Poster sessions
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Session Type: Panel Competency: Leadership, management and administration,Student advising, support and advocacy Registrarial Area: Admissions & Transfer Credits, Student Recruitment, Front-line Client Services Room: Henry 1.19. Closing the Gap in the Transition of Students with Disabilities into Postsecondary Education: The CNIB as a Model for the Role of Community Agencies Mahadeo Sukhai, Head of Research and Chief Accessibility Officer, Canadian National Institute for the Blind Students with disabilities face significant barriers in transition from K-12 into college or university. Existing campus-based transition programs suffer from their location in time, just prior to the start of the first term. Community agencies, such as CNIB, are well positioned to assist in delivering effective transition programming, and to work with campus practitioners to ensure the smooth integration of students with disabilities in academic and campus life. This session presents an overview of CNIB's and Vision Loss Rehabilitation Canada's efforts in this area, and engages participants in dialogue about the importance of community partnerships in serving students with disabilities.
Students who are blind or partially sighted have unique needs and challenges that their sighted peers may not. They include for example: resource development, coordination & collaboration, student social skills training, self-advocacy, self-determination, technology, and inclusion. A significant transition issue exists for students with disabilities generally, and students with sight loss in particular, as they move from the K-12 education domain into postsecondary education. For example, there are significant structural, process and advocacy differences that students will face as they start a college or university program, which they are not adequately prepared for through existing transition programs. A major policy and practice issue exists because of the current ""transitional discontinuity"" between the K-12 and postsecondary education systems. For the student, this could translate into a lack of preparedness for navigating the postsecondary environment. Although true for all students, this issue is significantly compounded for students with disabilities, and students with sight loss in particular, given the added complexity of having to navigate significantly different advocacy and support systems with a lived experience with disabilities. On-campus transition programs attempt to mitigate these barriers. Many disability services offices host innovative programming around transition to and navigation of the postsecondary environment. However, all such programs are positioned at or near the start of the student's journey in college or university, when they may be more beneficial to the student if deployed while the student is still in the K-12 system. A further barrier exists for students with sight loss in their acclimatization to campus, and to accommodations within the postsecondary setting. These barriers argue for a more seamless connectivity between K-12 and postsecondary education. In this presentation, we will highlight the significant role that community agencies can play by acting as the ""glue"" for this transition, using the CNIB and Vision Loss Rehabilitation Canada's programming as case studies and examples. Relevancy and significance. Postsecondary participation and success rates for students with disabilities are significantly lower than the national average. Significant systemic challenges exist in the transitional context between K-12 and postsecondary education. Without added intervention, the differential in participation and success rates, driven in part by these transitional barriers, will continue to challenge practitioners and administrators at all levels of postsecondary education. This presentation highlights a novel solution by engaging a community partner, such as CNIB, in working with the student and service providers, in order to mitigate the transitional barriers. Session Type: Expert Lecture Community/Network Stream: Accessibility & Inclusion, Orientation Transition & Retention Competency: Equity, diversity and inclusion, Student advising, support and advocacy Registrarial Practice: Admissions, Student Recruitment, Front-line Client Services Room: Tilley 1.20. Thriving in Action (Introducing an 11 week skills-based course curriculum for languishing students and research findings regarding impact on self-efficacy) Diana Brecher, Scholar in Residence, Positive Psychology for the ThriveRU initiative in Student Affairs, Ryerson University; Deena Shaffer, Coordinator, Student Transitions and Retention Special Projects, Student Affairs, Ryerson University This course braids Positive Psychology and progressive learning strategies designed to support students’ resilience through postsecondary’s transitions, expectations, and demands. The research of Martin Seligman, Kristen Neff, Angela Duckworth, Mihaly Csikszentmihalyi, and Jon Kabat Zinn inform the conceptual basis of this program. Thriving in Action offers a scalable, flexible, group-based model to reach struggling students, prevent distress, bolster self-efficacy, and support persistence. The curriculum focuses on mindfulness, learned optimism, gratitude, grit, and self-compassion. These are entwined with such essential learning skills as note-taking and time management, taught within a holistic framework to empower agency, restore focus, and deepen belongingness.
