Poster sessions
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- 8.03. Using Interactive Online Learning Modules to Teach Principles of Community Engagement
Session Type: Storytelling Competency: Communication,Student learning and development Room: Steeves 8.02. Navigating the Technology Storm: Piloting Advising Practices into Calmer Waters Brigitte Wiebe, University Advising Services Coordinator, University of Manitoba; Gayle Gordon, Associate Registrar University of Manitoba We will share the story of a collaborative model used to develop and introduce new digital advising resources over several years. Participants included Student Affairs professionals (the Registrar’s Office and the Advising Services Coordinator) and Faculty/program-based advisors at a University. Important outcomes include a new community of practice that contributes to the effectiveness of the institution. Collaboration across units provides opportunities to adapt to shifts in technology, customer (student) needs and expectations, and institutional requirements.
This presentation will tell the story about a series of digital projects that affect advising. A collaborative implementation strategy that crossed administrative silos was used to develop and introduce new digital resources. Ongoing consultation and collaboration with Registrarial staff members and key academic advising stakeholders has become the basis of a model that has been used on digital projects that affect advising. Implementation of resources has evolved from a top-down approach to a collaborative and team-based approach that includes representation from stakeholders who work with students. Past experiences in project development may have left users with unsatisfactory results, resulting in decreased opportunities for student success. Reynolds (2009) discussed the need for communication between offices, focusing particularly on the role of the Registrar’s Office to create improved learning opportunities for students. Nutt (2016) and Steele (2014) discussed the need to align institutional technological development with student learning and relationship development, focusing on the goals of academic advising. Important outcomes include a new community of practice that contributes to the effectiveness of the institution. Collaboration across units provides opportunities to adapt to shifts in technology, customer (student) needs and expectations, and institutional requirements. Focusing on the CACUSS competencies of Technology and Digital Engagement and Leadership, Management and Administration, this presentation will:
In this 30 minute storytelling session, participants will understand the innovative approaches that were used to develop digital advising resources with a group of key stakeholders. Participants will review the successes and failures of this new community of practice to guide future digital project development and analyze opportunities for the same in their home institutions. Session Type: Storytelling Community/Network Stream: Digital Communication Competency: Leadership, management and administration,Technology and digital engagement Registrarial Practice: Student Records, Systems & Operations Support Room: Archibald 8.03. Using Interactive Online Learning Modules to Teach Principles of Community Engagement Lisa Boyko, Community Engaged Learning Coordinator - Curricular Programs, Western University; Kelly Hollingshead, Community Engaged Learning Coordinator - Curricular Programs Western University The province of Ontario has shown interest in promoting Experiential Learning as a means to develop a highly skilled workforce. To address this, Western University developed a suite of online learning modules called The Foundations of Community Engagement. These modules introduce students to Experiential Learning pedagogy, Community Engagement principles and serve to prepare them for meaningful collaborations with partnering organizations. In this workshop, participants will explore the utility of these free, publicly available modules and tangible uses to aid in their efforts to enhance experiential learning at their individual campuses.
Within the province of Ontario, the Highly Skilled Workforce Expert Panel (2016) and the Ministry of Advanced Education and Skills Development (2017) has shown increased interest in promoting Experiential Learning as a means to minimize the skills gap and contribute to their priority of creating a highly skilled workforce. As a result, Community Engagement initiatives defined as “the collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity” (New England Resource Centre for Higher Education, n.d.) are on the rise across Ontario University and College campuses. To support students’ increasing participation in collaborations with various public, private, and non-profit organizations, the Community Engaged Learning Team at Western University developed a suite of three online learning modules called The Foundations of Community Engagement: (1) Models of Community Engagement; (2) Deconstructing Power and Privilege; and (3) Building Effective Community Partnerships. These modules introduce students to Experiential Learning pedagogy (Kolb, 1984), build students’ core skills and knowledge related to central principles of community engagement, and prepare students for meaningful collaborations with partnering community organizations. The modules, developed with funding from eCampus Ontario, are free and publicly available. Through a range of technology and interactivity levels, the modules provide various learning modalities for students to allow for multiple means of representation, expression, and engagement (CAST, 2011). At Western University, these modules have been used as supplemental instructional tools for both curricular and co-curricular community engagement programs. Because the modules are available for use by all Canadian higher education institutions, workshop participants will leave with a tangible resource to aid in their efforts to enhance experiential learning at their individual campuses. To meet the learning outcomes of the proposed workshop, we will utilize a combination of lecture style teaching and active learning strategies. We will spend the first 15 minutes of our workshop explaining how and why we developed the Foundations of Community Engagement modules, their current and prospective uses within curricular and co-curricular programming, and how to navigate the online module website system. The second half of the workshop will involve participants actively exploring each of the three online learning modules and completing a selection of applied module activities. The workshop will conclude with a question and answer period.
