Poster sessions
Competency: Equity, diversity and inclusion,Student learning and development Registrarial Practice
Yüklə 1,29 Mb.
|
- Bu səhifədəki naviqasiya:
- Session Type
- 12.16. Developing strategy: Research study investigating how Divisions of Student Affairs in Canadian institutions of higher education engage in strategic planning
Competency: Equity, diversity and inclusion,Student learning and development Registrarial Practice: Graduate Studies, Front-line Client Services Room: Henry 12.09. Project Lighthouse: Sex Positive Education as Sexual Violence Prevention Sarah Crawford, Sexual Violence Prevention and Harm Reduction Coordinator, Algonquin College When navigating the waters of sexuality and sexual violence on campus, we need to examine sex positive education and awareness as a tool for sexual violence prevention. At Algonquin College, the Project Lighthouse initiative aims to shine light on the topic of sexual violence and help students navigate healthy sexual relationships. The strategies we have implemented allow us to have open, honest conversations about sex and sexuality across multiple disciplines to appeal to the needs of a diverse student audience. This is part of our two-pronged approach to end sexual violence, which also includes supporting and believing survivors.
When navigating the waters of sexuality and sexual violence on our campuses, we need to examine sex positive education and awareness as a tool for sexual violence prevention. We have launched the Project Lighthouse initiative at Algonquin College, which aims to shine light on the topic of sexual violence and help students navigate healthy sexual relationships. Project Lighthouse takes a two-pronged approach to sexual violence, which includes sex positive education, as well as supporting and believing survivors on campus. This presentation will outline some of the strategies we have implemented at Algonquin College to incorporate aspects of sex positive education across multiple disciplines to appeal to the needs of a diverse student audience. Through social media, large-scale events, art projects, and innovative talks, we have managed to reach out to the majority of students across Algonquin College’s three campuses (Ottawa, Perth, and Pembroke). Our events have been set up to recognize that different population groups are interested in different topics, so the method of reaching these groups will vary. We use interactive tools to discuss healthy sexuality, including our “Emoji the Grey Away” game, which uses emojis to gauge students’ reactions to a variety of questions and talk about consent. There is also our “Sub Sex Menu,” which offers choices to students surrounding types of sex acts, and healthy sexual behaviours students may want to discuss with a partner, but not know how. This material encourages students to think critically about what they like and are interested in, and learn to identify and express their limits. Not only are we allowing and encouraging a space for students to talk about healthy sexuality on campus, but we are also making great strides to talk about responses to disclosures of sexual violence. Through art projects and the #IBelieveYou campaign, we are emphasizing a culture across campus where survivors are believed and supported appropriately on campus. This has allowed us to frame the conversation throughout different campus departments as a safe place for disclosures. By discussing the culture of sex on campus, we are making it a space to have open and honest conversations about sex and sexuality. Our premise is that talking about healthy sexuality allows students to understand what is expected in a sex positive relationship and identify the difference between healthy and unhealthy relationships, which helps to prevent sexual violence in our community.
Sheila Musgrove, Author, Sheila Musgrove Inc. “Nearly 40% of graduates are still hunting for jobs 6 months after leaving post secondary”. Based on her Amazon best-selling book, “Hired!”, Sheila will share with you hundreds of her insider secrets on how to coach your student to be THE candidate who is hired after graduation. You’ll learn her highly effective 2 step resume formula. Hint: A resume should NOT be filled with pages of bullets. If yours is, drop everything and register for this seminar! She’ll give you the inside track on how to prepare for the interview, so your students actually look forward to interviews.
