Poster sessions
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- Room: Henry 5.07. Let’s Give Them Something to Talk About: Fostering Campus-Wide Dialogue Around Identity and Resilience Through a Common Reading Program
Registrarial Practice: Academic Advising Room: Steeves 5.05. Working together to help Learners gain Recognition for International Studies Joanne Duklas, Researcher and Consultant, Duklas Cornerstone Consulting Join this session to hear and discuss the latest research focused on international credential assessment practices towards improved transfer and exchange credit. Find out what institutions, governments, and allied organizations from within Canada and around the world are implementing to improve service to students and recognition of learning through collaboration, digitization, and exemplar practices. Joanne Duklas, primary investigator, will share findings from a national, peer reviewed research study funded by the British Columbia Council on Admissions and Transfer that examined practices, findings, and perspectives on best practice recommended for Canadian institutions.
Several areas and people at institutions engage with the transfer policy and procedural assessment processes for international credentials during admissions, when evaluating transfer credit, or when seeking to approve credit from study abroad experiences. The number of participants supporting students in these areas draws on expertise from across campus and beyond. Support is provided in a complex context that puts the student right at the nexus of people, policy, practice, quality assurance, and student service delivery. The amount of resources, faculty, and staff involved, the different approaches (even within the same institution), and the varying options for quality assurance, student service support, and assessment practices present a dizzying array of experiences and decision outcomes for students. Evidence demonstrates that an extensive bureaucracy and policy framework surround these many functions and services, further impacting on the student and administrative experience. With interests in internationalization and international students and the emphasis on global partnerships to support study abroad continuing to grow, the opportunity exists to engage in reflection and review. Joanne’s research sought to explore the transfer credit assessment practices in place at institutions for international credentials whether within admissions or due to study abroad experiences. Using an evidence based approach, her research included an examination of other jurisdictions informed by interviews of Canadian institutions and other experts and practitioners both within Canada and abroad, a literature and website review, and a national survey of practices, policies, and perspectives at Canadian institutions. The British Columbia Council on Admissions and Transfer (BCCAT) led the peer review process and provided the funding for this project. Canadian registrarial leadership contributed extensive expertise to the research process. This session will share findings, identify current and exemplar practices, and provide insights on promising practices that reflect scalable solutions and collaborative knowledge sharing opportunities. It aspires to take the mystery out of the processes, and help contribute to creating a trusted, sustainable, scalable, and supportive transfer credit assessment experience for those presenting international educational credentials through the transfer and exchange credit assessment processes. Participants in this session will leave with an enhanced understanding of the institutional contexts and opportunities for change in transfer and exchange credit assessment of international credentials. Session Type: Research Presentations Competency: Leadership, management and administration,Post-secondary acumen Registrarial Practice: Admissions & Transfer Credit, Student Records Room: McGee 5.06. Student Success: Advising 2.0 Paula Greenwood, Manager, Student Advising, Centennial College; Neil Buddel, Dean of Students, Centennial College The general consensus: get advising right and you will have made significant strides to maximizing student learning, satisfaction, and success. Advising strives to be a seamless partnership bridging academic, registrarial services, and student affairs – and is designed to maximize students’ personal, academic, and social learning as students transition in, through and beyond the institution. Last year we presented the framework (model, rationale, roles and responsibilities). This year, we share approaches for advisor and partner competency development, academic-registrarial-student affairs partnered approaches to student success/persistence planning, and maximizing the use of systems, including the CRM Advise platform. Program Description The general consensus: get advising right and you will have made significant strides to maximizing student learning, satisfaction, and success. “Graduation rates and retention rates ...have improved over the past three decades, after advising … Successful graduation and retention rates and positive feedback from students proves that advising programs should continue to expand based on students' wants and needs” (Bryen, 2011). Next to quality instruction, academic advising is consistently the next most important area of the college experience to students” (Noel-Levitz, 2006). Understanding Student Attrition in the Six Greater Toronto (GTA) Colleges (2013), HEQCO identified causes that affect whether or not a student completes their program. These included personal and family health, finances, shifts in academic interest, program dissatisfaction or loss of interest and employment responsibilities. Of note: the HEQCO report showed that a little more than half of students leave college without seeking counsel. As a result, advising is designed to enhance the student experience by ensuring that each student:
And here is how we are doing two years in – seamless partnerships between academic, registrarial services, and student affairs. We will share approaches for advisor-partner competency development, student success/persistence planning, and maximizing the use of CRM Advise and Recruit platforms.
