Poster sessions
Yüklə 1,29 Mb.
|
- Bu səhifədəki naviqasiya:
- Session Type
- Session Type: Panel Competency
- Overview of the ARUCC Gronigen and Student Mobility Project
Session Type: Panel Community/Network Stream: Orientation Transition & Retention, Digital Communication Competency: Student learning and development, Technology and digital engagement Registrarial Practice: Student Recruitment Room: Langevin 10.10. Career and Mental Health interventions: Helping students navigate the Seas of Change Kathy Offet-Gartner, Counsellor, Mount Royal University; Michael Huston Counsellor, Mount Royal University Contrary to the false dichotomies of Career Development and Mental Health Interventions that are often delineated within Post-Secondary settings, this interactive session discusses career intervention as a key component of effective mental health counselling. A current model demonstrating the relationship between mental health and career outcomes is presented along with case studies showing different forms of career interventions and their impact on mental health and wellbeing. This unified approach is especially pertinent for postsecondary students as they navigate the many seas of change: personally, academically, and professionally and is especially pertinent for current counselling and career practitioners.
With the current national emphasis on mental health intervention, many Canadian post-secondary institutions have adopted mental health intervention as a primary mandate (CACUSS & CMHA, 2013). Increasing awareness and decreasing stigma are seen as ways to address the needs of students and enrich the health of the campus community. Counsellors across the nation report that these measures have been successful and have reduced barriers resulting in attracting more students with a varying array of Mental Health (MH) issues (CACUSS & CMHA, 2013). This in turn requires providing additional mental health supports and a shift in the ways these supports are provided. Since post-secondary is fraught with many demands, deadlines, and life stages, having help to Navigate the Seas of those Changes is of utmost importance. Although it’s widely accepted that employment factors and career certainty are related to increased well-being and positive mental health outcomes (Hinkleman & Luzzo, 2007), career counselling is rarely considered to be an integral part of a counselling repertoire or of a campus priority, in fact they are often seen as a dichotomy. We posit that career intervention is an essential mental health strategy and a vital ingredient for a healthy campus community. Hence we encourage all postsecondary counsellors to incorporate career-life planning as part of their effective work with clients. In doing so, we assert that this attends to the needs of the whole student, helping them to Navigate the Seas of Change that are ever-present in the post-secondary experience, while building a healthy campus that extends to the community and career paths beyond. Current research and a conceptual model will be presented. Case examples illustrating the role career intervention plays in positive mental health outcomes are also provided. Implications for counsellor training, mental health intervention, and work with special populations (e.g., ADHD, Mature students, and First Nations) is highlighted. Predictive forecasts with reference to increasing the educational and career attainment of First Nations peoples will be shared. This example is just one of many that echo the call for career intervention to be considered a form of mental health intervention; one which can have a direct and lasting impact for an often overlooked and underserved student group (Sharpe, A., Arsenault, JF., & Lapointe, 2007; Sharpe & Arsenault, 2010). The potential for further research and practice concerns will be discussed. Time is allotted for interaction, discussion, and skill demonstrations. Session Type: Expert Lecture Competency: Emotional and interpersonal Intelligence, Indigenous cultural awareness Registrarial Practice: Front-line Client Services, Academic Advising Room: McGee 10.11. Increasing Psychopathology or Decreasing Stigma Tayyab Rashid, Psychotherapist and Researcher, University of Toronto Scarborough (UTSC) There is an ongoing debate in the mental health field as to whether the rate of psychological distress is increasing among students in post-secondary institutions. Based on qualitative, quantitative, and longitudinal data, we address this question empirically by exploring a dataset of more than 2500 students who sought counselling services at an urban, culturally diverse post-secondary campus. Integrating demographic-, academic-, and clinical characteristics collected through routine clinical procedures, self-report measures of symptoms and strengths, and patterns of health and mental health service use, this presentation attempts to provide answers regarding increasing psychopathology and what leads therapeutic change.
