Poster sessions
Room: Sir John A. MacDonald P9. Internationalization at Home: The Global Learning Program
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Room: Sir John A. MacDonald P9. Internationalization at Home: The Global Learning Program Scott MacDonald, Global Mobility Coordinator, University of Toronto Scarborough Internationalization at home is an increasingly important means of embedding international and intercultural dimensions into the student experience. This poster presentation explores the Global Learning Program’s successes and challenges at providing internationalization-at-home programming to a culturally diverse commuter campus. Explore opportunities to support and recognize student learning through internationalization-at-home activities through the Co-Curricular Record.
This poster presentation explores the Global Learning Program’s successes and challenges at providing internationalization-at-home programming to a culturally diverse commuter campus at University of Toronto Scarborough. Internationalization-at-home is an increasingly recognized important means of embedding international and intercultural dimensions into the student experience both in and outside the classroom (Knight 2004). University of Toronto Scarborough is located in one of Canada’s most diverse and multi-cultural communities and has a high commuting student population (NSSE 2014). The unique demographics of the institution provide challenges and opportunities for internationalization-at-home programming. Recently launched, the Global Learning Program offers students opportunities to internationalize their University of Toronto Scarborough experience without the requirement of participating in a student mobility program. Through theoretically founded educational, co-curricular, work and study abroad programs the Global Learning program emphasizes the holistic student experience in developing students to become internationally-informed and cross-culturally effective. Students develop skills, attitudes, and knowledge that allow them to become global citizens in Canada and the global market. The program furthers the university’s commitment to internationalization and supports student involvement and development as explained by Astin’s Theory of Student Development. Recognition of student participation and learning is conducted through the Co-Curricular Record, utilizing an existing program to link their intercultural development and competencies to a validated record which employers recognize, furthering their preparedness for the global market. The poster will present in a visual format the program description, demographic graphs, program highlights and challenges, and theory references. Participating audience member will develop:
Competency: Intercultural fluency, Student learning and development Room: Sir John A. MacDonald P10. Strategic Collaborative Initiatives: Supporting Academically At-Risk Students through Leadership Opportunities Megan Welford, Student Success Advisor, Fraser International College; Sandra Kimber, Student Experience Coordinator, Fraser International College Holistic support for student communities offers opportunities outside of the classroom for skill development, relationship building, and personal growth. Even when taking advantage of these growth opportunities, at-risk students still face the barrier of having their enrolment timeslot determined by their GPA. A collaborative initiative between Registrarial Services and Student Affairs has sought to remove this barrier facing at-risk students who are aiming to get back on track. Using student engagement and strategic enrolment management, we can allow equitable access to classes and observe our findings on how this initiative has impacted retention rates, academic improvement, and our volunteer community.
Being a solely international college with all students embarking on their first year of university creates a unique post-secondary environment at Fraser International College. Addressing the needs of an increasingly diverse post-secondary student body requires reframing the way we support students within and across departments. Our Student Affairs team at Fraser International College has developed innovative semester-long programming aimed at supporting students through the transition. In order to guide students on this path of forming a new identity and achieving success, our programming is strongly informed by Chickering’s Student Development Theory. We aim to provide personal growth opportunities, skill development and relationship building chances to all students, while continuously reflecting on gaps in support services. We understand that International students often face parental expectations which limits their freedom of choice. This can lead to a misalignment in a student’s program and skill set, resulting in becoming academically at-risk. These students have the additional pressure of overcoming the consequences of low academic standing as they progress through their development cycle. Many current enrolment management systems order enrolment timeslots by GPA, as well as by how much of their program a student has completed. Enrolment is simply another barrier to the ability to move forward and develop resiliency, as the opportunity to select the classes they require to be successful are lower. For students who face these academic challenges, this often results in lower retention rates which impacts the institution financially and requires increased staff resources to address dissatisfied student concerns. At FIC, Student Affairs and Registrarial Services worked together to remove an additional barrier to student development and success by piloting a Strategic Enrolment Initiative. This initiative incorporates an enrolment incentive for all students who have committed to and fulfilled responsibilities of their student leadership role in the FIC community. This offers at-risk students involved in student leadership programs, along with their peers, priority enrolment without having them singled-out and furthering stigmatization. It also allows for the second chance these students need, while simultaneous furthering their development in terms of confidence and transferrable life skills. We aim to analyze the results of strategic enrolment incentives and observe the number of at-risk students who participate in student leadership programs. We will evaluate the outcomes in terms of retention rates, academic improvement, and the percentage of our Student Leadership population considered to be ‘at-risk’ and present them in poster form.
