Poster sessions
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Session Type: Storytelling Community/Network Stream: Accessibility & Inclusion Competency: Student advising, support and advocacy, Student learning and development Room: Campbell 9.11. From on-campus job to transformative experience: the evolution of peer mentor growth and development Christine Haesler, Manager, Career Services, Student Leadership & Engagement, Sheridan College; Natalie Fasano, Cooridnator, Student Leadership & Engagement, Sheridan College In its 18th year, Sheridan’s Peer Mentoring Program has recently revitalized and transformed the training and development of our peer mentors from a task-oriented training day to a year-long experiential and career-readiness development plan. Grounded in experiential learning theory and growth mindset, we will provide an overview of our ideation process; program outcomes; and the mapping of employability skills. You’ll explore our program components including: online modules, pre/post assessments, peer-to-peer coaching, active reflection and competency articulation models. Participants will have the opportunity to reflect on their current practices and walk away with practical ideas to enhance future programming.
There are countless opportunities for students to grow and develop skills on college and university campuses through co-curricular records, student government and athletics which complement their academics. While we know that student involvement in co-curricular and extra-curricular experiences support persistence, retention, success and enrich the student experience (Astin, 1999); however students often have difficulty articulating these experiences and the skills they’ve acquired as a result (Peck, 2017). This is critical in supporting career ready graduates. With an increased awareness in the skills gap identified by employers and the need for graduates who possess key employability skills (Conference Board of Canada, 2016), we have begun the process of revitalizing our co-curricular record and Peer Mentoring program to strongly embed key employability skills and to increase the students’ ability to articulate the employability skills they gained through the Peer Mentor program to future employers. Beginning with our team of over 130 Peer Mentors, their personal growth and professional development has been intentionally mapped to achieve outcomes that align to both promoting a growth mindset and preparing career ready students. Currently in the 18th year of our peer mentoring program, we have shifted our focus from program refinement to a focus on supporting the growth and career readiness of those who deliver our successful program, the Peer Mentors. The goal is to have created a transformative development plan which takes a holistic and experiential approach from recruitment through to their first year of employment with our program. The program is grounded in the foundations of growth mindset (Dweck, 2006), experiential learning and active reflection (Kolb, 2015) as we move students from developing competence through interdependence to developing purpose (Killam & Degges-White, 2017). Participants will:
The session will include: introductions, PowerPoint, video, still images, handouts and samples of training tools and an active reflection activity to support idea generation. Session Type: Storytelling Community/Network Stream: Leadership Educators, Student Peer Support Programs Competency: Student learning and development Room: Dunes (Holman Grand Hotel) 9.12. RelaySA Live! Adam Kuhn, Director- Student and Campus Community Development, University of Toronto; Nadia Rosemond, Manager,Student Life & Leadership Programs, University of Toronto- Scarborough Join us for a live recording of RelaySA! The RelaySA show is a podcast showcasing a connected conversation about student affairs in Canada. Hosted by Adam Kuhn and Nadia Rosemond, each person interviewed suggests who should be interviewed next. With a live “studio audience” this episode will focus on where we Sea Change occuring in our industry and discuss experiences, best practices and discoveries made through conference sessions, and events. Together we will create a living relay network, and foster relationships between student affairs professionals across Canada.