Nearly 40% of graduates are still hunting for jobs 6 months after leaving post secondary. Based on her Amazon best-selling book, “Hired!”, Sheila will share with you hundreds of her insider secrets on how to coach your student to be THE candidate who is hired after graduation. 80% of resumes are rejected within 11 seconds – she’ll show you how to write a resume that gets more than 11 seconds. She’ll share: 6 Surprising Things on Your Resume that Get ZERO Attention in the First 11 Seconds & The 5 Things That DO Get Noticed. How to Avoid the Black Hole When Applying On line. My 2-Step Resume Formula that WILL Get You Noticed. Applying via Email: 3 Critical Mistakes. How To Handle The Casual Phone Chat That’s Not So Casual. 2 BIG “Must-do’s” to Prepare for Your Job Interview. The BIG T – How To Handle Terminations And Other Tough Conversations. The ONE and ONLY Question That You Need To Be Able To Answer In An Interview. The 5 Underlying Questions An Interviewer is Asking....BUT Doesn’t. You’re Just Supposed To Know...And, I’ll Share That Secret With You. 5 Smart Interview Questions for You to Ask & What Questions You Should NEVER Ask! Why Dressing Sharp IS Important. Follow Up: The One Thing You Can Do That NO ONE Else is Doing. Session Type: Expert Lecture Competency: Student advising, support and advocacy, Student learning and development Registrarial Practice: Curriculum & Calendar, Student Recruitment Room: Steeves 12.11. Transforming Academic Policy & Programming: Collaborative Integration between Academic Affairs, Student Affairs, and Administrative Services Colleen Stevenson, Manager, Undergraduate Programs, Beedie School of Business, Simon Fraser University; Marissa Funaro, Executive Director, Undergraduate Programs, Beedie School of Business, Simon Fraser University; Lisa Higashi, Manager, Undergraduate Careers, Career Management Centre, Beedie School of Business, Simon Fraser University How can Student Affairs Professionals work with their Academic colleagues to elicit changes in both policy and programming to positively affect the student experience? Higher education has traditionally been the domain of Faculty affairs, and Student affairs is an emerging field. Using a SEM framework, collaboration between these groups can support the student experience. Join us for our session which covers examples of spaces that provided the opportunity for staff and faculty collaboration in improving both policy and programs related to student transition and retention at the Beedie School of Business at Simon Fraser University.
How can Student Affairs Professionals work with their Academic colleagues to elicit changes in both policy and programming to positively affect the student experience? Higher education has traditionally been the domain of Faculty affairs, and Student affairs is an emerging field. Faculty and staff partnerships are a primary means to enact university-wide change and to ensure that students are supported holistically, resulting in overall success (Cox & Strange, 2010; Schuh, Jones, & Harper, 2011). A culture of collaboration is essential if higher education institutions aim to create universal and enduring change that supports the achievement of student success across a seamless higher education learning environment (Bourassa & Kruger, 2001; Dale & Drake, 2005; Kezar, 2003; Schroeder, 1999). However, according to Florenthal and Tolstikov-Mast (2012) and Miller and Nadler (2009), while staff specialization and importance has grown, their conduits to participation in decision-making have not, even though educational leaders and associations, such as Student Affairs Administrators in Higher Education (NASPA), have argued for “integration of these roles and have advocated a change in the culture of learning from separatist to seamless.” (Kezar, 2003, p.137) This session covers three examples of collaborative spaces that provided the opportunity for staff and faculty collaboration in improving both policy and programs related to student transition and retention at the Beedie School of Business at Simon Fraser University. We are a faculty within a large comprehensive university we use a strategic enrollment management (SEM) framework to create a cohesive, integrated service model. The fundamental tenet underlying a SEM ethos is that it fosters campus-wide buy-in and engagement in a highly collaborative and participatory approach to enrolment planning, where improving the student experience and student success are focal points (Black, 2008). Based on this model, a service culture that has academic advising, student engagement and career advising services working in a collaborative way with faculty has been developed, with a goal of providing seamless services and opportunities for students. Join us to learn about how faculty and staff at SFU’s Beedie School of Business work together to support students through the student lifecycle. We will share examples of this type of collaboration used to enhance orientation, transition and retention policy and programming, including the successes, challenges and outcomes.
Jennifer Gillies, Associate Director, AccessAbility Services, University of Waterloo The number of students with disabilities entering post-secondary education, as well as participating in experiential learning, has been increasing. With this rise, many post-secondary institutions are looking to establish strategic and proactive approaches to providing inclusive experiential learning experiences that enable all students to meaningfully participate. In this presentation, participants will learn about one institution’s experiences in collaboratively enhancing access to, and participation in, their competitive co-operative education process. Participants will be provided with a Self-Study Guide for Enhancing Accessibility of Experiential Learning, an online resource designed to help institutions collectively and systematically increase the accessibility of experiential learning.
