Poster sessions
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- Bu səhifədəki naviqasiya:
- Session Type
- 6.03. Leveraging Technology and Campus Synergies to Improve Service Delivery for Students with Disabilities
- 6.04. Exploring Practitioners’ Personal Values that Connect to Student Affairs Services
Program Description There is a high level of interest in engaging in more and better assessments to understand the impact of our work on students. However, in many cases, our efforts to systematize and measure learning is in direct opposition to supporting reconciliation. We most often design education delivery methods and learning opportunities for ease of mass production, rather than focusing on individual learning journeys. For many who wield privilege in this system, it is not immediately apparent how this approach limits possibilities and creates barriers for those who are marginalized. Continuing conversations that direct attention to this problem is vital in terms of shifting culture and creating readiness for real change. The Truth & Reconciliation report has created an opportunity to change that we cannot pass up. We have to keep taking steps forward at every chance. This session is intended to create space for professionals who are not Indigenous to engage in conversation that can help them understand where blind spots and biases might exist, and engage them in taking steps of their own after the completion of the conference. This session would follow up on the conversation that began during CACUSS’ January Assessment webinar on “Decolonizing Assessment”. Attendees will join in roundtable discussions that help them acknowledge their current level of knowledge around indigenous cultures, talk through examples of the ways that current data practices reinforce colonization, and collectively come up with organizational and personal strategies to begin deconstructing such practices. Session Type: Roundtable Discussion Competency: Indigenous cultural awareness,Strategic planning, research and assessment Stream: Indigenous Cultural Competency Room: Chandler 6.02. What happens when students are permitted to co-decide how much they will pay in compulsory ancillary fees: A study of the outcomes of Ontario’s provincial policy on compulsory non-tuition-related ancillary fees Jacqueline Beaulieu, PhD Candidate, Ontario Institute for Studies in Education of the University of Toronto Join us for an overview of a dissertation-in-progress that is examining outcomes of Ontario’s provincial policy on compulsory non-tuition-related ancillary fees, including outcomes for student affairs and services at the province’s universities. Learn more about this interesting policy that requires colleges and universities to share decision-making power with students when determining compulsory ancillary fee levels. If you’re from an Ontario college or another jurisdiction where a similar policy is in place (or being considered), you will also be able to learn from the current study’s participants. We will work as a group to examine findings to-date and brainstorm potential implications.
Did you know that Ontario’s college and university students have a collective right to approve mandatory fees levied above tuition? Known as compulsory non-tuition-related ancillary fees, these are charged to recover the costs of services (e.g., student services) not normally eligible for funding by capital or operating revenue (MTCU, 2009). Prior to 1994, colleges and universities could unilaterally implement “discretionary” fees to recover costs associated with these services. The growing usage of discretionary fees and the resulting financial burden for students sparked debate that led to the creation of a provincial policy on compulsory non-tuition-related ancillary fees. According to the policy, new compulsory non-tuition-related ancillary fees can only be introduced or, for previously existing fees, increased if approved via processes outlined in a protocol agreed to by an institution’s administration and student governments (MTCU, 2009). Protocols must outline how students will participate in determining compulsory non-tuition-related ancillary fee levels. Very little research has examined the policy's outcomes and there is demand for comprehensive research on this topic (e.g., Aitchison, Brockie, Oliver & MacDonald, 2016). One may also question the extent to which the policy and protocols shape the performance of student services given that these are oftentimes funded via ancillary fee revenue (Sullivan, 2010). My dissertation examines the policy and protocols’ outcomes, including how these are shaping the performance of student services at Ontario’s universities. The purpose of this presentation is to further inform members of our professional community re: this study and engage session participants in an exploration of the findings to-date. While the study focuses on a single provincial policy context and institution type (universities), this session will be of interest to individuals from other post-secondary institution types and regions given that protocols are also in place at Ontario’s colleges and comparable policies exist in other provincial jurisdictions. The presentation will begin with an overview of the study followed by an exploration of findings related to:
We will discuss potential implications as a larger group. I will conclude by providing information on how individuals and institutions can participate in the upcoming phases of research. Session Type: Research Presentations Competency: Leadership, management and administration,Post-secondary acumen Stream: Senior Leaders Registrarial Practice: Student Fees Room: Ocean (Holman Grand Hotel) 6.03. Leveraging Technology and Campus Synergies to Improve Service Delivery for Students with Disabilities Colleen Reid, Associate Director, AccessAbility Services, University of Toronto Scarborough; Naureen Nizam, Associate Registrar and Director of Systems & Operations, University of Toronto Scarborough Strong campus partnerships and efficient processes are essential in providing high quality services to students when managing increased demands and fixed resources. In light of substantial increases in enrolment of students with disabilities, the Disability Services Office and Registrar’s Office collaborated on a project to improve inter-department communication, reduce administrative wait times, and ultimately improve the student experience. This