Poster sessions
Part 2 ”Stranger Things, The Upside Down”
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| Part 2 ”Stranger Things, The Upside Down”
Chris McGrath, Vice-President, Student Success, George Brown College; Charmaine Hack, University Registrar, Ryerson University As a follow up to Part 1, moderators Chris McGrath, Vice-President, Student Success and Charmaine Hack, University Registrar at Ryerson will reprise their roles and illuminate what they’ve learned through networking and the sharing of ideas at the conference with ARUCC and CACUSS delegates around the unique roles each organization’s members play in fostering student success. The moderators will also pose the question as to whether members of each organization would look forward to more joint opportunities either within ARUCC and CACUSS or at their own universities.
Randy Pitawanakwat, Coordinator, Aboriginal Student Services, York University In the Fall of 2017, York University published its Indigenous Framework consisting of 10 principles to guide institutional action on Reconciliation. In response, the Division of Students developed a series of strategic priorities and related actions designed to lead change on our campuses. In this session, we trace the development of the Indigenous Framework and the consultative process that informed our strategic response, placing particular focus on how we built engagement across the units that comprise our Division of Students. Participants will reflect on how their own work can connect to and mobilize action toward Reconciliation at their home campuses.
In the wake of the 2015 Truth and Reconciliation Commission’s Calls to Action, York University developed and published The Indigenous Framework for York University: A Guide to Action. Comprising 10 principles that speak to creating and sustaining an environment in which Indigenous scholars and students can thrive, the Framework sets out the Indigenous Council’s goals with respect to advancing Reconciliation on our campus. While the Framework emphasizes that its implementation should involve key roles for Indigenous student services staff and for faculty, it is our view that Reconciliation must, of necessity, engage both Indigenous and non-Indigenous members of our community. To that end, we undertook to engage our peers across our Division of Students to collaborate on a strategic response that permeated the various units within various levels of our organization. In this session, we trace the development of the Indigenous Framework and the consultative process that informed the development of our strategic priorities and actions, placing particular focus on how we built engagement across the units that comprise our Division of Students. In this session, we will share the principles outlined in the Indigenous Framework and share the Divisional Priorities and Actions that are the output of our collaboration and consultation. Following our 30 minute presentation, we will engage participants in a series of exercises designed to help them connect their own student services work to the mission of Reconciliation and help mobilize action toward Reconciliation on their home campuses. Participants will have the opportunity to share their own institutional experiences of engagement around Reconciliation. In particular, we will invite contributions on how institutions are developing opportunities for engagement and collaboration between Indigenous and non-Indigenous partners on the path to Reconciliation.
Gavin Henning, Professor and Program Director, New England College (New Hampshire, USA) With increasing calls for accountability, assessment has become a vital function for all divisions of student affairs. Assessment must be part of a culture where assessment is embedded into daily practice. To build a culture of assessment, one must be able to identify its characteristics and then evaluate its presence in a unit. Participants attending this interactive, constructive session will describe cultures of assessment, describe a tool to assess a division’s culture of assessment, and develop steps to cultivate such a culture.
Assessment can no longer be an activity performed after a program or service. It cannot occur haphazardly across a division. It must be part of a culture where assessment is embedded into daily practice (Henning & Roberts, 2016). Assessment serves to “tell the story” of a program, service, or unit. This story helps build support, secure needed resources, and positioning student affairs professionals as educators who support and foster student learning. To achieve this there must be a culture of assessment. To build a culture of assessment, one must be able to identify its characteristics and then evaluate one’s own unit (Henning, 2015). Before beginning to assess cultures of assessment, there should be an understanding of what a culture is. Goffee and Jones (1998) state that a culture is a set of shared values, symbols, behaviors, and assumptions. In relation to assessment a culture is related to people, behavior, and data. Henning (2015), describes a culture of assessment as a set of pervasive actions and behaviors by staff across an organization (e.g,. division, unit, etc.) that focuses on the collection, analysis, and use of data to make decisions regarding the accountability and improvement of programs and services. (Kindle loc 500) Definitions of cultures of assessment are helpful but if a goal is to evaluate such cultures it is helpful to identify characteristics of these cultures. John Schuh (2013) has done that. He identified 12 characteristics of cultures of assessment. Henning (2012) outlined a model for systemizing assessment. In this model, which defines how to develop a culture of assessment, there are three domains to address each with five components and then expounded upon this model in 2015 (Henning, 2015) Building upon the work of Henning (2012/2015) and Schuh (2013), the presenter created an evaluation tool that can be used to evaluate a division’s culture of assessment. The purpose isn’t to place a division on a continuum based on a final score. Rather the purpose of the tool is to identify strengths in its culture of assessment and identifying areas for improvement. Using this self-assessment, professionals can develop an action plan for improving a culture of assessment in their organization. Participants will have an opportunity to evaluate their division and discuss those evaluations with others. After discussion, participants will begin action planning to improve the culture of assessment on their campus when they return home.
