Poster sessions
Part Two-- HEALING & HOPE - “Healing in Action”
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- Bu səhifədəki naviqasiya:
- Session Type
- 3.01. Comprehensive Student Service: The Convergence of Registrarial and Student Affairs Practice
- 3.02. Inclusive Excellence in Student Services: Campus-specific context and content
- Room: Brown 3.03. Advancing Academic Advising and Student Success – An Institutional Approach
- 3.05. At-Risk Students: Improving our Retention Initiatives to Enhance their Success
Part Two-- HEALING & HOPE - “Healing in Action”
Session Type: Alternative Session Type Competency: Emotional and interpersonal Intelligence, Equity, diversity and inclusion Room: Tupper 2.20. Scene Change: Navigating Transition Between Institutions Krista Kermer, Manager, Advising and Student Experience, York University: Schulich School of Business; Lesley D'Souza, Manager, Communications and Assessment, University of Ontario Institute of Technology We spend a lot of time strategizing, planning, and analyzing periods of transition for our students, but sometimes we forget to invest some time in understanding how to best manage change in our own careers. One of the most common transitions for professionals in Student Affairs is the one that occurs when changing institutions. Participants will do a self-assessment developed specifically for this session to identify coping strategies for change they rely on and how those might impact their experience and place in the culture when navigating transition.
We spend a lot of time strategizing, planning, and analyzing periods of transition for our students, but sometimes we forget to invest some time in understanding how to best manage change in our own careers. One of the most common transitions for professionals in Student Affairs is the one that occurs when changing institutions. By looking at situation, self, strategies, and support as laid out in Nancy Schlossberg’s theory of transition, we can begin to identify some patterns that are common during this type of change (Evans, 2010). To build on Schlossberg’s discussion on marginality and mattering, we will introduce the intrapersonal process to handling change with John Fisher’s Personal Transition Curve (2012). We will focus on understanding dimensions of institutional context, professional context, and personal context through facilitated discussions with participants, and sharing our personal stories of transition between institutions. As we explore dimensions of institutional context, special attention will be paid to transitioning between university and college environments, as this is a relevant and necessary conversation in Canadian student affairs. As we have more research-practitioners in the field, we must have deeper conversations about how the student experience differs between these types of institution, as well as how staff experience, culture, and strategies (including research and assessment) must explore these differences. One of the presenters has worked in both a university and college environment and can speak to this type of transition. Self awareness is a key element in managing change, and we will be creating a self-assessment to help participants identify coping strategies they rely on and how those might impact their experience and place in the culture when navigating transition. This will be a valuable takeaway for them and could plant seeds that enable ongoing growth and resilience. By framing personal context within the theory of self-authorship, we can focus on empowering participants in being intentional about how they manage change and conflict (Baxter-Magolda, 1999). Finally, we will dig into a professional transition case study in small groups. During this time, we will talk through habits, behaviours, and strategies that can help and hinder transition. Our hope is that by focusing attention on this topic, we can help ease transitions that face both new professionals and management-level staff who navigate unfamiliar professional environments.
Brendan Schulz, Executive Director, Student Success, York University; Carol Altilia, University Registrar, York University Stronger together! Student Affairs and Registrarial Services have traditionally operated independently. In this session, York’s University Registrar and York’s Executive Director, Student Success discuss their partnership in integrating their services for a cohesive, holistic approach to student success. Examples will be drawn from their joint innovations in “wayfinding”, referral and service excellence as well as planned innovation for York’s new Markham campus. Participants will be encouraged to discuss possibilities for integration and change in their own institutions.
