Poster sessions
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Session Type: Demonstration Community/Network Stream: Digital Communication Competency: Communication Registrarial Practice: Data Analytics, Reporting Room: Dunes (Holman Grand Hotel) 6.09. Re-imagining Orientation through Access, Equity, and Inclusion Sterling Crowe, Manager, Co-Curricular Student Learning and Development, Centennial College; Veronica Barahona, Coordinator, Orientation and Transition Programs, Centennial College; Cory Coletta, Coordinator, Orientation and Transition Programs, Humber College Experience Centennial - Orientation is a re-imagined approach to new student orientation programming grounded in a passion for fostering learning environments for student success. Attending to the needs of Centennial’s diverse student population, Experience Centennial - Orientation is a comprehensive, 8-week curricular program executed three times annually across 4 campuses and 2 learning sites; informed by an extensive 18-month cross-College consultative process designed to equalize capital and level the playing field for all students. In this session, we will share how we designed the consultative process, landed on the curriculum, and what we’ve learned in the first year of implementation.
Centennial College’s orientation programming was disparate in outcome, intention, and coordination. The process of revitalizing orientation for new students at Centennial College saw three major stakeholder groups (faculty, staff, and students) deliberately craft how they collaborate to equalize capital for new students, provide resources for supporters, and ease the transitions into/back to the College. Orientation is the college’s best opportunity to introduce a strong learning environment, build the foundations for academic success, welcome students and families to the campus community, promote student interactions with [peers,] faculty and staff, and convey the values and traditions of the new institution (Mullendore & Banahan, 2005, p. 391). The unique living and learning journeys of Centennial’s student population [many of these students work while studying (53%), receive OSAP and financial aid (89%), are the first in their family to attend post-secondary (43%), are mature learners (29%), and reside in Neighbourhood Improvement Areas (30%)] enrich the culture and community at the college; but they also call upon us to do better, if not more, to consider how these contexts shape their experience as they transition into, or back into, post-secondary studies. Intentional orientation programs are tied to increasing student engagement, persistence, and retention. At Centennial College, we identified areas of opportunity for a curricular approach to our orientation programming. The revitalization process identified opportunities for building community, connecting with academic staff, engaging in intentional service learning, and celebrating student success attached to the milestone of transitioning in to the institution. An environmental scan was conducted of the postsecondary landscape, and this was coupled with an internal investigation of stakeholders’ priorities for engaging students. The outcomes at Centennial College incorporate best and emerging practices with research and literature in order to positively impact persistence and retention, as well as other aspects of new student life and processes across Centennial College. An overhaul of a program that spans decades of tradition and involves a tremendous amount of stakeholders and partners takes particular planning, practice, and patience. Join us to learn about the first year of implementation of Experience Centennial - Orientation, and learn how you too can revitalize orientation and transition programs with particular attention to the needs of diverse learners! Learn from our triumphs, failures, and strategies, as you embark on a redevelopment or redeployment of a program in your own institution. Session Type: Storytelling Community/Network Stream: Orientation Transition & Retention Competency: Equity, diversity and inclusion, Student learning and development Room: Henry 6.10. Rocking the Boat: Are we Social Services or Student Affairs Professionals? Meg Houghton, Associate Dean, Student Wellness and Equity, Humber College; Jen McMillen, Dean of Students, Humber College; Barb Riach, Registrar, Humber College; Debbie Falconi, Deputy Registrar, Humber College Has Student Affairs become Social Services? Over the last decade, legislative requirements, risk management, and enhanced post-secondary access have changed the nature of Student Affairs work. In this session, the Humber College team will share how we’ve embraced a Social Services approach to Student Affairs work, underpinned by a commitment to equity and well-being. We will explore programmatic and strategic approaches supporting this direction from institutional capacity building, policy and case management work. Join us as we critically reflect on the nature of Student Affairs work and ask “if the seas have changed are we using the right oars?”.