The number of students with disabilities entering Canadian post-secondary education, as well as participating in experiential learning, has been steadily increasing (McCloy & DeClou, 2013; Ontario Human Rights Commission, n.d.). However, the unemployment rate of persons with disabilities, including those with post-secondary degrees, continues to be lower than the national average (Turcotte, 2015). With this in mind, many post-secondary institutions are looking to establish strategic, proactive, and systemic approaches to providing inclusive educational experiences that enable all students to meaningfully participate in experiential learning. These institutions are seeking ways to ensure their experiential learning programs are inclusive and accessible, thereby creating clearer pathways for students with disabilities to gain meaningful employment post-graduation. In 2017, representatives from the University of Waterloo’s departments of AccessAbility Services, Co-operative Education, and the Centre for Career Action, engaged in an ‘authentic partnership’ (Dupuis et al., 2011) with staff and students to develop a model for supporting for students with disabilities that would enable meaningful participation in the exploration and pursuit of work-integrated learning. Later that year, the partnership was awarded with the Government of Ontario’s EnAbling Change Grant to conduct a Participatory Action Research project (Gillies & Dupuis, 2013) entitled 'Enhancing the accessibility of co-operative education in post-secondary institutions'. In this presentation, participants will learn about this research study and the project deliverables, one of which is a Self-Study Guide for Enhancing the Accessibility of Cooperative Education, a tool designed to help post-secondary institutions collectively identify barriers and utilize guiding principles for systemic change. Specifically, participants will: a) learn about the process, benefits, and lessons-learned in developing the self-study guide; b) learn about the scope and approaches required to systematically create an accessible experiential learning program, namely, Appreciative Inquiry; c) receive a demonstration of the Self-Study Guide; and d) be provided access to the online Self-Study Guide, which can be adapted and applied to each participants’ institution. The overall goal is for participants to appreciate how a systematic and collaborative culture change effort may be required to develop an accessible experiential learning program for persons with disabilities. The presentation will include time for open dialogue for participants to to share initial reactions and engage in collaborative learning and sharing. Participants will be encouraged to continue the conversation by signing up to receive project updates and to learn more about the other project deliverables, of which they too will have access. Session Type: Research Presentations Competency: Equity, diversity and inclusion, Strategic planning, research and assessment Registrarial Practice: Student Recruitment, Systems Room: Tilley 12.13. Supporting At-Risk Students Beyond Academic Policy: A Collaboration Between Student Affairs and the Registrar’s Office Robyn Parr, Assistant Registrar, Student Financial Services, Ryerson University; Carolyn Posa, Assistant Registrar, Student Records & Legislated Reporting, Ryerson University; Marcelle Mullings, Manager, Student Dispute Resolution, Prevention & Education, Ryerson University In the Fall of 2013 the Registrar’s Office developed a procedure to formalize and document processes for students to request exceptions from published refund and course withdrawal deadlines with the implementation of the Student Fee Appeal and the Late Course Drops and Retroactive Withdrawals Processes. Shortly after its inception, the Registrar began collaborating with the Student Case Manager to use these processes to identify and support at-risk students experiencing difficulties. Join us as we discuss how process standardization can promote transparency and fairness in decision-making and collaboration between the Registrar and Student Affairs can promote student wellbeing and academic success.
