Poster sessions
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- 5.13. Feminist Hour comes to CACUSS: Talking Art, Gender-Justice, and Feminism In Student Affairs
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- 5.18. Meeting Enrolment Targets in Challenging Times – How the University of Alberta Projects Yield Rates among Admitted Applicants
Session Type: Storytelling Community/Network Stream: Student Conduct Competency: Emotional and interpersonal Intelligence, Student advising, support and advocacy Registrarial Practice: Graduate Studies, Front-line Client Services Room: Beach (Holman Grand Hotel) 5.13. Feminist Hour comes to CACUSS: Talking Art, Gender-Justice, and Feminism In Student Affairs Tesni Ellis, Coordinator, Student Affairs Storytelling, Ryerson University; Yamikani Msosa, Specialist, Office of Sexual Violence Support and Education, Ryerson University A collaboration between Ryerson University's Consent Comes First office and Student Affairs Storytelling, Feminist Hour offers monthly gender-justice talks and our guests speakers include activists, artists, writers, and researchers doing varied work to address sexual and gender-based violence/oppression. From intimate groups to artist talks to lectures, each Feminist Hour is unique to the guest we’re holding space with and the participants who join us. Join Feminist Hour for a look at what we’ve done so far followed by a gender-justice talk where we’ll consider, together through dialogue and skill-sharing, feminist leadership and what it looks like at our institutions.
From comic book writers to scholars to student filmmakers to sex-education specialists, our first semester of Feminist Hour brought in a handful of speakers tirelessly dedicated to gender-justice work. A collaboration between the Consent Comes First office and Student Affairs Storytelling, born out of a conversation on the need for more brave spaces to talk about all the intersecting feminist work happening on and off campus, Feminist Hour is a monthly event that features guest speakers engaging students and staff in conversations and commitments to ending gender-based violence and oppression. The inaugural Feminist Hour was hosted by Jewels Smith, writer and educator behind (H)afrocentric, a comic series that uses comic art to talk about black history and feminism, gentrification, and activism. Next, Ryerson student and award-winning filmmaker Andy Villanueva gave a stirring, emotional talk that coincided with the eruption of #MeToo. In November we hosted Dr. Sarah Hunt, Indigenous scholar from UBC, whose standing-room-only audience took in her presentation, “Decolonizing Rape Culture: Rethinking Consent, Sexual Violence, Body Sovereignty and Healing.” And in December sex-educator Jaclyn Friedman on her book tour for “Unscrewed: Women, Sex, Power, and How to Stop Letting the System Screw Us All.” Jaclyn shared insights about the connection between sexual violence and education and bringing pleasure back into the conversation about sex and consent. In 2018, Feminist Hour will continue to bring in artists, speakers, activists, and other feminist dreamers. Feminist Hour sees students and staff alike engage in dialogues together, removing hierarchies of “expert” and “student”. Folks of all walks of life are both implicated in and victims of the patriarchy; Feminist Hour is for everybody who longs for change. At the same time, we’re careful to centre the voices and experiences of equity-seeking folks - our events hold space for BIPOC voices first, and we collaborate with the Ryerson Students’ Union and Ryerson Aboriginal Student Services (RASS) to host equity-seeking groups’ specific events in conjunction with Feminist Hour, like an Aboriginal-students-only space with Dr. Sarah Hunt following her talk. Furthermore, Feminist Hour engages visual arts and making as forms of activist and healing practice - many of our speakers and participants reflect on the use of arts and creativity as not only a form of self-care but of restorative justice. Students and staff at Ryerson University thus join Feminist Hour to discuss, create, and share in brave spaces dedicated to anti-racist, pro-feminist work.
Nona Robinson, Associate Vice President Students, Trent University This session will discuss the creation and implementation of a student code of conduct that is centred on educational approaches to conduct prevention and behaviour modification, and on finding reparative solutions, rather than on judicial/punitive approaches. We will discuss the underlying theory, values and approaches, as well as ways to engage campus partners, including student leaders. Equitable access to behavioural support will be included. We will discuss the advantages and challenges of this policy approach. Participants will discuss their own policy environment and ways they could amend their own policies.
