Poster sessions
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- Bu səhifədəki naviqasiya:
- Session Type: Panel Competency
- Session Type
- 1.14. Giving Students a Headstart: How Humber College Developed a Summer Through Academic Year Transition Program
- 1.15. Healthy Students Make Better Learners – Building student resilience and capacity to respond to mental and personal wellbeing challenges during clinical placement
Session Type: Research Presentations Community/Network Stream: Student Conduct Competency: Equity, diversity and inclusion Room: McCully 1.11. Unpacking the NPI Experience Joined by participants and facilitators of the 2017 NPI including Mike Aguiar, International Student Advisor: Student Engagement, Wilfrid Laurier University; Haley Doherty, Student Success Advisor, Lakehead University In November 2017, CACUSS held its inaugural New Professionals Institute (NPI) in London, Ontario. Although designed with new professionals in mind, it was open to all those in the post-secondary field that might have changing roles or responsibilities, or for those looking to enhance their skills. Twenty-six new SAS professionals participated in the program from various departments including Residence Life, International Student Support, Accessibility Services, Wellness, Career Education, Advising, and Community Engaged Learning. In this panel discussion, NPI graduates and facilitators will share their experiences from the program and how it has since impacted their work as SAS professionals. Program Description The purpose of this panel discussion is to share with the greater CACUSS community the experiences of NPI graduates and facilitators so that we can share and reflect with colleagues the learning that took place. Our panel discussion will cover:
The inaugural NPI was an extremely successful event that fostered deep and valuable learning among SAS professionals from coast to coast. This panel discussion will allow the CACUSS community to learn more about the NPI and its impact on current SAS professionals so that we might inspire and encourage future graduates and facilitators to become involved and participate in this innovative program for years to come. Session Type: Panel Competency: Post-secondary acumen, Strategic planning, research and assessment Room: Cartier 1.12. Dalhousie's Online Orientation Program: Helping Students to "Start on Track" Heather Doyle, Senior Advisor on Retention and Director, Student Academic Success, Dalhousie University; Krista Cross, Director, Communications & Assessment, Dalhousie University; Anne Forrestall, Senior AVP, Student Affairs, Dalhousie Univeristy Dalhousie University's Student Affairs developed a first-year curriculum called On Track to facilitate the transition of new students to Dalhousie. Start on Track (Online), the first in the series of On Track programming, is aimed at providing students the information and resources (online) they need as they make the transition to campus and university-level study. By exploring Dalhousie's Start on Track programming, participants in this session will gain an understanding of how to develop and implement a similar online orientation program, including program level learning outcomes and plans for promoting and assessing the program.
Lizzio and Wilson (2011), faculty members from Griffith University, Australia, wrote a paper on factors related to student persistence, based on Lizzio's ""Five Senses of Success"" model. They posited that being at risk is not an inherent quality of the individual student but rather, institutions inadvertently place all students at risk when it is not clearly explained to them how to be a successful post-secondary student. In this sense, risk can be defined as a student's misjudgment or misappraisal of course demands and their required investment. Risk is reduced if institutions engage upfront in the process of assertively and supportively shaping expectations (Lizzio & Wilson, 2011). Based on Tinto's and Lizzio's model, one can assert that when developing retention and first-year programming, it is necessary to not only focus on institution specific data and the consequent risk factors, but to also develop programming that helps entering students understand how to be successful in their new role as a post-secondary student. Trying to prepare students for the transition into and through their first year can have a tangible impact on first-year retention rates, as well as student success. Providing transition programs to students at various points throughout their first year is one key way of doing this. Using the theory of Lizzio, academic self-efficacy, CAS Standards, and the results from our CUSC and NSSE surveys, we are able to make informed decisions about what students need to assist them in making a successful transition. Dalhousie's Student Affairs' first-year curriculum, ""On Track,"" is grounded in this research. Start on Track is Dalhousie's suite of online modules, on eight different topics, each with defined learning outcomes. Offered through our online learning management system, students are provided information on areas such as financial literacy, alcohol harm reduction, consent, health and wellness, being academically successful and academic integrity. This session will inform participants about the process Dalhousie University used to develop, implement and assess its online orientation program, Start on Track. We will discuss how Start on Track's online orientation modules were developed using evidence, theory and best practices, while taking a collaborative approach with campus partners, including faculty. We will discuss the engagement of campus and faculty partners, integration with the University's online learning management system (Brightspace), incentivizing the program to increase student participation, as well as participation trends and tips for getting started. Session Type: Expert Lecture Community/Network Stream: Orientation Transition & Retention, Digital Communications Competency: Communication,Student advising, support and advocacy Room: Beach (Holman Grand Hotel) 1.13. Researching the Sea of Change: Assessment of Functional Impairment in Disability Services Boris Vukovic, Disabilities Specialist, Carleton University There is a sea-change in disability and accessibility services. Students with non-visible disabilities – learning disabilities, ADHD, mental health, medical – now make up 80-90% of our clients. With recent trends, what constitutes a disability and requires accommodation is more than ever difficult to establish. Assessment of Functional Impairment (AFI) is a set of validated instruments that assists in determining disability-related needs. Research on the AFI with a large sample of university students will be presented with implications for disability and accessibility services.
