Poster sessions
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- 6.16. Fostering a campus commitment to diversity and inclusivity from recruitment to graduation
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Session Type: Demonstration Community/Network Stream: Digital Communication Competency: Communication,Student advising, support and advocacy Registrarial Practice: Front-Line Client Services, Systems, Academic Advising Room: Steeves 6.16. Fostering a campus commitment to diversity and inclusivity from recruitment to graduation Allison Yokom, Director, Domestic Undergraduate Enrolment, Queen's University; Vanessa McCourt, Aboriginal Advisor, Queen's University In support of institutional and national priorities, Queen’s University recently developed and implemented several integrated plans and strategies to recruit and support a more diverse student population. The university has developed new admissions pathways for Indigenous and first generation students and these pathways, combined with dedicated recruitment staff, scholarship programs and academic and social supports, have resulted in a more diverse student body with strong retention and graduation rates. Each strategy will be reviewed together with 3 to 5 year results and lessons learned. Program Description Campus diversity has many benefits both inside and outside of the classroom, leading to an overall richer learning environment. The Division of Student Affairs (DSA) at Queen’s University has been focused on increasing the overall diversity of the student population, while maintaining strong retention and graduation rates. The Truth and Reconciliation Commission has brought forth a call to action to increase the presence of Indigenous students in post-secondary and supporting student learning. In support of this priority, departments within the DSA worked on a collaborative approach to recruiting, admitting and enrolling, while also supporting under-represented students throughout their academic career. Identification, targeted recruiting and outreach, admission pathways, scholarship programs as well as academic and social supports were created in collaboration with departments and faculties across campus, with great success. Since 2011, Indigenous participation rates at Queen’s have increased by 156% and retention and graduation rates (which are amongst the highest in the country) remain on par or greater than the class as a whole. In 2016 the DSA set out to build upon the success around Indigenous participation by developing a similar strategy for first generation students. Using these two groups as examples, this session aims to explore the overall strategy of increasing student diversity on-campus and the specific tactics used to do this such as developing staff skills, attaining buy-in from campus partners and faculties, implementation of the strategy and how it has evolved over time. Included in the session will be information on how Queen’s was able to identify and track under-represented students in their SIS, both pre & post admission and why it is important in the overall success of the strategy. Lessons learned and next steps will be shared for participants in the hopes that participants will be able to recognize gaps and identify potential opportunities to help foster a more diverse student population on their own campus. Session Type: Expert Lecture Competency: Equity, diversity and inclusion, Leadership, management and administration Registrarial Practice: Admissions & Transfer Credit, Student Recruitment Room: Pope 6.17. Home away from home: Collegia as strategic sites of belonging & connection Kim Kiloh, Director, University of British Columbia; Janet Teasdale, Managing Director, Student Development & Services, University of British Columbia; David Kiloh, Director, Facilities and Building Services, Student Housing & Hospitality Services, University of British Columbia; Samantha Robinson, First Year Experience Coordinator, University of British Columbia Social belonging is a fundamental human need that also has positive outcomes for students’ wellbeing and success, particularly for students who may already be more likely to experience social isolation. With increased commute time, students’ sense of belonging decreases - for first year students, the time constraints that arise from commuting can impact their capacity to develop friendships, access campus resources, and form strong attachments to their campus community. Join us as we share a multi-faceted view of the design, development, construction, and enactment of the Collegia program – an interdisciplinary ‘home-away-from-home’ for first year students who commute.