session will highlight various aspect of an online system designed to facilitate confidential transmission of information between the two departments. Presenters will discuss project implementation, share successes and lessons learned. Each aspect of the project management life cycle will be addressed. Program Description The enrolment of students with disabilities has grown at a double-digit rate in many post-secondary institutions over the last decade. [1] At the University of Toronto Scarborough, the Disability Services Office (DSO) experienced a 96% increase in registered students over a four-year period. In an effort to maintain strong student services, despite rapid growth in registration and minimal growth in resources, the DSO focused on building campus partnerships and being innovative in their processes to create cross-departmental efficiencies and streamline administrative tasks. Following a thorough process review, it was noted that the service had multiple communication touchpoints with the Registrar’s Office, all of which were processed via time consuming methods, including paper based forms, intra-campus mail, and email. Multiple inefficiencies were identified which were creating additional work for staff and unnecessary delays for students. In order to address these findings, the DSO, in partnership with the Registrar’s Office, initiated the development of an online system to facilitate the confidential transmission of student records. The system was designed to improve inter-department communications, ensure confidential records management, reduce administrative wait times and ultimately improve the student experience. Presenters will use project management theory to discuss each stage of the project life cycle, including initiation, planning, execution, monitoring and evaluation. They will share successes and lessons learned, and will provide a brief demonstration of each system module which includes petitions, priority registration, OSAP confirmation of disability, de-regulated program fee adjustments, and deferred exams. Participants will be encouraged to identify ways to improve student service delivery through critical evaluation of existing services, identification of administrative inefficiencies, exploring innovative technologies and cultivating a culture of campus collaboration. The session will utilize a variety of approaches to engage and involve participants by drawing on adult learning principles that address a number of learning styles including read/write, oral and visual learning. The presentation will include a combination of visual aids, demonstration, personal reflection and group discussions.
Brandon Smith, Manager, Residence Life & Education, Ryerson University; OISE - The University of Toronto Who are you, what does this mean, and why does this matter? How does this connect to you personally and professionally? As primary investigator for a two-course Master's capstone project, join Brandon to learn about how 75 colleagues across the country view their work, using competencies as a common language to make meaning of our personal and professional identities. Using mixed-methods research design and qualitative inquiry, this research project focuses on: identity development, competencies, intersectionality, temporality, organizational behaviour, and how these topics apply to our work in higher education.
This program/research focuses on identity development, competency identification and evolvement, intersectionality, and how these topics apply to Student Affairs & Services (SAS) and higher education. Specifically, all literature is related to research in these areas, and most of this literature connects to SAS in higher education in some regard; whether this is about student and adult developmental theories, a student-centred approach to support student development and success, or about personal and professional development for the SAS Practitioner. Research on this topic can bring greater meaning to the work we do in SAS; for example, by bringing preeminent attention to needs related to individuals’ values, assumptions, and knowledge about SAS work in higher education. It's important to share how this research has explored themes related to SAS Practitioners, and how their values, assumptions, and knowledge influences their work and practice. The methodology of this research is mixed-methods in nature. This is reinforced with my worldview being transformative and pragmatic (Creswell, 2014, p.19), as I examined an issue related to understand behaviour that is connected to an on-going, issue of there being a lack of data source on Canadian SAS. The data/results consist of survey results (n=75) and interviews (n=10), all related to professionals/practitioners connected to SAS (i.e. Student Learning Support, Career Education, Housing & Residence Life, Student Health & Wellness, Student Life Programs). The development of this research/program for CACUSS is connected to Narrative Inquiry and Qualitative Inquiry. I feel we are in the midst of an important 'moment in time' in the world of higher education and SAS. Our work is most important right now; particularly, with challenges associated with access, quality, and funding for higher education. My hope is that this research brings greater meaning and understanding of our work - both for practitioners, and for our organizations - to bridge this watershed moment to a thumbprint of our work and identity. Session Type: Research Presentations Competency: Leadership, management and administration,Strategic planning, research and assessment Room: Beach (Holman Grand Hotel) 6.05. Sexual Violence Investigator Competencies Lindsay Winger, Assistant Dean, Support Services and Community Engagement, Queen's University Investigating formal complaints of sexual violence has been a challenging topic for many institutions. Across institutions we have varying policies and procedures on how complaints will be addressed. Some complaints are managed internally and some are seeking external investigators to assist. With no best practice document that may assist institutions with selecting individuals to manage complaints, our working group set out to develop a set of competencies for sexual violence investigators. This session has been structured to be consultative with colleagues on our draft document and will encourage feedback from members of the student affairs community working with sexual violence.