Susan Barker, Vice-Provost Student Experience, University of Calgary A fundamental aspect of alcohol harm reduction is that those in need of medical attention for alcohol toxicity are able to reach out for assistance. We are aware that students are fearful of reprisal under conduct policies, possible eviction from student residences and even indicators on their academic record. This research reviews student conduct policies, residence community standards and alcohol policies at twenty post-secondary institutions in Canada. It highlights examples of where policies present barriers to help seeking and presents best practices in language that supports an alcohol harm reduction approach.
The Canadian Centre on Substance Use and Addiction have highlighted that youth alcohol intoxication in Canada is not taken seriously enough. Their research estimates that 75% of admits of 12-24 year olds to emergency rooms were as a result of consumption of high alcohol content drinks. 25% of these were admitted with triage codes of 1 or 2 meaning their lives were in danger. Ensuring intoxicated individuals seek help is critical in saving lives and every year students in universities and colleges die from alcohol poisoning. The Canadian Centre on Substance Use and Addiction helps facilitate the Post-Secondary Education Partnership -Alcohol harms that is an important collaborative that aims to seek to reduce harm related to alcohol consumption on our campuses. Whilst many of the signatory institutions are developing initiatives such as post-alcohol recovery rooms, educational materials, programs etc. a key barrier has been identified in help seeking and that is fear of reprisal. This presentation provides a review of a sample of 20 Canadian Post-Secondary Institutions with respect to their non-academic misconduct policies, residence community standards and alcohol policies. It provides examples where procedures and language may be a barrier to help seeking as well as examples of best practices that are commensurate with alcohol harm reduction philosophy. A review of relevant policies using an alcohol harm reduction lens is an important activity for post-secondary institutions to conduct to ensure that students feel comfortable in accessing medical or counselling support. In addition to the results of the review a specimen template for institutions to conduct their own review of policies with an alcohol harm reduction lens will be presented. We will also make connections to provincial and federal laws such as the Good Samaritan Act as well as practices followed by emergency health services. This presentation takes an evidential approach to helping institutions consider the status of their own policies light of the importance of alcohol harm reduction to students. It will also raise awareness of PEP-AH and alcohol harms reduction framework of which a review of policies is a small component. Session Type: Research Presentations Community/Network Stream: Student Conduct Competency: Leadership, management and administration Stream: Senior Leaders Room: Cartier 8.05. Making a PD Plan Using the CACUSS Competencies: A Guide for New Professionals Cristina Cardelus Now that you’re a student affairs professional, do you need a plan to develop your career? In this session, we will be using the CACUSS Competencies to help you create goals to improve your practice. The Competencies are a guide to the knowledge and expected skill sets of all student affairs professionals, making them the necessary starting point for any professional development plan. With the help of a handy Excel document that will be shared in-session, you can track your progress in each competency and get a clear picture of what areas you need to develop as a new professional.
