When compared with a typical “camp” experience, a program assistant's role is analogous with a camp counselor. Program assistants are often senior university students who bring great insight into university life from their experience being students. With more contact hours with the program participants than any other team members, their role is crucial to any sense of community that is felt throughout the program.
The responsibilities of program assistants include: participate fully in the day-to- day activities of the program; monitor and support student participation, interaction, performance behavior; report to and consult with the Program Directors regarding any concerns; uphold SHAD’s mission, values and code of conduct; play an advisory role in house activities; offer support to students as necessary; ensure that students are accounted for at bedtime and other times as required; help maintain channels of communication among students and between students and faculty and Program Directors; bring to the program their unique personal interests, talents and enthusiasm; design and run a three hour workshop for a group of up to eight students.
The recreation director is responsible for recreational activities for the program participants. On a daily basis, they set out the recreational activities in which participants will engage. They are typically responsible for all of the logistics and planning of athletic and leisure events. These range from structured sporting events to group games to large single events such as a local SHAD Olympics tournament. The recreation director should have plenty of experience in coordinating activities for teens and excellent organizational and communication skills. Additionally, the recreation director assists with the risk management protocols with the program director.
Teacher Fellows provide their expertise as secondary school educators to the program. They bring their awareness of adolescent behaviour and attitudes to the table and use that awareness to provide input into the decisions that affect Shad program participants. Teacher Fellows play an important role in the creation of a sense of community and provide content to the program that draws from their own areas of expertise and interests. Their experience as an educator allows them to advocate for the needs of participants, be watchful for points of conflict (i.e. bullying or risky behaviour) and provide support when difficult issues arise. The Teacher Fellow position provides a great opportunity for a secondary educator who is passionate about community building and developing high potential youth.
Faculty members are typically university professors, high school teachers, or industry professionals. They provide mentorship and guidance as SHAD participants work through their month long entrepreneurial project. Time commitments are negotiable ranging from live-in faculty that stay in residence with the students for the entire month, to part-time faculty that could be present only for a few hours a day. Faculty members are typically expected to run one three-hour-long workshop and give a one-hour-long lecture.