Student Affairs and Registrarial Services have traditionally operated independently. The purpose of this session is to share York’s challenges and successes in creating greater integration of these two areas, to maximize student success and retention. Participants will learn about the approach taken, specific examples of innovations and the theory and evidence that support them. Participants will also engage with other colleagues in the session, share and consider ideas for their own institutions and hear best practices. The session will be led by the Registrar and Executive Director, Student Success who are leading the culture change in York University’s Division of Students and will start with an overview describing the goal of bringing the Registrarial and Student Affairs teams together. Linkages will be made to the strategic plan of York’s Division of Students. Discussion will include consideration of the challenges faced in integrating the work of two teams with very different cultures and practices, where one is steeped in student development theory and the other has been historically focused on policy and operations. Music will be used to further illustrate these points in a humorous experiential manner. The session will include review of several provocative innovations that illustrate the value of this collaboration for students and staff. Examples include a new student referral process, a large scale high-tech/high-touch consolidation of campus resources and “wayfinding”, the planned organization structure for York’s upcoming Markham Campus, plus joint committees and staff development. Data was collected through a consultative process and a principled evaluation process was used to select key initiatives. Change management plans will be shared with participants, the approach of which is based on John Kotter’s Change Model. Similarly, the foundation for building solutions for students as they transition into the institution and through various offices, is based on Alf Lizzio’s ‘5 Senses’ of student success and transition, connecting to current thinking in registrarial best practice. Elements of these theoretical underpinnings will be shared with participants. Finally, participants will have the opportunity to engage with other colleagues. Trios/quads will be formed with a balance of Student Affairs and Registrarial professionals in each group. They will discuss their own successes as well as challenges and questions they have regarding their own institutions. The session will conclude with a large group debrief that includes the sharing of key lessons and opportunities along with some parting encouraging words regarding the possibility and potential for change. Session Type: Expert Lecture Competency: Leadership, management and administration,Strategic planning, research and assessment Stream: Senior Leaders; Senior Registrarial Leaders Registrarial Practice: One Stop Client Services Room: Dunes (Holman Grand Hotel) 3.02. Inclusive Excellence in Student Services: Campus-specific context and content Maryam Nabavi, Strategist, Student Diversity Initiative, The University of British Columbia; Tracy Wideman, Organizational Diversity Strategist, The University of British Columbia; Zenia Ferreira, Planning & Evaluation Strateigst, The University of British Columbia This session will provide participants with a comprehensive overview of the conceptual and empirical contexts of Inclusive Excellence and UBCs early experiences of adopting and implementing an IE framework to working with students. Following this, we will invite student services staff working across units to examine the critical role of equity, diversity and inclusion in their work– at both institutional and unit levels– through an IE lens. Audience members will have the opportunity to explore structural and local changes in practices that can support them in their work with diverse students on their campus.
In October 2017 Universities Canada released a statement outlining seven key principles related to equity, diversity and inclusion (Universities Canada, 2017) Situated within an Inclusive Excellence (IE) framework, the seven principles are important in both emphasizing the value of equity-driven work within student services units across Canadian campuses as well as in facilitating a national dialogue of the emergent models, interventions and opportunities for engaging in equity, diversity and inclusion on Canadian campuses. Notwithstanding the specific context out of which IE has emerged (Williams, Berger & McClendon, 2005) and the current climate of in/exclusion on Canadian campuses (Henry, et. al, 2017; Sensoy & DiAngeleo, 2017), IE provides an important point of entry for engaging in institutional structure and culture in new and innovative ways within a Canadian context. An IE lens is both appropriate and timely for student services professionals committed to building an inclusive campus where diverse student populations are supported to succeed through learning, living and working environments that actively engage diversity, equity and inclusion. The University of British Columbia is in the process of formalizing an institutional commitment to IE (UBC, 2017), with the aim of embedding IE in its core policies, programs and initiatives and applying a diversity, inclusion and equity lens to work across faculties and units. A central component of this work is to enhance the diversity of the student body, the success of the diverse students, and the role that equity, diversity and inclusion has in enhanced learning experiences (Student Diversity Initiative, 2017). In this session, presenters will provide a nuanced overview of the conceptual backdrop of IE and highlight guideposts for engaging IE principles for SAS professionals, as informed by examples on US campuses. This session will then focus on UBCs commitment to IE; including the process of adopting an IE lens in the newly written strategic plan, the context-specific approach of doing this work in Canada, and the inherent challenges and opportunities of implementation. The session will also include opportunities for student affairs and services staff, working across a range of roles, to examine the critical role of equity, diversity and inclusion in their work – at both an institutional and unit level – through an IE lens to explore structural and local changes in practices that can support them in their work with diverse students on their campus. Session Type: Campfire Session Competency: Equity, diversity and inclusion, Student advising, support and advocacy Registrarial Practice: Admissions and Transfer Credit, Student Recruitment, Systems & Operations Support, Front-line Client Services Room: Brown 3.03. Advancing Academic Advising and Student Success – An Institutional Approach Lara Ubaldi, Director, Academic Advising, York University Students require and deserve timely, accessible and accurate academic advice from caring and accountable advisors. Recognizing that academic advisors play a key role in student success, learn how institutional commitment is leading the way for a collaborative and multi-pronged approach to enhancing and strengthening academic advising service at one large, urban, commuter university. Staff engagement, advisor professional development, communication, process improvement and technological advancement feature prominently in this presentation. Participants will learn about some of the early accomplishments of this institutional imperative and will have the opportunity to reflect upon and share successes from their own experience.
