Poster sessions
Competency: Leadership, management and administration,Student advising, support and advocacy Registrarial Practice
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- Bu səhifədəki naviqasiya:
- Session Type
- Registrarial Practice
- 5.02. Other Duties as Assigned: The Changing Role of the Senior Student Affairs Professional
- Session Type: Panel Competency
Competency: Leadership, management and administration,Student advising, support and advocacy Registrarial Practice: Scheduling & Examinations Room: Johnson 4.19. SAVE lives: UBC Vancouver’s campus response to the opioid crisis Amanda Unruh, Health Promotion Specialist, University of British Columbia; Kate Kinloch, RN, University of British Columbia Across Canada, post-secondary institutions are grappling with how to respond with policies, education and messaging to students, faculty and staff about the current opioid crisis. Using a harm reduction framework, this presentation will review work the University of British Columbia has done on the implementation of naloxone distribution and training, developing and providing education for front line workers and student leaders, and the evaluation and frameworks that track these efforts. There will be a focus on sharing this information with stakeholders across the university who have different mandates and priorities when it comes to harm reduction and prevention.
Across Canada, universities and colleges are responding to the opioid crisis. Though many campuses already provide education, prevention and policies as they relate to substance use and alcohol consumption, post-secondary institutions are grappling with how to respond with policies, education and messaging to students, faculty and staff about the massive increase in fentanyl-related overdose deaths. In response to this, UBC Vancouver has developed a number of education, prevention and harm reduction programs and messages for students, staff and faculty. In collaboration with many units, and an aim to increase campus awareness and reduce possible harms, this expert session will be a review of UBC’s approach to Naloxone access and health education activities about overdoses and substance use that have taken place as part of the response to the opioid crisis since 2015. Using a harm reduction framework and experiential learning approach, this presentation will review the history and evoluntion of working with stakeholder groups, identifying key partners who require information, education about the topic and access to naloxone, the implementation of naloxone distribution, working with campus partners to integrate education for front line staff and student leaders involved in orientations, residence life, and planning parties, communications and messaging with our entire campus population and the evaluation of our efforts. Individual reflection and small group discussion will also be integrated in this presentation. A key theme of this presentation will be the collaboration with campus stakeholders from across the university with various mandates and priorities, from legal to protocol to scope of practice, and where opportunities can be found for collaboration and partnerships can be formed. From Residence Life to Campus Security to first aid teams to faculty members, health education and promotion efforts have been customized for audience and partner group and utilized an ecological health promotion approach where possible. In the face of limited budgets, staffing and funding, as well as the stigma that exists around substance use, we believe that this session will be an opportunity for other campuses to ask questions, and to opportunities for collaboration and lessons learned from UBC's model. Session Type: Expert Lecture Competency: Post-secondary acumen, Student learning and development Room: Brown 4.20. Reducing Stigma and Improving Mental Health in the Campus Community through Three Evidence-Based Programs Andrew Szeto, Director of the Campus Mental Health Strategy & Assistant Professor, University of Calgary; Sue Mercer, Manager, Mental Health Commission of Canada Although many campus mental health programs target a single group, there are distinct advantages to conceptualize the entire campus community as the appropriate focus for intervention. The Inquiring Mind, The Working Mind, and The Working Mind for Academics follow an integrated community approach to mental health on campuses, as they reduce the stigma of mental illness, reconceptualize how to think and talk about mental health, increase resiliency, and create a supportive campus environment. Evaluation results from these programs will be presented, along with the development of The Working Mind for Academics. Participants will experience some program components in this session.
Mental health issues have been recognized as a key concern for everyone in postsecondary settings, including students, faculty, and staff (e.g., Eisenberg, et al., 2011; Ibrahim et al., 2013; Mark & Smith, 2012). The identification of strategies to help one recognize their own mental health, and to develop coping strategies prior to developing a mental illness has the potential to help campus community members obtain help earlier than otherwise, to stay engaged in classes and/or work, and succeed. Similarly, the reduction of mental illness stigma has been related to improved help-seeking (e.g., Barney et al., 2006) and may help create a more supportive work environment for staff and faculty. Two evidence-based programs, The Working Mind (TWM) and The Inquiring Mind (TIM), have similar objectives of reducing stigma, reconceptualizing how to think and talk about mental health and mental illness (through the Mental Health Continuum Model; Government of Canada, nd), and teaching healthy coping strategies. They have been evaluated in samples of university students, staff, and faculty. A third program, The Working Mind for Academics, with the same objectives but targeted specifically towards faculty, is currently in development. The programs are developed using best practices in adult education, including didactic and experiential exercises, and the use of peers as presenters to maximize the uptake of the content of the program. The programs are group-based seminar format, organized into modules that are clearly identified and logically sequenced to maximize learning. Practical applications of the ideas presented in the programs help to personalize the program and make it applicable to personal and real-life situations. Given that the three programs are linked via similar content, language, and structure, the implementation of all three programs should more easily shift campus and create a caring campus community than a collection of disparate programs. This community or “systems-wide” approach is supported by various organizations and documents (e.g., CACUSS & CMHA, 2013). The 1-hour format for this presentation will perfectly enable time to discuss the roots of the three programs, the process of adaptation to the university context, and the program content. As well, participants will learn about the evaluation of the TWM and TIM and their results from the more than 15-plus pilot sites. Finally, there will be time for participants to experience some components of the programs to get a better sense of how the programs work to shift culture and create a caring campus community.
