Poster sessions
Yüklə 1,29 Mb.
|
- Bu səhifədəki naviqasiya:
- Session Type
Session Type: Expert Lecture Competency: Communication,Technology and digital engagement Registrarial Practice: All Areas Room: John Hamilton 4.04. Intercultural advising for Chinese international students: From recruitment to ongoing Xiaobing Lin, International Student Specialist, University of Alberta; Kumarie Achaibar-Morrison, Associate Director, International Student Services, University of Alberta In the past decade, there has been a quick increase in the number of Chinese international students studying in major destination countries including Canada and a corresponding increase in the research literature and media stories showing the cross-cultural difficulties experienced by Chinese international students. Reported in this study is a reflective inquiry into our work as a recruiter and an advisor for international students in a Canadian university. We will present the key challenges faced by Chinese students in Canada, reflect on the intercultural reasons behind, and discuss the implications and suggestions for our work practice with our fellow colleagues.
To help international students succeed in their overseas studies, many host universities are trying to increase their advising services. Reported in this study is a reflective inquiry into our work as an advisor and a recruiter for international students in a top Canadian university. Reflective inquiry is for a practitioner to critically reflect on the values and theories that inform everyday actions in order to derive developmental insight and improved practice (Bolton, 2010). Conducting this study is an opportunity for us to “reflect on action” (see Schön 1983), that is, to reflect on all the cases that we have dealt with and deepen the understanding of our work with Chinese international students. China is currently the number one source country of international students around the world (Liu, 2016). Many of the difficulties experienced by Chinese international students are a result of their lack of knowledge about the differences of the two higher education systems in Canada and China. “Advising” as an approach to student services used in North American universities is very foreign to Chinese students and their parents. “Advising” is reactive and individual-based in nature (Liu & Lin, 2016) and service providers would typically not reach out to students in a proactive manner. In contrast, universities in China are expected to play a bigger role in student success, with each 200 or so students assigned a dedicated student advisor who works in a proactive way to monitor all students under their care to make sure they succeed and graduate in four years. In this session, we will analyse the Chinese education culture, share five synthetic stories presenting the different kinds of challenges faced by Chinese international students, and discuss the implications to our work and outcomes. The study points to the necessity of host universities to engage in advising/orientation for their parents to inform them of the different expectations out of students in the two systems as they are very involved in the decision making process of Chinese students. The study also points to the necessity for us to provide more scaffolding services in their first year of study in a tight and network structure. Finally, the study points to the necessity to engage in the positive psychology when educating and advising for international students and focus on their agency and capability to learn from the discomforts of cross-cultural transition and help them remain a balanced identity. Session Type: Research Presentations Community/Network Stream: Digital Communication Competency: Intercultural fluency, Student advising, support and advocacy Registrarial Practice: Student Recruitment Room: McDougall 4.05. Evolving an academic course scheduling model Oana Toma, Manager, Scheduling Services, UBC; Annie Yim, Associate Registrar & HR Director, UBC Scheduling Services (UBC Vancouver Campus) is considering evolving the academic course scheduling model to enhance student success and effectively support the teaching and learning mission of the University. This is a significant initiative involving transformation of culture and long-standing business processes and the leveraging of scheduling software. In this sounding board session, we will seek participant feedback on an approach to change management and stakeholder engagement, ideal future state scheduling patterns and models, and measures of success. We will also solicit pitfalls and lessons learned from participants who have led or experienced a scheduling model change at their post-secondary institution.