Canada outpaces the OECD average in postsecondary attainment for both college and university, and Ontario is a Canadian leader in post-secondary participation. The Ontario government’s priority of inclusive job growth is being realized in part by making post-secondary education more affordable and accessible. Policy shifts like this have very real impacts for Student Affairs professionals working in the College sector which has been particularly successful in supporting students from under‐represented groups. More than ever, Student Affairs teams are being called upon to support students at risk of not completing postsecondary education – an estimated 35% of Ontario’s College students. The shift within Ontario Colleges has been dramatic and has involved moving from a historically “transactional” relationship with students to engaging in complex support which mimics Social Services work as much if not more than traditional Student Affairs approaches. What do Student Affairs teams do when more students need more to succeed? The Humber College Student Affairs and Registrarial team will highlight their recent efforts to add scale and sophistication to supporting students with complex needs. Specific efforts that prioritize relationship, collaboration and dedicated resources to vulnerable students will be discussed include:
Moreover, we are keen to engage workshop attendees in dialogue relating to the increasingly blurred line in Student Affairs and Social Service work:
Session Type: Workshop Competency: Equity, diversity and inclusion,Strategic planning, research and assessment Registrarial Practice: Financial Assistance, One Stop Client Services Room: Johnson 6.11. Strengths-Based Advising: A Paradigm Shift Anna Barrafato, Disability Accommodation Specialist, Concordia University; Jewel Perlin, Psychologist, Concordia University The purpose of this workshop is to familiarize student services advisors with a strengths-based approach to advising. This is intended to complement your knowledge, skill set, and expertise in advising University students. Strengths-based advising recognizes the talents that students bring with them into the learning environment and helps students further develop and apply those talents to new challenges. Its purpose is to tap into student motivation in order to engage students in their own learning, so that they can achieve their potential and experience success. We will present a 5 step strengths-based advising model with practical application.
Strengths-based advising represents a paradigm shift in higher education. The approach is based on research from positive psychology which focuses on five core elements of psychological well-being and happiness developed by Dr. Martin Seligman. PERMA (Positive Emotion, Engagement, Relationships, Meaning, Achievement) is an acronym that stands for the five elements and includes amplifying character strengths, cultivating positive emotions, pursing meaning, fostering positive relationships, and achieving intrinsically motivated accomplishments to help students to grow and flourish intellectually, socially, and emotionally. The strengths based advising approach will enable advisors to identify and build on the inherent talents students bring with them into a university setting. Character strengths include the students’ talents, knowledge and skills. Talents are naturally recurring patterns of thought, feelings, or behaviors that can be applied to situations. By refining their dominant talents with skill and knowledge they can create character strength. A strengths-based philosophy emphasizes that students gain more when they build on their talents than when they make comparable efforts to improve their weaknesses. The focus changes from concentrating on the causes of problems to possibilities, deficits to strengths, failure to retention. The role of the advisor would be to teach students to develop and apply their strengths to new and challenging learning tasks. Academic advising may be the single most underestimated characteristic of a successful university experience (Light, 2001). As such, we would like to work with advisors across campus and present to them a 5-step strengths-based advising model (Schreiner & Anderson, 2005) with practical application. Session Type: Workshop Competency: Equity, diversity and inclusion,Student advising, support and advocacy Room: Tupper 6.12. Inclusive Post-secondary Education (IPSE) as a Practice of Social Justice Arden Duncan Bonokoski, Provincial Coordinator and Director of Community Development, BC Initiative for Inclusive Post-secondary Education; Charles Bingham, Professor, Faculty of Education, Simon Fraser University; Anne Hughson, Associate Professor and Director, Bachelor of Community Rehabilitation & Disability Studies, University of Calgary Inclusive Post-secondary Education (IPSE) initiatives have been supporting the full inclusion of students with intellectual disabilities in the mainstream of post-secondary education for over 30 years. These initiatives are built upon innovative partnerships with registrar offices and student services. This session will introduce the development of IPSE initiatives and describe how they have been contributing to the richness of student diversity and tapping into the capacity of campuses to support students with intellectual disabilities. Participants will learn about the theoretical foundation for this movement and how IPSE initiatives are influencing campus communities and the lives of students with intellectual disabilities. Program Description The UN Convention on the Rights of People with Disabilities (UNCRPD) instructs state signatories to ensure that inclusive education systems, at all levels, enable Canadians with disabilities to access lifelong learning opportunities that foster personal growth, development of their skills and abilities and enable full participation in a free society. Inclusive post-secondary education (IPSE) is a movement to achieve the goals of the UNCRPD at the post-secondary level. While the development of IPSE