Many universities and colleges have undertaken programs that are designed to help facilitate friend making and peer connection among first year students. Social belonging, as expressed through friendship and sense of place, is an important factor in students’ academic success, and students who form reciprocated relationships with peers report greater attachment to the university and achieve higher GPAs (Khalis, Mikami, & Hudec, 2017). It is also widely accepted that a positive and intentional orientation and transition experience, which features quality interactions with peers and faculty contributes to student retention, academic success, and institutional affinity, not only in first year, but throughout a student’s degree (Kuh, 2008; Kuh, Kinzie, Schuh & Whitt, 2011; Upcraft, Gardner & Barefoot, 2004). Time pressures and opportunity costs are real constraints experienced by commuter students and, accordingly, a student’s sense of belonging to the campus community decreases as commute time increases (Kuh, Gonyea & Palmer, 2001; Newbold, Mehta & Forbus, 2011). Social belonging is a fundamental human need (Baumeister & Leary, 1995) that also has positive outcomes for students’ wellbeing and success, particularly for students who may already be more likely to experience social isolation (Walton & Cohen, 2011). Drawing from this literature, as well as institutional research that identified the crucial need for students to form peer and faculty connections (Mikami & Chen, 2015), and in consideration of human needs for a security, stability, and belonging, UBC’s Vancouver designed Collegia– a ‘home away from home’ for first year students that commute. With a population of approximately 2500 students commuting in first year, at an average of 90+ minutes roundtrip, the Collegia program is a signature component of the University’s first year strategy. The current model includes three physical sites, 1000 student members, and 24 senior peer mentors. Additional sites are under construction and planned, with full implementation targeted for 2022. And, early evaluation is promising: 85% of members report that membership in Collegia has increased their sense of belonging on campus. The storytellers will share a series of vignettes to illuminate (1) the overall case for action, (2) strategic directions and budget model, (3) the space design, architectural considerations, and construction realities, (4) student experience and program implementation, and (5) evaluation and impact assessment. Participants will increase their knowledge of commuting student experiences, space design processes, approaches to a significant capital project, and the relationships between sense of belonging and academic success. Session Type: Storytelling Competency: Leadership, management and administration, Student learning and development Registrarial Practice: Student Recruitment Room: Brown 6.18. Inclusive Teaching, Accommodation and Accessibility in Postsecondary STEM Education Mahadeo Sukhai, Head of Research and Chief Accessibility Officer, Canadian National Institute for the Blind; Ainsley Latour, Co-Investigator, Creating a Culture of Accessibility in the Sciences Students with disabilities encounter significant barriers in STEM (science, technology, engineering and mathematics) programs while at college or university. Some barriers are associated with knowledge and preparedness of faculty and service providers, in the context of access needs and essential requirements of a course, program or field. Tensions between essential requirements and access needs, as well as between universal design for learning and inclusive teaching practice, are critical professional development gaps. This session uses professional practice scenarios to educate practitioners in these areas. Attendees will learn to engage students with disabilities as equal participants in ensuring accessibility in STEM education. Program Description Students with disabilities in science, technology, engineering and mathematics (STEM)-related fields experience a number of personal and systemic barriers to successful engagement in their fields. These barriers may include concerns around disclosure, mental health, trailblazing, and access to peer support and professional networks on the part of the student. However, a number of "interactional" barriers also exist, particularly in the context of defining the interaction between access requirements and the essential requirements of a course, program or field – a required step in thinking through appropriate accommodations for the student in their learning environment(s). Furthermore, the interaction between the student and their access requirements and the instructor's teaching methods is a particularly challenge for faculty and service providers working with students with disabilities in STEM fields. Essential requirements of a course, which may include technical, discipline-specific or "general" requirements, are defined by tasks which must be executed in a specific manner. The real challenge for educators and service providers lies in understanding the essential requirements in the context of the access needs of the student, in order to design appropriate teaching methods, task/environmental modifications, or accommodations. Lack of faculty awareness of universal design for learning and inclusive teaching practice approaches compound barriers to effective student engagement in STEM fields. Relevancy and significance. Engagement of students with disabilities in STEM programs remains an ongoing challenge for service providers and faculty. The relatively few success stories in this space currently translates to limited experience and professional development that exists currently in this area. This session aims to address one of the key "driver" barriers to students – professional practice education of practitioners in the interaction among essential requirements, inclusive teaching, and accessibility in STEM. Innovation, Evidence-based Approach, and Theoretical Foundation. The framework around essential requirements in STEM follows significant legal and theoretical precedent in a number of disciplines, in the workplace and academic settings. Meanwhile, the frameworks around universal design for learning and inclusive teaching practice are well-established pedagogical approaches – although inclusive teaching is not often applied in the postsecondary context. Our innovation of synthesizing these concepts, is based on significant experience as educators and practitioners with disabilities in STEM This workshop develops potential solutions to these "interactional" and systemic barriers, and uses professional practice scenarios to engage attendees in learning. Participants will learn to engage effectively with students with disabilities in the co-curricular learning environment through universally designed programming.
