Poster sessions
Yüklə 1,29 Mb.
|
- Bu səhifədəki naviqasiya:
- Competency
- Program Description
|
POSTER SESSIONS Monday, June 18, 2018 & Tuesday, June 19, 2018 Attended Monday, June 18 - 9:30AM – 10:00AM/12:15PM – 1:15PM/2:15PM – 2:45PM P1. Investigating the institutional support needs of partnered mature students in university study Tricia van Rhijn, Assistant Professor, University of Guelph; Amiah Keresturi, BASc Student, University of Guelph; Caitlyn Osborne, PhD Student, Ryerson University This dyadic, mixed-methods study examines relationship and school experiences when one partner is enrolled in post-secondary study with a goal of developing an understanding of how romantic relationships are affected by one partner attending school as well as how academic success is influenced by support from a romantic partner. This research presentation will discuss findings relating to ways that institutions can better support partnered, mature students to be successful and to make post-secondary programs more accessible to adult learners.
This dyadic, mixed-methods study examines the experiences of partnered, mature students in university study in Canada. The purpose of this research is to investigate how people in romantic relationships prepare for one partner to attend school, their experiences during the period of time when one partner is enrolled in school, and how the school and family domains impact one another. Data are being collected in two phases: Phase 1 is a two-year, three-part, online survey in which partners independently complete the online surveys providing primarily quantitative, dyadic, longitudinal data (n = 34 couples); Phase 2 follows the first online survey during which participants will be invited to take part in interviews together providing qualitative data building on the quantitative findings in a richer, deeper examination (n = 12 couples to-date). Participants are university students aged 25 or older enrolled in full- or part-time university study and their intimate partners (with whom they are cohabitating). Data collection for this study began in January 2017; given that one aspect of this study is longitudinal and will not complete until the fall of 2018, this session will focus on findings from the dyadic interviews (to be completed by March 2018), specifically relating to ways that institutions can better support partnered, mature students to be successful and to make post-secondary programs more accessible to adult learners. Mature students must be included in our attempts to widen access to post-secondary education (PSE) (Anisef, Brown, & Robson, 2013; Kerr, 2011); yet, to date, little research has been conducted examining the access of mature students to PSE, instead focusing on issues of retention and withdrawal (e.g., MacFadgen, 2008; Reay, 2002; van Rhijn et al., 2015). In addition, we know very little about either the impact of school attendance on romantic partnerships or the impact of romantic partnerships on school performance for mature students. Partners’ perspectives have yet to be included in the research as the work has focused primarily on the individual attending school. This project enriches our understanding of how being in a romantic partnership shapes the mature student experience. As the population of mature students continue to grow across Canadian campuses, especially during challenging financial times and related to the changing demographics and reductions in traditional, direct-entry students, so does the need to effectively address their concerns in order to retain them as students throughout their academic programs.
Shermin Murji, Doctoral Candidate, Florida State University Strategic planning can be used to ensure Student Affairs Divisions have a clear purpose, vision, mission, and direction. While this approach can be beneficial, little research has examined this topic. This poster will present the research question, methodology, key findings, and implications of a doctoral dissertation investigating “How do Divisions of Student Affairs in Canadian institutions of higher education engage in strategic planning?” At the 2016 CACUSS conference, the initial idea and framework was presented. From feedback gained from this interaction, the dissertation was completed and this poster will share the final approach and result.