In the Fall of 2013 the Registrar’s Office documented and formalized a process for students to request exceptions from published refund deadlines via the Student Fee Appeal Process and from published course withdrawal deadlines via the Late Course Drops and Retroactive Withdrawals Process. Shortly after its inception, the Registrar’s Office began collaborating with the Student Case Manager to use these processes to identify students experiencing difficulties or exhibiting complex needs in order to support students to become connected to campus resources in order to prioritize their well-being and support their academic success and personal goals. We will provide an overview and rationale of the process standardization and documentation, how we interact with Senate Student Policies, the stakeholders we involved, what we learned and how we’ve evolved the decision making since inception. We will also examine strategies, as well as the benefits and challenges of the ongoing collaboration between the Registrar’s Office and the Student Case Manager in support of student wellness and academic success. Through case studies, we will explore how we use these processes to identify and support students who are struggling and in need of assistance. We will review a number of case scenarios we have experienced and discuss their outcomes. We hope to demonstrate how standardizing processes can promote transparency and fairness in decision-making and collaboration between the Registrar’s Office and Student Affairs along with promoting student wellbeing and academic success. Session Type: Sounding Board Competency: Equity, diversity and inclusion, Student advising, support and advocacy Registrarial Practice: Front-line Client Services, Student Records Room: Langevin 12.14. Just Another Day: A Conversation About Cumulative Stress in the Student Affairs Profession Kyle Baillie, Director, Student Life & Development, University of the Fraser Valley; Greg Mather, Manager, Student Wellness & Development, University of the Fraser Valley Somewhere along our careers as Student Affairs Professionals, we learned to wear our stressful situations and student files as badges of honour. But there is a growing pool of literature that indicates that the effects of Cumulative Stress could be as harmful as momentary, traumatic stress. This session will share the findings of a national survey of Student Affairs Professionals on the prevalence of Cumulative Stress and its effects on our well being. This session also hopes to start a conversation to raise awareness of cumulative stress in our field and to create strategies to reduce or mitigate it.
Informed Consent: This session will deal with content that could be triggering for some participants. “Did you hear that Colleague X is out on leave?” It’s a gossipy, water cooler question filled with stigma, knowing, and sympathy. It’s a question we are hearing more often in Student Affairs, and we should be concerned about for a multitude of reasons. This is our Canary, and we’ve never been deeper in the mineshaft. Literature pertaining to stress indicates that stress generally occurs in two primary types; the first being momentary stress, or stress that is derived from specific situations and circumstances, where PTSD is based. The second type being ongoing or cumulative stress, created by stress factors such as heavy workload, poor communications, multiple frustrations, increasing demands, feelings of powerlessness, and an inability or inopportunity to relax or engage in regenerative care. Using the backdrop of results gathered in a national survey of Student Affairs Professionals, this session will; review the relevant literature on Cumulative stress, highlighting the symptomology and preventative practices, discuss areas of our profession that are disproportionately affected, start the discussion to destigmatize the effects of cumulative stress in our profession, and create recommendations to respond to the growing threat to the longevity and enjoyability of our chosen careers.
Janina Robinson, Student Engagement and Co-Curricular Record Coordinator, Conestoga College; Kendra Foord, Student Engagement Programmer – CCR and Engagement, Conestoga College; Amy Baird, Manager, Student Engagement, Conestoga College This campfire session is designed to provide space for institutional representatives to discuss the question of engagement and retention of international students, with a focus on a core theme of integration. Representatives from Conestoga College in Ontario will discuss how an international student body of 25% impacts the need for innovative partnerships between International Student Services other Student Affairs areas. Specifically, the use of the Co-Curricular Record as an engagement and retention tool. Facilitators are keen to utilize open dialogue within the session to share and learn from best practices from other institutions.
