Poster sessions
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- Session Type
- 9.01. A collaborative institutional response to addressing equity, diversity, inclusion (EDI) and the Truth and Reconciliation Commission (TRC) call to action
- Session Type: Panel Competency
Session Type: Storytelling Competency: Student advising, support and advocacy Room: Tupper 8.09. Employing Graphic Recording & Photography to Express Student Feedback Remy Marlatt, Student Success Facilitator, Capilano University Listening to the student voice is dependent on asking the right questions and effectively interpreting the answers to get at the root issues. This workshop will present options for developing communication channels with students and for collecting feedback. Specifically, the focus will be on graphic recording and photography as means to gather that information in a creative way.
To create student centric research requires a focus on what students want, why they want it, and employing appropriate tools and resources. Capilano University has employed creative ways to collect student feedback through a PhotoVoice project and through hosting multiple student forums with a graphic recorder. This presentation will outline how to run your own student forums and PhotoVoice focus group projects. It will discuss the benefits and challenges of these two methods as well as lessons learned. These creative approaches can be framed by Banning and Strange’s (2001) research into building better environments for student learning and campus culture while we ask students to show us visually what they want to see in terms of campus change. The photography project (PhotoVoice) was employed first to understand how students saw the campus and any needed changes visually and helped prepare for the student forums. It served to help us to appreciate how students understood the campus before soliciting their views in a larger venue. The President and AVP of Student Success of Capilano University hosted the Student Forums to signal to the students the importance of sharing their views on this important topic. In this presentation we illustrate the results of our data collection in visual ways through photography, graphic design, and video creation. Drawing on our reputation for film studies and understanding that much of the student body is interested in film, we incorporated these mediums into collecting their feedback. The visuals serve as a vehicle to communicate the student views without the preconceived lens staff can inadvertently bring to this task, resulting in a recreation their own post-secondary experiences rather than a true depiction of what the students are attempting to communicate about their experiences. Having students involved in the planning of university projects creates ownership and a desire to be part of the changes that can benefit them. It also gives both students and university staff the chance to reflect on the root issues to be inferred by the suggested ideas and ways to improve. Similar to art everyone sees and interprets the visual feedback differently. Session Type: Storytelling Community/Network Stream: Digital Communication Competency: Communication,Strategic planning, research and assessment Registrarial Practice: Student Recruitment Room: Tilley 8.10. Global Connections Buddy Program - The World at Your Doorstep Mark Kolanko, Associate Registrar - Enrolment, St. Francis Xavier University; Donald Rasmussen, International Student Engagement Coordinator St. Francis Xavier University; Erica Moore, International Admissions Specialist, St. Francis Xavier University Hear a talk by a Mi’kmaw elder and walk the Keppoch in fall colours. Experience rowing on Loch Arbour, walking the Fairmont trail or dipping your feet in the Atlantic. Do art with members of CACL, skate under the night lights at Hockey Night in Heatherton, try curling in St. Andrew’s or snowshoe the abundance of trails in our community. Through a creative partnership between Faculty, The Office of Internationalization, Service Learning, our Enrolment Team and the Antigonish Community, Canadian and International students alike engage in an active, powerful and profound cultural exchange.