The Thriving in Action program is based on two conceptual models developed by the presenters, respectively: (1) the 5 Factor Model of Resilience and (2) Wide Awake Learning. We will share the models, our 11 week curriculum, training manual, and research findings on impact of this course on self-efficacy. Thriving in Action is an upstream intervention in the hopes of reaching students before distress sets in; an invitation for students to equip and empower themselves with bolstering academic and life skills that can help to mitigate crisis. Positive psychology informs the thriving skills curriculum and the progressive learning strategies curriculum which are taught from a holistic perspective, incorporating exercise, rest and mindfulness. It is innovative in the buffet offered, braiding thriving essentials that support living a good life, chiefly the building blocks of resilience, with progressive and whole person learning strategies. It is group-based, firm in the belief in unsiloing student stories, even if sorrowful; in combatting loneliness with togetherness; in collectively celebrating student triumphs, from the nuanced to the transformative; in building confidence through strategy-sharing; and in ensuring sustainable, flexible programming from the outset. It is nonjudgmental and unapologetically didactic. No assumptions are made about students’ prior knowledge, about what was or wasn’t highlighted in their upbringing or school years, about states of readiness up until now, exposure to resilience modelling, or about the attempts made or interruptions experienced along schooling journeys. Instead, Thriving in Action levels the playing field, takes luck and natural talent out of the equation, and through direct and buoyant teaching, lays bare helpful tips and tools for academic success and well-being. It is an enactment of Universal Design of Learning, borne from the most complex learners. The Thriving skills taught have emerged out of decades of counselling students navigating deeply troubled waters; the learning strategies were created and curated from working with students with challenging disabilities. It is a transition program that recognizes that orientation, or reorientation, can come long after first year. It is, in fact, the initial hurdles and struggles that provide the insight that propels students into Thriving in Action. It supports the movement from surviving to thriving. Thriving in Action is for all students no longer at the beginning but somewhere in the muddy middle, motivated by a desire to change, who are not doing very well. Thriving in Action is about the art and practise of being a student. Session Type: Workshop Community/Network Stream: Orientation Transition & Retention Competency: Emotional and interpersonal Intelligence, Student learning and development Registrarial Practice: Admissions and Transfer Credits, Student Recruitment, Front-line Client Services Room: Pope CONCURRENT SESSIONS 2 Monday, June 18, 2018 11:15AM – 12:15PM 2.01. Policy and Practice: Perspectives and Approaches for Straddling the Divide Alison Pickrell, Assistant Vice-Provost, Strategic Enrolment Management, University of Saskatchewan; Kim Bartlett, Director, Admissions, McGill University This session will include a brief refresher regarding the valuable resources and research available in the ARUCC/PCCAT Transcript and Transfer Guide (http://guide.pccat.arucc.ca/en/) with a focus on a participant roundtable regarding post-secondary issues related to transcript standards and transfer credit. Participants will come prepared to share how they have used the guide to inform policy and practice or resolve issues within their own institution, and to share issues they are experiencing at their institutions/in the system regarding transcripts and transfer credit. Discussion will include use of the guide’s resources to help address issues. The issues shared will also help inform additions or revisions to the guide’s contents and its use. Feedback about the guide is welcome.
Vanessa McCourt, Aboriginal Advisor, Four Directions Aboriginal Student Centre, Queen's University; Molly Raffan, Manager (Education), Residence Life, Queen's University Timmons’ research indicates that Aboriginal students identified racism and discrimination as a significant barrier to success. Students reported feeling isolated because of their ethnicity and entrance into a new and different environment (2008). Residence Life and the Aboriginal Student Centre at Queen’s University collaborated to develop Bimaadiziwin Ka’nikonhriyo Indigenous & Allies Living Learning Community (LLC) in residence for first year students. The LLC provides specific programming, engages and invites students to reflect on their own positionality vis a vis Indigeneity. This session will present the importance for creating an Indigenous specific LLC in Residence and the key findings that resulted.
