Poster sessions
Yüklə 1,29 Mb.
|
- Bu səhifədəki naviqasiya:
- Session Type
- 10.05. Supporting students through early alert programs: Three institutions’ innovative approaches to supporting at-risk students
- Session Type: Panel Competency
Session Type: Campfire Session Competency: Student advising, support and advocacy, Student learning and development Registrarial Practice: Student Recruitment Room: Tupper 10.02. Mental Health & Addictions Programming: The Evaluation Challenge (Consultancy Workshop) Sandra Yuen, Director of Professional Practice & Quality Assurance/University of Toronto Project Lead, University of Toronto & Best Practices Network in Canadian Higher Ed; Lina Di Genova, Associate Director-Assessment, Learning, and Evaluation /McGill University Project Lead, McGill University & Best Practices Network in Canadian Higher Ed; Jennifer Dods, Executive Director, Student Wellness Services & Queen's University Project Lead, Queen's University & Best Practices Network in Canadian Higher Ed; Shawna Bava, Manager, Student Wellness Services, University of Calgary Canadian Institutions deliver a range of programming to promote student mental health. but do not always have the resources to develop evaluation methods to determine their effectiveness. The Best Practices Network in Canadian Higher Ed is committed to sharing emerging and best practices and results across Canadian post-secondary institutions. For this two-hour workshop, participants will learn about Algonquin College's Umbrella Project and the University of Calgary's Case Management Services and their challenges in engaging in evaluation/assessment. Facilitated by the Best Practice Network, participants and project leads will engage in the development process of evaluation strategies for these projects.
The Best Practices Network is establishing an online hub for the identification and dissemination of best practices and programming to support universities and colleges in delivering the most effective services to promote good mental health and resiliency across increasingly diversified student populations. This workshop will feature case studies, highlighting Algonquin College's Umbrella Project (harm reduction project) and University of Calgary's Case Management service initiatives. Participants will break out into smaller groups to co-design evaluation/assessment methods specific to the needs, design and stage of the mental health/addictions project and address three key questions posed by the project leads. This session will provide an opportunity for student life/affairs professionals from across the country to discuss and learn about program evaluation methods. The workshop will be structured to start with a brief presentation from each of the two project leads, followed by a break-out session for each project where an evaluation framework will be facilitated by the Best Practices Network and co-designed by participants. Attendees will have a hands-on experience in developing an evaluation/assessment strategies for one project. The workshop will end with each project and network lead presenting on their evaluation program. Session Type: Workshop Competency: Strategic planning, research and assessment Room: Tilley 10.03. Curricular Approaches to Learning Beyond the Classroom Natalie Allan, Assistant Director, Residence Life Services, Carleton University; Jen Gonzales, Director, Student Life, Ryerson University; Keith Edwards, David Shorey, Associate Director, Residence Education, Wilfrid Laurier University Student affairs educators are seeking to move beyond traditional program models toward more intentional curricular design that is tied to institutional mission, guided by learning goals, implemented through varied learning strategies, and use assessment to improve the design. This session will provide participants with an overview of the rationale, 10 essential elements for implementation, and concrete examples of curricular approaches across a variety of institutional sizes and types in co-curricular contexts.
This session will briefly review the history of educational approaches in student affairs and challenge traditional program models. First, the presenter will make the case for intentional, purposeful, and developmentally sequenced co-curricular education guided by clear learning goals and designed by applying curricular organization to the pedagogical strategies beyond the classroom. Next, the presenter will discuss key components of a curricular approach including the 10 Essential Elements and components of educational plans. Finally, the presenters will share strategies for implementing this approach across a variety of Canadian institutions, both for residence education and student life experiences. Session Type: Storytelling Competency: Leadership, management and administration, Student learning and development Registrarial Practice: Curriculum & Calendar Room: Campbell 10.04. Making films in student affairs: pink noise between order and chaos John Hannah, Director, Student Affairs Special Projects, Ryerson University, Van Wickiam, Film-Maker in Student Affairs, Ryerson University The business of student success, of student experience, is heavy with binary, linear constructions of things – lists of competencies, essential skills, identity categories, strategies for success etc. These are helpful as heuristics, constructions well suited to textbooks and the written word, but we make a mistake if we rely solely on these flattened conceptions that pave over the more gnarly elements of the student experience. In this double session, we will first screen our film about student-transition called Passages, and, in the second half, describe our experience making the film as a way of expressing both the order and the chaos of student experience.
