Poster sessions
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- 7.02. Orientation for Online Students: A change from the traditional approach to supporting student preparedness and student success
Session Type: BIG IDEAS: Powered By PechaKucha Room: Coles/Gray/Palmer 6.19G. Swipe Right on learning Shekar Kadaba, Frequency Foundry CEO A look into creating transformation from being an institution of teaching to an institution of learning. Join Shekar Kadaba, Chief Experience Officer, as he showcases through examples the transformation of education, what the rise of the machines have done to adapt to the Phigital generation. Phigital” is the recently coined name for the upcoming generation of students who don’t draw a distinction between the physical and digital worlds and are comfortable in both. See what institutions globally are doing to create adaptive student experiences for this demographic and how we move from the business of teaching to the business of learning.
Peter Hedley, Director, Student Affairs and Services, University of Saskatchewan; Jocelyn Orb, Manager, Student Wellness Centre, University of Saskatchewan; Rita Hanoski, Health Education and Promotion Coordinator, Student Wellness Centre, University of Saskatchewan Recognizing the issues faced on campus around health and well-being, the U of S set itself the bold goal of creating and implementing a Wellness Strategy to support the health and well-being of EVERYONE on campus - students, faculty, staff – within two years. Our approach involved a partnership between Human Resources and the Vice Provost Teaching & Learning with a focus on shifting the culture and supports from a largely reactive to a preventative one. This practical session will offer honest insights into the U of S process and what advice we would offer others.
Recognizing the issues faced around health and well-being of all those on campus, the U of S identified the need to work on creating and implementing a Wellness Strategy with the goal of ‘creating an environment that promotes and supports the health and well-being of all who study and work at our campuses.' This practical session will offer honest insights into the U of S process:
Innovative Approach Traditional approaches to wellness tend to be siloed, dividing the focus and supports into two areas: students (student services) and employees (Human Resources). They will also tend to differentiate between physical and mental health. With six strategic areas of support and resources under Promotion, Prevention and Intervention, the focus is on shifting culture, resources and supports from a largely reactive one to a preventative and promotional one. This is enabled by an integrated – all campus users – multi-dimensional approach to wellness:
Theoretical Foundation The framework and approach was based upon a systematic and evidence-based approach which included:
Relevance and Significance In recent years, wellness/mental health has become one of the critical issues to be considered and addressed in the within post-secondary environment. Having said that, it remains an area where enthusiasm and recognition of need for change is high but progress is slow. This presentation is intended to offer post-secondary colleagues a window into a process that should enable them to tackle the issue more effectively on their own campuses. Session Type: Expert Lecture Competency: Emotional and interpersonal Intelligence, Equity, diversity and inclusion Stream: Senior Leaders Registrarial Practice: Curriculum & Calendar, Front-line Client Services Room: Beach (Holman Grand Hotel) 7.02. Orientation for Online Students: A change from the traditional approach to supporting student preparedness and student success Adrianna (Dranna) Andrews-Brown, Manager, Student Engagement, Royal Roads University; Gwen Campden, Manager, Student Success, Royal Roads University Advances in learning technology and shifts in student demographics have contributed to a rise in online learning within post-secondary education. However, the online student experience is vastly different from the on-campus student experience. As student service providers, we must change the way we approach the design and delivery of orientation services and programs. Participants will further their understanding of the orientation needs of online students and be exposed to an orientation program that seeks to address those needs. Participants will also benefit from the exchange of dialogue with colleagues who are also responding to the orientation needs of online students. Program Description Advances in learning technology and shifts in student demographics have contributed to a rise in online education within the post-secondary sector. However, the online student experience is vastly different from the on-campus student experience. As student service providers, we need to tailor the way we approach the design and delivery of our orientation services and programs for online students. This campfire session will explore the needs of online students related to orientation and transition programming. These needs include, but are not limited to, connecting with members of their learning community; learning how to effectively utilize the technology that supports the learning environment; being exposed to information and tools that facilitate academic preparedness and a general sense of readiness; and developing familiarity with the institution’s support services, regulations and policies (Newberry, 2013; Potter, 2013; Shillington et. al 2012). This session will begin with a 20-minute presentation that includes a summary of what we have learned about the orientation needs of online students at our institution and a live demonstration of the online orientation program we have developed to meet these needs: The LaunchPad. The LaunchPad is a comprehensive self-paced online orientation program that includes both synchronous and asynchronous engagement opportunities for students. Located within Royal Roads University’s learning management system, The LaunchPad provides an immersive experience for students to navigate their online academic environment while learning about community expectations, online services, and supports. Interactive components include discussion forums, quizzes, submitting an “assignment”, and live webinars. This first portion of the presentation will include information about the design and development of the program, as well as the engagement and retention rates that we have experienced. We will also share student and faculty feedback about the program, and key challenges and lessons learned. The second half (30-40 minutes) of the presentation will be an open discussion that explores the orientation and transition needs of blended and online students across the country and how these are being addressed at different institutions. Participants will further their understanding of the orientation needs of online students and be exposed to an orientation program that seeks to address those needs. Participants will also benefit from the exchange of dialogue with colleagues who are also responding to the orientation needs of online students.