has a history of over 30 years of implementation, the notion of including students with ID in the mainstream of post-secondary is still a counter cultural idea. The work of post-secondary communities in implementing IPSE is paradigm shifting in many ways, which is the definition of innovation. The success of IPSE in western Canada has been the result of partnerships between IPSE initiatives and post-secondary institutions. There are currently 18 initiatives in Alberta, 6 in BC and more emerging across the country. These partnerships engage all aspects of campus life; however, the quality of IPSE initiatives has largely been determined by strong partnerships with student services and the office of the registrar. These two units have the greatest influence the experience of students with intellectual disabilities, which makes this session particularly relevant to the conference participants and reflects the themes of partnership and innovation. The dynamic nature of IPSE partnerships also follows the sea glass metaphor. Not only have IPSE initiatives influenced the campuses where they exist, but they have been shaped by the unique qualities of each post-secondary community. Presenters will use storytelling to communicate the power of IPSE in creating rich learning environments and providing an evidence-based pathway to adulthood, that is no longer defined by a deficit model of disability, for young adults with intellectual disabilities. Session Type: Expert Lecture Competency: Equity, diversity and inclusion, Post-secondary acumen Registrarial Practice: Admissions & Transfer Credit, Student Records Room: Tilley 6.13. Self Care: Riding the Tides of Change Mirjam Knapik, Counsellor, Associate Professor, Mount Royal University; Sonya Flessati, Counsellor, Associate Professor, Mount Royal University; Ann Laverty, Senior Counsellor, University of Calgary To promote well-being, students, staff, and faculty are encouraged to make time for themselves and engage in self-care. The emerging conversations about well-being on post-secondary campuses, however, are increasingly focused on well classrooms and healthy communities. The shift from an individualistic to a more relational understanding of well-being invites us to look again at what we mean by self-care. Moving beyond plans that are oriented to separate selves, participants in this workshop will be introduced to relational, political, and reflective self-care, and will have the opportunity to engage in practices that reflect these themes.
To promote well-being, students, staff, and faculty are encouraged to make time for themselves and engage in self-care. The emerging conversations about well-being on post-secondary campuses, however, are increasingly focused on well classrooms and healthy communities (Okanagan Charter, 2015). The shift from an individualistic to a more relational understanding of well-being invites us to look again at what we mean by self-care. Relational cultural theory and Foucault’s notion of the care of the self allows for expanded conceptualizations. First, self-care is a process that occurs within relationships. These relationships include those we have with ourselves, with others, and/or our relationship with the physical world. Loving kindness meditation, although done on our own, can move us out of an individualistically oriented space to one that is relational. Second, self-care is impacted by contextual factors such as cultural values, resources, policies, and relationships of power. Instructing a campus member to engage in self-care to maintain their health while facing too many tasks at work and managing difficult relationships with a supervisor, overlooks how political action toward systemic change can be a way of caring for the self. Reflective practices focused on asking ourselves how we are with what is, can move us toward political action. Finally, self care can be accomplished within interactions through such practices as asserting healthy boundaries, engaging in respectful dialogue, or listening to understand. However, skills for actions are not self-evident and explicit training may be required. Research on the practices noted above, such as loving kindness meditation, a sense of purpose obtained by taking political action to improve the contexts we share with others, and being able to engage in healthy relationships, have been connected with an increased sense of well-being (Galante, Galante, Bekkers, and Gallacher, 2014) and, in some research, extended life (Holt-Lunstad, Smith, & Taylor, 2010). Coping with the demands of our various roles, may indeed require us to remove ourselves, for a time, from these demands, and focus on caring for ourselves through healthy eating, movement, and engaging in activities that give us pleasure. However, participants who attend this workshop will be introduced to some relationally oriented practices and be given a chance to practice and experience the kind of self-care that simultaneously constitutes other care. Session Type: Workshop Community/Network Stream: Accessibility & Inclusion Competency: Communication, Emotional and interpersonal Intelligence Room: McCully 6.14. Exploring professional identities by mapping theory onto sources of personal practical knowledge Kristiina Montero, Associate Dean and Associate Professor, Wilfrid Laurier University; Ursula Wolfe, MEd Student, Student Affairs, Wilfrid Laurier University As the demand for Canadian graduate-level programming in student affairs and services increases, university professors must understand how to address the professional development and academic needs of student affairs professionals working in Canada. This session reports on the professional life narratives of seven student affairs professionals who have graduated with a student affairs-related graduate degree. The session will highlight the methods of an academic exercise (mapping theory onto sources of personal practical knowledge) that participants reported was instrumental in helping them make important transformations in their professional careers.