This storytelling journey describes the power of collaborating across various university and community groups in providing a profound cultural exchange for students studying at our university. Home to the first university service learning program in Canada, StFX has a deeply rooted commitment to social engagement and community building. It was in that spirit that this idea was born. Our Religious Studies Department offers an introductory level course titled ‘Compassionate Global Citizenship’, designed to explore the history, philosophy and sociology of various cultures to gain insight into key elements of global diversity as well as foster skills for compassionate global citizenship. The Academic Chair of the Religious Studies Department had the foresight and vision to see the opportunity in connecting the students from her course with new international students arriving to our campus in September. A service learning component was integrated into the curriculum whereby when students in the course paired with an international student and engaged in weekly meetings, they would fulfill the service learning requirements of the course. Following their first meeting together, two students returned to the Chair with a request that piqued both their interest - ‘We want to see the ocean!’ This simple request blossomed the program into what it is today. We connected with Antigonish Community Transit to see if we could organize transportation for these students, and others, to go see the Atlantic Ocean. Together, along with our International Student Engagement Coordinator, we formed a working committee to oversee the Global Connections Buddy Program. Program planning, fundraising, event coordination and student meetings all became part of a regular dialogue amongst our committee. The result has been a powerful one. Not only are students forming meaningful friendships and experiencing the surrounding community as a result of this program, but we also believe this will have a positive impact on retention and student success. Being in its inaugural year, we will be evaluating the benefits on retention at year end. This initiative aligns with the university’s strategic plan and has received provincial funding support as a result of tying into the Province’s Active Transportation strategy. The GCBP represents collaboration at its finest, around an initiative designed to support the success of our students by providing a rich learning experience that extends beyond the walls of the classroom. Session Type: Storytelling Competency: Intercultural fluency, Student learning and development Registrarial Practice: Student Records, Systems and Operations, Academic Advising Room: Johnson 8.11. Dark Social: What is it and why it's important? Kareem Rahaman, Manager, Digital Marketing, Ryerson University What is Dark Social? Dark social is everything that's being shared about your brand online that you can't see. Think about instant messaging platforms, facebook groups or email. In an age where communicating with students is becoming more and more difficult, being present and being able to pivot based on numbers is crucial. I will go over some examples of dark social and how we have found a "flashlight" into the dark that has helped us gain insights that has helped grow our recruitment and customer service efforts across the board.
According to marketing firm RadiumOne, in the last year-and-a-half, dark social shares as a percent of on-site shares jumped from 69 to 84 percent globally. What is Dark Social? Dark social is everything that's being shared about your brand that you can't see. Think about instant messaging platforms, facebook groups or email. In an age where communicating with students is becoming more and more difficult, being present and being able to pivot based on numbers is crucial. I will go over some examples of dark social and how we have found a "flashlight" into the dark that has helped us gain insights that has helped grow our recruitment and customer service efforts across the board. Session Type: Expert Lecture Community/Network Stream: Digital Communication Competency: Communication,Technology and Digital Engagement Registrarial Practice: Student Recruitment Room: Brown 8.12. How to increase undergraduate enrolment - The strategies behind the rapid growth of UBC's Okanagan campus Anthony Dodds, Student Recruiter-Advisor, University of British Columbia Since the inception of UBC's Okanagan campus in 2005, enrolment of undergraduate students has increased by approximately 250%. A staggering amount of growth in a relatively short period of time. The increase in undergraduate students was not by chance. The enrolment growth is largely a result of a relentless cycle of research, assessment, and strategic planning. Hear from two experienced UBC Recruiters what UBC Enrolment Services has learned along the way. What worked for UBC, what didn't, and where do we go from here.
Since the inception of UBC's Okanagan campus in 2005, enrolment of undergraduate students has increased by approximately 250%. A staggering amount of growth in a relatively short period of time. The increase in undergraduate students was not by chance. The enrolment growth is largely a result of a relentless cycle of research, assessment, and strategic planning. Hear from two experienced UBC Recruiters what UBC Enrolment Services has learned along the way. What worked for UBC? What didn't? Where do we go from here? Presenters will share UBC's recent approach to undergraduate recruitment, specifically sharing strategies around marketing, branding, managing resources, and using admission tools to help achieve enrolment targets. This session will analyze the importance of an institution's reputation, and how to both build and leverage that reputation to increase application numbers and ultimately yield more undergraduate students. By extension, UBC has also made impressive strides in engaging and ultimately recruiting indigenous students to both UBC's Okanagan and Vancouver campuses. Presenters will address this, and how the recruitment lessons learned growing the Okanagan campus are transferable to reaching out to prospective indigenous students. Session Type: Storytelling Competency: Strategic planning, research and assessment Registrarial Practice: Student Recruitment, Admissions Room: John Hamilton 8.13. Faculty Motivations and Behaviours Influencing Cross-Campus Partnerships Christine Arnold, Assistant Professor, Memorial University of Newfoundland; Tricia Seifert, Associate Professor, Montana State University Using a Canadian multi-institutional sample, we examine the extent to which differences exist between faculty subcultures (according to rank, years of employment, and discipline) with regards to partnering across academic and student affairs/services. These data reveal the various roles faculty subcultures play in shaping student success. Previously, we explored the relationship between faculty and staff members’ awareness and engagement with programs and services and perceptions of institutional retention efforts. We will expand on this initial research and report on faculty members’ behaviours in accurately identifying available services, referring students to programs and services, and partnering across academic and student affairs/services.