Michele Moroz, Assistant Registrar, Admissions, University of Alberta; Melissa Padfield, Deputy Registrar, University of Alberta A variety of organizational structures exist within Admissions units across Canada. Some of these, no doubt, have been attempted to achieve improved efficiency, effectiveness and engagement. Come along this journey with the University of Alberta where a recent restructure was undertaken to create a more effective division of labour and a better fit with employee strengths. Not only were we able to create greater opportunities for career progression and succession planning through this process but also reduce institutional risk, past performance issues and achieve greater management depth for the unit.
A variety of organizational structures exist within Admissions units across Canada. The UofA Admission unit has attempted several configurations over the years to produce the results necessary to effectively address over 54,000 applications per cycle. This unit has seen significant change; paper to electronic files, dedicated trainers have come and gone, and international files have been addressed in and outside the main unit. Staff numbers have varied as a reflection of budget cuts, surpluses and project challenges. Several needs were identified:
Planning had begun several years ago but with each proposed structure, the specific requirements that needed to be considered as part of implementing any new structure in a highly unionized environment were not achieved. In the most recent iteration, HR partners, Registrar’s Office managers, and faculty contacts became our key stakeholders as consultation with staff had to be limited due to the impact to their positions. Consideration needed to be given to the required contrast in grade levels, roles and responsibilities, notice periods and to achieve the needed positions and remain cost neutral, positions also had to be eliminated. Engagement techniques were challenged, data was limited and change fatigue was a well-known barrier. In November 2017, the reorganization of the unit was announced and four team lead positions were disrupted whereas the formal implementation occurred in February 2018. In the presentation, delegates will be asked to share some of their restructure experiences, introduced to the historical context of our unit, learn from some of the challenges and opportunities we have experienced as well as introduced to the new structure and what has been achieved to date. Session Type: Storytelling Competency: Leadership, management and administration Registrarial Practice: Admissions & Transfer Credit Room: Henry 7.04. Professional Development: fostering a culture of learning and development Annie Yim, Associate Registrar, Student Records & Systems Management & HR Director, UBC Professional Development (PD) is an essential part of how staff thrive and grow professionally and personally. Establishing a PD framework that enables staff to continually build their competencies and skills results in many benefits including increased engagement, innovation and excellence in the workplace. In this session you will learn about UBC’s Enrolment Services’ PD Framework and have an opportunity to share ideas on how to facilitate a culture of learning & development.
UBC Enrolment Services considers professional development to be an essential part of how staff grow and thrive at work, and in recent years has developed a new approach for supporting professional development opportunities for staff. In the past, professional development was handled in a “silo-ed” manner; each unit was given a budget for professional development, which they managed independently. This system led to inefficient and inequitable use of resources across the units. To address this shortcoming, professional development funds were centralized and HR worked with the Registrar’s executive team to develop a framework defining ES’s approach to professional development, and guiding the allocation of the centralized fund. The aim is to ensure that all staff are provided with a fair and equitable opportunity to access the fund, as well as ensuring strategic use of the available budget. Since the implementation of the new professional development framework, staff have been empowered and enabled to participate in a variety of professional development opportunities, such as conferences, team retreats and other specialized training. Registrarial conferences (such as the Association of Registrars of the Universities and Colleges of Canada (ARUCC), the Canadian Association of Student Financial Aid Administrators (CASFAA) or the National Association of College and University Business Officers (NACUBO)) allow staff to participate in their community of practice, and offers opportunity to network and share knowledge with other higher education colleagues. In addition, units are funded for annual team retreats that are designed to support professional development and team-building, at the unit level. These retreats allow units the time to focus on developing key competencies that will enable them to collectively elevate their performance. It also provides opportunity to have fun and socialize with each other resulting in better morale. Many studies have been conducted to establish the impacts and benefits of ongoing professional development in the workplace. Findings include that professional development improves employee satisfaction, engagement and retention; increases productivity and innovation; as well as positively aids in recruitment and succession planning. Creating a learning culture produces benefits that serve both the people and the organization. Learning culture is defined as a collection of organizational conventions, values, practices and processes that encourage employees and organizations to develop competence. A PD framework is one convention in which to facilitate a culture of learning and development, this session will provide an opportunity for participants to identify and share more.