The pilot launch of the Bimaadiziwin Ka’nikonhryo, Indigenous & Allies LLC was in September 2017, however, its inception began two years ago, born from a partnership between Residence Life and the Four Directions Aboriginal Student Centre at Queen’s University. The aim of the Bimaadiziwin (the good life) Ka’nikonhryo (the good mind) is to welcome first year students living in residence who self-identify as Indigenous and non-Indigenous allies, into a safe, supportive community where they encouraged to explore Indigeneity. The goals of this LLC are to provide opportunities where students who self-select into the LLC gain an understanding and awareness of Indigenous history, culture, teachings and traditions. This presentation will outline how this Living Learning Community honours and reflects the recommendations outlined in “Extending the Rafters”, Queen’s Response to the Truth & Reconciliation Commission’s (TRC) Report. Participants will learn about the purpose and importance of creating an Indigenous specific LLC in Residence, gain a better understanding of how to begin to implement a Living Learning Community with similar goals, and provide examples of related programming. Presenters will also highlight what has worked thus far and what can be improved. Theoretical grounding of programming and planning for our Living Learning Community are Astin’s Theory of Involvement and Vianne Timmons’ research on Indigenous student retention. Astin’s Theory of Involvement argues that student involvement lies along a continuum and how much a student puts in is how much a student gets out of their educational experience. Active engagement throughout students’ education journey is important. Bimaadiziwin Ka’nikonhriyo is designed to encourage active engagement throughout first year, allowing first year students to learn and participate in a supportive community alongside like-minded peers. Dr. Vianne Timmons’ research paper, “Retention of Aboriginal Students in Post-Secondary Institutions in Atlantic Canada: An Analysis of the Supports Available to Aboriginal Students” (2009) discusses what Aboriginal students require in post-secondary to be successful. Many students reported the need for and importance of cultural, emotional and safe spaces for students. Additionally Aboriginal students identified racism as a significant barrier to success. Timmons’ research speaks directly to the importance and impact of this Living Learning Community supporting student success. The LLC over the academic year, has engaged students in talking circles, guest lectures, ceremonies and workshops to ensure that Indigenous students feel safe and supported. Educating non-Indigenous students also provides an understanding among those students which also aids in Indigenous students feeling supported.
Jen McMillen, Dean of Students, Humber; Meg Houghton, Associate Dean, Student Wellness & Equity, Humber In January 2017, several residences experienced an outbreak of Norovirus. Within hours of becoming aware of potential illness, hundreds of students were transported to hospital and media was on-site. Our Public Health unit indicated it was the largest outbreak they’d seen in an educational environment. This presentation will share the timeline of events, how we responded, and what lessons we learned. We’ll discuss our interactions with Public Health, our media relations strategy, and the campus emergency management approach. We’ll highlight how this informed our response to future crises, and how the inclusion of student affairs pros has become more valued.