"Academic advising is the only structured activity on the campus in which all students have the opportunity for a one-to-one interaction with a concerned representative of the institution" (Habley, 1984, as cited in Nutt, 2003). Advocates for effective academic advising and theorists alike posit that quality academic advising can play a key role in enhancing student satisfaction, persistence and retention. Few higher education institutions, however, leverage advising to "formally implement quality exchanges between students and the academic environment" (Young-Jones, Burt, Dixon, Hathorne, 2013, p. 8). This storytelling session will outline how one large, urban, comprehensive commuter university has come to view academic advising as the 'hub of the wheel' in student support rather than just one of various isolated services provided for students (Habley, 1984, as cited in Nutt, 2003). This session will describe how York University has fostered the advancement of advising service at multiple levels and from several perspectives including community-building, professional development and technical infrastructure initiatives. At York University, our 2015-2020 University Academic Plan sets the course for the building of "a new integrated advising model to clarify roles and responsibilities, provide comprehensive advising processes and online resources to ensure that students have the confidence to navigate degree requirements; have access to academic, career, library and financial support; and receive timely and accurate responses to requests” (UAP, 2015, p. 16). Propelled by internal student focus group data (2011) calling for improved timeliness, accessibility and accountability in advising, a series of pan-university initiatives focused on enhancing and formally leveraging advising service to better support our students have been realized. While there is much more to accomplish, some of our early successes include:
Session Type: Storytelling Competency: Leadership, management and administration, support and advocacy Room: Steeves 3.04. Guiding Students from Academic Advisement Through to Course Planning and Enrolment Sarena Knapik, Assistant Registrar, Curriculum Management, Ryerson Unversity; Pierre Guay, Senior Director of Sales, Visual Schedule Builder Fall 2016 we launched Phase I of a course enrolment planning tool for a modernized student experience. Visual Schedule Builder (VSB) is an intuitive planning tool. Students "reserve" timeslots for personal activities e.g. employment. They can search drag/drop and filter ‘best fit’ course selections. From multiple schedule choices, they pick their favourite and push courses to enrolment in one click. It gets better! Phase II launching Fall 2018. Enhancements support degree progression through ‘smart’ course enrolment using the Academic Advisement Report (self-service degree audit), now linked to VSB. Students only see and select courses that satisfy graduation requirements. No more non-applicable courses!