As a new professional, I created a tool to help me track and organize my professional development activities according to the CACUSS Competencies. This practice has helped me to examine my progress in each Competency and determine how I could improve my practice. The CACUSS competencies center on 11 fundamental areas in which student affairs and services professionals should develop in order to be considered effective scholar-practitioners (Komives and Carpenter, 2016). Therefore, using a tool based around these Competencies allowed me to start my path to becoming a well-rounded and effective professional. The workshop will begin with a short teach-piece on how the CACUSS Competencies are a valuable and necessary starting point for any professional development plan. As scholars and practitioners consider the CACUSS Competencies a standard by which to consider our advancement in the field of student affairs (Fernandez, Fitzgerald, Hambler, and Mason-Innes, 2016; Munsch, and Cortez, 2014; Siefert and Billing, 2010), they have proven to be effective measuring tools to assess ourselves alongside our peers (Knight, 2014). They are a guide to the knowledge and expected skill sets of all student affairs professionals (Munsch, and Cortez, 2014). They also prompt us to create goals in order to continuously improve our practice as individuals and as units, making them the necessary starting point for professional development (Knight, 2014; Munsch, and Cortez, 2014). This is what my session aims to do, to create the starting point for new professionals in student affairs. Participants will be lead through an interactive activity in which they will become familiar with the professional development tool that I created and use it to construct their own unique professional development plans. I will ask participants to first recall some of the professional development activities in which they participated within the past year, such as attending conferences, conducting informational interviews, participating in mentorship programs, networking, involvement with professional associations, attending training programs or workshops, and furthering one’s education. Participants will then draw connections between their chosen activities and how they contributed to their learning and proficiency in one or more CACUSS Competencies. The workshop will end with participants identifying the gaps in their professional development activities to determine which Competencies they need to develop. Session Type: Workshop Competency: Emotional and interpersonal Intelligence Room: Langevin 8.06. Using Bloom’s Taxonomy as a Metacognitive Tool: An Academic Coaching Plan Joana Londoño, Learning Strategist, Ryerson University, Dan Cantiller, Student Success Facilitator, Ryerson University Self-regulation and relating to course content in a critical way are some of the many challenges faced by post-secondary students. Inspired in the principles of metacognition, neuroplasticity, strategy instruction and positive psychology, this presentation will introduce a model to deconstruct Bloom’s Taxonomy in a way that is accessible to post-secondary students and will open to the floor for discussion on how to encourage students to assume ownership of their learning and personal growth. Participants will leave with a sample of an academic coaching plan, and a practical tool to share with their students.
In this rapidly changing world, the challenge of educators and student affairs professionals is to guide students in the development of skills that will not become obsolete; the same skills that will help them grow into confident thinkers and successful problem solvers. Contrary to students’ experiences in secondary schools, postsecondary education requires them to be proactive and disciplined, as well engaging in self-evaluation of academic tasks (Reis, 2011). However, post-secondary students often do not possess the competencies required to regulate their learning independently (Balamupi, 2016) and require guidance in developing such skills. With that in mind, introducing both educators and students to the principles of metacognition is imperative. Metacognition is the reflection on one’s learning -in other words, learning how to learn (Blakey, 1990). When students are able to reflect on how they learn and are able to assess their own knowledge skill-level in an area, they are able to connect new information to former knowledge and select thinking strategies deliberately. A thinking person is in charge of their own behaviour and choices. Thus, metacognition is not solely an academic process; it is also an attitude towards learning, where the learner trains to learn effectively and overcome setbacks. If learning is a training process, then the brain is another muscle to be exercised, that can be molded and developed with the right amount of strategic effort. Six decades after its design, Bloom’s Taxonomy (BT) is still one of the most popular models to structure curriculum learning objectives and assessments and, where high order thinking is encouraged (Krathwohl, 2002). However, while there are a large number of graphic aids that revisit BT and break down the different domains of knowledge, they tend to be written in dense academic language and aimed to the educators rather than to students. Thus, out of the need to model metacognitive strategies to my own students, I decided to create a graphic model that simply guided them to “tackle” course content in an efficient way. After obtaining feedback from faculty members and testing different versions with students, the tool that I will present in this session encourages students to read the objectives from their textbooks and connect them to different levels in a BT pyramid, as well as to asks themselves relevant questions, and use pertinent learning strategies. Students are encouraged to make connections among ideas and think critically, versus regurgitate facts and data.
Sarena Johnson, Storyteller, Content & Communications, Ryerson Student Affairs, Ryerson University We’re bringing SA-exchange — a new digital community for Canadian Student Affairs (SA) professionals — to CACUSS/ASEUCC. Join the Ryerson SA Storytelling team as they take you on a guided tour of this captivating new online space. Canadian SA has been far less visible than our American neighbours. Brought to you in partnership with CACUSS, SA-exchange is a newly launched national platform for SA Pros to present and develop scholarship, tell their stories, discuss current issues, share challenges, solutions, best practices and inspiration. Learn how you can be part of the distinctly Canadian conversation with SA-exchange.