Many of us have well developed emergency response plans in place, including pandemic plans. The testing of those plans in real life situations provides tremendous insight and information about what we do well and where we need to improve. In January 2017, Humber College experienced an outbreak of Norovirus on one of its campuses, which quickly impacted almost 25% of the residence population – and the identification of Noro as the cause of the illness was not known for some time, adding to speculation and concern. We will share a timeline of events (including when we realized that the local hospital had stopped sending ambulances and had instead sent a bus for transport) which will start with first suspicion of a potential situation all the way through the determination that we were “all clear”. A full media scrum was held less than 9 hours after the first meeting of the initial emergency response group. Of particular interest to attendees may be the establishment of an EOC (emergency operations centre), how it operated and who was involved – initially based on plans, and then based on need. We will discuss who we designated for which roles, what worked, and what didn’t. We’ll also offer commentary on the sometimes overlooked impact of campus relationship building that can occur in these situations – and the understanding of the value student affairs professionals bring on a college campus. In this situation, several external players had critical roles and needed to be managed – most notably the Toronto Public Health Unit and the media. And of course, communication with students was very important, and we’ll share what worked in each of these areas. The impact of this incident, while relatively short in hindsight, we believe was profound on our approach to emergency response and allowed us to rapidly utilize lessons learned in the next major campus crisis. We’ll share those learnings and how they were adopted to a very different situation. Particular attention will be paid to those things that caught us by surprise, despite having been involved in campus emergency response for many years. Attendees will be given ample opportunity to ask questions and learn from our experiences. Session Type: Storytelling Competency: Communication,Leadership, management and administration Stream: Senior Leaders Registrarial Practice: Student Records, Systems & Operations Support, Front-line Client Services, Communications Room: Beach (Holman Grand Hotel) 2.04. Shifting the Assessment Paradigm: Building a Learning Organization Gavin Henning, Professor and Academic Program Director, New England College (New Hampshire, USA) Assessment has become a critical component in student affairs practice. While more people are performing assessment, it is still a challenge to build a culture of assessment in a unit or division. Given the negative connotations with assessment, a shift in paradigm is needed. In addition to focusing on accountability and assessment, assessment should also invite inquiry and learning with an end result of creating an organization that is always learning what works and what doesn’t.
Assessment has become a critical component in student affairs practice (Schuh, Biddix, Dean, & Kinzie, 2016, Henning & Roberts, 2016). While more people are performing assessment, it is still a challenge to build a culture of assessment in a unit or division (Henning, 2015). Given the negative connotations with assessment, a shift in the assessment paradigm is needed. In addition to focusing on accountability and assessment, assessment should also invite inquiry and learning with an end result of creating an organization that is always learning what works and what doesn’t. The concept of assessment is often a barrier to its implementation as it is viewed as extra work or requiring specialized skills. One way to overcome this barrier is to reframe assessment, while still adhering to its focus and values. Using the concept of a learning organization can serve this purpose. Popularized by Peter Senge over 25 years ago, a learning organization is one where members collaborate for collective improvement to help achieve desired results (Senge, 1990). Senge identified five characteristics of learning organizations: systems thinking, personal mastery, mental models, shared vision, and team learning. Viewing the organization as a whole, with working parts dependent upon other parts for optimal effectiveness and efficiency, not unlike the human body, is the idea behind systems thinking. While the organization is seen as system, individuals must be committed to adept competency achieved through the process of learning. Values and beliefs that promote a learning environment are required. The learning need to be pointed in a specific direction. That direction should be a shared mission and vision, that incorporates that visions of individuals in the organization. Individually learning is not enough, the team needs to learn as a whole as they must work as a system. A learning organization is one that has a culture of assessment. Given the aligned purposes of a learning organization and a culture of assessment (or inquiry) to use data and information to better understand how to be more effective, the approach to developing a learning organization would be similar to development of a culture of assessment. Reframing assessment as learning will help overcome the negative emotions tied to the process while still realizing the benefits of developing a culture of assessment. Session Type: Workshop Competency: Leadership, management and administration,Strategic planning, research and assessment Room: John Hamilton 2.05. Findings and Recommendations of the AACRAO Working Group on Disciplinary Notations Angelique Saweczko, University Registrar, University of Calgary/AACRAO In light of several states mandating institutions to note non-academic misconduct penalties on the transcript, AACRAO formed a working group of registrar's and student service professionals to review current regulations and to have a wholesome discussion on the topic of non-academic disciplinary notations and how these should be reflected on the official transcript. The presentation will highlight the findings of the group and the recommendations being made that may influence future transcript guides.