Investigating formal complaints of sexual violence has been a hot topic for many institutions since the implementation of Bill 132. Many of our institutions have varying policies and procedures on how complaints will be addressed within the institution. Some complaints are managed internally and some are increasingly seeking external investigators and adjudicators to assist. This past September a working group of Student Affairs professionals from various institutions started asking “what competencies should investigators of sexual violence cases have?”. Current research and standards in the US and Canada is minimal for sexual violence investigators competencies. With no best practice document that may assist institutions with selecting individuals to manage these often complex complaints, our group set out to develop a set of competencies that would provide guidance both for general conduct and sexual violence investigator roles. With the ever changing and increasing questions around an institution’s ability to manage sexual violence complaints, having the ability to identify core competencies seemed critical both for transparency of our process and to instill confidence in our handling of sexual violence complaints. This session has been structured to be consultative with colleagues on our draft document and will encourage feedback from members of the student affairs community (including senior leaders, conduct, health educators, advocates) working with sexual violence. Currently we have identified the following competencies for this work: 1) Sexual Violence Acumen 2) Trauma Informed Investigation and Questioning 3) Trauma Impact- Neurobiological, physical, and emotional 4) Understanding of Mico-aggressions 5) Consent Analysis 6) Evaluation of Incoherence and Incapacitation 7) Sexual Violence Case Report Writing and Records. By the end of this presentation participants will be able to discuss sexual violence investigator competencies, identify corresponding competencies from the CACUSS Competency Document, and critique the draft proposal. This session will involve a brief overview of the current gap in identified standards (5 mins), the findings and strategy of the working group (10 mins) and then will facilitate an open discussion and dialogue with participants for feedback and insight. Session Type: Sounding Board Competency: Leadership, management and administration, Post-secondary acumen Room: Langevin 6.06. Flourishing and Academic Performance among Marginalized Sociodemographic Groups Rick Ezekiel, Interim Senior Director Student Experience(1), PhD Candidate(2), Western University(1), University of Toronto - OISE(2); Rhonda Martinussen, Associate Professor of Special Education and Adaptive Instruction, University of Toronto - OISE Post-secondary students report levels of distress twice as frequently as youth in the general population; furthermore, marginalized sociodemographic groups experience frequent and deleterious stressors that heighten their risk for poor wellness. This session will explore the relationship between belonging to a marginalized sociodemographic group, wellness, and academic performance in Canadian postsecondary students. We will identify how reduced wellness can act as a barrier to learning and academic performance in marginalized groups. Presenters and the audience will explore strategies to promote equity, mitigate barriers that create undue stress, and promote learning among students who identify with marginalized sociodemographic groups.
A significant body of literature has demonstrated that post-secondary students experience levels of distress more frequently than youth in the general population . Further, stress and wellness are directly linked to a students' ability to meaningfully engage in their learning, and perform well academically . Minority stress theory provides a framework for understanding the frequent and deleterious stressors associated with belonging to a marginalized sociodemographic group . These include persistent experiences of discrimination and harassment, social isolation, lack of representation and visibility, stigma, and barriers navigating academic processes and environments . This study leverages the National College Health Assessment-2016 Canadian Reference Group data to explore relationships between belonging to a marginalized sociodemographic group, wellness, and academic performance in Canadian post-secondary students. The session will explore frequencies of student flourishing and languishing among marginalized sociodemographic groups in Canadian post-secondary education, and identify wellness as a mediator between belonging to a marginalized demographic group and academic performance. Session Type: Research Presentations Community/Network Stream: Orientation Transition & Retention, Student Conduct Competency: Equity, diversity and inclusion,Strategic planning, research and assessment Registrarial Practice: All Areas Room: John Hamilton 6.07. Career Chats: A New Learning Format for Group Advising Conversations Atifa Karim, Career Educator, University of Toronto Seeking to diversify our curriculum and to attend students' career needs in different ways, Career Exploration and Education at U of T has successfully implemented a group advising program – Career Chats. Learn about how the model innovatively combines Appreciative Advising and Solutions Focused Coaching theory in its design; peer-to-peer learning and student/staff co-facilitation in its delivery; and leverages Heron’s Six‐Category Intervention Analysis Framework, and curriculum mapping in its assessment. You will leave with an understanding of how this model can be used to meet a variety of learning objectives in both advising and student affairs related learning contexts.