This poster presentation will venture into new, and important, territory. It recognizes that the current higher education environment is one in which there is competition for limited resources, learning must be measured and demonstrated, and student demographics are evolving and changing on a continual basis. The field of Student Affairs in higher education, which traditionally provides support services to students and is often referred to as co-curricular education, is a necessary and valuable Division in college and universities (Witt, 2005). The Division contributes to the cultural context and identity of the institution as well as the success of its students. It is integral Student Affairs Departments and Divisions have a clear purpose, vision, and mission, to ensure continued success and longevity. Strategic planning is a central process to this development and implementation. Strategic planning, adopted from the corporate industry, is prevalent in higher education institutions across the nation (Bryson, 2011). Examining how Divisions of Student Affairs engage with it, however, has not been studied, especially in Canada. With its unique purpose, role, and structure, Student Affairs Divisions need to adopt a strategic planning process that works for them, but much more research must be conducted before we arrive at this goal. This poster will detail a dissertation research project that will engage the audience in a process that focuses on higher-level thinking and a vision for the future By examining exiting strategic planning processes Divisions of Student Affairs engage in and how assessment is used, a unique, customizable model can be adapted to support Divisional development and exploration. It is anticipated that with more precise, thorough, and intentional strategic planning processes, Divisions of Student Affairs will be able to gain the credibility, recognisability, and acceptance for the unique and necessary role it plays in student success, retention, and graduation. This poster presentation will also help build connections to further these research questions as well as develop and support other lines of inquiry that are associated. Competency: Leadership, management and administration,Strategic planning, research and assessment Room: Sir John A. MacDonald P3. Better Practices to Train Educators and Students to Better Utilize Assistive Technology (AT) in the Classroom Rob Pafford, Assistive Technology Support Specialist, University of New Brunswick Saint John Program Description Formal training with Assistive Technology (AT) for students and educators in the public school system often occurs sporadically, on the fly, or occasionally not at all. This can leave many new post-secondary students registering for accessibility services at a loss. This poster presentation examines better practices to train teachers and students to use AT for their learning, in the classroom, and to ensure AT remains a vital tool upon transition from public school into post-secondary. Competency: Student learning and development, Technology and digital engagement Registrarial Practice: One Stop Client Services, Student Recruitment Room: Sir John A. MacDonald P4. Implementation of a Meal Support Group on campus to address dietary inadequacy impacting mental health Lindzie O'Reilly, Registered Dietitian, University of Guelph; Samantha Durfy, Counsellor, University of Guelph Meal Support Group began at the University of Guelph during the Winter 2017 semester. It runs for six weeks each semester. The group is co-led by a dietitian and counsellor and aims to provide a supportive environment for students to complete meals, process any physical symptoms, emotions, and urges that come with meal completion, and to develop skills to improve their relationship with food. The group is helpful for students who need assistance prioritizing meal preparation and eating, who wish to improve their confidence when eating with others, and who would benefit from education about the benefits of balanced eating.
To support the physical and mental wellbeing of a University student population, it is important to understand precipitating and perpetuating factors for mental health challenges. One such factor is dietary inadequacy. The positive association between dietary inadequacy and mental health challenges is well established in the literature. University of Guelph’s Meal Support Group was implemented in Winter 2017 in an effort to provide a supportive environment for students to complete meals. This six-week group is co-led by a counsellor and a dietitian. We believe we are the only university currently offering such a service in a non-treatment based setting. Health care practitioners who identify students at risk of low nutrient intake can refer students to attend the group. During week one of group, students complete a likert scale evaluation that ranks their confidence and comfort eating a full balanced meal in a group setting, their ability to let hunger cues gauge meal times and portion sizes, and the strength of their strategies to manage urges that arise before, during, and after a meal. This same evaluation is completed at week six to assess changes in attitudes and behaviours following the intervention. Each week students are required to bring their own meal, following guidelines for meal components, and are asked to complete the meal in the first 30 minutes of the group. During the remaining 30 minutes, students are provided with an opportunity to process their thoughts, feelings, and urges. The structure of the group was developed based on consultation with eating disorder treatment clinicians, as meal support services are common-place within this area of practice. Based on students’ responses to the pre- and post-evaluations, notable improvements were observed in confidence eating in a group setting; building strategies for managing emotions and coping with urges after a meal; and confidence in planning and preparing a meal. Qualitatively, students reported that attending the group improved their accountability to preparing and eating an adequate meal the day of the group. Despite the large number of students on campus who report disordered eating patterns, struggles with prioritizing meals, and/or anxiety when eating with others, the group experienced difficulties with recruitment and maintaining consistent attendance. We hypothesize that the action oriented nature of the group is challenging for students in the pre-contemplative or contemplative stages of change. Competency: Student learning and development Room: Sir John A. MacDonald P5. Advising Student Athletes: Are they Really all that Different than your "Typical" University Student? Carmen O'Callaghan, Business Academic Advisor, Mount Royal University This poster presentation will highlight some of the considerations an advisor must be aware of when advising a student athlete in comparison to a "typical" university student. The poster will highlight some of the research about advising student athletes, some of the challenges that the advisor faces trying to navigate university and U Sports policy, and provide information on how to understand some of the demands facing students representing their institutions on a national stage.