Caitlyn Osborne, PhD Candidate, Ryerson University; Tricia Van Rhijn, Assistant Professor, University of Guelph; Bailey Stevenson, Student, Wilfred Laurier University This exploratory study used document analysis to examine the number of on campus childcare centres at Canadian Universities by using university websites. The goal of the study was to determine if on campus child care existed in Canada, as well as understanding the impacts that these centres have on student parents. This research presentation will discuss the availability of on campus childcare, the characteristics of these childcare centres, as well as the ability for student parents to access these centres.
On-campus childcare is crucial for the success of post-secondary students who have dependent children (Eckerson et al., 2016), commonly referred to as student parents. Student parents made up between 11% and 16% of Canadian university students between 1976 and 2005 (van Rhijn, Quosai & Lero, 2011). The term student parent is typically used to refer to those with dependent children (Noll, Reichlin & Gault, 2017). On-campus childcare services are often convenient and reliable, allowing students to attend classes and complete schoolwork (Eckerson et al., 2016). Additionally, on-campus childcare plays a key role in preventing post-secondary student parents from dropping out, which is a common issue amongst students with children (Miller, Gault, & Thorman, 2011; Schumacher, 2015). Campus-based centres tend to prioritize students in their allocation of childcare spaces, making them uniquely favourable for student parents (Friendly & Macdonald, 2014). They are also often commonly used by a variety of faculties for observation and research purposes (Friendly & Macdonald, 2014). Unfortunately, studies indicate that on-campus childcare availability is declining, regardless of the apparent increase in post-secondary students who have children (Institute for Women’s Policy Research, 2017; Nelson, Froehner, & Gault, 2013; Van Rhijn, Quosai, & Lero, 2011). Additionally, high-quality care comes at a great monetary expense, and student parents commonly experience considerable financial challenges (Nelson et al., 2013). Lack of access to campus-based childcare and difficulties finding affordable childcare options hinder student parents’ educational success (Scott, Burns, & Cooney, 1996). This study assess the frequency of on campus child care across Canada and also considers the importance of subsidies and affordable childcare, the negative effects of student parenthood and lack of childcare, and the apparent decline in on-campus childcare services. The goal of this work is to conduct a comprehensive assessment of the availability and provision of on-campus childcare at universities across Canada, highlighting the potential implications for student parents. Competency: Equity, diversity and inclusion,Student advising, support and advocacy Room: Sir John A. MacDonald P12. From Rough Waters to Smoother Sailing: Outcomes of a Project Supporting the Transitions of Students with Autism Spectrum Disorders (ASDs) into College and University Heather Thul Peace, Disabilities Counsellor, Transition Support Centre, Centre for Accessible Learning, Algonquin College Students with Autism Spectrum Disorder (ASD) have much to offer their post secondary programs. Yet, for many post secondary institutions, understanding and meeting the often complex needs of students with ASD can seem a daunting task. This poster presentation outlines the shared core principles that two pilot programs at an Ontario college and university used to build customized approaches supporting successful transitions for students with ASD and promote smoother sailing. The presentation describes the format and outcomes of each pilot, the Core Principles and the application of those principles to achieve student success in two distinct post secondary settings.