Disability and accessibility services are experiencing a sea-change that challenges our ability to determine support service needs and evaluate requests for accommodations. The boundary between disability and no disability has become less defined and difficult to establish, with growing numbers of students with non-visible disabilities registering with our services and recent trends in disability assessment, identification, documentation, expectations, and policies. The challenge we face is separating disability-related needs from factors that do not constitute a disability. While we have relied on health care professionals to make that determination, recent research shows that they do not receive sufficient training in identifying functional impairments and consequently disability. Furthermore, a health care practitioner is not necessarily familiar with the academic requirements and the nature of functional limitations in the university setting, especially for students with non-visible disabilities. Making a determination of disability-related needs has important implications for academic accommodations, support services, and financial benefits. This matters not only to disability and accessibility offices, but also associated services such as the university registrars, financial aid and awards, and examination services. With the growing population of university students with disabilities – 22% of first year students across Canada self-identifying as having a disability in 2016 – it is important that we can rely on disability services to make accurate determination of strictly disability-related needs for services. To address this need, Carleton University’s Paul Menton Centre (PMC) developed and implemented the Assessment of Functional Impairment (AFI) for all students registering for disability-related accommodations and services. Each new student registering in the academic year 2017-2018 was asked to complete two validated inventories that make up the AFI: the Barkley Functional Impairment Scale (BFIS) and the World Health Organization Disability Assessment Schedule 2.0 (WHODAS). The final sample at the end of the Winter 2018 semester was projected to be over 700 students who completed the AFI. This session will present research findings on the Assessment of Functional Impairment (AFI) – the early analyses from a comprehensive research program with several major lines of research inquiry related to the nature of functional impairments among university students. Results will illustrate characteristics of functional impairments in various life domains for different types of disabilities. We will also learn about the relationships between functional impairments and the use of services and accommodations. Implications for disability and accessibility service offices, and other campus supports, will be discussed. Session Type: Research Presentations Community/Network Stream: Accessibility & Inclusion Competency: Equity, diversity and inclusion, Strategic Planning, Research & Assessment Registrarial Pratice: Communications, Front-line Client Services, Financial Assistance, Scheduling and Examinations, Systems & Operations Room: Langevin 1.14. Giving Students a Headstart: How Humber College Developed a Summer Through Academic Year Transition Program Cory Coletta, Coordinator, Orientation & Transition Programs, Humber College; Thomas Kaddour, Coordinator, Student Life, Humber College Through assessment data of retention and persistence of students at Humber College, it was recognized that the summer melt of students before the academic year began was significant. Student transitions and first year experience departments collaborated and worked to change that. Incorporating Schlossberg’s transition theory, cultivating opportunities for support and strategy in this time frame was integral for program development. The result was a summer through academic year transition program that enhanced retention and student persistence. Come see how Humber College student affairs staff engaged faculty, and worked to create engagement opportunities for students, summer connections, and academic year mentorship.
