Poster sessions
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- 1.10. An overview of sexual violence in LGBTQ+ communities and of rape culture on dating apps
Session Type: Campfire Session Competency: Emotional and interpersonal Intelligence, Leadership, management and administration Stream: Senior Leaders Room: Ocean (Holman Grand Hotel) 1.04. More than just money: supporting award recipients Liz Hilliard, Manager, Student Engagement, University of British Columbia, Okanagan campus; Darran Fernandez, Associate Registrar and Director Student Support and Advising, University of British Columbia; Adrian Monthony An award offer comes with a financial promise, but UBC’s also comes with a promise of support. With the evolution of award programs that are now inclusive of academic merit and of students in high financial need UBC’s Okanagan and Vancouver campuses built communities of support for our highest achieving award recipients - the Society of Scholars and the Scholars Community, respectively. Through a narrative approach, this presentation will explore the impact of the programs and our students’ stories and share how two campuses, two programs, two approaches can support one overarching goal: to provide holistic support to our Scholars.
Award recipients are often the most involved and academically gifted in their high schools - the big fish in their small ponds. When they join us in post-secondary education, they are still big fish but in an enormous pond. These students, who we give awards to based on attributes such as academic excellence, intellectual promise, community involvement, financial need and leadership skills, were brought into our enormous ponds often without much support. Our Scholars, gifted as they may be, are not without typical pressures of post-secondary education and may also manage high personal expectations and specific pressures associated with maintaining their awards, including increased credit-loads, maintaining a higher-than-average GPA, and demonstrating a sustained commitment to campus involvement. Furthermore, many are reliant on retaining their awards to pay for their education. The Society of Scholars (UBCO) and the Scholars Community (UBCV) are programs created to address our Scholars’ experience after the funding has been awarded. Our two programs support complex communities that include both international and domestic students from all programs, all year levels, and varying financial need. Supporting such complex communities is a constant balancing act and requires a reflexive and fluid approach to programming, advising, and development. Over the course of this session, both presenters will discuss their respective programs and how they came to be, the institutional objectives, and the student experience. This presentation will feature personal accounts from students who are part of both programs discussing the programs’ impact. The presentation will also highlight how a common outcome can be achieved through different lenses - the UBCV program is lead through Enrolment Services/Registrar’s Office whereas the program at UBCO is lead through the Student Development and Advising portfolio. In providing intentional support for these students we are following through on our institutional commitment to them, and their success on our respective campuses - by recruiting them to our institution and providing them with funding to study here, we have acknowledged that they have the capacity to be successful. Leaving them without the support and stewardship to achieve that success, we would be doing them a disservice. Both programs are grounded in theory and practice from Tinto’s model of student retention (1987,1993), to Schollossberg’s theory of transition (1995) to the CAS Professional Standards on Honor Societies (2015) - each model works within their campus and student context to create a space of support and success for our Scholars.
Victoria Chio, Academic Operations Manager (previously Learner Engagement and Employment Coordinator), Bow Valley College; Arif Ansari, Assistant Registrar, Bow Valley College What role does leadership play in enabling successful organizational change, particularly in the unique in the realm of student services? And what is common but also different when that happens in student services versus the registrar's office? The presenters will share theory and research on team work, collaborative practice, role of leadership, and change readiness in student services through their post-graduate research project/thesis and link to the systems, processes, and supports that define student services operations in colleges and universities. Explore leadership influence over united vision, employee engagement, effective communication, and inter-professional collaborations across the student services spectrum. Program Description Higher education is constantly changing, and registratrial and student affairs play a vital role in supporting institutional success. The unique systems, processes, and services offered by the Registrar's Office and Learner Success Services at Bow Valley College reflect the complex web of student services that exist in every post-secondary institution. The effectiveness of registrarial and student affairs in post-secondary institutions are critical to student experience and success, with leadership being ever imperative. Student services leadership is a challenging and evolving role, unique in its own practice in the context of postsecondary institutions (Cox & Strange, 2010; Dalton & Imanuel Gardner, 2002; Kuk, Banning, & Amey, 2010; Sandeen, 2000; Stewart & Williams, 2010; Thomas, 2002). Arif Ansari (Assistant Registrar) and Vicky Chio (Learner Engagement and Employment Coordinator) have each served in various roles within student services for over a decade each and completed research projects in each of their respective departments as part of their post-graduate studies at Royal Roads University in the MA in Leadership program. Despite the projects being conducted in different side of the student services house at Bow Valley College, their research findings reflected overlapping themes in the effective management and leadership of registrarial and student affairs professionals and teams:
This presentation will share findings and recommendations tailored towards each respective department (Office of the Registrar and Learner Success Services) to support the following goals:
There will also be interactive discussions to share participant experience in leading and working in registrarial/student affairs and acknowledging the theory versus practice gaps in managing effective student services operations. Leaders and emerging leaders are encouraged to attend and contribute to the ongoing conversation of effectively navigating leadership and change in student services.