There is a demonstrated need for more writing, more sharing of ideas, and more scholarship in Canadian Student Affairs (SA). But SA professional resources are dominated by an American voice. There is no singular home for Canadian SA professionals to publish, tell stories or think and share on a national scale. Introducing SA-exchange: A partnership between CACUSS/ASEUCC and Ryerson Student Affairs. A new space for Canadian Student Affairs scholarship and practice. The goals of SA-exchange are to establish a dynamic online space, focusing on sharing of scholarship & practice in Student Affairs and higher education; and, to move forward an ethic of inquiry and research in Student Affairs in Canada. The objectives are to facilitate and engage in conversations about SA, and share captivating content and best practices from various SA communities. However, we need the participation from diverse groups of Canadian Student Affairs Professionals to make SA-exchange a real exchange. We will share information about the ongoing #SAcdn Twitter chats that build community along with the exchange website. We are eager to present this project to CACUSS attendees to get them excited about both reading the stories and sharing their own. We need their interest and commitment to fine-tune the online space and facilitate a vibrant new national community. This year’s conference has an amazing selection of presentation styles. Our proposed presentation would be primarily a demonstration of the new website followed by a brief campfire discussion. In this 30 minute presentation we would share information on the SA-exchange website for 20 minutes, followed by 10 minutes to answer questions and begin dialogue with possible contributors. SA-exchange will also publish podcast, video, and other arts based submissions, so we are also interested in whether any participants have ideas for offerings beyond the traditional article format. We will leave participants with some key questions to reflect on: What changes has SA been experiencing and where are we headed? How is Canadian SA unique and how can we best support its development and innovation? For those interested in contributing, what are some key areas of interest? The learning outcomes of this session are fairly simple: We want attendees to know what SA-exchange is, how to access the website and Twitter chats, and to consider contributing to the conversation. What better place to introduce SA professionals to this innovative new platform than the seminal SA conference in Canada?
Tessa Grant, Occupational Therapist, Queen's University This presentation will explore how Queen’s University created and implemented the role of occupational therapy within our wellness services department. The presenter will describe their experience developing and implementing this role, as well as the evolution of the role over the first year. Finally, this session will provide an opportunity for collaboration and discussion among participants to explore how other institutions have developed new positions to address the needs of students and staff members, as well as promote student health and well being.
Over the last several years, post-secondary institutions have seen a significant increase in the volume of students presenting to their wellness departments seeking support. Institutions are developing strategies to address student health and well being through systemic changes. As a method of addressing this need, Student Wellness Services at Queen’s University identified the gaps in service provided to students, and explored how to create change within the department by introducing new positions that could contribute to improving student health and well being. Previous research highlights the impact of students’ health and well being on their ability to engage in academic activities. This impact is also seen by practitioners working with students on a day-to-day basis. Thus, it is essential to incorporate a position that is focused on enabling students' participation in activities that comprise the role of a student. This presentation will describe how Queen's University introduced the role of occupational therapy to address this need. Occupational therapists work with individuals to enable participation in meaningful activities. Research has demonstrated that by facilitating a client’s occupational performance (i.e., participation in meaningful activity) we can also positively impact the client’s overall health and well being (Law, Steinwender, & Leclair, 1998; Stav, Hallenen, Lane, Arbesman, 2012). Through a client-centred and occupation-focused lens, the occupational therapist works with students to enable participation in activities they find meaningful. In other words, the occupational therapist focuses on improving students’ overall functioning. Sessions with students are guided by their self-identified, occupation-focused goals. Within this presentation, participants will understand how the role of occupational therapy was developed and implemented at Queen’s University through a narrative-style presentation. The presentation will also highlight how an occupation-focused perspective contributed to the team within Student Wellness Services. Following the presentation, participants will be provided with an opportunity to brainstorm how their institution could broaden the range of wellness supports that are offered to students based on the identified gaps in service. This will include a conversation regarding the potential barriers for implementing a new role, as well as how to overcome such barriers.
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