Mary DeMarinis, Registrar and Director of Student Affairs, Justice Institute of British Columbia; Kai Scott, Principal Partner, TransFocus Consulting Most student information systems collect gender in a binary format, female and male, which by design excludes transgender students. Based on recent legislative changes and a desire to make campuses more inclusive, educational institutions are wanting to expand choices for gender data collection. The BC Registrar’s Association engaged in a rigorous 8-month research effort to explore six different options. The presenters will share the deliberation process which included a structured decision-making approach and a transparent way to evaluate the complex trade-offs. The presenters will demonstrate how they balanced inclusion with operational realities, including government reporting requirements and software capabilities.
Based on the recent provincial and federal legislative changes, educational institutions are becoming more responsive to the needs and issues of transgender students. This is an emerging area of consideration for both registrars and student affairs professionals as they try to tackle issues pertaining to policies, residential life, washrooms and change rooms, and gendered programs and services. This presentation focuses on defining the issues and challenges while providing workable solutions related to gender data collection. This aligns well with the theme of this year’s conference as including transgender students represents a sea of change related to practices, systems, spaces, and operations. In the summer of 2017, members of the BC Registrar’s Association, with support from BC Council on Admissions and Transfers, decided to adopt and implement a particular approach to expanded gender categories across their student information systems. This decision was informed by a rigorous and extensive 8-month research effort with desk-based research, interviews, focus groups, and surveys to inform an understanding of the issues as well as to explore the viability of six different options with consideration for a variety of different stakeholder needs and objectives. The presenters will share the process that BC’s registrars undertook and how an innovative structured decision-making approach allowed for a transparent way through the complex trade-offs in order to maximize benefits and reduce costs across stakeholders. The presenters show how to balance both inclusion objectives and operational realities with consideration for government reporting requirements and software capabilities. This new approach represents a departure from the binary concepts of gender, allowing for more detailed and tailored approaches to meeting student needs and respecting their identities. The presenters will also highlight the difference between student needs 1) to be seen and recognized in their lived gender identities through respectful interactions (including chosen names and pronouns), and 2) to be counted within gender data aggregates to track trends and drive institutional decision-making. The session is intended to be interactive and informational with practical and inclusive measures to improve the student experience. The session will start with language and concepts of gender identity as well as the unique challenges and barriers faced by transgender students. Using this case study, the presenters will share their journey of including gender diversity in their collection and application of gender data.
Troy Murray, Manager, Community Engagement & Partnerships, Ryerson University; Cathy Nguyen, Events & Partnerships Officer, Ryerson University Commercialization on campus is on the rise. There has been an increase in sponsorship and external funding from corporations in non-traditional areas of the university, including Student Affairs. Since the introduction of a development type role housed within RyersonSA in 2014, the department has been benefiting from new revenue generation that has enhanced student programming. This entrepreneurial approach has successfully navigated unchartered waters to establish a need and a benchmark in the Canadian Post Secondary landscape. This session will provide an overview of the frameworks and relevant literature used to validate and govern the growing need for corporate support.
In 2014, Ryerson embedded a Development role within Student Affairs. Initially the role of the Sponsorship & Fundraising Officer was primarily focused on offsetting operational costs with revenue generation from external partners for student-facing programs. It has since evolved into the office of Community Engagement and Partnerships, with an expanded focus on Fundraising, Recent Alumni Engagement, Community Engagement, and Philanthropic Outreach. Over the past four years, we worked closely with internal partners, including University Advancement and Business Services, to develop new processes to govern the influx of corporate activity on campus. These policies were implemented to ensure all partnerships have the best interest of the students and the institution in mind. Using this framework, we were able to validate our non-traditional approach by building relationships with partners who share and can help amplify our values. Throughout our growth we have been mindful of skeptics and relevant literature that highlight potential pitfalls of the rise of commercial activity on campus, in particular Derek Bok, who defines commercialization as the “efforts to sell the work of universities for a profit.” (Bok, 2003) His book cautions against the commodification of programming and events in Higher Ed. However, not all literature share the same perspective. An outlook we choose to align ourselves with is that of Ryan & Guthrie, who coin the term Collegial Entrepreneurialism, which “refers to an approach by universities that successfully confronts the challenges presented by decreased government funding and increasing entrepreneurship by building on traditional academic processes of collegiality, collegiality in the sense of protection and promotion of academic values.” (Ryan & Guthrie, 2009) For example, using the knowledge, expertise, and funds from a major bank, RyersonSA was able to develop an engaging financial literacy program for students, that otherwise would not have existed without their support. The success of these types of programs are contingent on always putting students first, ensuring the messaging is consistent with our other offerings, and most importantly, prioritizing educational values. In this presentation, we will tell the story of how this unit has allowed RyersonSA to harness the campus’ influence in the downtown core to create a new way to provide innovative and relevant experiences for our students, alumni, and staff, while strengthening our role as a city builder. Participants will learn best practices about how they can use this model to enhance programming while responsibly approaching the issue of commercialization on campus. Yüklə 1,29 Mb. Dostları ilə paylaş:
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