Session Type: Expert Lecture Competency: Student advising, support and advocacy, Technology and digital engagement Registrarial Practice: Student Recruitment, Admissions, Transfer Credit, Academic Advising, Front-line Client Services, Systems Room: Henry 5.07. Let’s Give Them Something to Talk About: Fostering Campus-Wide Dialogue Around Identity and Resilience Through a Common Reading Program Kevin Collins, Coordinator, Community Engaged Learning, Queen's University; Vanessa McCourt, Aboriginal Student Advisor, Queen's University What avenues do we have for initiating dialogue on subjects like sexual violence or Indigenous culture? A common reading program was utilized to start conversation around themes of resilience and identity on our campus. The Break, by Katherena Vermette, was chosen as the novel for 2017-2018 and programming provided opportunities to discuss the book’s important messages. In this presentation, we will tell the story of how partners from across campus worked collaboratively to develop the program with the goal of engaging students, staff and faculty in dialogue around themes of identity, diversity, Indigenous culture, sexual violence, and resilience.
How can we get students talking about relevant issues and topics of importance? What avenues do we have for initiating dialogue on subjects like sexual violence or Indigenous cultural awareness? Queen’s Reads is a common reading program that aimed to start a conversation around themes of identity and resilience on our campus. The Break, by Katherena Vermette, was chosen as the novel for 2017-2018 and programming and events held throughout the year provided opportunities to talk about important messages in the book. Common reading programs aren’t as common in Canada as they are in the United States. Canadian institutions that have begun to offer common reading programs in recent years include McMaster and the University of Guelph. Some programs are geared toward supporting the transition of first year students. Other institutions adopt a model where a book is chosen for the whole campus to read and discuss (Laufgraben, 2006). Boff, Schroder, Letson and Gambill note the benefits of common reading programs, outlining their ability to, “foster students’ exploration of values and ethics, increase awareness of cultural diversity, deepen feelings of being part of a community, and integrate social and academic campus experiences” (Nadelson, 60). This links closely with Chickering’s theory of identity development. In particular, common reading programs can offer opportunities for student growth and learning in the following areas: developing confidence, managing emotions, developing autonomy, establishing identity, developing interpersonal relationships, discovering purpose and establishing integrity (Chickering, 1993). We aimed to provide growth in a number of these areas in developing Queen’s Reads. There were a number of avenues for engagement for participants. The book was available around campus and discussion groups were held for those reading. We knew that not everyone would be interested in reading the book, and we still wanted those individuals to discuss the themes. For those individuals we had open sexual violence bystander intervention training sessions, a KAIROS blanket exercise, a panel on Canadian identity and a blog with topics ranging from self-care and resilience to allyship and the University’s response to the Truth and Reconciliation Commission report. An author visit is planned for March. Stakeholders from across campus, including students, faculty and staff came together to plan the program which increased engagement from different groups, creating a sense of campus wide community and fostering a unique dialogue. Session Type: Storytelling Competency: Equity, diversity and inclusion, Indigenous cultural awareness Room: Ocean (The Holman Grand Hotel) 5.08. Decision Making Without Regret Robyn Parr, Assistant Registrar, Student Financial Services, Ryerson University There never seems to be a time when we aren’t busy in our roles supporting student success. Increasingly, we’re asked to make faster decisions with limited information and potential long-term effects. Decision making is a process that needs to respond to inputs as you interact with the world. Inputs are those things that influence which direction you take. As inputs change, so does your decision. In my career as a project manager and higher education administrative leader I’ve leveraged two approaches to guide my decision making and incorporating self-reflection makes it possible to make decisions without regret.