AACARO formed a working group of registrar's and student service professionals to review current regulations and to have a wholesome discussion on the topic of non-academic disciplinary notations and how these should be reflected on the official transcript. The presentation will highlight the findings of the group and the recommendations being made that may influence future transcript guides. Session Type: Research Presentations Competency: Leadership, management and administration Registrarial Practice: Student Records Room: McCully 2.06. Parenting and the Professional Sarah Knitter, Accessibility Advisor, University of British Columbia; Heather Morris, Student Advocate, Student Advocacy office, University of Manitoba Join our “Talk Show” discussion with a dozen professionals from across the country, in various roles and stages of parenthood. Share common experiences of the trials and tribulations, laughter and tears, trends, challenges and benefits. Our goal is to identify common themes that can better inform our work with students, achieve work-life balance, as well as strategies and recommendations for managers and supervisors on how to best support staff who are parents. Help inform and co-create a legacy resource and network.
There is a club. Its members are initiated by fire and there’s no specific club space or meeting place to easily join together. There are club benefits and drawbacks; junior and senior members. It’s expensive to join. Sacrifices are made. Once you join the club, you will never be the same. That club is Parenthood. Once you go through the looking glass and down the rabbit hold, there’s no turning back. Fifteen of these club members, working parents from across the country, student affairs roles, gender, and family make-up, have joined together to share their experiences and aim to connect over common goals. Through preparing for the proposal, we have already shared resources, personal narratives and anecdotes. It’s evident there is a yearning for the opportunity to come together with increasing demands and complexities as parents and student affairs professionals. Through a talk show format, a host will facilitate a discussion and pose a sampling of the following questions to the guests. Time will be set for audience member questions and comments.
Our goal with this session is to identify common themes and trends among parents in student affairs. We will leverage the learning to create a legacy project in the format of a list-serv, blog, or network to continue to connect and share support and resources for parenting professionals, their colleagues and managers/supervisors. We believe this is a novel, innovative, and essential area of focus. We have intentionally recruited a diverse group of couple and single-parents working in a variety of areas within student affairs, colleges and universities, urban and rural areas. We are informed by personal lived experiences, as well as formal learnings, as cited in the references below. Session Type: Alternative Session Type Competency: Emotional and interpersonal Intelligence, Leadership, management and administration Room: Pope 2.07. Communicating with today's diverse and digitally connected students: Transforming our approach Janet Teasdale, Managing Director, Student Development and Services, UBC; Kate Ross, Associate Vice-President, Enrolment Services and Registrar, UBC; Duke Indrasigamany, Director of Student Communication Services UBC At UBC, two critical facing student divisions - Enrolment Services and Student Development and Services - are partnering to transform the way the University communicates with today's diverse and digitally connected students. Through the implementation of a singular student digital portal, the goal is for all students to gain access to information and services in a consistent, seamless, way - when they need it and wherever they are. This session will invite dialogue about the potential for this approach to engage students more meaningfully and enhance their student experience. It will also explore UBC's lessons learned along this process of transformation..
How does a large decentralized university present a unified experience to today’s diverse and digitally connected students? At UBC, the Enrolment Services Student Development and Services divisions are partnering to co-lead a transformation in how they communicate to students through a centralized Student Communications unit. The purpose of this transformation will be to engage with students in a consistent way on a singular digital platform and to integrate that platform across all student touchpoints from orientation to graduation. The goal is to strengthen student’s connection to UBC and ensure they are able to interact with the right information at the right time, wherever they are. Learn how this shared partnership is building a foundational platform to seamlessly connect all elements of enrolment, student services, and student life and facilitate live ongoing dialogue with students across all Faculties and Departments. In this session, participants will learn:
Session Type: Storytelling Community/Network Stream: Digital Communication Competency: Communication Registrarial Practice: Communications, Systems and Operations Support, Front-line Client Services Room: Dunes (Holman Grand Hotel) 2.08. Accessibility Beyond Academia: Support and Engagement for Students with Disabilities Rachel Desjourdy, Access Services Advisor, McGill University This workshop explores the role of disability resource offices to support accessibility on campus beyond academics, to include the social experience. It highlights three initiatives promoting co-curricular access: Tuesday Tea, Access Ambassadors Program, and Fitness Access McGill (FAM). The goal of the session is to create a forum for student affairs professionals to exchange ideas on how to lead change through collaborations with other campus partners by empowering them to see through an accessibility-lens, thereby expanding the responsibility for 'accessibility' beyond the borders of the disability services office. The role of student leaders as change-agents will also be highlighted.