Nicole Bellemore, Residence Services Supervisor, Canadore College Residence The challenges we face are often easier seen as barriers, rather than opportunities to “Sea Change”. Established norms have a heavy influence on our processes, impairing our ability to see if what we are doing is truly working for us, or if we simply think it is working for us. This engaging presentation will challenge participants to assess opportunities for innovation within their roles as Students Affairs and Services professionals, and to become trailblazers of change driven by the foundation of their “why” to not only “Sea Change”, but to make it happen.
Organized in the Pechakucha format of 20 seconds per slide with a total of 20 slides, this engaging presentation will inspire participants to re-examine the way they “Sea Change”; reviewing the importance of removing “we have always done it that way” from our vocabularies to not only change our ways of thinking, but to actively think of ways of changing. The presentation will begin with a simple yet thought provoking interactive exercise relating to the development of culture and norms. This example will then relate back to practices within our workplaces and our roles as Student Affairs and Services (SAS) professionals, highlighting the need for ongoing critical thinking, innovation, and openness to “Sea Change”. The presentation will continue by guiding participants through an evaluation process to examine the norms within their workplaces to establish concrete opportunities for growth and change utilizing Simon Sinek’s Golden Circle Model. This model will subsequently be used as a means in the creation and implementation of impactful and effective mechanisms for innovation. We will explore the benefit of the use of this model for driving change through processes that will be defined not by what we do, but why we do them, working backwards from what is often the default way of thinking of and implementing change within established culture. Through employing their “why” (purpose, beliefs, and motivations) rather than their “what” (services/end results), participants will see where their daily practices deviate from the mission statements of their departments and of their post-secondary institutions, to allow those statements to influence change and the creation of future norms. This presentation will leave participants with the challenge of returning to their institutions passionately curious to re-evaluate established norms within their office culture, and to re-align their practices with their “why”, to not only “Sea Change”, but to be pioneers of innovation within the SAS professionals’ community.
Chris Dawe, Principal Consultant, Strategic Healthy Impacts; Kathleen Hatch, Principal Consultant, Strategic Healthy Impacts Whether you're in a leadership role of a unit, department, division or institution, you know you need a strategic plan...and preferably one that gets used and adds real value! Your dilemma is whether you should facilitate the development or bring in an external facilitator so you can participate with your team. There's a case to be made for both approaches and we'll cover each, as well as some key things you'll want your next strategic plan to include in this quick and lively PechaKucha
Your presenters have heard that some of our CACUSS and ARUCC colleagues would like to engage in further discussion about the strategic planning process. We've been there, both as Student Affairs leaders and now as consultants and we're here to share some of our learning - both theoretical and experiential. A key decision is whether you should facilitate the strategic planning process yourself, or bring someone in so you can participate with your team. We'll examine the pros and cons for each approach as well as the most contemporary strategic planning models and tools. Now, we know, strategic planning can be a bit of a dry subject. So we're challenging ourselves in the PechaKucha format to keep it quick and lively, and just enough to instigate some thought and discussion with your colleagues. Session Type: BIG IDEAS: Powered By PechaKucha Competency: Leadership, management and administration,Strategic planning, research and assessment Registrarial Practice: Systems Room: Coles/Gray/Palmer 6.19C. What is my role in determining the future of Student Affairs in Canada? Shermin Murji, Academic Development Specialist, University of Calgary How do we, as Student Affairs professionals, ensure the prosperity of our field? The profession of Student Affairs and Services has grown substantially in the last 50 years. It has evolved from an in loco parentis model to one in which we focus on holistic student development, engagement, and leadership. Looking forward, how can we ensure Student Affairs continues to mature while remaining conscious of current trends, issues, and diversity? This Big Idea will review where we have come from, where we are now, and how we can each individually shape and sustain the future of Student Affairs.
In this Pecha Kucha presentation, I want to encourage participants to reflect on their role as a Student Affairs professional as well as their vision for the future of Student Affairs. On this journey, there will be a brief review of where we came from as a field of study (Jones, 2014; Stewart, 1988) as well as our current context. Next, we will move to the individual’s role in defining what the future of Student Affairs looks like in Canada. More specifically, actionable steps will be suggested to encourage participants to take an active role in developing, identifying, and implementing a continued presence and expansion of Student Affairs. Session Type: BIG IDEAS: Powered By PechaKucha Competency: Leadership, management and administration, Post-secondary acumen Room: Coles/Gray/Palmer 6.19D. Recess League: Play harder, work better Cassie Wever, Coordinator of Citizenship & Community Based Learning, University of Guelph Recess is a lunchtime staff league run by the Department of Athletics at the University of Guelph. It is a grass roots initiative, championed by staff members searching for more play, exercise, and laughter in their workday. Session participants will gain an understanding of how Recess operates, how it positively impacts staff wellbeing, and how it connects to research on resilience and Positive Psychology. Participants will be asked to consider if there is room for more play, exercise, and laughter in the structure of their institutions, and will leave with suggestions for adapting and championing Recess League in their workplaces.
