Poster sessions
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- 7.12. Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Student Wellbeing
Session Type: Storytelling Competency: Post-secondary acumen, Strategic planning, research and assessment Registrarial Practice: Scholarships & Awards Room: Ocean (Holman Grand Hotel) 7.07. Launching an Immersive Living-Learning Experience at StFX Kerri Arthurs, Residence Education Coordinator, PhD (candidate), St. Francis Xavier University A residence curriculum provides a foundation that links student learning, both inside and outside the classroom, and prepares students for holistic success at university and life beyond. This program focuses on ways to build a residence education curriculum that is inclusive of diverse student needs. It includes a look at the development and application of a comprehensive residence education curriculum across diverse residence communities at StFX University. Particular attention is paid to the creation and strengthening of constructive working relationships between varied faculty members, off-campus partners, and student affairs professionals to foster an immersive living and learning experience on campus.
The residence experience at St. Francis Xavier University (StFX) is comprised of useful educational programs for students. Recognizing that students choose to live in residence for more than simply a place to live, the residence education curriculum provides opportunities to shape student learning at appropriate and consistent times throughout the year. These times have been determined through theory, research, and observation of the typical StFX student experience and focus on supporting students’ personal growth and academic success both inside and outside the classroom. The residence education curriculum at StFX is informed by two foundational theories: Dr. William Glasser’s Choice Theory (1998) and M. Baxter Magolda’s Self-Authorship Theory (2004), as well as a set of student-centered learning domains. Both theories act as the starting points for the development, intent and application of the residence education curriculum. The intent of residence programming is to provide positive outlets for students to meet their diverse needs through proactive and responsive teaching and learning experiences that will enable their academic and personal development and success at university and life beyond. This program will showcase examples of high-impact practices that centres residence life as a source of student learning and development through the implementation of a residence education curriculum. The session will explore the residence education curriculum at StFX, outlining its approach to advancing teaching and learning outside of the classroom, as well as its practical applications across varied residence communities. The program will focus on building a residential curriculum that is inclusive of diverse student needs, as well as the strategies that educators may employ to raise the level of student learning and engagement. Particular attention is paid to the formation of constructive working relationships between faculty and student affairs professionals to implement a collaborative model of residence education, including tips for success to enhance academic partnerships, ways to foster new relationships, and how to successfully navigate challenges involved with engaging diverse on-campus and off-campus partners in the development and delivery of a residence education curriculum. Session Type: Expert Lecture Competency: Leadership, management and administration, Student learning and development Registrarial Practice: Curriculum & Calendar Room: Johnson 7.08. Disrupting the Social Change Model: Charting out the framework for an inclusive leadership model at Centennial College Sterling Crowe, Manager, Co-Curricular Student Learning and Development, Centennial College; Abi Jeyaratnam, Leadership Academy Architect, Centennial College The Centennial Leadership Academy (CLA) will be designed to serve as a campus and community hub, offering elevated leadership experiences for students through a vigorous, yet dynamic, program design and over a spectrum of curricular and co-curricular programming. It will serve to unleash student potential towards engaged local, national, and global citizenship with pathways towards recognition by the existing Leadership Passport. Utilizing a design-thinking approach we hope to engage the CACUSS community as a sounding board with hopes to gain feedback as we chart out, expand and establish an innovative, intentionally accessible, and equitable leadership framework. Program Description Given Centennial’s commitment to creating conditions for members of equity-seeking groups to realize full membership in society, the CLA also deconstructs the notion of leadership. The Social Change Model of Leadership is being used in the program development as a guiding framework with an emphasis on the principles of : 1. Leadership is inherently