RelaySA is a podcast that features a connected conversation about Student Affairs in Canada. The relay began in May 2016 and since we started episodes of RelaySA have been listened to over 3500 times! Each person interviewed suggests who should be interviewed next. Our goal is to feature interviews about student affairs with students, staff and faculty from all across Canada. This episode of RelaySA will focus on where we Sea Change occurring in our industry and discuss experiences, best practices and discoveries made through conference sessions, and events. As a live taping of the podcast we will showcase the stories of a small panel of 3 professionals from across Canada and discuss their conference experience and trends they wish to highlight and debate. The session will include a question and answer period, allowing the audience to engage with our panel of interviewees. Additionally, we will try to include a short “relay” within the audience, allowing attendees to recommend colleagues across Canada that support the changes occurring across our industry. This real-time relay will showcase a broad, diverse Canadian network of student affairs stories. Session Type: Storytelling Community/Network Stream: Digital Communication Competency: Post-secondary acumen Room: Pope 9.13. Developing a Disability Awareness Online Co-Curricular Training for Students Nora Sobel, Diversity Initiatives Coordinator, Red River College To contribute to our efforts to enhance accessibility and breakdown attitudinal barriers towards individuals with disabilities, Red River College is currently developing a Disability Awareness Online Training for students, to be housed in our learning management system. The course would include video lectures, testimonies, and self-reflection activities. The preliminary structure of the training intends to cover key topics such as exploring visible and invisible disabilities, cultural considerations, and strategies for bridging differences, equity and inclusion. This is a collaborative project across various College areas bringing their own subject matter expertise to the development of this sustainable and innovative educational resource.
This session will present the current development process of the Disability Awareness Course, a new co-curricular online training for students at Red River College to be housed in our learning management system. The course will feature four 45-minutes modules that would include video lectures, testimonies, and self-reflection activities. The session will briefly present about the preliminary structure of the training that would cover key topics such as Exploring Visible and Invisible Disabilities; Cultural Considerations and Intersectionality; Strategies for Bridging Differences; Challenging Stigma, Prejudice and Discrimination; and Actions towards Equity, Inclusion and Social Justice. The session will also share the project process which engages our strong internal subject matter expertise and technical support by working in collaboration with Counselling and Accessibility Services, Exam Accommodations and Assistive Technology, Deaf and Hard of Hearing Services, the Disability and Community Support Program, and eTV Learning Technologies. The session will demonstrate how this project responds to critical needs in our field, such as diversity and intercultural awareness, flexibility to address different students’ needs, innovation and sustainability. The modular structure of the online training reflects our efforts in providing a flexible, self-directed, 24/7 learning opportunity in a subject matter area (Disability awareness) where educational inclusive co-curricular resources for students are scarce. By developing this free educational resource with a technology that is already available and supported at the College, we contribute to the development of our students as champions for inclusion and equity in our community. After the initial presentation, participants will be able to identify key steps and collaborative resources for developing an online training that focuses on disability awareness. Following this, during the feedback portion of the session, participants will also be able to discuss best practices and suggestions to further advance efforts in creating a flexible, innovative and sustainable educational online resource for students to enhance their awareness about individuals with disabilities, and provide strategies for inclusiveness and social responsibility. As conceptual framework for our project and this session, we believe visible and invisible disabilities are intrinsic aspects of our cultural identity that we need to embrace and develop awareness for, to bridge any misunderstandings among individuals and contribute to intercultural efforts towards a more inclusive and just community. For a key theoretical foundation, we refer to Milton Bennet’s work on intercultural competence, and specifically to the Developmental Model of Intercultural Sensitivity (Bennett, M. J. (2007). Intercultural competence for global leadership. Retrieved from http://www.idrinstitute.org/allegati/IDRI_t_Pubblicazioni/4/FILE_Documento.pdf) Session Type: Sounding Board Community/Network Stream: Accessibility & Inclusion, Digital Communication, Co-Curricular Record Competency: Equity, diversity and inclusion,Intercultural fluency Room: Tilley 9.14. Leadership Zen: Navigating Change Management David Ip Yam, Director, Student Affairs, York University - Glendon Campus; Lindsey Ostrosser, Manager, Client Support Services, York University Due to changing higher education trends, evolving student needs, and increasing fiscal restraints, Student Affairs and Services cannot simply replicate yesterday’s practices. There must be innovation, and innovation means change. Since we know that the waves of change are constant yet not neutral, this campfire session is dedicated to reflection and dialogue about lived experiences with change and change management (whether in a leadership role or not). After a short presentation on Change Leadership, the presenters will facilitate participant-led stories, questions, and ideas around how to feel more empowered and equipped to lead or engage with changes on our campuses.