Content: Two decision making models will be introduced - Data Informed Decision Making and Trusting Your Gut. The presenter will use personal stories to support the theories with practical examples and attendees will have the opportunity to reflect on prior decisions they've made to assess which theory they applied. With Data Informed Decision Making we'll cover the order of decisions, external influences and bias. We'll touch on how implicit leadership theory impacts decision making. With Trusting Your Gut we'll cover the science behind it, when it's advantageous to use and how pattern identification can be used to help. After each new concept is introduced I will ask the attendees to reflect on decisions they've made in the past and what technique they used, if they had bias, did they trust their gut and how that decision might be different now based on different inputs which inform decision making. Attendees will be invited to share back with the group after each reflection pause. A decision making matrix will be introduced as a tool and provided to attendees to use at their home institutions. Session Type: Workshop Competency: Communication, Leadership, management and administration Room: Johnson 5.09. Breaking the Habit: Rebuilding Residence Communities through Restorative Justice Jacqueline De Leebeeck, Director of Student Life, St. Francis Xavier University; Matt Girard, Student Conduct Officer, St. Francis Xavier University Restorative Justice is one method for addressing student misconduct. At least that was what we expected when we sought to introduce it at StFX. What we learned is that the principles of RJ describe the ideal community where members support, include, and learn from one another, especially when behaviour goes against community values. We will share our journey in implementing restorative justice and flipping our residence community approach on its head.
Implementing restorative justice as an option for addressing student misconduct creates space for individuals who have caused harm to hear from those impacted by their behaviour and to be part of determining the outcome. The values of restorative justice - mutual respect, empowerment, collaboration, valuing others, integrity, honesty, openness, trust, and tolerance – easily describe the ideal community. In student affairs we know that the learning and development outside the classroom is as much a part of the student experience as is the degree path. Residence provides a platform for facilitating this learning. Beyond the residence curriculum, we propose that interactions of students in residence with student staff are equally important to the learning and development of students. We will tell our story about how we intended to implement restorative justice as an approach in student conduct, and realized that the values described what we strive for in community building. The project expanded to a whole new model of community management. We will share the journey of the development and implementation of our Relational Model. The process itself was difficult and necessary for all of the key people to buy-in and be engaged enough with the model to facilitate it. The Relational Model is based on principles of a restorative approach that has been applied in a residence student development curriculum. The model provides clear competencies for the student living in residence, and for the student staff who applies the model. Student staff develop skills like those described in Emotional and Interpersonal Intelligence of the competency model. The development of our Relational Model has also helped our team grow in the competencies described in Student Learning and Development. The process and the challenges along the way helped us articulate clearly the focus on learning and development in the work we do. It shifted the way faculty and other departments understood our role in student affairs at StFX. We will have a couple of activities to promote reflection on the applicability of a model like this at their home institutions. We will demonstrate an exercise with did with student leaders when we introduced it to them to demonstrate the importance of engaging students in the development of the community model. And finally we will share the model for participants to take with them.
Chelsea Corsi, Wellness Coordinator, Thompson Rivers University; Kirstin McLaughlin, Lecturer, School of Nursing, Thompson Rivers University April 14, 2016 marked a first in British Columbia’s history: the Provincial Health Officer’s declaration of a public health emergency in relation to the province’s opioid overdose crisis. In an effort to curb the tide, a campus Wellness Centre in Kamloops is piloting a student-led Take Home Naloxone Program in conjunction with the British Columbia Centre for Disease Control (BCCDC). The program aims to ensure that members of the campus community who identify a need for naloxone, a medication which reverses opioid overdose, have access to it. This peer delivery model aims to decrease barriers, enhance outreach, and build capacity.