Student athletes may not be a significant percentage of a post-secondary institution’s population, but the considerations that issues faced within academic advising are significantly different from the “typical” university student, and need to be treated as a special population. During the “Advising Student Athletes: Are they Really all that Different than your "Typical" University Student?” poster sessions, I will present information to interested parties in two ways - a poster that highlights the high level considerations and research in the form of a student athlete infographic, and a handout that will include a more detailed research review, and will speak to the issues faced by students and advisors as they try to navigate the policies of both the institution and U Sports. High level considerations to be presented in poster format include the anatomy of a post-secondary athlete including the student as a whole (school, sports and social), the motivators of a student athlete and basic U Sports eligibility requirements. The handout will provide interested parties with further academic research (as it relates to the Canadian context), as well as provide a series of questions for advisors to consider when speaking with student athletes. This poster, and meaningful dialogue during poster presentation sessions, is meant to provide an overview of student athletes as a special population within academic advising, and to provide academic advisors, sports administrators, and other interested post-secondary personnel some food for thought to take back to their home institutions for further discussion.
Leslie Paterson, Learning Strategies Advisor, Student Academic Success Services, Queen’s University This poster will summarize the recent literature on what has variously been called "habits of mind" or non-cognitive skills or soft skills. These terms refer to attitudes, dispositions, feelings or behaviours that, when combined with content knowledge and proficient learning skills, better enable a student to reach their academic potential. Examples include openness, motivation, perseverance of effort, and resilience. If specific skills are identified in the literature that appear to be malleable, then suggestions for enhancing their development may be offered.
Success at college or university is some mysterious and ill-defined mix of intellectual ability and knowledge (based on grades in high school), academic skills (such as reasoning, reading, writing, numerical problem-solving), learning and study skills (e.g. note-making, memory, efficiency in learning) and attitude or disposition (e.g. persistence, self-regulation, motivation). The latter topic is the subject of discourse by those with an interest in college readiness (Conley, 2007), education (Zhou, 2016) and economic development (e.g. World Bank STEP survey). Typically there is little formal support in the post-secondary environment to assist students to learn non-cognitive skills that will help them develop a growth mindset (Dweck, 2007), self-regulation or resilience (Duckworth, 2007) . These and other non-cognitive skills have high face validity as predictors of academic success, which may or may not be supported by research. Post-secondary Academic Skills or Learning Strategies Advising typically focusses on helping students develop or enhance their core academic, thinking and self-management skills especially time management and organization. Yet many post-secondary students struggle to become healthy, passionate, independent learners. Learning Skills Advisors are well-positioned to help students make the connection between their academic behaviours and habits of mind. This poster will present a summary of current literature on the significance of non-cognitive skills on learning in post-secondary environments. If specific skills are identified that appear to be malleable, then suggestions for enhancing their development may be offered.
Jenn McCulloch, Coordinator, Residence Orientation and Community Development, Simon Fraser University Simon Fraser University relaunched its Living-Learning Community program in 2016 with the Indigenous Student Cultural House, followed by three additional communities in 2017 (Engaged Global Citizenship, Leadership Empowerment and Development, and the Beedie School of Business). This poster presentation will provide an overview of the program with information regarding each community and their structure, touch on experiences from this year’s communities, and highlight potential changes for 2018. The poster presentation will also allow participants to offer suggestions for potential research topics within Living-Learning Communities.