While organizational changes have the potential to bring about benefits, according to various estimates as many as 70% or more of change efforts fall short of expectations (Trautlein, 2013). This often breeds resistance, turnover, disengagement, and toxic work environments which can ultimately impact Student Services’ ability to facilitate student success. Hence, it is important to invest in PD for all of those involved in changes. Theoretical Foundation Three research- and evidence-based strategies and subsequent tactics will frame the facilitator-led presentation and participant-led discussions:
Throughout this professional development session, participants will be encouraged to complete a change leadership action plan to take back lessons to their institutions Innovative and Evidence-based: The approach is innovative because it challenges the concept of change management (process and outcomes centered) by introducing the concept of change leadership (person and process centered) and draws from business leadership as well as psychology to provide conceptual and tactical approaches for SAS personnel to thrive and lead more effectively through change. The campfire format allows this learning to be driven by participants’ lived experiences. Session Type: Campfire Session Competency: Emotional and interpersonal Intelligence, Leadership, management and administration Room: Beach (Holman Grand Hotel) 9.15. Sparkling gems from foreign shores: Creating a Collaborative Academic Skills Program to foster success of International Graduate Students Natalya Androsova, Writing Programs Specialist, Ryerson University They left a familiar shore, crossed the ocean and found their way to Canada. They are in a new environment, being tossed around, bumping up against all kinds of obstacles. They are working towards a better life for themselves and their families, reshaping their future and developing resiliency. International graduate students bring ideas, perseverance, dedication, and courage. They are unique gems, and together, we can help them shine brighter. Let’s discuss the content and the format of a university wide Graduate Academic Skills program that would foster success of the growing population of international graduate students in Canada. Program Description As the number of international students enrolled in Canadian graduate programs rises, creating innovative programs and services reflecting such an unprecedented increase has become a priority for most Canadian universities. Graduate students face unique challenges. Their work is often done alone with little to no feedback, so it’s not surprising that they are susceptible to stress, anxiety, or depression. Graduate research requires a long-term commitment, stamina, and resilience. Their lives are complex as they often have many commitments and obligations. They face high expectations for their research and writing skills as they frequently collaborate with faculty on research projects. On top of these common challenges, international graduate students face additional obstacles as they are usually away from their families, language and culture. It’s not uncommon for them to experience financial pressures. They also experience apprehension as they adapt to research and writing conventions in Canadian universities (Onwuegbuzie & Jiao, 1997; Sheridan, 2011; Maringe & Jenkins, 2015). The paradox is, while undergraduate students are usually well supported by the university and have access to a variety of academic support services and programs, graduate students, while facing higher standards, have very few support structures in place for them. If a university is to keep up with the constantly growing influx of international graduate students, they have to create support structures to help meet the distinct academic needs of these students. Proposed Solution: Recent research studies by Tan, Nabb, Aagard, & Kim, ( 2010) and Maringe & Jenkins (2015) recommend that libraries and writing centres collaborate to create preparatory programs to help international students integrate into the western system of research and writing conventions. This project seeks to pilot a collaborative program on Ryerson campus that will address 10 specific deficiencies in international graduate student skills. The content and the format of the program will be discussed during the session. Theoretical foundation: This program is informed by several perspectives. Firstly, I rely on my experience of developing and running Graduate Student Support programs at Ryerson. Secondly, I draw on the expertise of my colleagues from the Ryerson Library as we continue to collaborate on building graduate student research and writing resources together. Finally, I draw on my own experience of being an international graduate student in US and Canada and learning firsthand about the stress and challenges of the international graduate student journey. Session Type: Campfire Session Competency: Equity, diversity and inclusion, Student learning and development Registrarial Practice: Curriculum & Calendar, Graduate Studies Room: Tupper 9.16. Strategic Planning to Hear All Voices Norma Rodenburg, Associate Registrar, University of Alberta In 2017, the Office of the Registrar embarked upon a journey to develop a new strategic plan that could support the goals set out in For the Public Good, the University of Alberta’s institutional strategic plan. Come to this session to learn about the process we developed to enable voices at all levels to be considered and see our final outcome. Experience first hand the large group facilitation techniques we used to collect and validate our data. We will also share the lessons we learned along the way.