Humber College used key stakeholders within the institution to develop a robust summer to academic year transition program, offering support and peer advising to students from May to December. This model allowed connections to develop during the summer months leading up to students’ first semester, and continued in-person connections once mentees and mentors were on campus. The result was significantly higher retention rates were exhibited and students’ articulated feedback around persistence and motivations being increased due to the support of their peer mentor. Faculty, registrarial, and student affairs collaborations brought this program from an idea to pilot, and will move into to a campus-wide initiative in 2019. Learn how to make this collaboration happen on your campus from the grassroots approach taken at Humber College. In this session, participants will learn about the approach used to bring campus partners on board, and the collaborative approach taken to work with Deans and Associate Deans on creating programs to support their students. Participants will be coached to create a plan of action for their own campus to develop transition programs that move from pre-arrival to the end of the first semester of a student’s study. Strategies for commitment from mentees, mentors, and advising professionals will be shared, including appropriate connections to make and referral processes. Participants will have the opportunity to talk through challenges and seek strategies for developing a new initiative on their campus for transition support. The session will begin with an environmental scan of the campuses represented in the audience, and an introduction to the landscape of Humber College. The session will end with participants leaving with actions plans for their unique campus environments in implementing pilot programs for student transitions.
Juannittah Kamera, Coordinator, Health Promotion Programs, Ryerson University; Allan Macdonald, Director, Student Health and Wellness, Ryerson University Healthy students make better learners, but how do they cope when they struggle when away from the resources setup to support them? Students in clinical placement experience high mental and wellbeing challenges that can have devastating impacts on their academic standing. So; how can we support students so that in instances when they are off campus at placements they are able to recognize their strengths and turn them into skills for success? We developed a program that emphasizes strengths, resiliency and wellness for students especially while learning off campus.
Research in recent years has shown that nursing students experience higher levels of mental health challenges than students in other undergraduate programs (Beddoe & Murray, 2004; Cleary et. al., 2012). A health assessment conducted on our campus revealed that stress (45%) and anxiety (33%) played a role in students experiencing significant negative academic impacts such as missed placements, missed classes or bad grades(Ryerson NCHA, 2016). It was bought to our attention that students’ in nursing clinical placement experience mental and personal wellbeing challenges that they are not always able to manage on their own. Being off site and away from supports they are usually able to access can exacerbate the impact of these challenges and lead to students underperforming or failing the placement. Students have high expectations for the learning they will receive during their placement and they rely on placement experiences to bolster their skills and competency levels (Cleary et. al., 2014; Suen et. al., 2016) and when this does not occur they appeal to faculty for support so it is incumbent on the faculty to ensure that all staff are prepared to manage these appeals and that systems are in place to support students when they struggle (Cleary et. al. 2012, Suen et. al., 2016). An assessment of 3rd year nursing students revealed that they did not feel sufficiently supported by the services that were available to them and preferred to receive support from a variety of sources including peers, healthcare professionals, preceptors and faculty. Based on student feedback received and recommendations found in a cursory literature search, we recommend programming targeted at both students and staff. A pilot for our recommendations occurred during the 2017 academic year and we are excited to share our results. FOR STUDENTS we recommended:
FOR STAFF we recommended:
Our goal was to facilitate mental and general wellbeing support to all students; regardless of demographic background; before and during their clinical placement period that will help you cope more adequately. As such our programs were designed using an equity, diversity and inclusion lens to ensure that they are as encompassing as possible. Session Type: Storytelling Competency: Student advising, support and advocacy,Student learning and development Room: Johnson 1.17. Career Health: A New Wave in Career Development Theory Sonya Flessati, Associate Professor, Mount Royal University; Dr. Janet Miller, Professor, Mount Royal University; Dr. Anna-Lisa Ciccocioppo, Counsellor, University of Calgary What does high career health look like? And how do we promote flourishing among ourselves, our colleagues and our students? We have been inspired by Keyes’ (2007) dual continua model of mental health to create a parallel model of career health. We propose that high career health is available to each of us, regardless of level of employment, work experience or income. We want to share our emerging model and hear about your experiences. Want s’more? Join us by the campfire (we’ll bring the marshmallows) for this discussion of a sea change in career development.