Much has been written about the positive nature of group-based interventions, and in particular about how group advising represents an opportunity to normalize students’ perceptions and experiences (Light, 2001). King (2000) has further confirmed the normative role writing that “students who participate in group advising appreciate the opportunity to interact with peers as well as with an advisor. The feeling of not being alone is a powerful by-product of the group experience” (p. 236). The purpose of this presentation is to present a theoretically informed and tested model for designing, delivering, and assessing a group career advising program – Career Chats. Career Chats innovatively combines both Appreciative Advising theory, and a Solutions Focused approach to coaching in its design; peer-to-peer learning and student/staff co-facilitation in its delivery; and effectively adapts Heron’s Six‐Category Intervention Analysis Framework, as well as curriculum mapping to support its assessment plan. Many of these models, including Appreciative Advising, Solutions Focused Coaching, as well as Heron’s Six‐Category Intervention Analysis Framework were designed for in one-on-one interactions. Career Chats has successfully adapted these theoretical models for group advising contexts. This presentation will showcase how Career Chats innovates the career development, and advising landscape by offering a successful model for group advising. It engages students in career conversations on five strategically chosen and tested topics by using a flexible discussion based format. The program is co-facilitated by both a staff Career Educator, and a Peer Career Advisor, ensuring a model where students’ voice is privileged and central to leading the conversation. In doing so, Career Chats assists students in making meaning of the current career landscape as both an external environment (e.g. non-linear, precarious work, etc.) and an internal circumstance (e.g. anxiety, confusion, uncertainty, etc.) The presenter will also share the program’s innovative assessment plan and assessment results. The assessment plan leverages the department’s renewed Learning Framework and curriculum, and transforms Heron’s Six‐Category Intervention Analysis Framework into an evaluative framework for assessing (career) learning interventions. Assessment results indicate that Career Chats is valuable for establishing positive career mindsets, and challenging common, and often harmful stereotypes regarding career planning. These are valuable outcomes as cultivating key characteristics of planned happenstance – flexibility, and optimism – are paramount for supporting students’ transition from higher education to work (Yang et al., 2017).
Jeff Burrow, Manager: Assessment & Analysis, University of Toronto We are sitting on a lot of data. Data about student enrollment, participation, satisfaction, and learning. Data that would undoubtedly help us better understand who is participating in programs and services, who is not, what students are learning and where the opportunities for improvement lie. Charts and graphs - when designed effectively - can aid us greatly in communicating success, failure and opportunities. Too often, what gets produced are bland, bland, convoluted visuals that obscure the real insights. This session aims to support staff by illustrating how minor change in five Excel-based visualizations can improve messaging in our post-secondary institutions.
Student affairs staff and registrarial staff are sitting on piles of data. Data about student enrollment, participation, demographics, satisfaction, and learning and development. Despite having access to this high quality data, we miss opportunities to convey the efficacy of our program and/or make arguments for change. We need to be more effective at articulating our key messages in a variety of formats and to a variety of audiences (CACUSS Communication Competencies Core & Intermediate). Theory & Guiding Influences This session is built on three principles. First, whether through email, in print, online or in a presentation, the desire to share data comprehensively is understandable. However, there is much to be learned from Cognitive Load Theory (Sweller et al, 2011) which highlights the negative impacts of overburdening an audience with information. Secondly, this session relies on the notion of pre-attentive processing (Treisman, 1985) which focuses on our ability to detect visual characteristics. Finally, this session relies on contemporary scholars and professionals at the intersection of data visualization and evaluation (see Evergreen, Schwabish, Knafflic) who argue against using costly software like Tableau or standalone infographic tools and in favour of Excel. These professionals, who work in not-for profit settings, often need to produce data visualizations that effectively highlight the impact of their work to participants, funders and government stakeholders. Session Focus The focus of this session is on how to choose the best chart type considering audience needs, cognitive capacity, and the story that needs to be told using quantitative and qualitative data. We will walk step-by-step through how to manipulate the default settings in five commonly used visualizations (highlighting a single number, showing two or more groups, changes over time, comparisons to a benchmark, and qualitative data) and gain more visual impact. Using examples from published charts and data we will demonstrate how shape, size, orientation, colour, and density influences perception and meaning-making.. Each type will be demonstrated using examples found in publically available institution reports, alongside alternate methods that better visualize the data, to keep readers engaged, and audiences focused on key messages. Yüklə 1,29 Mb. Dostları ilə paylaş:
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