Senior student affairs and registrarial professionals are often required to support their institution and organization by creating strategic plans that are accessible, measurable, and balance aspiration and current practice. Most organizations are subject to more than one strategic plan at any given time and leaders must be able to make strong connections between these plans and connect the content between them. Past strategic planning exercises within the Office of the Registrar would be described by staff in the organization as top down and complex. The exercises did not take into account the voices of all employees and as a result the outcomes of the plan suffered. We learned from this and put our lessons to use in this most recent planning phase. We employed tactics that we hadn’t in the past including dedicating senior level time to leading the project, creating a steering committee made up of employees from all units and levels of the organization and validating the key findings and drafts with all employees before finalizing them. We also set out to have the plan represented on one page to avoid a lengthy and jargon filled document. This session will provide an overview of how we designed our process from start to finish and what we learned throughout the process. We employed a number of employee engagement and data gathering activities that accommodated over 150 people at one time. The session will engage participants in a selection of these activities so that they can apply the techniques in their workplace. The session will also provide participants with an opportunity to share their best practices in this area. Although the focus of this session is on the strategic planning process and outcome for the Office of the Registrar at the University of Alberta, the techniques and tools we employed are useful at many levels of collaborative leadership and meeting design and be applied in many different contexts. Session Type: Expert Lecture Competency: Strategic planning, research and assessment Registrarial Practice: One Stop Client Services Room: Archibald 9.17. Sea Change. Make Change: Using Change as an Impetus for Growth Bergita Petro, Assistant Dean, International and Upper Year Students, Victoria University in the University of Toronto This session will focus on a case study of a reduction of the duration of our University-wide Orientation program by 40% as an impetus for growth in the Orientation Program at Victoria College in the University of Toronto. By engaging in a thorough review and consultative process, we spearheaded the development of a new Transition Mentorship program, integrated within Orientation and throughout the first year of all of our incoming students. This session will focus on our journey in the development, implementation, and ongoing fine-tuning of this program.
This session will focus on a case study of a reduction of the duration of our University-wide Orientation program by 40% as an impetus for addressing several areas for growth in our Orientation Program, as well as the creation and seamless insertion of a brand new program that would respond to the needs and feedback of our students. Given the impending changes in our Orientation schedule, we were faced with a very real logistical and fundamental programming challenge. We had an existing, extremely successful Orientation program, and while the urge to explore the extension of programming earlier into the summer, we opted to step back take the opportunity to review our Orientation program, in the context of program feedback collected from students and student leaders over the past 10 years, as well as focus group information. Throughout this review and consultative process, several findings became clear: the need for more engagement, connections, and community for students that extended beyond Orientation; maximizing the use and potential of Orientation groups as well as the connections with upper year students. In addition to this constructive feedback, we were fortunate to work with a great contingent of student leaders as well as an eagerness to integrate new and meaningful leadership opportunities in our existing Orientation model. Perhaps most importantly, both our administration and student body recognized the need for more support in the transition experience of first-year students into university, beyond orientation. This lead to the development of our new Transition Mentorship program, integrated into our Orientation week and throughout the first year of all of our incoming students. This session will focus on our journey in the development, implementation, fine-tuning of this program. Our approach to this transition program was evidence-based, on student development theory, supported by specific student feedback gathered through focus groups and staff expertise as well as Orientation survey data extending back over at least 10 years. We will discuss how our transition model facilitates the transition of our first-year students into university through the lens of Lizzio’s ""five senses of success"" model for transition: capability, connectedness, purpose, resourcefulness, and academic culture. While integrating in elements that address these five areas, our focus, also supported by student feedback, was also grounded in the work of Grant-Vallone et al. (2003) which provides evidence of the importance of social integration to the overall student adjustment and commitment to university. Yüklə 1,29 Mb. Dostları ilə paylaş:
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