Evans et al. (2017) state, ""disability resources and student affairs staff, as well as faculty, must be sensitive to the importance of students with disabilities taking care of themselves in all aspects of their lives – social, physical, emotional – rather than focusing exclusively on their academic pursuits"" (p. 271). Disability resources are often mainly focused on supporting students' academic access, while access to social engagement and activities remains an integral component of a disabled student's post-secondary experience. This workshop explores the role and responsibility of disability resource offices to support accessibility on campus and outside of the classroom. It highlights three collaborative initiatives led by staff at the Office for Students with Disabilities at McGill University, promoting co-curricular access: Tuesday Tea, Access Ambassadors Program, and Fitness Access McGill (FAM). These three initiatives showcase programs created to scaffold social engagement opportunities for students. Some included creative collaborations with other campus partners, expanding the responsibility for 'accessibility' beyond the borders of the disability services office, and empowering our campus partners to see their activities through an accessibility-lens. Others emphasized collaboration and cooperation between and among students with disabilities and other peers interested in accessibility and leadership on campus. Tuesday Tea is an initiative that provides students with disabilities a semi-structured opportunity to connect with their disabled peers. Disability resource staff scaffold thematic dialogue for students to address their social experiences of disability on campus – allowing for informal exchanges of implicit knowledge - where students share resources, strategies and tips amongst each other. The Access Ambassadors Program involves accessibility-themed workshops (i.e. planning accessible events, introduction to Universal Design for Learning for Students), available to all students. The goal of this program is to equip participants with foundational skills including: unpacking stigma and misconceptions related to disability and mental health on campus, increasing knowledge of campus and community resources, and promoting accessibility in their spheres of influence. Fitness Access McGill (FAM) is a collaboration between McGill Athletics & Recreation, the Department of Kinesiology and Physical Education and the Office for Students with Disabilities. This pilot program provides students experiencing physical barriers opportunities to access fitness on campus. This collaboration provides a group of 10 students individualized personal training, peer support, and access to on-campus adapted equipment. This workshop will open by introducing the three above-mentioned initiatives, highlighting opportunities and challenges. Participants are invited to share their experiences facilitating social accessibility on campus.
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: Freedom of Speech
The CoP Student Conduct would once again like to put forth a proposal for a series of roundtables, Keep Calm & Conduct On for the CACUSS 2018 conference. For the last two years, this initiative has been a success and received great turnouts from conference attendees. The roundtable series will be a series of three current and trending topics in student conduct administration and each roundtable will be facilitated by an expert in the topic, recruited specifically by the CoP Co-Chairs. The purpose of the roundtable series is to create a dialogue on the topic and share resources, best practice and address barriers to success. Roundtable facilitators will be equipped with a series of set questions to assist in guiding the conversation in addition to resources specific to the topic to share with participants on the spot. The purpose of the roundtable series is to also allow the CoP to assess member needs and take the pulse of where the membership is successful and struggling to manage complex matters inherent to student conduct administration. Session Type: Campfire Session Community/Network Stream: Student Conduct Competency: Equity, diversity and inclusion,Student advising, support and advocacy Room: Coles/Gray/Palmer 2.10. A+ for Mentoring: A Blueprint for creating a Peer-Mentor Internship Course Jessica Silver, Student Transition Manager, University of Toronto Mississauga; Laura Walkling, Student Success Coordinator: Transition Programs, University of Toronto Mississauga 3 years ago, the University of Toronto Mississauga was faced with how to grow their first-year transition program (LAUNCH) without growing their budget. They embarked on collaboration with the Registrar, Student Affairs and Services and academic departments to create an internship for-credit course for their peer-mentors. Hear the story as told by the Manager, Coordinator and the students themselves, as they share a blueprint you can use to create your own peer-mentor internship course.