We are excited to facilitate a campfire discussion with our CACUSS community about career health – for both ourselves and our students. Our emerging model of career health (Miller, Flessati & Ciccocioppo, in preparation) has been inspired by Corey Keyes’ work in mental health (2007) and has been informed by our counselling work with students and our scholarship in career development. Keyes celebrated the fact that mental health is available to all of us, regardless of whether a mental illness is present or not, and this model has helped to shape our understanding of psychological flourishing. This model adapts well to our understanding of career development in that “high career health” is also available to all of us regardless of level of employment, income or degree of experience. This is especially important in our post-secondary context supporting ""emerging adults"" (Arnett, 2000; 2004) who are often at the beginning of their career journeys. Through this developmental stage, individuals engage in the exploration of identities and possibilities, develop their work ethic and interests, and partake in what has been described as their “first career” (Fleming, personal communication, 2014). For students, this “first career” can involve the exploration of meaning and purpose as it connects to their career decision-making processes – the decisions around program choices and employment/work choices. While the task of purpose development fits cultural expectations for this stage of life and can be satisfying (Bronk & Baumsteiger, 2017), our experiences as counsellors working with students suggest that this process is not always positive nor satisfying. Similar to Keyes' (2007) dual continua model of mental health, we propose a dual continua model of career health. We conceptualize that an individual’s level of career health (flourishing vs. languishing) is independent from an individual’s perceived limitations to future employability, a diagnosis of mental illness, degree of employment, career experience, or income. In this fireside discussion of career health, we are curious about your perceptions of career health. What does high career health look like for you? As student service professionals, what experiences have supported you to flourish (high career health) in your career? What does high career health look for students? And, how do we promote career flourishing among ourselves, our colleagues and our students? We will share our emerging model and welcome the opportunity to hear about your experiences. Want s'more? Join us by the campfire (we'll bring the marshmallows). Session Type: Campfire Session Competency: Student advising, support and advocacy, Student learning and development Room: John Hamilton 1.18. The Ontario Faculty Strike: A Lesson in Student Engagement and Retention Krista Vogt, Senior Associate Registrar, Admissions, Domestic & International, Fanshawe College; Janice Lamoureux, Registrar, Fanshawe College; Elaine Gamble, Senior Manager, Corporate Communications, Fanshawe College The cancellation of classes for six weeks had a major impact on our Ontario College communities. Students, faculty, and staff alike struggled to sustain academic work and maintain personal/professional connections. Leadership who modeled kindness and respect, strategic thinking, and extensive collaborations allowed us to pull through. Our communication with students, facilitation of withdrawals and refunds, and re-recruitment of students were three successes during the strike that are informing new thinking about our business process. Join us as we share our positive outcomes from the strike from the perspective of Corporate Communications, Student Services and the Office of the Registrar.
This interactive panel discussion will provide an overview of the 2017 strike experience of one college in the Ontario system from the perspective of the Office of the Registrar, Corporate Communications, and Student Services. With no faculty on campus, the college needed to work harder to engage students and help them maintain academic momentum and their connection with each other and their school. The strike brought into focus the true meaning of student engagement: “the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution” (Trowler, 2013,p. 3). The classroom grounds the student experience; with classes cancelled for six weeks, students were looking for additional ways of being involved on campus. The first part of the session will provide specifics on how the college communicated with both staff and students, facilitated withdrawals and refunds, and the re-recruitment of students. The second part of the session will expand on the advising model used to assist students with their withdrawal decision-making process. Section three of the panel discussion will report on the rich student retention data created by tracking strike-related withdrawals, students on academic probation, and program choices when requesting readmission to the next semester. The strike provided a research opportunity where rates of academic probation in non-strike years could be compared with the 2017 fall term to see what impact an opportunity to withdraw without financial or academic penalty could have on retention rates. The workshop will wrap up with a discussion of new business process ideas generated because of lessons learned from the strike. Communication
Facilitating withdrawals/refunds
Re-recruitment of students
Retention/Program Fit
Future directions
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