Charmaine Hack, Chair, ARUCC Groningen & Student Mobility Project & President, ARUCC, Ryerson University; Romesh Vadivel, Vice President, ARUCC, McGill University, Andrew Arida, ARUCC Executive, University of British Columbia Join us to learn and share about ARUCC’s vision for a national data exchange environment to support student mobility. The ARUCC Gronigen and Student Mobility seeks to advance national and international mobility through trusted data exchange in partnership with the Pan-Canadian Consortium on Admissions and Transfer (PCCAT), the Canadian Post-Secondary Education Standards Council (CanPESC) and the Canadian University Council of Chief Information Officers (CUCCIO). Project Goals:
Registrarial Practice: Admissions and Transfer Credits, Student Records, Systems Room: Coles/Gray/Palmer CONCURRENT SESSIONS 5 Tuesday, June 19, 2018 9:30AM – 10:30AM 5.01. Supporting Indigenous students into university: A bridge to success Carla Loewen, Student Advisor, University of Manitoba The Qualico Bridge to Success (QBTS) program was created by the Indigenous Student Centre at the University of Manitoba to facilitate the transition of first year students with the ultimate goal of improving retention rates from Year 1 to 2. This session will provide an overview of QBTS, including theoretical foundations, and offer an in-depth look at one of its core components - the Neechiwaken Indigenous Peer Mentor program. This session will provide participants the opportunity to gain and share ideas about developing Indigenous student programming through a formal presentation of the QTBS program and small group discussions.
Given the growing Indigenous population in Canada, supporting Indigenous students in their post-secondary goals is imperative as this population will continue to have a growing impact on our economy and work force. From the Manitoba perspective, the need is even higher as it has the highest Indigenous population of all provinces. The MB Indigenous youth population is also high compared to that of the non-Indigenous population (as per the 2011 National Household Survey and the 2012 Aboriginal Peoples Survey). As one of the largest post-secondary institutions in Manitoba, the University of Manitoba (UM) is striving to support its Indigenous student population. This commitment is incorporated into their 2015-2020 Strategic Plan in the Creating Pathways to Indigenous Achievement section. This section commits to providing “an inclusive and supportive learning environment that promotes Indigenous student success from the time of admission through graduation and beyond” (p. 16). The commitment to improving success is also a call to action in the Truth & Reconciliation Commission of Canada as seen in Call to Action #10, ii. This action calls on the federal government to draft educational legislation to improve Indigenous “educational attainment and success rates” (p. 24). With these statistics, UM demographics, and commitments to Indigenous student success in mind, the two programs being featured were created to support these initiatives. The Indigenous peer-mentoring program has been running since 2009 and was initially started in the University 1 First Year Centre with start up funds awarded by NASSA, the Indigenous division of CACUSS. Once the program was established it seemed to show that it helped create a sense of belonging to the UM. This theory was tested through a M.Ed. study that examined sense of belonging and retention in relation to peer mentoring. As for QBTS, this program began in August 2016 and focuses specifically on making the transition into university a positive experience for new students by offering resources, events and activities to enhance the first year experience. Adding Neechiwaken to QBTS was a natural progression as it pairs new Indigenous students with upper-level Indigenous students. All of these program initiatives are critical in today’s age where Canada collectively wants to do more, and better, for its Indigenous peoples.
Ann Tierney, Vice Provost and Dean of Student Affairs, Queen's University; Brenda Whiteside, Associate Vice President (Student Affairs), University of Guelph; David McMurray, Vice President Student Affairs, Wilfrid Laurier University Three senior student affairs professionals with over 70 years of combined experience at six universities, discuss how the senior student affairs professional role has changed over time from a primary focus on student development to a focus on wellness, risk management and legislative compliance. How have the needs of students and community, as well as university and parental expectations, influenced this change? How can we adapt while maintaining the core values of student development and engagement, focusing on equity, inclusivity, accessibility and the appreciation of cultural diversity? What are the new competencies required, and where is the profession headed next?
This session will discuss the changing role of the student affairs professional and the competencies required for success as the profession changes. In particular, the panelists will draw on their extensive experience in senior roles to discuss:
We will conclude with a discussion focused on how attendees can prepare themselves for this changing role and how they can acquire professional development, experiential opportunities, and mentorship to assist in competency development. Session Type: Panel Competency: Leadership, management and administration, Post-secondary acumen Stream: Senior Leaders Registrarial Practice: Student Recruitment Room: Pope 5.03. Mind the Gap: Considering Tests for English Language Learners Lauren Kennedy-Barrows, Senior Product Development Specialist and Assistant Manager, Test Research & Development, Paragon Testing Enterprises; Marcie Mealia, Manager of Academic Relations, Paragon Testing Enterprises Recently, new language assessments have been developed for non-native English speakers to demonstrate their readiness to study in English-language institutions. This has increased the number and variety of language tests that could be accepted or recognized by institutions. In some cases there is an expectation gap between test providers and institutions- a difference between what institutions expect from the test provider and the test score(s), and the reality of what the test will deliver. Participants in this session will review technical elements of assessments that can support candidate selection, learn what questions to ask developers, and discuss English language learners.