tied to social responsibility and manifested in creating change for the common good, and 2. based on increasing individuals’ levels of self-knowledge and capacity to work collaboratively with others, understood through a developmental progress (HERI, 1996). The model accomplishes this through 8 critical values on the premise of change for common good, as it interplays across the individual, group and societal (HERI, 1996). However we recognize the inherent limitations of this model due to its “emphasis on social responsibility and collaborative process (Komives, S. R., Dugan, J. P., Owen, J. E., Slack, C., & Wagner, W., 2011)” and as a result a lacking of cultural competence and understanding of group contexts on how leadership is manifested and experienced (Komives, S. R., Dugan, J. P., Owen, J. E., Slack, C., & Wagner, W., 2011). Through a collaborative design-thinking approach, we hope to gain feedback and explore these limitations one step further and disrupt the assumptions of “collaboration” and “controversy with civility” as parts of the model that are , developed through a hegemonic whiteness perspective (Brown, Z.R., 2017). These assumptions do not take into consideration the experiences and value systems of students of colour and Indigenous practices of leadership. By understanding counter narratives to perspectives of leadership, such as the idea to “reframe leadership in ways that embody the whole self and include community before as well as after relationship with others to emerge,” ( Chavez A.F.,Minthorn, S.R., 2015) along with considering what our students bring and its impact on programming, as Chavez A.F.,Minthorn, S.R. (2015) describes as “relational knowledge.” Taking into consideration the aspirations of the members of our college, community and student body, it is necessary for us as an institution to explore a framework that is informed by valuing and making space for these counter narratives to guide us. Session Type: Sounding Board Community/Network Stream: Leadership Educators Competency: Equity, diversity and inclusion, Intercultural fluency Room: Archibald 7.09. The Implementation of Humber’s Assessment Framework and Plan: Telling our Story using Tableau Jelena Dukic, Manager, Strategic Initiatives and Divisional Assessment, Humber College With assessment framework and plan in hands, Humber implemented a consistent approach to assessment across the entire Division of Student and Community Engagement. In doing so, they were able to gather data to tell a meaningful story about the work they do and how it impacts their students. This session will share the successes and challenges Humber faced as they implemented their assessment framework and plan and developed their divisional and departmental dashboards. They will also showcase their divisional dashboard (Tableau) and talk about next steps for its use and distribution. Note: Registrar’s Office is part of the division.
Many campuses recognize the need and importance for creating an assessment framework. Student Affairs divisional plans can provide structure and consistency among departments. As helpful and important as these can be, once they are developed, campuses often find it difficult to fully implement them and those doing assessment are left feeling overwhelmed. This session is intended to provide guidance and encouragement to campuses who are in the midst of this implementation, are developing their assessment plans or who have not yet begun this process. The session will begin with a short overview of assessment cycle and introduction of Humber’s assessment framework and the impact they can have on assessment practices on campus. The first part of the session will focus on successes and challenges around implementing divisional assessment framework and plan. In addition, I will talk about effective practices for utilizing an assessment committee to ensure the framework use across divisions. The second part of this presentation will be a comprehensive overview of the process and experience of creating an effective divisional dashboard in Tableau. I will demo our final product and share on-going plans for our assessment work. The session will allow time for question and answer.
Shaila Khan, Student Transitions Coordinator, York University Based on a workshop delivered to returning student leaders who hold positions that support student peers directly (delivering front-line services, workshops or mentorship etc.), this presentation focuses on sensory and body-based strategies to help recognize stress and burn-out responses beyond conventional ideas of self-care. Through a series of demos using sensorimotor grounding tools as well as dance movement therapy practices, participants will deepen their somatic awareness of their own physical and emotional needs. By exploring their nervous system responses, participants will learn strategies that regulate their stress-cycle so they can enable existing self-care strategies or access external resources for support.