Deanne Fisher, Vice-Provost, Students & International, OCAD University; Mark Solomon, Associate Dean Student Services and Indigenous Education, Seneca College; Neil Buddel, Dean of Students, Centennial College; Christine Adam, Dean of Students, Thompson Rivers University A panel of avid readers with share their insights on recent books in the fields of higher education, administration, student affairs and related topics. This session is designed to stimulate lively intellectual dialogue on the issues and trends that affect our work and to provide guidance to those looking to spend limited book budgets wisely. Audience participation is encouraged though not required.
The pace of our work in student affairs and enrolment management today leaves little time for focus, reflection or attention to the context in which we operate. And yet understanding of theory, trends, systems and change is critical to being effective practitioners and leaders. If accepted, this session would be the 13th iteration of the Open Book panel to be delivered at CACUSS. Each year, panelists change but always represent a diverse array of professionals from coast to coast, colleges and universities, new professionals and senior student affairs officers. Panelists are free to choose the book they present as long as it is recent and relevant. The session works best when other panelists or audience members have read the same title and can offer another perspective. In recognition of the joint conference with ARUCC, the facilitator will reach out to include registrarial colleagues on the panel and will encourage panelists to select books that address topics of mutual interest to both CACUSS and ARUCC members. This session meets all of the conference criteria in a simple, replicable format. Books represent significant, evidence-based and often theoretical bodies of work. While the reviews are short (10-15 minutes each), this format gives participants enough insight to decide whether to delve deeper on their own time. Session Type: Panel Competency: Post-secondary acumen, Strategic planning, research and assessment Registrarial Practice: Student Recruitment, Systems Room: John Hamilton 12.05. ACEing Partnerships: Registrarial and Student Affairs partnership Chad Nuttall, Director, Student Housing & Residence Life, University of Toronto Mississauga; Lorretta Neebar, Registrar & Director of Enrolment Management, University of Toronto Mississauga The Academic Culture & English (ACE) program at the University of Toronto Mississauga is an 8-week summer English language proficiency program designed to prepare participants for academic studies in September. Please join UTM staff from the Office of the Registrar and Student Housing & Residence Life as we explore a unique partnership in student transition and retention. Residence is strongly encouraged for participants in ACE and has shown to be a contributing factor to student success. This session will be of interest to those working in a Registrars office, international student services, residence and student-success.
International recruitment is an important part the strategic enrollment management plan at International recruitment is an important part the strategic enrollment management plan at most institutions. The summer Academic Culture & English (ACE) program at the University of Toronto Mississauga allows newly admitted UofT students to participate in an 8-week long, intensive language to meet English language proficiency requirements of the university. Annually, 300+ students participate in the program with increasing number living and learning in residence. Living in residence during ACE is not required but has been encouraged. Although the key departments (registrar, continuing education, residence and more!) involved have different mandates, goals and challenges they are united in their goal of transition these language students to full-time University of Toronto students in September. Presenters will share the evolution of this program over several years. We have seen enrollment and student success increase. This has been an iterative process of trying things ‘to see what sticks.’ One of the early successes that has remained true throughout the development of the program is – students that live in residence pass the program at a higher rate. What started as a small group of students that didn’t quite fit is now 300+ that is well known to all on-campus. This session will explore how the emerging and strengthening the partnership between the Office of Registrar and Student Housing & Residence Life has led to innovations and improvements in:
The presenters will share several turning points in the development of the program that could be helpful if you are developing or improving initiatives like this one. Although the focus will be on this language proficiency program this session will be interesting to those involved in student success, student transition programming, orientation, residence life and summer operations as well as those interested in partnership between registrars and student affairs offices. Session Type: Expert Lecture Competency: Intercultural fluency Registrarial Practice: Admissions & Transfer Credit Room: McCully 12.06. A case for transformational change: how Laurier revitalised its Admissions office Julie Hummel, Associate Registrar, Recruitment & Admissions, Wilfrid Laurier University; Chris Brunskill, Assistant Registrar, Admissions, Wilfrid Laurier University Admissions offices are required to work miracles in a highly competitive environment: making offers faster, adjudicating complex applications, retaining staff in a high-stress environment, working with SEM committees to meet enrolment targets, and educating campus stakeholders on the art and science of admissions, a process that is subject to many outside forces beyond our control. Join us as we share our journey to optimize structure, improve systems, develop processes to balance competing priorities, and most importantly, how to build a heightened sense of pride in the admissions profession – and in your staff – through competency, purpose, outreach and accountability.
Goal:
Change was thrust upon us at a time of shrinking demographic realities: technological system changes were mandated provincially and institutionally; a changing budget model was implemented; and a corridor funding model was implemented by the province. All of this was bound to have significant impacts on the work we do and the deliverables we are responsible for. Systems changes were overdue and structural changes recently implemented had not served staff well, nor position Laurier to meet future challenges. We identified challenges facing our Admissions team internally through a guided and comprehensive envisioning exercise. By using a theoretical approach to identify problems, we were able to then apply a change management framework to guide process and decision making as we planned, executed and recalibrated throughout the change process (5 dysfunctions of a team -Patrick Lencioni/Switch -Chip and Dan Heath). The focus of improvements became twofold: ensure the operation completely aligned with the goals and aspirations of the institution; and entrench professionalism into staff while creating a culture of pride and ownership in the work they do.