Echo Pittman, Associate Registrar, Memorial University; Ron O'Neill, Academic Advisor/Coordinator, University Liasion, Memorial University University applicants often have many questions but do not know who to contact after applying. Prior to their entry to Memorial, our centre collaborates with our academic partners to provide students with in-person academic advising sessions at their high schools. We strategically match students with an appropriate university representative with an aim to form a personal connection and to address their academic concerns. In this presentation, we will provide an overview of the advising program and present how we collaborate with multiple partners to enhance pre-entry advising supports. We will also share our training program and discuss benefits and challenges.
Advising literature has shown that high school graduates often face and experience many transition issues when they enter university (e.g., Briggs, Clark, & Hall, 2012; McMillian, 2014). Students from rural communities face even more social and cultural challenges compared to students who live in urban or suburban areas (Guiffrida, 2008). This group of student has a need for connections to help navigate the path to university and human connection is important. Prior to their entry to university, high school applicants often have many academic and non-academic related questions. For example, what is it like to be in a classroom with 100 students? What is like to be an engineering student? What exactly would one study and do when majoring in Anthropology? However, they often do not know who to talk to about these questions. Memorial University is dedicated to creativity, innovation and excellence in teaching and learning, research, and scholarship while recognizing our special obligation to the citizens of Newfoundland and Labrador. We believe that early relationship-building between faculty and our applicants can foster positive student experience and the feeling of connectedness with the institution. As the academic experts, the specific discipline information that faculty members provide can help clear many uncertainties that our applicants have and excite them about the field they are about to enter. To create deep connections with and to better support our applicants, the Academic Advising Centre at Memorial collaborates with our partners to provide Newfoundland and Labrador applicants in-person visits and academic advice prior to their entry to the university. During these advising visits, we strategically match our applicants with a Memorial faculty or a professional staff member from their intended academic program. Our representatives aim to form a personal connection with students by answering their questions about Memorial, addressing their concerns, and leaving them with an action plan. In this presentation, we will provide an overview of our High School Advising Program, and discuss how we plan and organize these activities with multiple partners and how we leverage technology to help deliver the advising services. We will also discuss our training program for our faculty and staff members and share benefits and challenges. Participants will also be invited to discuss their advising outreach activities that support and engage applicants. Session Type: Alternative Session Type Competency: Student advising, support and advocacy Registrarial Pratice: Student Recruitment Room: McDougall 1.07. What's Measured Counts Tayyab Rashid, Psychotherapist, University of Toronto Scarborough; Lina De Genova, Associate Director – Assessment, Learning, and Evaluation, McGill University Professionals in student affairs appear to be operating from a longstanding assumption that assessment and research is important but is too time and resource intensive. Many professionals also feel that they lack the research background to implement effective assessment practices. This expert lecture, given by two processionals with considerable experience in student affairs bring two distinct perspective regarding assessment and research. The presentations demystify research and assessment into steps that are easy to follow, practical to implement, and responsive to campus needs. With the help relevant illustrations, presenters will share the benefits of research and assessment. Program Description The current impetus on outcomes, scores, and evaluation requires student affairs professionals to justify their expenses and share with transparency regarding cost of college and who benefits maximally and how doesn't (Lindsay, Stroud & Tubbs, 2013; Blimling, 2013). Considered experts in student affairs assessment, these two voices bring two distinct perspectives. First entails the value of assessment in putting in place policies that improve student experience externally while the second one focuses assessing and improving conditions within. This presentation will also discuss the critical role research and assessment can play in student retention, building effective relationship with the faculty, improving quality of learning environments, assessing student satisfaction and in establishing national benchmarks (Gansemer, 2013).The presentation will conclude by sharing effective examples of research and assessment and valuable partnerships to develop on campus. Session Type: Expert Lecture Competency: Leadership, management and administration Registrarial Practice: All Areas Room: Brown 1.08. Changing the Culture of Mental Health on Campus Through Evaluation Debra Bruckner, Senior Director, Student Wellness, Access & Support, University of Calgary; Andrew Szeto, Director, Campus Mental Health Strategy, University of Calgary; Susan Barker, Vice-Provost (Student Experience), University of Calgary Embracing the need to enhance campus mental health includes the development of a strategic process, one that is motivating and engaging, and truly resonates with the community. With our Campus Mental Health Strategy, campus stakeholders have taken up program evaluation as a means to our goal of creating a holistic mental health culture and experience for our staff, faculty, students, and post-doctoral scholars. Using our institution as a case example, discussion will focus on evaluation best practices, learnings, and next steps related to participant’s unique institutional experiences.