In 2015, our university began a major revision of student code of non-academic conduct (Charter) and involuntary withdrawal policy. As our approach to campus conduct has evolved, we find that fewer and fewer cases involve formal adjudication processes, which made up the bulk of both policies. Rather, we focus on impacts and outcomes, and most cases negotiate solutions with the complainant and respondent. Our experience with formal judicial approaches was that they tended to produce defensive and even adversarial reactions, rather than allow for education and engagement. They also relied on a finding of fault, rather on the impact of alleged behaviour. The involuntary withdrawal policy, intended for instances of severe or likely harm to self or others, was a hearing-based approach which again could become adversarial. Prevention, education and restorative justice/reparative approaches were not detailed in the policies. Other key issues we wished to address included “double jeopardy” if respondents were also facing criminal charges, providing a clear appeals process, and empowering students around problem-solving and conflict mediation. Our committee, largely consisting of students as well as staff and faculty, thoroughly reviewed the policies. We identified the underlying conduct values we felt were important, examined the existing policies, and provided a range of potential solutions in accessible language. We ran sample cases through the new procedures and amended as appropriate. We then presented the new policy to student leaders, senior administration, and the Board of Governors. Implementation has included educational initiatives for students through events such as new student orientation, and training staff/student leaders on being resources for students seeking coaching and advice. We find that these approaches have led to better solutions, particularly for students who were experiencing marginalization, who had had negative prior behaviour, or who were experiencing personal or mental health challenges. We also find that students who have been victimized by behaviour are more likely to obtain outcomes that help repair the harm done to them. The presentation will include discussion about the identified issues, underlying theories and values, structure of the new policy, and implementation. Participants will also spend time considering their own campus policies and conduct environment, and discussion ways to approach this. While the session focuses on non-academic code of conduct, much of it could also be applied to academic integrity/academic misconduct, and we will also discuss that as well, which should be of interest to registrar staff. Session Type: Workshop Community/Network Stream: Student Conduct Competency: Equity, diversity and inclusion,Leadership, management and administration Room: John Hamilton 5.15. How do you make students care? You DARE them Sunand Sharma, Manager, Student Rights & Responsibilities, Sheridan College; Christine Haesler, Manager, Career Services, Student Leadership & Engagement, Sheridan College Launched in 2015, Sheridan’s award winning “Dare to Care” campaign challenges our campus community to build and sustain a shared culture of caring. Intended to actualize compliance with Ontario’s Bill 132, the campaign has evolved beyond its original intention. Student leaders initiated programming, have become empowered and engaged to take action and lead a shift in campus culture by challenging their peers to ‘dare to care’. Explore the initiative’s success, participate in a dynamic discussion to share best practices and turn ideas in action which build safe and caring campuses.
In March 2015 all Ontario colleges were required to establish and publish a stand-alone policy and protocol (Province of Ontario, 2015) to help prevent sexual assault/violence in response to Bill 132. Sheridan pioneered the “Dare to Care campaign” as a result of a collaboration between Student Affairs, campus partners and students to approach these issues as a community. Ultimately, the “Dare to Care” campaign was created and challenged our community to build and sustain a shared culture of caring. The initial year-long approach succeeded in raising awareness and encouraged reporting behaviours while empowering Sheridan students to model good citizenship. A surprise outcome of the campaign was increased student involvement, leadership and engagement. Student Peer Mentors championed the campaign and incubated their own high impact initiatives to grow and evolve the initial campaign from one grounded in Bystander theory (Eckstein, Moynihan, Banyard, & Plante, 2013) to building an underlying philosophy that grounds our campus culture – ‘daring’ our community to care about each other. Peer education programs are grounded in the notion that an individual’s attitudes and behaviours are influenced by witnessing the actions of others. Evidence suggests that student led peer education, specifically related to sexual violence, may be more effective than education implemented by adults (Kernsmith & Hernandez-Jozefowicz, 2011). Supported by the Social Change Model of leadership (Komives & Wagner, 2012), our Peer Mentors have taken the lead in working collaboratively with groups to develop commitment and common purpose – a safe, inclusive community that cares. A foundational element is to challenge individuals to speak up when they see or hear something concerning and take action. Students are encouraged to get involved, use their voice and safely intervene if a fellow student is experiencing difficulty (Sheridan College, 2017). The session will incorporate:
Session Type: Campfire Session Community/Network Stream: Leadership Educators, Student Peer Support Programs, Student Conduct Competency: Equity, diversity and inclusion, Student advising, support and advocacy Room: Cartier 5.16. Keep Calm & Conduct On: Engaging Men In Sexual Violence Prevention Student Conduct Community of Practice Keep Calm & Conduct On is a series of roundtable discussions hosted by the Community of Practice of Student Conduct to create an opportunity for members to discuss current trends, best practice, share resources and ask questions on a series of hot topics. Come out to join us for Keep Calm & Conduct On: Engaging Men In Sexual Violence Prevention.