Like all Student Affairs folks, I am interested in better understanding nuances of student experience, and what things are involved in making that experience successful. It’s been our preference to explore this in traditional ways – ask students things, quantify responses, write it down. This typically results in only two forms of representation – numbers and words - traditional forms of scholarship that are powerful and important. But I think we do our profession a disservice by not creating opportunities to explore and articulate our thinking through other forms - the poetic, the visual, the musical. Responsibly preparing students for a good and meaningful educational experience should not be driven by what educational theorist, Elliot Eisner describes as “…getting the class to converge on a single correct answer that exists in the curriculum guide…” (2011, P. 196) or what Triche and McKnight describe as the “…single doorway for each student to pass through in order to properly experience the world” (2004, p.53). I prefer design informed by what complexity theorist Stuart Kauffman (1996, p. 15) describes as “…the grand compromise between structure and surprise…”, enough structure to our educational creations to render them something other than chaotic, but not so much as to become sterile. Again, I am influenced by Elliot Eisner who is eloquent on the idea of artistic forms as a way of knowing. He suggests that artistic endeavors “…require an individual to learn how to attend to relationships, to escape the narrowing influence of focal perception in order to see how an array of forms congregate as a whole” (2011, P. 201). With this in mind, I will share with participants of this session my experience using film as a medium with which to explore that centrally relevant theme of Student Affairs work – what is a successful student experience – and the ways in which film offers a superb medium to capture something of the ambiguity and complexity of that question. In part one of this double session, I will describe the process of making the film Passages – a kind of collage of students and educators talking on camera about what’s meaningful to them - and share some of what I learned about the process of documentary film-making as a powerful form of pedagogy, learning and scholarship in our field. In part two, I will screen the 50-minute film, with time for Q & A. Session Type: Arts Based Session Community/Network Stream: Orientation Transition & Retention, Digital Communication Competency: Post-secondary acumen, Technology and digital engagement Registrarial Practice: Student Recruitment Room: Steeves 10.05. Supporting students through early alert programs: Three institutions’ innovative approaches to supporting at-risk students Shermin Murji, Academic Development Specialist, University of Calgary; Sarah Rude, Student Success Coordinator, Mount Royal University; Wally Rude, Vice President Student Development, Ambrose University Early alert programs, or programs that attempt to identify students at risk of attrition as early as possible, are growing in popularity due to their effectiveness. Three institutions with varying demographics and resources approached the development, implementation, and assessment of an early alert program from very different perspectives. This moderated panel session will provide background on early alert initiatives, share each institution’s experiences, and discuss challenges faced. Following the panel, a campfire session will allow attendees to choose one of the three institutions to engage with in deeper conversation in a group setting.
Most Canadian post-secondary institutions have identified student retention as a critical issue to assess and improve. With six year graduation rates around 60%, it is understandable that there has been an increased focus to identify and support students that are at risk of attrition. Early alert programs, or programs that attempt to identify high-risk students as early as possible, are a popular approach in Canada and the U.S. Understandably, academic struggles are often a superficial indicator of other concerns, such a psychological, physical, existential, relational, or family. For example, the declining mental health of post-secondary students requires attention and additional resources, and early alert programs have the potential to provide support to these student before a major crisis develops. As such, early alert programs are being utilized in higher education mental health strategies as of means of responding to early indications of student concern (CACUSS, 2013). While most early alert programs have the same objective of reaching at-risk students early and connecting them with resources and support on campus, each of the three institutions included in this session took a different approach to accomplish the goal. Many factors, such as the size of the institution, student population, community, and resources available influenced how the respective programs were developed and implemented. While one institution purchased and implemented a relational retention software system, another created a case management system to identify and connect with at-risk students. The third institution leveraged the strong community on campus to implement a referral based system.. Each of these variations of early alert programs were approached from very different lenses. A variety of theoretical approaches, (to be discussed in the learning outcomes section) further guided the development, implementation, and assessment of each program. This moderated panel session will share the individual institution’s experiences, some background on the value of early alert initiatives, as well as discuss some challenges with accurately identifying students at risk of dropping out. The three perspectives will shed light on possible technological options, assessment methods, resource needs, estimated timelines, and suggestions for engaging stakeholders. Following the moderated panel, a campfire session inviting dialogue and reflection will be facilitated to engage participants in determining their unique context and the questions that they must answer before undertaking, or improving, an early alert initiative. Session Type: Panel Competency: Student advising, support and advocacy,Technology and digital engagement Registrarial Practice: Front-line Student Services, Academic Advising, Systems, Student Records Room: Brown 10.06. The Denial of Difference: Race, Racism and Racialization in Student Affairs Anushay Irfan Khan, International and Intercultural Student Development Coordinator, University of Toronto Mississauga Race and race identity are deeply embedded into systems and processes of higher education with broad historical roots and implications for how people of color experience the world. Race and racism continue to shape our realities, our humanity, and our relationships. However, despite emphasis on conversations of equity; strategies of denying race and the resistant politics that affirm race and difference are prominent. How do we as Student Affairs professionals address the "color-line" in our interactions with students, in the development of programs and consequently how we move through the world as educators?