The University of Calgary joins campuses across North America committed to enhancing the mental health of university students, faculty, staff, and post-doctoral scholars. The Campus Mental Health Strategy (2015) was the result of an extensive and broad consultation process with diverse stakeholders, with recommendations in six strategic focus areas. Through this strategy, the University of Calgary is committed to fostering a campus culture where students, faculty, and staff are supported, valued, included, connected, and flourishing. This significant and foundational strategy has transformed the campus in a number of ways, including the facilitation of conversations regarding direct services, assessment, case management, policy review, the impact of the built environment, and teaching practices. In 2017, the Implementation Committee, with representation from across the campus community, identified clear priorities in addressing the strategy’s 28 recommendations, and has strong support from senior leadership and dedicated funds to support these recommendations. Embedded in these recommendations is a full evaluation plan with annual monitoring of progress. In this session, we will share our experiences in establishing a more rigorous culture of evaluation for higher education programs, and demonstrate the value in establishing a solid strategic foundation to lay the groundwork for an evaluation plan. In particular, we will share our experiences developing evaluation culture, which facilitated the planning process for assessment: surveying the needs of multiple stakeholders, cataloguing diverse programming, and moving towards a resource inventory for the entire campus community. A team of undergraduate and graduate students were centrally involved in informing our evaluation plan. In this session, we will outline the evolution of an evaluation plan, the critical involvement of students, collaboration with other stakeholders, the development of tools, and the contribution of these factors in influencing cultural change. Along with creating a more supportive campus culture, UCalgary is endeavoring to create a culture that encourages and rewards evaluation efforts. Evaluation is vital to improving campus culture: it promotes work that is being done, increases engagement, facilitates change, and can be used to attract funding (Royse, Thyer, & Padgett, 2016). Each post-secondary institution has its own unique context to consider in designing evaluation plans, including their environment, and the diverse communities they serve (Morgan, 1997). It is critical that any evaluation approach is flexible and non-prescriptive. Therefore, a central component of this presentation will be the sharing of institutional experience and practice in the form of best practices, lessons learned, and next steps.
Stephanie Ziolkowski, Accessible Learning Advisor, Sheridan College; Janice Galloway, Learning Strategist, Sheridan College Post-secondary institutions across Canada are seeing an increase of first year students with Autism Spectrum Disorders (ASD). These students identify with unique needs that have influenced new initiatives on campuses to help support their success. Like the sea, these students begin their journey ‘tossing and twirling’ in this new environment, working to overcome obstacles. This session will explore successful initiatives and collaboration across Student Affairs in supporting students with ASD: FACE IT club and Through Your Lens transition program. Participants will also hear directly from students (via video) about how these initiatives encourage their success.