Mahadeo Sukhai, Head of Research and Chief Accessibility Officer, Canadian National Institute for the Blind (CNIB); Michaela Burton, Research Associate, National Educational Association of Disabled Students; Natalie Geiger, Research Associate, Canadian National Institute for the Blind; Ainsley Latour, Co-Investigator, National Educational Association of Disabled Students; Christine Arnold Assistant Professor, Memorial University of Newfoundland Postsecondary students with disabilities often face barriers in engaging with co- and extra-curricular programming on their campus. These barriers can be due to the "time barrier" and prioritization that students with disabilities face in the postsecondary environment, or due to lack of accessible or universally designed programming on campus. However, engagement with co-curricular programming is increasingly recognized as important for the employability of students post-graduation. This session will highlight the principles of universal design and their application to co-curricular learning through interactive, professional practice case studies. From these scenarios, attendees will learn to engage students with disabilities in co-curricular programming.
Research conducted during the national Landscape of Accessibility in Postsecondary Education Project, led by the National Educational Association of Disabled Students (NEADS) led to the identification of barriers in faced by students with disabilities in accessing co- and extra-curricular programming on college and university campuses. On the part of students, barriers to engagement include the concept of the "time barrier" and the impact of disability management in navigating the postsecondary environment; having to "legitimize" their disability and access requirements in a non-academic setting; a perception of the disability services office as a "one-stop shop"; and, the potential for a lack of accessible or universally designed programming. On the part of practitioners, barriers to the provision of accessible or universally designed programming may include a lack of appropriate professional development; lack of clarity around accommodation provision; and student perceptions about the importance of co-curricular programming. Of note, the tension between engaging students with disabilities in "safe space" programming, vs. their engagement in programming open to all students, is prevalent. The relative absence of accessible co-curricular programming occurs in the context of growing emphases on "outside the classroom" learning and the totality of the student experience, particularly as they relate to post-secondary success, work-integrated learning and employability, and constitute a "hidden curriculum" in the postsecondary environment. This session aims to provide professional practice tools and recommendations for student life and disability services professionals to begin to address these personal and systemic issues. Relevancy and significance. There is a current "void" in accessible, universally designed co-curricular programming for students with disabilities, due to a number of factors. This session highlights the key factors contributing to the current state, and introduces the application of universal design principles to the co-curricular environment. Innovation, Evidence-based Approach, and Theoretical Foundation. To our knowledge, application of the theoretical frameworks associated with universal design have not been applied to the co-curricular learning environment in postsecondary education. We will present three universal design models: Universal design for spaces; universal design for learning; and, environmental universal design. We will offer a synthesis of these three universal design models in the context of the co-curricular learning environment. Professional practice-oriented case scenarios will be utilized to provide practical case-based learning in a dynamic interactive environment. Through this presentation and interactive session, participants will learn to engage effectively with students with disabilities in the co-curricular learning environment through universally designed programming. Session Type: Workshop Community/Network Stream: Accessibility & Inclusion, Co-Curricular Record Competency: Equity, diversity and inclusion,Student advising, support and advocacy Registrarial Practice: Front-line Client Services, Systems and Operations, Curriculum Room: Campbell 5.18. Meeting Enrolment Targets in Challenging Times – How the University of Alberta Projects Yield Rates among Admitted Applicants Douglas Akhimienmhonan, Assistant Registrar, Enrolment Management & Reporting, University of Alberta This session will take a detailed look into a variety of factors that influence yield and provide evidence of such influence using applicant data from the University of Alberta. The presentation will showcase how the university uses a multivariate yield formula with different weights on several factors to predict yield rates among admitted applicants. Application of the model to enrolment cycle planning will be discussed. Extended application of the model to student financial support and national recruitment policies will be highlighted.