The current academic course scheduling model at UBC is a decentralized model, and has been in existence for approximately twenty years. In 2014, the University renewed its scheduling system (i.e. Scientia) with limited review of the scheduling model and associated business processes. In February 2016, UBC engaged an external consultant to conduct a review of its scheduling pattern, which also included a review of scheduling processes, practices and related factors. This external review made the following recommendations:
UBC Scheduling Services, Enrolment Services is considering how to evolve the UBC academic course scheduling pattern and model, in consideration of these recommendations. UBC offers a wide range of undergraduate, graduate and professional programs that serve a student population of nearly 60, 000. A number of complexities exist in regards to developing an effective academic course scheduling pattern and model due to the various curricular needs of the programs, accreditation requirements, and pedagogical structures. In its early stages of considering a scheduling model project approach and plan, Scheduling Services would appreciate feedback from their post-secondary registrarial peers on the following:
Session Type: Sounding Board Competency: Strategic planning, research and assessment Registrarial Practice: Scheduling & Examinations Room: McCully 4.06. Roundtable discussion on registration time assignment Stephanie Boudreau, Team Lead, Scheduling & Student Records Management, The University of British Columbia; Annie Yim, Associate Registrar & HR Director, Student Records & Systems Management, The University of British Columbia Join us in a roundtable discussion about course registration time assignment practices and challenges. The discussion will explore how registration time assignments are determined and various challenges and associated issues involving priority seats, waitlists, registration apps, bots, and seat selling. This session will be an opportunity to engage in conversation and share ideas and best practices.
At UBC, the current student registration time assignment is developed to effectively facilitate student progression and also recognize academic performance. Registration times are prioritized by a student’s Year level followed by academic average. For a continuing students the previous Winter Session average is used, and for new students the Admission average is used. Registration times are assigned in 15-minute time blocks staggered over a 3-day period for each year level. Various issues and challenges to be explored:
Questions to initiate discussion:
Session Type: Roundtable Discussion Competency: Student advising, support and advocacy Registrarial Practice: Student Records, Enrolment Services Room: Tupper 4.07. International Students’ Conceptions of Education, Leadership, and Citizenship: Student Leadership Development for Global Citizenship Christopher Dietzel, Student leadership development coordinator, McGill University How are education systems preparing students to address problems in society? My research examines international students’ conceptions to (1) discover variations in students’ understandings of education, leadership, and citizenship; (2) explore connections between leadership development and global citizenship; (3) offer suggestions of how universities might better align with the needs, understandings, and experiences of undergraduate students. The findings of this research present guidance in providing inclusive educational opportunities for all students that are relevant, challenging, and meaningful for international undergraduate students of the 21st century.
The global economy, technological advancements, access to information and the Internet, rapid social change and development, and increased mobility, travel, and cross-cultural interactions launched our world into the 21st century (Bellanca & Brandt, 2010). Because of elements such as these, education should embrace these changes or risk educating students for a world of the past, not a world of the future. Education today necessitates providing meaningful and relevant opportunities so students can explore and enhance their leadership skills and work towards being independent, functioning members of society. University students must be equipped with the expertise to address the challenging issues facing our increasingly international world. This presentation covers my research on international students’ conceptions of education, leadership, citizenship, and global citizenship – critical themes that have the power to change society. To conduct my analysis, I used phenomenography (Marton, 1981) to investigate how students conceptualize education, leadership, citizenship, and global citizenship. This methodology allowed me to consider all variations in understandings among participants, including their conceptions based on emotions, experiences, and/or facts (Marton & Pong, 2005). In my analysis, I further I applied numerous theories and research about education, leadership, and citizenship (e.g., Dewey, 1916; Freire, 2000; Astin & Astin, 2000; Komives et al., 2011; Dugan, 2017; Rost, 1991). In my presentation, I review my findings by examining 15 international students’ conceptions of education, leadership, citizenship, and global citizenship. I highlight common themes among these phenomena, notably connections between leadership development and global citizenship. I also contextualize the significance of these results within current socio-cultural and political landscapes. Additionally, I offer suggestions for how to apply these findings to student leadership development programming, campus and community engagement, intercultural initiatives, and university practices. My aim with these recommendations is to provide relevant information that staff, educators, and administrators can employ to improve the educational experience of their students. By the end of this 60-minute research presentation, attendees will understand international students’ conceptions of education, leadership, citizenship, and global citizenship; will be able to recognize connections between these findings and current issues in university and socio-cultural contexts; and will be able to apply this information to their work in student services and university affairs. Session Type: Research Presentations Community/Network Stream: Leadership Educators Competency: Intercultural fluency,Leadership, management and administration Room: Pope 4.08. Clinical Accommodations in Health Sciences programs: Developing a decision making framework Shanda Vitt, University of Manitoba; Kinakin Maxine, University of Saskatchewan Professional programs are seeing an increase in students with disabilities requesting accommodations. How do we develop inclusive, effective and reasonable accommodation plans for students with disabilities in health science programs? How do institutions determine what is possible within the framework of reasonableness? When students request clinical accommodations, do you know how to determine what is appropriate and reasonable? Two large western Canadian universities have teamed up to share the best in their models when it comes to determining clinical accommodations.