Students with Autism Spectrum Disorders (ASDs) are increasingly attending post secondary settings. These students, though often academically competent if not gifted, can struggle with many aspects of our campuses. Over the past 5 years, York University and Algonquin College have offered an innovative project focused on breaking down the barriers these students face in the transition into post secondary settings and in navigating the first year of campus life. Through a collaborative process and with valuable multi-sector input, they have developed a set of core principles that have been applied at each distinct demonstration site. The data from the demonstration sites has been used to review and refine better practices in supporting students with ASD to bring their best in the post secondary setting. This poster will outline Core Principles that we believe are crucial for students with ASD as they transition into campus life and onwards to graduation. As every campus has a different environment and every student with ASD has different needs, it is imperative that these Core Principles be flexible enough to accommodate all students and all campuses. Adopting these core principles might allow campuses to increase the probability that the needs of students with ASD, and other students with similar challenges, will be addressed. The Core Principles are 1) Clear, Early and Transparent Communication and Outreach 2) Early, Consistent, individualized Connections to meaningful services including dedicated persons and spaces 3) On-going Professional Development, Learning Opportunities, and Capacity Building for the entire campus community to allow for cross campus support, collaboration, and increased advocacy 4) On-going Developmental Supports that are student-informed and include a focus on individualized coaching, and 5) Structures that allow for “ Just in time” supports and connections through campus services. These principles are anchored in the notion that transition support practices be consistently informed by student voice and thus grounded in continuous improvement cycles. In addition to outlining the Core Principles, this poster will describe the differing rollouts of the pilot sites and their findings, as well as highlight some key differences in the college and university panels that impact the way transition supports are provided. It is hoped that sharing the project findings will provide other post secondary settings a guide in building meaningful transition supports that will impact retention and that students on the spectrum can leverage to fully access and enrich the post secondary environments they choose to attend.
Paula Greenwood, Manager, Student Advising, Centennial College Student and Registrarial Services Professionals educate students on how to navigate often complex systems, so how confident are staff and faculty in understanding this journey ourselves? A Visual Student Roadmap was collaboratively created, and what started as a simple project, turned out complex; ultimately, it allowed a collective understanding of previous siloed units, towards spider web interconnected services that support student success (Seifert, T., et. al. ((2011). Resulting in capacity-building, towards the ideal state of creating a seamless, holistic, relational, empowering student experience, deeply rooted in learning.
This poster presentation visual displays an internal living document: Advising and Pathways Visual Student Roadmap used to educate Student Affairs and Registrarial Services Professionals around the complex systems and processes in order to communicate accurately throughout the institution. The simple act of visually mapping a students’ journey in, through, and towards credential completion turned out not simple at all; and ultimately allowed a collective understanding of our organizational structures and processes, as we move away from siloed units, towards spider web interconnected services that support student success (Seifert, T., Arnold, C.H., Burrow, J., & Brown, A. (2011)). The visual student roadmap is a living document that acts as an internal learning tool of the current state and is referenced as a means to build capacity of our Advising Network, Academic Schools, and Faculty. The results are a collective understanding of systems and steps, towards the ideal Advising state of creating a seamless, holistic, relational, empowering student experience, deeply rooted in learning. This mapping processes has built capacity, particularly for non-student services staff, identified gaps and complexities, and assisted us with the larger goal of simplifying complex systems for students. Competency: Communication,Student advising, support and advocacy Registrarial Practice: One Stop Client Services, Systems & Operations Support Room: Sir John A. MacDonald CONCURRENT SESSIONS 1 Monday, June 18, 2018 10:00AM – 11:00AM
Chantal Joy, Director, Advising and Student Academic Support, Humber Institute of Technology & Advanced Learning; Deanne Fisher, Vice Provost, Students & International; Kandi McElry, Director, Wellness Services, Mt Royal University; Angela Saweczko, Registrar, University of Calgary; Ray Darling, Registrar, University of Guelph As pan-Canadian associations coming together at this first-ever joint ARUCC / CACUSS conference, we have a unique opportunity to learn more about how each creates exemplary student experiences and fosters student success. Our work intersects to support students throughout their academic journey yet amid ever-increasing examples of collaboration there is still much room to identify and discuss new ways of working together. In order to do this, we may need to get to know each other a bit better. Join your conference co-hosts, Chris McGrath, Vice-President, Student Success at George Brown College and Charmaine Hack, Ryerson’s University Registrar as they moderate two panel discussions that respond to the questions and insights each division would most like to know about the other and the misconceptions about - or stale perceptions of - their work they would like to dispel. Topics will be based on delegate feedback to a pre-conference survey. The panels will feature seasoned leaders with a broad perspective of multiple units, mid-level career professionals as well as newer entrants to both the ARUCC and CACUSS organizations.