A training session focused on self-care for returning student leaders to acknowledge they are just as likely to be impacted by stress and burnout compared to their peers. The purpose of this training was to introduce new stress-reduction and practices using dance movement therapy and somatic awareness to help them identify their ‘window of tolerance –the physical body’s manifestation of stress and crisis response’ and shifting towards optimal functioning. The workshop moved the conversation of self-care beyond the privilege of time or external resources, but enabled agency through body-based indicators to help them identify immediate needs. The workshop format: The workshop focused on three learning outcomes; the importance of stress recovery in crisis situations to enable self-care; creating healthy and professional boundaries as an act of long term resilience; identifying stress responses through a window-of-tolerance model and countering that with various body-based practices. CACUSS presentation: This presentation will demonstrate the key activities and tools that were delivered during this workshop to student leaders and including its current iteration today. Throughout the presentation, demonstrations of sensory and movement practices will be go extend beyond ideas, but will provide tools to help students learn experientially about their emotional and physical responses to a stress and the various ways to regulate feelings of overwhelm so they can take the next step to access resources or practice self-care. Theories & methods: Based on the intersection between current neuroscience in stress and trauma recovery, this workshop employs evidence-based research in trauma and sensorimotor psychotherapy through the work Dr. Bessel van der Kolk work on body-based stress reduction techniques using dance movement therapy as primary method. It also utilizes the research of Dr.Peter Levine’s r on ‘felt senses- where bringing awareness inside the body or of one’s ever-changing sensory/energetic/emotional landscape can be used to counter a stress response’. Through felt-sense the shift can focus from external circumstances to finding a present and internal experience (e.g. textures, colors, sensations) and use that as a basis of regulating emotions. Feedback from Student Leaders: Through this workshop student leaders reported that they were able to reframe their needs around boundaries and in both their personal and professional life. Student’s felt validated in their own unique experiences as they recognized the spectrum of stress responses that were unique to their nervous systems based on their own lived experiences and existing coping mechanisms. Session Type: Arts Based Session Community/Network Stream: Student Peer Support Programs Competency: Emotional and interpersonal Intelligence, Student learning and development Room: Cartier 7.11. Catching the Wave: Learner Success 101 for eLearners Heather Deacon, Team Lead, Academic Success Center, Bow Valley College; Tracy Inaba, Assistive Technology Advisor/Learning Coach, Bow Valley College How do you create community and a sense of belonging with a learner you may never meet face to face? How do you connect learners to the information and support they need, when they need it? This one hour workshop will demonstrate the development of Learner Success 101; a non-credit, self-directed, online course for all Bow Valley College learners. LSS101 builds success skills, provides more information about support services and gives learners the opportunity to practice technology prior to school through a Technology Bootcamp. Come hear how, LSS101 had the unanticipated benefit of supporting social networks and learner communities.
In this presentation we will share the process of developing a new student services online course, Learner Success 101 (LSS101) and a pre-entry Tech Bootcamp experience to engage with learners through our Learning Management System. Two years of learner survey data showed that learners wanted more information about support services in an online format along with hands on practice with learning technologies prior to starting classes. Bow Valley College (BVC) responded to this need by creating an online course which all students have access to as soon as they register in a class. In this presentation, we will share how we used a Universal Design for Learning (UDL) framework, now regarded as best practice in teaching leading to improve learning outcomes and engagement for all students (Katz & Sokal, 2016; Katz, 2013; Izzo, 2012), to address student-identified gaps in their learning. Part of BVC's strategic vision is learning offered “Any Time, Any Place, Any Path, Any Pace”– Learner Success 101 has helped fulfill this mandate by ensuring all learners can connect with student service information any time. Whether they are at a satellite campus, online, or at home, any learner can log in and get information from any location. The goal is for all learners to have a consistent experience – to not only feel connected with student services, but also to feel they are a part of the greater BVC community from the moment they register in classes. Using Social Cognitive Theory (Bandura, 1986), participants will hear how LSS101 is helping learners enhance their sense of self-efficacy and feeling of competence, which is regarded as a main tenant for student success (Tinto, 2012). At BVC, our learner population is very diverse and includes satellite campuses, online learners and learners who have limited computer experience. To address this, we looked outside of the traditional way of delivering student services to leverage technology in new ways to engage learners. Participants will have the opportunity to experience Tech Bootcamp and Learner Success 101 from the perspective of a new learner. We will discuss content development, student engagement, community building and digital literacy. Creative, multi-modal ways to deliver services to learners at any time, any place, any path, any pace will be showcased. Beyond simply providing information and supports – LSS101 has grown to become a larger learning community where learners are not only able to connect with us, but with each other. Session Type: Workshop Community/Network Stream: Digital Communication Competency: Student learning and development, Technology and digital engagement Registrarial Practice: One Stop Client Services, Systems & Operations Support Room: Steeves 7.12. Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Student Wellbeing Patty Hambler, Director, Health Promotion & Education, University of British Columbia; Hillary Stevens, Health Promotion Specialist, University of British Columbia The Okanagan Charter calls for an embedding of "health into all aspects of campus culture, across the administration, operations and academic mandates”. This health promotion approach requires new partnerships on our campuses. In this interactive workshop, we will share actions taken to creatively engage faculty members to support and enhance student wellbeing, including the development of a Wellbeing Liaison program, research into how teaching practices can positively impact student wellbeing, and partnerships to enhance the first-year experience. Participants will complete an asset mapping exercise for their institutions, considering opportunities to engage faculty members in health promotion efforts on their campus.