The University of Manitoba and the University of Saskatchewan are taking a collaborative approach to clinical accommodations. Accommodation teams/Accommodation planning committees create the opportunity for accessibility offices to have a meaningful dialogue about why accommodation is important and to explain the institution’s legal duty to accommodate (Condra & Condra, 2015; Roberts, 2013). In addition, it is an opportunity for academic programs to explain academic requirements and to share ideas about implementing recommended accommodations. Accessibility staff have explained the challenges to recommending accommodations for clinical programs, particularly for experiential learning in field placements and practicums. As well, faculty members wanted a venue to discuss the essential skills and technical abilities of their programs in regard to the recommended accommodations. At the University of Manitoba, accommodation teams, which began with the health science programs, provided the opportunity for the accessibility office and faculty to join together in discussion. This led to the creation of clinical accommodation plans in health science programs. Similarly, at the University of Saskatchewan, the Manager of Access and Equity Services worked with faculty in health science programs (Medicine, Nursing, Dentistry, Physical Therapy, Veterinary Medicine, Pharmacy and Nutrition) to develop clinical accommodation plans that met the essential requirements of the profession. The plans provided the student with reasonable accommodations. The University of Saskatchewan developed accommodation planning committees to continue this work. In this 60 minute session, the presenters will show their models of discussion and inclusion in determining clinical accommodations. They will provide history and background in the development of policies and procedures at both universities. The presenters will compare the makeup of accommodation teams/accommodation planning committees, as well as share examples of accommodation plans. In addition, there will be a review of a decision making framework to consider for your own institution. A flowchart with a sample accommodation request will be used to illustrate how the presenters would determine clinical accommodations. Finally, the presenters will discuss how to best address issues of performance when an accommodation plan is in place. Session Type: Expert Lecture Community/Network Stream: Accessibility & Inclusion Competency: Equity, diversity and inclusion, Student advising, support and advocacy Room: Dunes (Holman Grand Hotel) 4.09. Dreaming Up How to Do Better Together: creating collaborative institutional processes Kate Klein, Research & Education Coordinator, Healthy Campus Initiative, George Brown College In 2016, we began exploring how best to meet the needs of our entire college community in grappling with the issue of student distress. Though effective institutional change requires deep stakeholder engagement, those of us who have been involved in collaborative institutional processes know that they can be bureaucratic nightmares: slow, unwieldy, and challenging. Is it possible for things to go differently? This interactive session will share the strategy and lessons from our process of collaboratively developing emotional distress guidelines. Then, participants will be guided through an activity to help them think through their own institutional change challenges.