In recent years, social justice discourses have permeated research and practices in higher education in the hopes of creating transformative educational policies and expanding pathways to higher education. While well intentioned, much of this discourse - predominantly found in liberal and neo-liberal theorizing - focuses on discourses of 'social justice for all' (Dei, 1998). The discourse of 'social justice' does not adequately grasp the severity of race, racism and racialization within higher education. Dialogues around race and racism are rapidly minimized to ‘ethnicity’, ‘multi-cultural-ism’ or ‘diversity’ therefore preserving structures of white privilege that maintain systemic oppression and thrive within systems and processes of higher education affecting programs, processes and contestations of knowledge production. Many times this liberal discourse of social justice actively silences and/or trivializes the continuing history of racism and the present day implications for people of color. Race is an unsettling issue for many Euro-Americans. Despite Canada’s stance on ‘diversity’ and ‘multiculturalism’, race remains a taboo subject with grave implications for those who center race theorizing when addressing challenges in education (Tatum, 1992). This workshop session will begin by introducing participants to a theoretical analysis of anti-racism education and challenges for educators interested in the pursuit of anti-racism and anti-oppression education in Student Affairs. The second half of the session will focus on examining the lived experiences of students of color with a particular focus on how race and racial identity affect the development and experience of racialized students engaged in experiential and co-curricular programs. The session will end with a conversation about the ways in which we can challenge color blindness and the erasure of race within the self and within higher education to commit to educational inclusion, social change and transformation. Session Type: Workshop Competency: Equity, diversity and inclusion,Student learning and development Room: Chandler 10.07. What Design Thinking Approaches to Assessment Can Do For Equity Lesley D'Souza, Manager, Communications & Assessment, University of Ontario Institute of Technology; Julia Smeed, Innovation Projects Officer, University of Toronto; Gavin Henning, President, Council for the Advancement of Standards in Higher Education What is missing in a positivist approach to assessment is an appreciation of how emotions and shared stories motivate change. Without empathy, we end up with random success and a constant tension with supporting equity. This is what makes Designed Assessment Thinking—a combination of the Stanford d.school model of Design Thinking and the assessment process—so exciting. It’s focus on empathy and storytelling result in data designed to support equity, and decolonization by centering student experiences, with empathy fueling creativity. Join us to practice using this process, and hear more about how it can support positive change at your campus. Program Description The concept of design thinking deals with formulating creative solutions for the intended end user. At its core, design thinking is solutions-focused, but employs a more iterative approach with all possibilities investigated and considered before creating a product (Brown, 2009). The success of design thinking is based on its reliance on empathy with the end user (students in our case). We often miss this vital step when building programs, services, and systems for students. The result can be a more randomized approach to success and a constant tension with supporting equity. We know that high-performing institutions share regular, self-critical assessment as a key element of culture (Kuh, 2005). Similar to assessment or evaluation, improvement science is a systematic, scientific approach to making improvements for practice (Perla, 2013). Data is often our first clue to shifts in student needs and culture, which is why managing assessment often translates to managing change, but we often fail to close the assessment loop. The challenge with moving forward from an incomplete cycle is that we fail to manage institutional change, and likewise, fail to meet the needs of our students effectively. There are a number of similar approaches to design-thinking and a variety of literature that details the benefits and challenges of such a process. In 2017, Lesley D’Souza developed a model to fit the needs of student affairs professionals by adopting elements of the assessment cycle into the structure of the d.school model. The key steps in the “Designed Assessment Thinking” cycle are: 1. Empathizing
What is missing in a positivist approach to assessment is appreciation of emotional underpinning and shared stories as motivation for change. This is what makes Designed Assessment Thinking—a combination of the Stanford d.school model and the assessment cycle—so exciting. Using it, we can understand tour cultures, the needs of the end users, and how to intentionally shift culture using our natural empathy. The strengths and weaknesses of this process will be explored with participants in a Student Affairs context. Attendees will analyze a current problem of practice through the lens of Designed Assessment Thinking. Then we will facilitate discussion about how empathy and storytelling result in solutions that are designed to support equity, and decolonization by centering student experiences, with empathy as the fuel for creativity.