Recess is a lunchtime intramural league for staff and graduate students run by the Department of Athletics at the University of Guelph. It is a grass roots initiative, championed by staff members searching for more play, exercise, and laughter in their workday. In this session, participants will learn about the Big Idea (but simple concept) behind Recess. Recess presents an opportunity to play sports and games with colleagues, exercise, laugh, and enjoy using the lunch break for some healthy fun. Skill is neither necessary nor encouraged in the league, while cheering and spirit points definitely are. The activities are chosen by participants, everyone is encouraged to participate to the best of their abilities, and the atmosphere is fun and inclusive. Participants will leave the session understanding how Recess at the University of Guelph operates and how it positively impacts staff wellbeing. Connections will be drawn to research on resilience and Positive Psychology, making the case that Recess League (and other initiatives like it) can improve an organization’s culture and the wellbeing of those working there. Participants will be asked to consider if there is room for more play, exercise, and laughter in the structure of their institutions, and will leave with suggestions for adapting and championing Recess League in their own workplaces. Session Type: BIG IDEAS: Powered By PechaKucha Competency: Emotional and interpersonal Intelligence, Leadership, management and administration Room: Coles/Gray/Palmer 6.19E. "Let's Talk" about our own mental health. Is it really as simple as we profess to students? Christine Adam, Dean of Students, Thompson Rivers University Destigmatizing mental illness for students is central to work on many of our campuses. We encourage students to engage in brave conversations about their struggles with their mental health, recognizing that responding to early signs can help prevent mental illness. But what does early access to mental health supports look like in the work lives of student affairs professionals? When does "Let's Talk" about mental illness become a challenge to address within the context of one's employment? How do both privileged and marginalized identities intersect when we decide how and whom to speak to if we have mental health concerns?
Over the past decade, the conversation about mental health has become ubiquitous in workplaces throughout Canada. Bell Let's Talk and the Canadian Mental Health Association’s Not Myself Today campaigns have served us well in addressing mental health and increasing the possibility that colleagues will reach out and get the supports they need. On post-secondary campuses, this work extends to our students, many of whom fall in the age demographic in which serious mental health concerns are most likely to manifest for the first time. And so we encourage students to "break the silence" and to "get loud"=" about mental health through Let’s Talk, Jack.org and other programs. As student affairs professionals, we are often facilitating and participating in those campaigns. But what does talking about our own mental health - and mental illness - look like in our actual work lives, away from the students whom we serve? How do our privileged and marginalized identities and lived experiences factor into access to employee assistance programs? Whom do we trust at work to disclose our struggles to? Are there different career risks when we are honest with our colleagues, our supervisors and our direct reports about our mental health? Does it matter where we sit in the organizational hierarchy? There is a frequent refrain in the student affairs discourse around authenticity and bringing one’s whole self into the work. Can one be a good student affairs professional and stay silent? In this Big Ideas talk, I will place these questions on the table and speak to my own experience walking this journey. I will explore the ways in which the rhetoric we use may gloss over some of the day-to-day, moment-to-moment decisions we make in seeking help while protecting our professional identities. While a Big Ideas talk isn’t interactive, I hope that this one can be the beginning of a conversation we don’t seem to be having. Session Type: BIG IDEAS: Powered By PechaKucha Competency: Emotional and interpersonal Intelligence, Leadership, management and administration Room: Coles/Gray/Palmer 6.19F. Let’s Talk About Race (Baby) Neil Buddel, PhD, Dean of Students at Centennial College Often, I look around the room and wonder why I am one of the few people of colour…and sometimes the only one. You are biased; I am biased; but let’s critically confront and disrupt systemic bias, so that we can, together, create meaningful, engaged, brave, and equitable spaces and places in Student Affairs and Services for those who may not get here without this.
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