In the Fall of 2016 the Registrar’s Office launched a course enrollment planning tool to enhance the enrolment process in PeopleSoft for students. The goal for launch was to provide students with modernized functionality to create an exceptional student experience for students during the enrolment periods and to set students up for success. Visual Schedule Builder (VSB) is an intuitive and user-friendly planning tool that introduced an array of functionality allowing students to ‘reserve’ timeslots they need for part-time jobs, sports and other non-academic activities, search/drag & drop ‘best fit’ courses around these pinned reservations, and create multiple versions of their schedules. Additionally, students are able to filter what courses they want to select from (liberal studies, only courses with space available, courses accepting wait-list students, etc.). Once the ideal schedule is planned, students can seamlessly push their preferred schedule through to enrolment. Phase II of the project is being launched for the Fall 2018 enrolment period and it will further improve the student experience and support timely degree progression. This new customization will allow students to map out their academic career and leverage the academic advisement report in PeopleSoft (a student’s self-degree progression audit) to create an optimal schedule using Visual Schedule Builder. Students will be able to see course options that are truly personalized for them and their program of study. Only the courses that count as degree credit for their program will appear as options for them to select for enrolment. This will eliminate enrolment in courses that don’t count towards their degree and at the same time, responds to student feedback where they seek more guidance in course selection. This functionality will modernize and streamline the course enrolment process resulting in better academic schedules and a higher level of student satisfaction. We will share feedback from student surveys. We will also share steps we took to examine strategies to support students and to respond to feedback from surveys. We will demonstrate how this new enhancement improved the student experience and how it promotes academic success. There will opportunities for interaction between the presenters and participants. We will provide a question and answer period after the formal presentation. Session Type: Sounding Board/Consultations Community/Network Stream: Digital Communication Competency: Student advising, support and advocacy,Technology and digital engagement Registrarial Practice: Curriculum & Calendar, Systems & Operations Support Room: McGee 3.05. At-Risk Students: Improving our Retention Initiatives to Enhance their Success Sarah Rude, Student Success Coordinator, Mount Royal University Retention initiatives are not a new undertaking for higher education institutions. A multitude of initiatives exist, resulting in a variety of approaches to identifying students as “at-risk”, supporting these students, and assessing success. This presentation will provide an overview of student retention literature, and present the findings of secondary research undertaken to answer the research question how are Canadian higher education institutions utilizing retention initiatives to address at-risk students. Opportunities to improve retention initiatives will be discussed, and time for reflection will allow attendees to consider how these opportunities can be addressed within their own roles and institutions.
Higher levels of education are not only critical to prosperity (Parkin & Baldwin, 2009), but also cultural and social development, and civic participation (Ferguson & Wang, 2014). Obtaining a higher education (HE) credential represents the greatest path to a quality job in Canada with benefits including higher pay and lower unemployment (Ferguson & Wang, 2014; Organisation for Economic Co-operation and Development, 2014). With such high levels of importance placed on completing HE, the topic of student retention has become a “preeminent performance indicator” for HE institutions in Canada (Albert, 2010, p. 1). A number of theories surrounding student retention exist, including Tinto’s (1975) theory of student integration, Astin’s (1984) student involvement theory, and Bean and Metzner’s (1985) model of nontraditional undergraduate student attrition. Additionally, considerable research examines how students with specific characteristics perform and persist. This literature provides insight into at-risk students, defined as students with a higher probability of attrition (The Glossary of Education Reform, 2013). At-risk students have become a focus for HE institutions in their attempts to improve retention rates (Hanover Research, 2014), with many institutions implementing retention initiatives aimed at at-risk students. A metasynthesis of 27 records, all focused on individual retention initiatives, was completed to provide a snapshot of how HE institutions are utilizing such initiatives to address at-risk students. This secondary research focused on how retention initiatives identify at-risk students, how they support these students, and how the initiatives are assessed. After a discussion of relevant literature (including retention theories, student characteristics impacting retention, common student supports, and the changing Canadian student population) the secondary research process undertaken will be reviewed. Participants will be provided with time to consider the value of secondary research and how they may utilize it within their own roles to improve their work. Research findings will then be presented, with opportunities to improve retention initiatives being highlighted. Opportunities include: an increase in the use of psychosocial characteristics in not only the ways at-risk students are identified, but also in the ways retention initiatives are assessed; an expansion of “typical” retention frameworks of student support; and an overall more holistic approach to addressing at-risk students. The presentation will end with time for questions and discussion, allowing attendees to reflect on how the information they have received may impact their own roles. Session Type: Research Presentations Community/Network Stream: Orientation Transition & Retention Yüklə 1,29 Mb. Dostları ilə paylaş:
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