population in all areas of wellness and mental health 
• Skill in conducting structured interviews, mental health screening, and intakes
• Ability to provide psychoeducation on issues such as grief and loss, trauma, group dynamics
• Competence in administering, scoring, and providing feedback on assessment results with college-aged students 
• Personal experience living and working interculturally for at least one year in Majority World contexts of Asia, Africa, Latin America, or the Middle East
• Skill in cultivating intercultural orientation activities including self-awareness and readiness, learning, adjustment experiences, common stressors, cultural engagement, and the re-entry process
• Familiarity with experiential learning and formation
• Interest in and demonstrated experience with mentoring college-aged students and providing spiritual formation practices
• Knowledge of Majority World perspectives and intercultural learn