Student Affairs and Services encompasses a wide range of administrative programs, services, and supports that aim to increase the quality of students’ post-secondary experiences. Support offered by student affairs professionals in universities and colleges has become increasingly important; however, strained student services decrease the quality of students’ experiences (Ontario Ministry of Training, 2015). As post-secondary education becomes more accessible to individuals from diverse backgrounds, a wider variety of programs and services are needed to facilitate student success (Drewes, 2008). As such, student affairs professionals are demanding more and more opportunities for graduate-level learning to better serve and support students in an increasingly complex world. In Canada, graduate programs in Student Affairs are relatively new, especially when compared to the U.S. For example, Michigan State University’s M.A. in Students Affairs Administration was established in 1949; in contrast, Memorial University created the first Canadian graduate program in post-secondary studies in 1998. Currently, there are seven programs in Canada that offer graduate-level programming in higher education and/or leadership that tend to service student affairs professionals advanced learning needs. While, U.S.-based programs, having developed a wide range of initiatives that simultaneously strengthen their program reputation and students’ professional development, are more mature than Canadian programs it is critical to understand how academic programs in Canada can specifically meet the advanced learning needs of Canadian student affairs professionals as the academic fields grow. The research presented herewith sought to understand the experiences of student affairs professionals who engaged in graduate programming to inform and advance their student affairs careers. Using case study methodology (Stake, 2005) and inquiry into narrative (Riessman, 2003) this research explored the professional life narratives of seven student affairs professionals who pursued graduate study to advance their careers. Using thematic analysis (Braun & Clarke, 2006), the research specifically sought to understand the impact of graduate studies in the participants’ student affairs careers. Findings suggest that graduate programming facilitated personal and professional growth through intimate engagement with theory, research, and practice. For example, participants reported that an influential academic exercise that helped them forge meaningful connections between theory and practice was understanding their sources of personal practical knowledge (Clandinin, 1985/2013; Elbaz, 1981) through theoretical lenses. In addition to reporting on the research, we will summarize the steps of one of the practical exercises that consistently produced deep learning for participants. This session speaks to the Sea Change strand of critical deep reflection.
Cesar Mejia, Associate Registrar, Systems, Scheduling & Examinations, University of Toronto Mississauga; Lorretta Neebar, Registrar & Director of Enrolment Management, University of Toronto Mississauga To support student success, progression, and retention, UTM’s Office of the Registrar launched eTools – a central online advising tool that is integrated with U of T’s student information system, and used by specific front-facing staff across campus. It aims to streamline the student advising experience by connecting advisors from different areas via shared student advising notes, providing the ability to facilitate referrals directly between units and the student, and overall establish a better registrarial/department workflow.
To support student success, progression, and retention, UTM’s Office of the Registrar launched eTools – a central online advising tool that is integrated with U of T’s student information system, and used by specific front-facing staff across campus. Leveraging 12 years of experience working with the proprietary AdminTools (previously used exclusively by the Office of the Registrar), eTools brings together campus specialists under one system. It aims to streamline the student advising experience by connecting advisors from different areas via shared student advising notes, providing the ability to facilitate referrals directly between units and the student, and overall establish a better registrarial/department workflow. In doing so, students should no longer be ‘bounced’ between services. Additionally, it will enhance efforts to provide consistent messaging, cohesive advising support, and ultimately improve the student experience. By sharing one platform, this ensures that whenever a student interacts with an advisor, we can build on the institution’s existing relationship with the student, rather than having to start from scratch each time a student comes in to see a staff member.
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