It is recognized that the commitment and effort of all members of academic communities are needed to achieve a positive organizational culture (Kuh, Kinzie, Schuh, Whitt & Assoc., 2010). Kuh and Whitt (1988) posit that “academics make up a complex set of subprofessions characterized by fragmentation and specialization” (p. 7). Kuh and Whitt’s (1988) and Schein’s (2004) discussions of subcultures are employed in this research to examine institutional culture and faculty subcultures. We use three variables as characteristics of different faculty subcultures: academic rank (tenured/promoted, promotional stream, and non-promotional stream), years employed at the current institution, and discipline. This research is of importance to the student affairs/services field, as it provides insights into faculty members’ involvement in retention efforts and an opportunity to better work with academic colleagues. The current study is part of the larger Supporting Student Success research program that focuses on the relationship between post-secondary institutions’ organizational structures and cultures and student retention. The research program is based on a sequential mixed-methodological approach, (Creswell & Plano Clark, 2011; Green, Caracelli & Graham, 1989), which used participant data from focus groups and interviews to inform survey development. Survey data was collected at twenty-four Canadian post-secondary institutions (seven colleges and seventeen universities); respondents include both faculty and student affairs/services professionals. The faculty sample consists of full- and part-time faculty who taught undergraduate students in the 2013/14 and 2014/15 academic years. In analyzing the faculty sample exclusively, we found tenured/promoted faculty appeared to have more positive perceptions of the degree to which their department and institution conveys to students that they can succeed and facilitates involvement, in comparison to non-promotional faculty. Faculty members employed 0-4 years were found to have more positive perceptions than those employed 11+ years across departmental and institutional success measures. Faculty members in Arts/Humanities were found to have more positive perceptions of the degree to which their department conveys to students that they can succeed and facilitates involvement than Social Sciences/Education and Health Sciences faculty. We now shift from faculty perceptions to their behaviours and explore members’ frequency of partnering with various units/divisions across campuses. We employ OLS regression to examine differences in partnering by faculty subcultures and introduce variables to examine how differences between faculty subculture domains may be reduced once accounting for measures of knowledge and behaviour, perceptions of personal contributions to the student experience, and perceptions of leadership.
Janelle Dudzic, Program Lead, University of Alberta InfoLink: Your Campus Connection experienced years of growth; new campus partnerships, increasing number of services under our portfolio, and restructuring staffing needs to met those changes. In 2017 we realized we had lost our student focused direction. We were growing for the sake of growth. To remedy this, we took a mediocre website blurb and in six months transformed it into a mission, vision and set of values (MVVs) that impacted program direction and informed decision making processes. This storytelling session walks participants through each stage in our assessment including access to strategies and resources.
Jyoti Kotecha, Director, Queen’s University International Centre (QUIC), Queen's University; Corinna Fitzgerald, Assistant Dean, Student Life and Learning, Queen's University; Woo Kim, Manager, Student Experience, Queen's University; Susan Korba, Director, Student Academic Success Services, Queen's University; Kate Murray, Director, Residence Life, Queen's University; Kandice Baptiste, Director, Four Directions Aboriginal Student Centre, Queen’s University The Truth and Reconciliation Commission (TRC) outlined three calls to action [1-2] for post-secondary educational institutions. Additionally, institutions have intentionally significantly increased international student enrollment [3] and outreach to underrepresented groups to enhance the diversity of their student populations. In support of the TRC recommendations and to improve supports for diverse student populations, Student Affairs (SA) professionals are developing or enhancing co-curricular programs to promote equity and inclusion. This presentation profiles Queen’s University’s collaborative approach [4] to addressing equity, diversity, and inclusion, and the TRC recommendations. Discussions with participants will facilitate sharing of emerging best practices and institutional experiences.