April 14, 2016 marked a first in British Columbia’s history: the Provincial Health Officer’s declaration of a public health emergency in relation to the province’s opioid overdose crisis. Despite sweeping changes to legislation, the scope of practice of emergency responders, and accessibility of naloxone, unintentional illicit drug overdoses claimed the lives of 1208 British Columbians in 2017, up from 985 the previous year. These staggering statistics tragically make death by opioid overdose the #1 cause of preventable death in the province. In an effort to curb the tide and respond to the reality that members of campus communities use substances, Thompson Rivers University (TRU) Wellness Centre in Kamloops, BC is piloting a student-led Take Home Naloxone (THN) program in conjunction with the British Columbia Centre for Disease Control (BCCDC). THN programs pair education about opioid overdose prevention, recognition, and response with the provision of a naloxone kit participants take home. Naloxone is an injectable medication that is the antidote to opioids and can quickly reverse an opioid overdose. The BCCDC THN Program was expanded in December 2016 to allow all individuals at-risk of opioid overdose, or at-risk of witnessing an opioid overdose, to access naloxone. In addition, non-health care providers who undergo BCCDC approved training are now able to educate participants and dispense naloxone kits. Changes to both kit eligibility and dispensing requirements has provided an opportunity for the TRU Student Wellness Ambassador Team to dispense this life-saving drug on campus. The TRU Wellness Centre’s THN program is unique in that it is delivered by students for students, staff, and faculty. Student Wellness Ambassadors from various programs of study undergo BCCDC approved “Train the Trainer” education and then deliver this education to campus community members seeking a THN kit. The program aims to ensure that members of the campus community who identify a need for naloxone have access to it, and utilizes a peer model aimed at decreasing barriers, enhancing outreach, and building capacity among students. Participants attending this session will leave with an understanding of the impact of the opioid crisis nationally, components and outcomes of the BCCDC THN program, facilitators and barriers to campus THN program implementation, the structure and delivery of a student-led model currently in use at TRU, and the current research findings on non-health care students perceptions of delivering harm reduction health services. Session Type: Research Presentations Community/Network Stream: Student Peer Support Programs Competency: Strategic planning, research and assessment,Student learning and development Room: Tupper 5.11. Conflict, Collaboration & Community: What we have learned from partnering to promote early and effective conflict management across the U of T graduate community Heather McGhee Peggs, Manager, Graduate Conflict Resolution Centre, University of Toronto; David Newman, Senior Director, Student Experience, University of Toronto Imagine the complex, high-pressure, power-based structures and processes of graduate studies. Now imagine that you are a Masters’ or PhD student, deep in your studies, trying to navigate a difficult issue that has arisen with a supervisor, lab-mate, or fellow student. You might ask, who can help resolve this conflict? We believe that the answer is you. The Grad CRC invites all members of the graduate community (students, staff and faculty) to play an active role in managing and resolving conflict, and works to build and support best practices. Effective conflict management is an individual and a community responsibility. Program Description In 2015, the School of Graduate Studies, the Graduate Students’ Union and Student Life at the University of Toronto partnered to pilot a service to help graduate students better navigate “conflict” during their studies. We know from the research that conflicts that arise in graduate school can be among the most complex and challenging to resolve, and that a common strategy for dealing with conflict is avoidance. The partners shared a desire to support the well-being and academic progress of graduate students, and also a commitment to developing skills and best practices in conflict prevention and dispute resolution within the graduate community. Taking inspiration from a long-standing successful conflict management program at MIT, we consulted widely to understand what makes the U of T graduate experience unique. The Graduate Conflict Resolution Centre (Grad CRC) launched in January 2016 with a mandate to help all members of the graduate community (students, staff and faculty) be more proactive and effective in managing conflict in graduate studies, through training, conflict coaching, peer support and collaboration across departmental and divisional boundaries. One key initiatives is the G2G Peer Advisor team: a diverse group of graduate students who have completed the Grad CRC’s training (~40 hours) and who facilitate training and provide conflict coaching services through informal and confidential conversations with fellow students. This initiative is different from a traditional peer mentor program because of the level of training and supervision involved. Whether a student has a simple concern (“I'm having trouble writing...") or wants to work through a complex issue (“How do I change supervisors?”), the focus is on listening, referrals to resources/guidelines, and helping the student to generate or assess options for dealing with a concern. Faculty and staff can also connect to discuss a particular concern “off the record” or to talk about training or other options for managing conflict within their department. Through connections to students, faculty, and staff, we are working towards building a culture of positive conflict management. We are not solving conflict FOR anyone; we are helping individuals to develop self-advocacy skills. We will talk about building this partnership, what it takes to maintain, and what our priorities are for the future as we move beyond the pilot phase. We will share what we have learned about why people choose to connect with us, and some potential risks of working with peer paraprofessionals in a conflict coaching role. Yüklə 1,29 Mb. Dostları ilə paylaş:
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