This poster will be comprised of the following sections: Background Information: This section will provide a brief history about SFU’s Living-Learning Communities (LLCs), and describe some overall features of the current program that will help attendees understand the overall context of the LLCs. This will include facts about how our program has both interest and faculty-based communities, is comprised of students from both Simon Fraser University and Fraser International College (an international transitional college into SFU) in two of our communities, and how all our communities have at least one campus partner, with one of them having four separate campus partners. Mission Statement/Core Values: This section will highlight SFU Residence and Housing’s mission statement, along with the LLC program’s mission statement, guiding principles, and core values. These help to explain the purpose and direction of our Living-Learning Communities, and provide a deeper understanding of the co-curricular student experience environment we are aiming to achieve. Community Information: In this section, each community (Indigenous Student Cultural House, Engaged Global Citizenship, Leadership Empowerment and Development, and Beedie School of Business) will be described, including information such as their purpose, learning outcomes, campus partner identities, and a brief description of their structure in terms of meetings and commitments for both students and staff. Observations from 2017: This section will provide a brief overview of observations made by SFU Residence Life staff throughout the past year and a half as we finished planning, launched the communities, and are now running. It will touch on lessons we have learned in a variety of areas from launching three new communities at once. Looking Ahead to 2018: This section will follow up from some of our observations from 2017 as we prepare for our 2018 communities to begin, and what changes are being made based on those experiences. Questions Regarding Living-Learning Communities: This section will have some questions surrounding LLCs, and provide a space on the poster for attendees to write on sticky notes and place on the poster to create a dialogue and have attendees provide their opinions. The goal is to take these sticky notes, compile them, and help them frame my upcoming master’s research project. Potential questions:
Competency: Intercultural fluency,Student learning and development Registrarial Practice: Student Recruitment Room: Sir John A. MacDonald P8. How Data can Drive Policy Decisions - The University Timetable Nicole Riley, Enrolment Data & Process Analyst, Bishop's University; Hans Rouleau, Registrar, Bishop's University Without a scheduling policy, timetabling and efficient use of classroom space is challenging. Our academic departments had effective “ownership” over classrooms, courses were scheduled outside approved timetable blocks, and there was momentum on campus to “tear down walls” and make larger classrooms. A policy was needed, but what issues should it regulate, and how could we rally support for a policy that would, in effect, reduce departmental freedom and control? A strong analysis was needed – it’s hard to argue with numbers. See how we analyzed the situation, presented the results, passed a scheduling policy, and put it into action.
In the absence of strong data analysis, anecdotal evidence can be the principal source of policy decisions, but this evidence can differ widely between stakeholder groups depending on their experiences and needs. New policies will never please everyone, but this presentation will show that in the face of clear, relevant, analytical results, even the least contented can be convinced of the benefits for the greater whole. The purpose of this study was to evaluate how our university used lecture room space and the approved timetable for course scheduling. This presentation will speak to how course registration data for fall and winter semesters were analyzed, and discuss how workshopping initial findings with stakeholder groups lead to additional analyses that secured support for a university scheduling policy. Key findings include that our daytime classroom occupancy was 50%, and 55% of departments scheduled over half of their courses during timetable blocks with the highest classroom occupancy. Unequivocal evidence will show that 52% of departments didn’t teach on Fridays, and 41% didn’t teach in the first morning blocks. The timetable had blocks where multiple course length options were available at the same time (overlapping blocks), and we will describe how this, and scheduling classes outside approved blocks, lead to inefficient use of classroom space and time conflicts for student registrations. In effect, classroom space utilization and scheduling were not as efficient as they could have been, and “more” space could effectively be achieved by addressing the key findings of the analysis. This presentation will show how these results drove the development of a student centric scheduling policy. Highlights within this policy were: 1) a new timetable, 2) a limit on the percentage of courses a department could offer during the popular “prime time” blocks, 3) a directive that courses must be scheduled within the new timetable blocks except as approved for pedagogical reasons, and 4) scheduling control of all lecture classrooms was assigned to the Registrar’s Office. In addition, a committee was struck that continues to use course registration data to identify classroom needs and under-utilized classroom space, and to recommend strategic renovations that will best serve the university’s needs. With one year of registration data available since the implementation of the policy, we will discuss the challenges of implementing such a policy, and show how the policy has changed the measures of classroom occupancy and timetable usage through before and after comparisons. Competency: Leadership, management and administration,Strategic planning, research and assessment Registrarial Practice: Scheduling & Examinations Yüklə 1,29 Mb. Dostları ilə paylaş:
|