Heather Kelly, Senior Director, Student Success, University of Toronto; Deane Fisher Vice Provost, Students and International, University of Toronto The 2017 Rethinking Disability Accommodations in Higher Education Project engaged the power of design-thinking to radically re-imagine the processes surrounding the inclusion of students with disabilities. In this follow-up workshop, the facilitators will present results from that project and engage participants in a lively process of ideation – leading us to innovations that can be implemented at our own campuses to serve all students better. Interdisciplinary institutional teams – including registrarial, student affairs and other staff - are encouraged to attend.
The challenges of serving many more students with disabilities, especially with mental health needs, has been well-documented (Condra & Condra, 2015) and has resulted in substantial change and clarity in accommodation policy, practice and process at post-secondary institutions. Despite this, the fundamental service model remains unchanged and many student service transactions represent “pain points” in the student journey – from navigating institutional processes to petitioning for relief from policies. Design methodologies have significant capacity to help us solve longstanding challenges in higher education and to develop solutions that reflect the needs of today’s students and contemporary institutions. The Rethinking Disability Accommodations in Higher Education project, completed in Spring 2017, sought to engage stakeholders – policy makers, faculty, service providers and students – in a participatory design process that could help the sector address the challenges of increasing volume and complexity in academic accommodations and related processes. The project was funded by the Ontario Ministry of Advanced Education and Skills Development and by the Ontario Committee on Student Affairs and resulted in a series of five key insights and nine user-informed recommendations that would transform the sector’s approach to accommodations and inclusive design. This workshop will serve as a follow up to the project team’s 2017 CACUSS presentation on the interim project results and will actively engage participants in the process of ideation and prototyping. By taking a systems and design-thinking approach, the presenters seek to engage a wide audience – including registrars, academic advisors, communications professionals, admissions officers, counsellors, policy makers and others – in developing innovative solutions that move beyond the traditional disability service office role. Participants will get the most out of this workshop if they attend as multi-disciplinary teams (that is, staff from different offices and roles from the same institution.) and have some experience with design thinking. However, all participants will be able to engage in the activities and leave with ideas that can be implemented on their home campuses.
Eric Glanville, Manager, Office for New Students, Douglas College; Belinda Karsen, Coordinator, Student Transition and Engagement, University of the Fraser Valley When it comes to online orientation in Canada, there appear to be two categories of post-secondary institutions: those who have one and those who want one. As much as the "haves" may be willing to share their expertise with the "have-nots", it is often challenging to reveal the inner-workings of an online orientation program. In this session, four diverse institutions will demo their online programs, sharing insights into topics such as learning objectives, delivery platforms, content, marketing and engagement, and assessment. At the end of the session, attendees will have a chance to try out other institutions' online orientations.
When it comes to online orientation in Canada, there appears to be two categories of post-secondary institutions: those who have one, and those who want one. Not only does the topic attract animated discussion at both national and provincial conferences, but the CACUSS Communities discussion thread on this issue produced three time more replies than any other subject in the OTR forum. Whether schools are looking for a way to educate all students on critical topics, tailor their content to unique populations, better prepare international students for success in Canada, or drive increased student engagement before and after the first day of class, online orientations are becoming an essential tool in the student transition portfolio. However, just as each institution must develop a unique on-campus orientation program to satisfy the needs of its population, there is also no single model of online orientation which will perfectly suit every school. Only by exploring a wide variety of tools and approaches can we identify the best approach for each student body. To help the CACUSS community in this endeavor, we would like to host a panel discussion featuring representatives from a variety of institutions, who have significant experience with very different models of online orientation. Specifically, the panel members come from both university and college backgrounds, and have worked with programs that focus on academic, practical, and social outcomes. They also have experience using LMS, CRM, social media, mobile app and other technology platforms. Together, they will explore key elements of any successful online orientation program, including:
In each of these categories, the goal is to provide a combination of evidence-based suggestions and broader philosophical insights into the nature of online orientation programming, which can be applied to any institution or model. In the first 40 minutes of this 120-minute session, each panelist will demo their institution's online orientation program. This will be followed by 45 minutes of a moderated panel discussion, based on pre-arranged questions within the major topic areas. Audience members will be encouraged to ask questions throughout the session. The final 35 minutes will consist of an online orientation fair, in which attendees will be able to experience other institutions' programs and ask specific questions. Yüklə 1,29 Mb. Dostları ilə paylaş:
|