Chris Dawe, Principal Consultant, Strategic Healthy Impacts; Timothy Rahilly, President Elect, CACUSS; Kathleen Hatch, Past President, NIRSA; Charmaine Hack, President, ARUCC; Leo MacPherson, Director of Athletics & Recreation SFX & President AUS – U SPORTS; Scott Lofquist-Morgan, Universities Canada; Mike Huey, ACHA President; Pam Watts, Executive Director NIRSA; Laura Lee Noonan, Chief Public Health Office, PEI Join university executives and thought leaders from CACUSS, ARUCC, Universities Canada, ACHA, U Sports, NIRSA, and Pan-Canadian Public Health to discuss emerging principles and strategies to build vibrant communities of healthy people. It’s time to reimagine our work of creating optimal post-secondary environmental and cultural conditions that enhance human well-being. We all need to adopt ‘upstream’ strategies and policies that weave interdependent elements together and contribute to a healthier society. The first hour will focus inside the university and the second hour the role and relationship within the larger communities we live.
A panel presentation with thought leaders from CACUSS, CCUPEKA, ARUCC, U Sports, NIRSA and Pan-Canadian Public Health. They will be answering questions and providing their perspectives on the emerging principles and strategies to build vibrant communities of healthy people. It’s time to reimagine our work of creating optimal post-secondary environmental and cultural conditions that enhance human well-being. This work needs to be a campus-wide approach and even engaging with the communities and officials around our institutions. We all need to adopt ‘upstream’ strategies and policies that weave interdependent elements together and contribute to a healthier society and we need a coordinated and collaborative approach. Session Type: Panel Competency: Leadership, management and administration,Student learning and development Registrarial Practice: Curriculum & Calendar, Scheduling & Examinations Room: Pope 10:15AM – 11:15AM 10.13. Where to start? Implementing Indigenous cultural awareness into programming Kimberly Paris, Simon Fraser University As Canadian post-secondary institutions engage in discussions on how the 94 recommendations of the Truth and Reconciliation commission can be addressed on campus, discussion and reflection has begun to occur in departments across institutions on how we can engage in reconciliation on the ground floor. As a non-Indigenous, coordinator of Student Engagement, with a goal of implementing Indigenous programming into co-curricular leadership programming for all students, many questions and concerns arise as we consult and discuss the best methods of implementing appropriate programming. Come take part in a sounding board discussion, sharing wisdom and knowledge on Indigenous programming implementation.
In 2015 The Truth and Reconciliation Commission (TRC) submitted 94 Calls to Action calling on all levels of Canadian government to work together on changing programs and policies in effort to help repair damage caused by residential schools and to work towards reconciliation. The TRC made four specific recommendations in education found in numbers 62 - 65, including calls for funding increases or changes, updates to the K-12 grade system and curriculum, the establishment of a national research program to advance reconciliation, and implementation of building student capacity for intercultural understanding and empathy of aboriginal culture and history. In response to the TRC’s Calls to Action many post-secondary institutions have begun to examine how they are working towards reconciliation at their institutions. Schools such as the University of Winnipeg and the University of Saskatchewan have implemented mandatory Indigenous education course requirements for all students, and many schools across Canada have made more symbolic gestures with raising totem poles, flags and artwork. As well as The Association of Universities and Colleges of Canada (AUCC) and the Canadian Association of College and University Student Services (CACUSS) have both solidified their commitment to indigenizing higher education through ongoing research, support, and the development of core competencies for all student services staff in Canada. As the discussion grows and attention on how our institutions can recognize the calls to action and implement education on reconciliation and Aboriginal cultural competencies, conversation is growing among those of us on the front line of how to contribute and include Indigenous programming into our engagement and co-curricular activities. As a coordinator of Student Engagement running programming, including a semester long first year leadership development program, which currently does not include any Indigenous education, the sounding board is an opportunity to share ideas, and receive feedback on appropriateness, relevancy, and effectiveness of those ideas. Current thoughts on how to include Indigenous education into our extra-curricular programming include, traditional territory acknowledgements, attending Aboriginal events on campus, and guest speakers. Receiving feedback from others on their experiences, research, and wisdom on these ideas for implementing Indigenous education into extra-curricular programming will be helpful to move forward with appropriate and effective programming. With CACUSS’s commitment to the support and development of core competencies for university student services staff in Canada on indigenizing higher education, this session will help create discussion of best practices in implementing Indigenous programming in engagement and extra-curricular activities. Session Type: Sounding Board Community/Network Stream: Orientation Transition & Retention Competency: Indigenous cultural awareness Room: McCully 10:15AM – 11:15AM 10.14. Implementing Alternative Credentials to Recognize Learning Joanne Duklas, Researcher and Consultant, Duklas Cornerstone Consulting Join this session to learn about the findings from a research study of alternative data exchange and credentialing practices that support the mobile learner. Learn the details of what institutions, governments, and allied organizations are implementing to help students showcase their learning. Contribute to the development of an implementation framework to support institutions who are exploring creation of alternative credentials. Joanne Duklas, primary investigator and lead author, will share the research and best practice implementation suggestions from an international case study of nine institutions from across North America that are on the cutting edge of this field.