Shawna Cunningham, Director, Indigenous Strategy, University of Calgary This session will explore the evolving role of Indigenous student centres with respect to the impact, challenges, and opportunities presented within the current climate of indigenization and transformative education. Institutions are moving towards the development and implementation of institutional Indigenous strategies that engage the Indigenous community in teaching and learning culturally and help to create inclusive campus. The session will allow participants to share:
Program Description Indigenous Student Service Centres within Post-secondary institutions have evolved considerably over the last 20 years. While the primary purpose of Indigenous student centres is to offer academic and cultural support to First Nations Métis and Inuit students, many of these centres, have, by nature, evolved into conduits for the provision of cultural resources, protocol awareness, cultural engagement, and Indigenous community relations. This session will explore, through presentation and interactive discussions, the complex and evolving role that Indigenous student centres now play, not only as student support centre, also as cultural resource centres within the context of the campus community. Relevancy: As a means to increase Indigenous learner participation, support success, achieve inclusivity, and encourage community engagement, many post-secondary institutions across the country have developed, or are in the process of developing, institutional Indigenous strategies that address a broad spectrum of institutional activities that engage the Indigenous community in teaching and learning, and ideally create a rich, diverse and culturally inclusive campus. Innovation - The development and implementation of Indigenous Strategies impact and broaden the mandate of Indigenous Student Services centres. The session will reference transformative foundational documents, such as the Final Report on Truth and Reconciliation (2015), the Royal Commission Report on Aboriginal Peoples (1996), and Universities Canada Principles on Higher Education (2015). Grounded in the inquiry based qualitative research theory of Hermeneutics and phenomenon, which aligns with Indigenous ways of knowing and sharing (Ermine, 2007) through community dialogue (Kovach, 2013), this session will allow student services professionals to have the opportunity to better understand and engage in open dialogue about the impact of indigenization on the role of Indigenous student service units and associated professional staff. This session will provide an opportunity for participants to:
Session Type: Roundtable Discussion Community/Network Stream: Accessibility & Inclusion; Orientation, Transition & Retention Competency: Indigenous cultural awareness, Intercultural fluency Stream: Indigenous Cultural Competency Room: Chandler 1.03. Suicides on campus: More than just supporting students Brenda Whiteside, Associate VP student affairs, University of Guelph; Janet Teasdale, Managing Director, Student Development and Services, University of British Columbia; Ann Tierney, Vice-Provost and Dean of Students, Queens University In this session, three senior student affairs professionals will share their experience in dealing with public suicides on campus. They will discuss how social media and media in general has moved the senior student affairs professional role from a primary focus on student and team support to also include one of public relations, risk management, and board and senior administration relations. In this session we will unpack the implications of this shift in terms of professional development for senior student affairs officers, support services on campus, and the crucial need for collaboration within and with external partners.
Using public suicides as a case study, this session will discuss how social media and changes in media perspectives as well as changing expectations of society impact the role of the SSAO. While the case study is on suicides, much of the discussion will be applicable to many issues facing SSAO’s. This session will be flexible to allow for issues other than those noted to be raised. Increasingly, media are vehicles that raise the temperature on campus following any type of incident. The public discourse will be on what is lacking on campus, the shortfalls of staff, sometimes specific individuals criticized publicly, and angry demands for change. The climate is exacerbated by increasingly unrealistic expectations for services. The presenters will focus on the evolving areas of responsibility for senior student affairs officers in this changing environment, and discuss what that looks like in terms of policies, team development, and personal development. While the presenters will provide some lessons learned from their personal experience, this session is designed to learn from each other in this evolving landscape. Issues:
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