With the development of the The Okanagan Charter: An International Charter for Health Promoting Universities and Colleges (2015), the call to adopt a settings-based and systems approach to health and wellbeing promotion has reinvigorated conversation in higher education. At the University of British Columbia (UBC), one of Canada’s largest research institutions, bold steps have been taken in the last five years to situate wellbeing as a core priority for the students, staff, faculty and communities that make up the Vancouver and Okanagan campuses. Some of the steps in this direction have included the formal adoption by UBC leadership of the Okanagan Charter, the establishment of UBC Wellbeing as a collaborative and strategic university-wide priority, and the reimagining of who is responsible for the work of wellbeing. As many working in this field will know, the health education approach to promoting student wellbeing has traditionally been the responsibility of Student Affairs professionals, health educators, health service professionals, and peer leaders. This approach often focuses on health-specific topics (sexual health, drug and alcohol awareness, nutrition), and relies on health education theories of behavior change to target individuals. This important work performed by passionate and dedicated professionals and peers risks falling short of making significant changes for students because interventions for health changes must move further upstream to target the broader setting and environment, (built, natural, academic, social, etc.) as well as individual behavior (Dooris, Doherty & Orme, 2017; Fernandez, et al., 2016; Stanton, Zandvliet, Dhaliwal, & Black, 2016). For the presenters of this session, whose experience at UBC until recently was more associated with the health education approach, the investment in the Okanagan Charter has required a shift in practice and perspective. In practice, the approach to student wellbeing means building capacity outside of a specific unit dedicated to health promotion. In perspective, this means consideration of the environment in which students learn. So what have the opportunities been for the presenters to build capacity and consider the learning environment? These include:
Session Type: Workshop Competency: Student advising, support and advocacy,Student learning and development Room: Langevin 7.13. The Sea Change of Cannabis Legalization Coming to a Campus Near You Janice Driver, Addiction and Wellness Coordinator, University of Lethbridge; Mark Slomp, Executive Director Student Affairs, University of Lethbridge; Margaret Miles, Behavioural Health Consultant/Mental Health Team Supervisor, University of Lethbridge; Kathleen Massey, Associate Vice President Student Affairs, University of Lethbridge Join us as we reflect on the initial stages of our journey into the complex sea of cannabis legalization at our university. Moving away from the stigma related to the criminalization of cannabis that may be deeply rooted in our beliefs and values, we are challenged to view cannabis use in the context of medicinal benefits as well as legally and socially acceptable personal use. Exploring how to create an inclusive enviroment that promotes the health and wellness of cannabis users and non-users on our campus has been similar to digging up clams on the seashore, revealing many interesting discoveries.
Many Canadian post-secondary institutions will SEA Change happen on their campus this summer as the recreational use of cannabis becomes legal. Navigating this process was comparable to navigating the tide fluctuations, each day when the tide went out we were left with unexpected discoveries. This session will tell the story of how our campus waded through the sea glass that washed up, each piece (person) bringing a unique perspective to the conversations. Using the Alberta Cannabis Framework as a guide, stakeholders from our campus engaged in much dialogue about how we could best prepare our campus community for the changes that legalization of recreational cannabis would bring. Significant gaps in evidence based research contributes too much of the uncertainty concerning cannabis related harms. Historically, the criminalization of cannabis created and reinforced the concept that cannabis use was deviant behavior. Applying Social Learning Theory to the legalization of cannabis changes the landscape towards normalization of this activity. The legalization of cannabis can also be viewed through the lens of Systems Theory.. Although cannabis use is an individual decision, the use can have implications beyond the individual; impacting peers, family, and the broader community. Our story begins with the question: Should we permit or prohibit cannabis for personal use on campus? Utilizing a Cost-Benefit Analysis (Social Welfare Theory), why or why not? Our story unfolds with more considerations. What are the implications of each decision? What do we have the capacity to change/support? What areas of campus will be impacted? Does our decision align with our institutional health and wellness strategies? Does our policies and procedures support our decisions? Are we fostering an inclusive environment that is safe for all members? How can we expand on our current health promotion approach including prevention and harm reduction strategies? Finally our story examines the multiple perspectives on our narrative: Who are our partners? Champions? What can we learn from each other? Yüklə 1,29 Mb. Dostları ilə paylaş:
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