We would like to share our experience in a storytelling format; one that is lighthearted but insightful and will be useful to those who are committed to creating a highly effective workplace in an atmosphere of engagement and professionalism in their offices. Session Type: Storytelling Competency: Leadership, management and administration,Strategic planning, research and assessment Registrarial Practice: Admissions & Transfer Credit Room: McDougall 12.07. Women in Higher Ed: Inspiring Conversation Atifa Karim, Career Educator, University of Toronto; Mary Stefanidis, Career Educator, University of Toronto In 2011 and 2012, the “In Her Shoes: Women and Work/Life Balance” CACUSS sessions began a conversation about issues facing women in leadership within Canadian Higher Education. This session seeks to continue the conversation and encourage the community to identify sustainable mechanisms for ongoing dialogue and conversation. Participants will hear stories, insights, and reflections from women at different levels of leadership about work/life balance, and gender. A discussion will be also facilitated where participants will begin to unpack these critical issues, and examine possible avenues of support for the development of women within Canadian higher education.
The interplay between our internal world and identities, and the external influence of work and family are ever present and shifting. Navigating these dynamics is ever more complex for women, wherein different narratives of success and failure exist. In 2011 and 2012, the “In Her Shoes: Women and Work/Life Balance” CACUSS sessions began a national conversation about the issues facing women in leadership within Canadian Higher Education. As part of these presentations, a survey was conducted capturing insights from the CACUSS membership regarding gender, work/life balance, and flexibility. This panel session seeks to create an opportunity for ongoing dialogue, and the exploration of what mechanisms and structures are needed for continual conversation, support and empowerment. Of particular focus, will be unpacking the value of learning about differing experiences of women in higher education. Our goal is to enable participants to reflect on their own lived experiences, and understand how much variety there is between individual goals and concepts of “success”, whilst exploring existing and emerging issues facing women within higher education. In doing so, our presentation will create space for participants to explore the social construction of women’s identities (Weber, 1998), and engage in self-authorship (Baxter Magolda, 1999) about how their own definitions of success are informed by their internal identity, external contexts, and personal relationships. Through narrative and personal stories, the presenters and panelists will also facilitate and engage in dialogue on the complexity of intersectional identities, and the relevance of emerging models of multiple dimensions of identity development (e.g. Abes, Jones, McEwan, 2007) for navigating and engaging in self-authorship. By fostering a safe(r) space for story-telling, the presenters also seek to bring light to the “wholeness” of women’s experience in higher education. Stories about identity are “told, revised, and retold throughout life. We know or discover ourselves, and reveal ourselves to others, by the stories we tell” (Lieblich et al., 1998, p. 7). Personal narratives are transformative as they not only reveal, but also shape identity.
Melanie-Anne Atkins, Wellness Coordinator, Western University; Leanne Ford, Student Wellness Educator, Western University In the midst of increasing demand for mental health services and calls for students to take an active approach to their wellness, this session invites you to examine an old problem with a revitalized lens by elevating the role of peer education at your institution. Learn how two emerging professionals implemented a comprehensive mental health and wellness support and education agenda on two campuses with disparate populations and priorities. Gain insight into the theories, and people you can engage to build a more inclusive, equitable mental health ecosystem where “everyone can help.”
This storytelling session will begin by situating the context of two emerging student affairs professionals tasked to deliver a comprehensive mental health and wellness agenda at a large university and a small catholic affiliate university college in Southwestern Ontario. The presenter will describe how both professionals’ education, personal identities, and professional values shaped the planning and delivery of each agenda. The presenter will describe how her PhD research investigating how students with lived experience can decrease the stigma of mental illness through designing and delivering mental health literacy tools influenced the development and coordination of a collaborative wellness education space for undergraduate students, graduate students, and postdoctoral scholars at the university. Next, the presenter will illustrate how the second professional’s background in social work shaped the execution of the campus's mental health and wellness strategic plan, including the development of a new early alert system and case management support, while highlighting how her wellness education peer program contributes to the whole campus approach. As only one part of a multi-faceted role, each professional was tasked to develop a wellness peer education program on each of their campuses. The presenter will describe how each used key theories from the fields of positive psychology, anti-oppressive practices, and/or andragogy to shape the learning experience for student leaders delivering mental health education to peers. The presenter will use the framework of the volunteer management cycle to help session participants build a toolbox of resources covering the areas of planning, training, assessment, and recognition that promote the engagement and retention of wellness peer educators. This portion of the presentation will also include reflections from peer educators about the impact of their peer education work on their personal and professional development. The presenter will discuss challenges and success stories that evolved as each established themselves as leaders in the university mental health ecosystem. New and emerging professionals will gain insights into the process of building and maintaining productive, authentic, and collaborative relationships with various campus and community stakeholders. Senior and director-level professionals will have the opportunity to look beyond traditional population-based strategies to discover how embedding a recovery-oriented approach (Piat & Sabetti, 2012) can engage diverse mental health stakeholders in a thriving ecosystem where “everyone can help”.
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