Post-secondary institutions are being challenged with an increased presence of students with Autism Spectrum Disorder (ASD). Due to large numbers, institutions are seeking guidance on supports and programming to address difficulties such as, “scheduling, time management, academic coursework, choice making, and social interaction” (Alpern & Zager, 2010, p.1). Research encourages students with ASD to access “any transitional or mentorship programs...as well as any social skills groups that may be offered at the institutions” to assist with the transition into post-secondary life (Maich & Hall, 2016, p.281). Research has shown students with ASD would benefit from; developing social skills, improving social interactions, peer relationships, accessing accommodations, managing behaviours, awareness of services that are available on campus and how to access them (Hancock et. al., 2011). The programs that we provide to support students with ASD include: FACE IT, Through Your Lens (TYL) and Employment resources. FACE IT (Friends Accepting Challenges and Endeavouring to Improve Themselves) is a social group for students with ASD. This program is unique because it is co-facilitated by Accessible Learning and Counselling, who respond to members academic, social, and emotional challenges. Furthermore, members receive peer-to-peer feedback and support to address these challenges. Working with Student Union as a club, the group is student led where members have opportunities for leadership roles on their executive committee. The Higher Education Council of Ontario identified supports students with ASD should have for their transition into post-secondary, which includes “close monitoring of social-emotional needs particularly during transitions periods” (Alcorn Mackay, 2010). TYL is a free two day program for first year students with ASD to attend before they enter post-secondary. This program was developed as a proactive approach to provide strategies and tools for a successful transition from high-school to post-secondary. TYL provides students with real life experience of sitting in a classroom lecture, practicing skills required for group work, maintaining and building relationships, and developing self-advocacy skills. Collaborations across departments within Student Affairs are critical to the growth and sustainability of these programs and career planning initiatives. These collaborations are both mutually beneficial to students and staff. We will be sharing a video of some of our students as they are not able to attend the conference. This video will discuss their experiences with FACE IT, TYL and success in post-secondary. We will also share a video created by a FACE IT student and his perspective on having ASD.
Christopher Dietzel, PhD student, McGill University As compared to heterosexual individuals, lesbian, gay, or bisexual people experience elevated risks of being victims of sexual violence (NISVS, 2010), with transgender people as the most victimized (Grant et al., 2011). The first half of this presentation examines sexual violence in LGBTQ+ communities, while the second half looks at rape culture on dating apps. Sexual violence and rape culture permeate LGBTQ+ communities and educators should be aware of what they can do to help students navigate the challenges and help keep all spaces, virtual or real, safe for those using them.
Sexual assault and rape culture are problems on our university campuses, and LGBTQ+ students may face increased victimization because of their identities. For example, in an analysis of 65 research studies, Rothman et al. (2011) found that the reported prevalence of lifetime sexual assault ranged from 11.8% to 54.0% among gay and bisexual males, and from 15.6% to 85.0% among lesbian and bisexual females. Grant et al. (2011) found that transgender people are the most victimized among LGBT populations, and that rape and assault due to gender identity were predictive of suicide attempts (Clements-Nolle, Marx, & Katz, 2006; Hein & Scharer, 2013). Data such as these demonstrate the need for equitable supports and resources for members of LGBTQ+ communities. As university educators, we must be prepared to help if our LGBTQ+ students experience sexual violence. The first half of this presentation examines sexual violence in LGBTQ+ communities and provides recommendations for supporting LGBTQ+ students. The second half of this presentation looks at rape culture on dating apps. Rape culture is defined as “the way in which sexist societal attitudes, misogyny and language tacitly condone, minimize and/or normalize sexual violence” (Shariff et al., n.d.). Drawing from my recent exploratory study that examined rape culture on the dating app Grindr (designed for men who have sex with men), I share how users defined rape culture. I also discuss participants’ understandings of consent online and their experiences with non-consensual sexual interactions. These results will highlight how rape culture and consent are conceptualized in dating apps, particularly among members of LGBTQ+ communities. Queer theory offers the foundation for my theoretical framework. With precursors in feminist theory and critical race theory, queer theory challenges socio-cultural assumptions and critically examines power relations among people (Butler, 1988, 2006; Foucault & Hurley, 1990; Foucault & Faubion, 2000; Crenshaw, 1989). Applying a queer theoretical lens, I challenge assumed socio-cultural norms, remain sensitive to issues regarding identity and sex, and uncover disparities in power relations among LGBTQ+ individuals. By attending this presentation, attendees will gain awareness of how sexual violence impacts LGBTQ+ communities and will recognize strategies for supporting LGBTQ+ students who are survivors of sexual violence. Attendees will also develop their understandings of rape culture on dating apps and will learn how LGBTQ+ individuals conceptualize sexual consent in online spaces. Attendees will be able to employ this information in their work to serve the needs of LGBTQ+ university students.
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