It is often said, the fear of every Registrar is that all admitted applicants will enrol thereby leading to over enrolment or that no admitted applicant will register thereby causing under enrolment. However, this dilemma needs not be entertained as the solution can always be found within the historical application and registration data of institutions. The likelihood that an applicant will enrol (yield) upon receiving an admission offer depends on a host of factors which can be grouped into three main categories – (1) applicant characteristics, (2) offer characteristics and (3) external factors. To take full advantage of the widespread knowledge of factors affecting yield, enrolment managers ought to explore the specifics of each factor as it relates to their own institutions. However, the complexity of inter relationships and correlations between the different drivers of yield often makes such venture a tall challenge. Isolating and measuring the individual effects of yield factors requires both a reliable data set and a specialized skill. The goal of this session is to show how enrolment managers can generate yield formulas from historical data, and how they can then apply such formulas in predicting the likelihood of yield for any given admitted applicant. Increasing the accuracy of predicting yield will help enrolment managers avoid over (or under) enrolment.
Meagan Lau, Student Life Officer, Clubs & Leadership Development, University of Toronto; Jennifer Galley, Student Life Coordinator, Clubs & Leadership Development, University of Toronto; Jair Kallidumbil, Student Relations Coordinator, York University As societal issues become more complex, it is critical to prepare student leaders to be active and engaged citizens. At the same time, activities and initiatives organized by student leaders can be contentious, leaving Student Affairs Professionals grappling with morally challenging situations such as issues around democratic practice, policy compliance, autonomy and freedom of speech. This campfire session will provide a safe space for educators to share stories and tackle these difficult dilemmas. We hope this will build the foundation for a strong community, while opening up the dialogue for continuous discussion around student agency and mobilization on campus.
As post-secondary educators and administrators, we advise, guide and coach in the pursuit to support student success while encouraging self-exploration and expansion. While some staff support students through front-line services others may facilitate opportunities in hopes to prepare our students to be active and engaged citizens. As Student Affairs Professionals, we aspire to transform perceptions through active experimentation and concrete experience (Kolbs, 1974). Educator and philosopher, John Dewey emphasized the ‘necessity of testing thought by action, if thought was to pass over into knowledge’ (Dewey, 1938). We need our students to jump in, to swim, to test the waters and to make waves! Action, activism and movement is the catalyst to extraordinarily resilient thinkers, innovators, educators, mentors and global citizens. We want our students to be this and more, but how do we know if we are directing and guiding them effectively? How do we support local organizing on campus while considering our own professional ethos? Over the last few years, the impact of global events have had a tremendous effect on higher education campuses and student organizations. As societal issues become more complex, the activities and initiatives that student groups organize become equally challenging. As a result, the presenters (University of Toronto and York University) have been left to grapple with tough questions. How do we support student organizations and leaders while considering guidelines and policy? How can we respect autonomy and freedom of speech while recognizing the interest of the institution and campus safety? At what point does a student organization with a service provision become a commercial business? This session will serve as a safe space for educators to share stories and tackle these difficult dilemmas. We hope this will build the foundation for a strong community, and open up the dialogue for continuous discussion around student agency and mobilization on campus. Dealing with unpredictable change can be challenging, but we can work together as a group to refine our practices and strengthen our response. Institutions of Higher Education play a powerful role in the global system, directly contributing to the knowledge economy and impacting individual success and social mobility (Olssen & Peters, 2005). From a broad perspective, Colleges and Universities can play a role in social change, transformations and development (Brennan, King & Lebeau, 2004). Now more than ever, the way we react and respond to issues matter. Session Type: Campfire Session Community/Network Stream: Leadership Educators Competency: Post-secondary acumen, Student advising, support and advocacy Room: Brown CONCURRENT SESSIONS 6 Tuesday, June 19, 2018 10:45AM – 11:45AM 6.01. Decolonizing Assessment Practices Lesley D'Souza, Manager, Communications & Assessment, University of Ontario Institute of Technology; Dr. Taima Moeke-Pickering, Associate Professor and Master of Indigenous Relations Coordinator, Laurentian University; Carol Ducharme, Indigenous Programming Specialist, University of Ontario Institute of Technology Reconciliation means building relationships and letting go of the fear of doing things wrong. We constantly talk about using data to be student-centred, but have we considered how our current best practices in assessment are implicitly colonized? Join this roundtable session to participate in discussions about the process of decolonizing existing assessment practices in student affairs. Through dialogue, we hope to explore how assessment can sometimes disconnect us and how we can start to explore our impact through other ways of knowing that serve to humanize educational systems.
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