Supporting student success and recognizing learning in innovative ways through alternative credentialing approaches represents a new field of interest in North America. Associations such as the American Association of Registrars and Admissions Officers, the Lumina Foundation, ARUCC, PESC/CanPESC, and several institutions across North America are examining ways to better support learners when framing their learning experiences to other institutions and employers. Case analyses conducted as part of a research project led by Joanne Duklas and funded by the Ontario Council on Articulation and Transfer (ONCAT) demonstrate the value and opportunity realized when these credentialing initiatives are treated as more than a document when aligned and connected to broader institutional strategies for student success and academic excellence. These new models for credentialing delivery also hold the promise of supporting fuller student engagement in their learning journey and providing more focused ways of sharing what a student should know and be able to do upon graduation. These new approaches are challenging long standing quality assurance practices, extending the opportunities for recognizing the different forms of learning from formal through to informal and non-formal. Models exist at reputable institutions where students are provided credentials that recognize learning outcome achievement across the learning divides. New forms of delivery channels and system opportunities are emerging which are causing institutional administrators and student support professionals to reflect on alternative approaches to providing more detailed information about the learning experience. Implementing new initiatives requires careful attention to a myriad of considerations that touch on student service and support, quality assurance, academic integrity, systems, policies, and processes both within and outside institutions. As these universities, colleges, and polytechnics here in Canada exist within a complex network; therefore, what is implemented and how it is introduced and supported requires collaborative discussion about standards and approaches that will work within a larger credentialing ecosystem. This session seeks to explore the complex implementation considerations using findings from the case research to engage session participants in a discussion about the possible ways to implement alternative credentials that reflect the needs of the institution and the students and ensure a coherent credentialing ecosystem based in trusted and support quality assurance frameworks. A final research report of the case study is available as well. This study was funded by the Ontario Council on Admissions and Transfer and co-authored by Joanne Duklas, Duklas Cornerstone Consulting and Jean Bridge, adjunct faculty (retired) at Brock University.
Greg Mather, Manager, Student Wellness & Development, University of the Fraser Valley Within this current context of intense media focus on specific cases of sexualized violence on campuses, post-secondary institutions both in Canada (at the provincial level) and the United States (at the federal level) are being mandated to increase preventative education and reporting structures for on-campus sexualized violence. However, there is a conflict (either implicit or implied) for institutions to record incidents while considering the reputational damage of accurate reporting. This session will discuss research surrounding support, advocacy and the conflict between transparency and reputation.
In the past several years, news and other media reports have highlighted the prevalence of sexualized violence on campuses (Chiose, 2016; Enos, 2017; Global News, 2016; Weikle, 2016; Wente, 2013). Prior to this increased media attention, sexualized violence on campuses and in society was seen as a small percentage of the overall crime statistics (Koss, Gidycz, & Wisniewski, 1987). In 2015, self-reports by Canadian post-secondary institutions indicated that the rate of sexualized violence on campus was 0.0185% (Ward, 2015). Within this current context, post-secondary institutions both in Canada (at the provincial level) and the United States are being mandated to increase preventative education and reporting structures for on-campus sexualized violence (Bill 23, 2016; Title IX of the Education Amendments Act, 1972). This increased focus, mandated by both legislative policies and public opinion, will affect institutional reporting, finances, and reputation. Therefore, an inherent conflict arises for post-secondary institutions as they grapple with increased reports. This legislative push for better institutional reporting structures, support networks, and record-keeping by student affairs professionals will lead to higher numbers of reported acts of sexualized violence on campus in the next few years, permitting a better understanding of the sexualized violence crisis. However, the question remains, what is the extrinsic benefit for institutions to report higher rates of sexual assaults on their campuses? In an environment with no uniform definition for sexualized violence nor any accurate historical self-reporting statistics from institutions, conflict may result as institutions seek to protect their reputation and status as a safe campus (Bartlett, 2014; Ziering et al., 2015). Recent grey literature concludes that post-secondary institutions are prioritizing reputation over accuracy of reporting. Both Bartlett (2014) and Ziering et al (2015) reveal that, in an example of institutional betrayal (Moylan, 2016; Smith & Freyd, 2013), post-secondary administrators are attempting to muzzle academics researching the prevalence of sexualized violence or advocating for survivors on their campus. In this research presentation based on the presenter’s work for his Master’s in Conflict Analysis, attendees will:
Session Type: Research Presentations Competency: Leadership, management and administration,Student advising, support and advocacy Registrarial Practice: Systems Room: John Hamilton CONCURRENT SESSIONS 11 Wednesday, June 20, 2018 1:45PM – 2:45PM 11.01. Overview of the ARUCC Gronigen and Student Mobility Project Charmaine Hack, Chair, ARUCC Groningen & Student Mobility Project; President, ARUCC, ARUCC, Ryerson University; Romesh Vadivel, Vice President, ARUCC, ARUCC, McGill University, Andrew Arida, ARUCC, University of British Columbia Join us to learn and share about ARUCC’s vision for a national data exchange environment to support student mobility. The ARUCC Gronigen and Student Mobility seeks to advance national and international mobility through trusted data exchange in partnership with the Pan-Canadian Consortium on Admissions and Transfer (PCCAT), the Canadian Post-Secondary Education Standards Council (CanPESC) and the Canadian University Council of Chief Information Officers (CUCCIO). Project Goals: -Supporting students by facilitating trusted digitized credential exchanges -Enabling student focused service delivery by creating transformational and scalable delivery frameworks Accelerating connectivity between institutions and international organizations
For information on the Groningen Project, visit arucc.ca The national Groningen & Student Mobility Project is a next generation initiative to facilitate national and international student mobility between post-secondary institutions and into the workforce. It seeks to create a trusted Canada-wide student data exchange network. To support its efforts, ARUCC and its Project partners are seeking support, advice, and endorsement from post-secondary institutions and leadership in other allied organizations and governments from across Canada. Three national associations are partnering with ARUCC on this Project: the Pan-Canadian Consortium on Admissions and Transfer (PCCAT), the Canadian University Council of Chief Information Officers (CUCCIO), and the Canadian Post-Secondary Electronic Standards Council User Group (CanPESC). Each organization has formally endorsed the Project and designated representatives to sit on the Project Steering Committee. More than 20 organizations across Canada representing hundreds of institutions and thousands of individual members within institutions, government, and allied organizations have endorsed this Project. These include universities and colleges; post-secondary leadership organizations such as the BC Senior Academic Administrators Forum representing vice president academics/education from the 25 publicly funded BC post-secondary institutions and Yukon College, and the BC Colleges and the BC Association of Institutes and Colleges which represent presidents from more than 20 BC universities, colleges, and institutes; registrars and vice rectors from the Bureau de coopération interuniversitaire representing every university in Quebec; post-secondary associations such as the Western Association of Registrars of the Universities and Colleges of Canada, the Ontario University Registrars’ Association (OURA), and the British Columbia Registrars’ Association (BCRA); and Councils on Admissions/Articulation and Transfer (e.g., British Columbia Council on Admissions and Transfer; Campus Manitoba; Nova Scotia Council on Admissions and Transfer; Council on Articulations and Transfer, New Brunswick; Ontario Council on Articulation and Transfer; Saskatchewan Transfer Credit and Learner Pathway Council). The Project Steering Committee has sought advice from several other bodies including federal government such as Global Affairs, Canada, as well as from provincial and territorial organizations such as the Canadian Information Centre for International Credentials (CICIC) of the Council of Ministers of Education, Canada.
Rachel Barreca, Manager, Strategic Initiatives, Ryerson University Career & Co-Op Centre; Mark Solomon, Associate Dean, Student Services and Indigenous Education, Seneca College Canadian higher education is poised at a crucial moment, ripe with potential for a sea change in relationships between Indigenous and settler peoples. This change can seem overwhelming at times. Do you ever feel like you don’t know what to say or ask? Or like you haven’t truly been seen or heard? Do you know what this means for your work on our campuses? Join our sharing circle. Ask questions. Speak your truth. Listen with respect. Learn in community as we explore ways that language can strengthen how Indigenous and settler folks work together towards both truth and reconciliation.
Yüklə 1,29 Mb. Dostları ilə paylaş:
|