Effective institutional change requires deep stakeholder engagement and buy-in from all levels of the institution (Kezar & Eckel, 2002; Kezar, Gallant & Lester, 2011; Lane, 2007; Woodhill, 2010). However, those of us who have been involved in collaborative institutional processes know that they can sometimes be bureaucratic nightmares: slow, unwieldy, and full of challenging power dynamics. This is especially true if the aim of the group is emergent. Many of us thus ask ourselves: how do you guide a post-secondary institution towards more promising practices when the best solutions to your problems haven’t revealed themselves yet? How do you do work that is high on the spectrum of participation (Hart, 1992) without diluting your message or values? And how can this be done in a way that is nimble, effective, and possibly even fun? In 2013 George Brown College (GBC) began its Healthy Campus Initiative, a project that orients itself around creating conditions at GBC that support student mental health and well-being. A large portion of this work is about engaging with and training staff and faculty in how to make the most of their influence on student well-being. In talking with these stakeholders about their needs and challenges, it became apparent that the college’s lack of protocol for responding to student distress was causing staff themselves distress. Many staff and faculty felt a strong uncertainty about what was expected of them when it comes to crisis response: what the right thing to do is, what supports are available to them, and how to ask for help. But what is the right thing to do? Emotional crisis is a complex issue and we wanted whatever we developed to be student-centred, un-stigmatizing, and grounded in the experiences of marginalized students. So, in 2016 we embarked on a process of collaborative consultation to figure out how best to meet the needs of all parties – support staff, faculty, administrators, and students – in grappling with the issue of student distress. The first half of this session will walk participants through our process, principles, and lessons from developing a deeply collaborative, innovative, and anti-oppression-based set of guidelines for responding in the moment to students at GBC who are experiencing emotional distress. In the second half of this session, participants will be guided through thinking about some of their own tricky institutional change challenges through a world café-style small group discussion-based activity.
Laura Boyko, Assistant Dean, Health, Wellness, Physical Activity, Recreation & Sport, University of Toronto Scarborough; Erin Bradford, Team Leader/Therapist, Counselling Supports & Services, University of Toronto Scarborough Mental health needs continue to grow at a faster pace than funding and new resources. Through use of Lean process Improvement techniques, we investigated the student’s use of counselling services from intake to discharge, including crisis support. Our counselling support processes were transformed to address wait list concerns and limited resources. The new process has allowed us to provide same day counselling within a walk in model with enhanced ongoing counselling capacity. Evaluation and lessons learned will be shared with an opportunity for others to share their own experiences of shifting models of care and best practice.
This session will provide participants an opportunity to learn how our Centre made specific changes to our counselling services in order to address the increasing mental health needs of students. Using change management techniques, a full review was completed of our student experience accessing counselling support, from their first to last interaction with our team. Breaking down this process, we were able to illustrate aspects of our care that were not “value added”, thereby leading to changes that allowed a streamlined and accessible counselling service. “Walk in” counselling as opposed to a “Crisis” counselling service has been implemented across the province of Ontario over the last 10 years in a variety of settings, with children and young adults being a key target population. The ability to respond quickly to concerns is often imperative with this age group. In college counselling centres across Ontario, “system growth has outpaced the increase in counselling complement by six times from 2007 to 2012” (Dietsche & Lees, 2012). In Ontario the number of student registered with a “psychiatric” disability increased 67% between 2006 and 2011 (Max & Waters, 2018). These staggering numbers indicate that the need has far outpaced the resourcing of counselling services. Research shows that therapy is typically brief (4-6 sessions) therefore our model was aligned with this knowledge to use it optimally and effectively. While more empirical research can add to the body of growing knowledge, brief narrative therapy rests in the premise that “now may be all the time we have.” (Duvall, Kays-Burden & Young,2012). Solution focused therapy, also a brief model, is pragmatic and underemphasizes historical context/root causes or intra-psychic struggles. Each session is centred on having a therapeutic encounter with a counsellor, rather than spending time up front on an intensive, and sometimes intrusive, assessment. This program will share our experiences in making changes throughout the continuum of our service. Insight into the emerging research base related to brief and walk in counselling models will be shared, including our experiences in training our entire counselling team in Brief Narrative Therapy. This session will provide an opportunity for sharing of best practices, “failures”, queries and questions that participants might have. Participants will walk away with newfound knowledge about Lean process, walk in and short term counselling models and a sense of how one might implement a similar process review, program and evaluation at their own institution. Yüklə 1,29 Mb. Dostları ilə paylaş:
|