Social and technological changes have encouraged students to seek out flexible language learning environments and tools, and the methods of assessing language learning and proficiency are similarly evolving. Some language assessments require students to apply their language competencies and call on them to demonstrate what they can do in a language through complex performances and demonstrations. Whereas other tests assess vocabulary recall and knowledge of grammatical forms through multiple-choice or fill-in-the blank questions. Technical advances have also spurred other innovations in assessment, such as new question types, administration platforms, and user interfaces. This sea change in assessment has had the consequence of increasing the number and variety of language tests that could be accepted or recognized by institutions. The purpose of this session is to increase participant’s assessment literacy (Taylor, 2009; Malone, 2013; Inbar-Lourie, 2016), and to inspire critical evaluation of information presented by test providers during the adoption or review of third-party, external language assessments. Language assessment providers are (or should) be keenly aware of what their tests can do, may be able to do, and are incapable of doing. Previous studies at Australian universities (O’Loughlin, 2013) suggest that there is an expectation gap between test providers and institutions – a difference between what institutions expect from the test provider and the test score(s), and the reality of what the test will deliver. To address this gap, the presenters will review technical elements of assessments, such as reliability, validity, test content, and score results that can support candidate selection. The presenters will also share questions that administrators can ask test providers as they evaluate and review external assessments. This session aims to decrease the expectation gap between administrators and test providers and increase the number of informed test score users working in Canadian post-secondary institutions by arming participants with tools to uncover more information about an institution’s accepted language tests. This Campfire Session will be organized as an initial presentation, followed by a facilitated participant discussion about the admission of English language learners, and will conclude with questions and answers. Session Type: Campfire Session Competency: Equity, diversity and inclusion,Strategic planning, research and assessment Registrarial Practice: Admissions & Transfer Credit, Student Recruitment Room: McDougall 5.04. See Change: Redefining Academic Advising in the Canadian Setting Shea Ellingham, Manager, Academic Advising Services, Mount Royal University; Brigitte Wiebe, University Advising Services Coordinator, University of Manitoba; Darran Fernandez, Associate Registrar, Director Student Support & Advising, University of British Columbia; Heather Doyle, Senior Advisor on Retention and Director, Student Academic Success, Dalhousie University; Paul Sileika Coordinator, University Academic Advising, Ryerson University Recently, the role of Advising Services Coordinator has emerged at Canadian post-secondary institutions. Charged with the task of overseeing advisor training and development, these Student Affairs professionals from a cross-section of higher education institutions, will participate in a panel discussion sharing their expertise in the implementation of this uniquely Canadian role. Bridging the space between academic and student affairs, these advising coordinators are well-positioned to examine best practices for professional development including the recently launched CACUSS and NACADA competencies. Important outcomes include increased awareness of this role and its contributions to advancing the practice of academic advising across Canada.
In 2015, the CACUSS Advising Community of Practice (CoP) was established with the goal of raising awareness of student advising to the CACUSS membership and to create a professional space for advisors in Canada. Part of our efforts to create a professional space for advisors has been to provide opportunities for the CoP members to discuss share and learn with advisors across the country. Following the 2017 CACUSS Conference, the COP executive surveyed conference attendees at the CoP session, as well as gathered feedback from the general membership through the CACUSS Community platform, inquiring about the topics for future professional development. The topic of advisor training and development emerged as a strong area of interest for advisors across the country. It is no surprise that this topic has resonated with so many members, as it aligns with the release of both the CACUSS Competencies for Student Affairs Professionals as well as the NACADA: Global Community of Academic Advisors Core Competencies for Academic Advisors. The time is ripe for a national conversation on training and professional development for advisors. A unique trend within the Canadian landscape is the role of advising coordinators on campuses across the country. Charged primarily with the task of implementing training and professional development for advisors, these professionals occupy an interesting space within institutional hierarchies. Often bridging the divide between academic affairs and student affairs, they carefully traverse the political terrain within higher education to establish cross-campus buy-in without necessarily possessing direct managerial authority (McFarlane & Thomas, 2016). But charged with the task of overseeing advisor training and professional development, these advising coordinators are well-positioned to delve into the best practices for professional development for the academic advisors on their campuses. In this panel presentation, student affairs professionals from a cross-section of higher-education institutions working within the area of coordinating training and development will offer their expertise on how to advocate for advising (McFarlane and Thomas, 2016) through:
Session Type: Panel Competency: Leadership, management and administration,Strategic planning, research and assessment Yüklə 1,29 Mb. Dostları ilə paylaş:
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