Although the number of international students in Ontario Colleges has increased, there remains a gap in many institutions as to how to best support international students. “As caretakers of students’ educational experience, institutions must address and embrace a greater level of expectation and engagement in order to positively affect student satisfaction. The options to engage in activities that affirm aspects of their cultural identity, introduce and broader intercultural experiences, and provide resources to meet student needs will be a feature and responsibility of student affairs.” (McFarlane, 2015). This presentation, using integration as the theme, will explore supporting international students through their participation in formally recognized co-curricular programming, integration with domestic students, and integration of student services. A key tool that supports international student success during their studies and after graduation is the Co-Curricular Record and corresponding engagement platforms. Formally recognized co-curricular programming is a tool to provide international students much of what they seek: integration with domestic students, building community, acquiring credentials, and increased skill set. International students, armed with additional skills, experience and expertise are more likely to achieve success in the labour market. A 2016 International students report noted that 67% of international students attend studies for the purpose of Employment/Career Prep (Decock, McCloy, Steffler & Dicaire). In an increasingly credentialized world, international students are keenly aware of the benefits to formally recognized programming. Conestoga College, whose international population as of 2018 was almost 25% (up from 9 percent just 3 years earlier), has begun a unique collaborative Student Affairs approach to providing services for International students by integrating aspects of international student support services and co-curricular programming into the same department. Conestoga’s Co-Curricular Record, implemented in 2014, continues to see increasing uptake from staff and students. Student reflections and registration data align with the findings of K. Elias (2013), who notes that there are “correlations between involvement and student satisfaction and retention.” However, there is a need for research of this nature that focuses on international students. The proposed discussion within this campfire session will provide background on Conestoga College’s Co-Curricular Portal/Record, the structure in which our college interacts with international students, metrics around student participation, and most importantly, discussions around supporting the ever-increasing international student population. Facilitators look forward to round-table discussions to share best-practices on engaging international students in formally recognized co-curricular activities, and how institutions can foster mutually beneficial programming for student and institution.
Shermin Murji, Doctoral Candidate, Florida State University This session will share the results of the doctoral dissertation investigating How do Divisions of Student Affairs in Canadian institutions of higher education engage in strategic planning? Using a mixed methods approach, a survey was distributed to Senior Student Affairs Officers at post-secondary institutions across Canada. Key findings from a survey and interviews will be presented along with a thorough background, description of methodology, implications, possible next steps, and subsequent research questions. Participants will be invited to reflect on possible application for themselves and their institutions.
This research presentation will share a doctoral dissertation that ventures into new, and important, territory. It recognizes that the current higher education environment is one in which there is competition for limited resources, learning must be measured and demonstrated, and student demographics are evolving and changing on a continual basis. The field of Student Affairs in higher education, which traditionally provides support services to students and is often referred to as co-curricular education, is a necessary and valuable Division in college and universities (Witt, 2005). The Division contributes to the cultural context and identity of the institution as well as the success of its students. It is integral Student Affairs Departments and Divisions have a clear purpose, vision, and mission, to ensure continued success and longevity. Strategic planning is a central process to this development and implementation. Strategic planning, adopted from the corporate industry, is prevalent in higher education institutions across the nation (Bryson, 2011). Examining how Divisions of Student Affairs engage with it, however, has not been studied, especially in Canada. With its unique purpose, role, and structure, Student Affairs Divisions need to adopt a strategic planning process that works for them, but much more research must be conducted before we arrive at this goal. To respond to this need, a doctoral dissertation was completed that examined existing strategic planning processes Divisions of Student Affairs use in Canada. Some contextual background highlighting the framework used, the Strategic Planning in Higher Education Framework developed by Tromp and Ruben (2010), mixed methodology used, and key findings will be presented. The data collected will provide insight into what institutions are currently doing as well as opportunities for integration of the evidence-based SPHEF. Following this review, a discussion of implications, subsequent research questions, and next steps will be explored to engage participants in reflection and consider application of knowledge gained. Additionally, the presentation will provide an opportunity for audience members to connect with each other and continue to share learning and experiences. Session Type: Research Presentations Competency: Leadership, management and administration,Strategic planning, research and assessment Stream: Senior Leaders, Senior Registrarial Leaders Room: Archibald 12.17. Keep Calm and Conduct On: Legalization of Marijuana Student Conduct Community of Practice Keep Calm & Conduct On is a series of roundtable discussions hosted by the Community of Practice of Student Conduct to create an opportunity for members to discuss current trends, best practice, share resources and ask questions on a series of hot topics. Come out to join us for Keep Calm & Conduct On: Legalization of Marijuana. Session Type: Campfire Community/Network Stream: Student Conduct Competency: Equity, diversity and inclusion, Student advising, support and advocacy Room: MacDonald Yüklə 1,29 Mb. Dostları ilə paylaş:
|