The Truth and Reconciliation Commission (TRC) outlined three calls to action [1-2] for post-secondary educational institutions. Additionally, institutions have significantly increased international student enrollment [3] and outreach to underrepresented groups to enhance the diversity of our student populations. In support of the TRC recommendations and to better support a diverse student population, Student Affairs (SA) professionals are either developing or enhancing co-curricular programs and services to better promote equity and inclusion and to address the TRC calls to action. At Queen’s University, the SA’s Student Life and Learning portfolio includes international student support, Indigenous student support, academic success services, and student experience/life, with close ties to Residence Life and Career Services. This panel presentation will profile the relational coordination [4] and collaborative approach taken by the Student Life and Learning partners to address diversity, equity, and inclusion (EDI), as well as the TRC recommendations. The relational coordination approach identifies dimensions of relationships between units and roles that are integral to the coordination, development, and implementation of work, and goes beyond shared knowledge to include shared goals and mutual respect [4]. Topics we will explore include:
The panel will share some of our approaches, institutional initiatives, and the challenges and opportunities that have emerged throughout the process. Participants will have an opportunity for discussion and sharing of relevant approaches, successes and challenges at their own institutions. Session Type: Panel Competency: Equity, diversity and inclusion Stream: Indigenous Cultural Competency Registrarial Practice: Student Recruitment Room: Chandler 9.02. Findings of A National Study of BIT Team Use and Effectiveness in Canada Chris Rogerson, Director, Student Success, British Columbia Institute of Technology The use of multidisciplinary teams to address problematic student behaviour that poses a potential risk to the institution. This presentation will outline the results of a national study that looked at the use of multidisciplinary teams in Canada as a mechanism to address problematic student behaviour and outline the experiences of those who serve on such teams.
The diversity and complexity of our campus communities is changing at a fast pace. Case studies of high-profile occurrences of on-campus violence have resulted in recommendations for colleges and universities to implement multidisciplinary teams, called Behavioural Intervention Teams (BITs). These teams serve as a mechanism to collect, assess, and intervene when high-risk behaviours occur within an institution and prevent future violence (Deisinger, Randazzo, O'Neil, & Savage, 2008; Randazzo & Plummer, 2009; Sokolow, Lewis, Brunt, Schuster, & Swinton, 2014). BITs have been in operation in the United States for over a decade and, thus this study sough to understand to what degree Canadian institutions have implemented teams. Subsequently, this study sought to understand the experience of those who serve on such teams and their perceptions of the effectiveness of the practice. This multi-staged mixed methods study distributed online surveys, adapted from previous American surveys (Gamm, Mardis, & Sullivan, 2011; Van Brunt, Sokolow, Lewis, & Schuster, 2012), to all English-speaking institution in Canada as a means to identify institutions that had implemented multidisciplinary teams and to access the team members of institutions with a BIT. Finally, a representative sample of Canadian team members was interviewed to gain a deeper insight into their experience as team members. All results were analyzed using the social ecological model (Bronfenbrenner, 1977; McLeroy, Bibeau, Steckler, & Glanz, 1988), which is a recommended approach when conducting effective violence prevention work. The research found that nearly 75% of Canadian institutions have implemented teams. Overall, team members described participating on a BIT team as enjoyable and held a strong belief that the work of BITs makes a difference within their campus community by maintaining a safe environment for others and most importantly how the work positively affects the student of concern and their ability to continue their studies. This presentation will outline the unique findings of Canadian teams as compared to American teams and outline actions that institutions can take to enhance their approach to intervening with problematic student behaviour. Session Type: Research Presentations Competency: Leadership, management and administration, Post-secondary acumen Stream: Senior Leaders Registrarial Practice: Student Records Room: McCully Yüklə 1,29 Mb. Dostları ilə paylaş:
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