Practitioners struggle to grow programming due to resource constraints. Faced with this very challenge of expanding their first-year peer mentorship program (LAUNCH) without expanding their budget, UTM created utm377: Why First Year Matters? The Impact of Peer Mentoring, a third-year for-credit academic internship course. Grounded in Kolb’s Experiential Learning style theory and Perry’s Theory of Intellectual and Ethical Development, staff from the Office of Student Transition developed a curriculum for the internship course that supported the individual learning of the mentors through “real world” application as a Peer-Mentor. utm377 is a course that explores contemporary issues in higher education with a focus on experiences, issues and challenges commonly encountered by undergraduate students during their first year of university. Interdisciplinary in its focus, topics of exploration include an examination of adult and student development theories, models of student engagement and an investigation into mindset, levels of persistence, habits of mind and personality characteristics that impact student success. The internship component, consisting of running weekly sessions with a group of 25-30 new to UTM students in their academic discipline, is required and is part of the course assessment. Students taking the course assume a peer-mentoring role (LAUNCH Leader) to apply and contextualize theories and skills learned in the course. Through sharing the journey of the Student Transition Manager, the Student Success Coordinator and the LAUNCH Leaders (the students enrolled in the course) in creating and executing the course, we will present to attendees a potential blueprint that they can use to implement an internship course at their institution. The following are the key themes, research and theories that will be explored as we follow the development of the internship course at UTM.
Session Type: Storytelling Community/Network Stream: Leadership Educators, Student Peer Support Programs Competency: Leadership, management and administration,Student learning and development Registrarial Practice: Academic Advising Room: Johnson 2.12. Could the UK’s ‘Fitness to Study’ approach be successful in the Canadian post-secondary environment? Peter Hedley, Director, Student Affairs and Services, University of Saskatchewan There are significant challenges with supporting increasing numbers of students with multiple/complex diagnoses who are experiencing ongoing issues – that cannot be managed by supports or accommodations – which may cause harm to them or others by remaining in studies. The UK HE ‘Fitness to Study’ approach may provide a solution. Its goal is to: • Create a supportive, enabling learning environment wherein students suffering from illness, addiction or disability can be proactively supported and accommodated • Identify and support those students better served by a pro-actively enabled or mandated withdrawal from studies with planned/managed re-entry at a later date
Given the increasing costs of education, the pressure for students to achieve and succeed, more students than ever are struggling than ever before. And so are those whose job it is to support them. In some cases, students’ distress can manifest itself as non-academic misconduct. But how do we distinguish between a deliberate breach of the non-academic standard of conduct and an unintentional breach caused by ‘unwellness’ (often a cry for help)? Instead of leading students through a proactive, welfare-focused process designed to engage them with addressing health issues, they are instead subjected to a punitive process which typically results in greater distress, vulnerability and likely harm for all parties. In these cases, students would benefit from a transparent, supportively ENABLED or MANDATED withdrawal to focus on stabilizing and recovering their health followed by a planned return to their studies at a later date. This approach exists within the UK with ‘Fitness to Study’ policies and practices where the goal is to:
The focus is NOT on the exit (withdrawal) but rather on the RETURN, which is a far cry from morally (if not legally) indefensible ‘involuntary medical withdrawal’ or ‘mandated leave’ policies. This presentation will offer honest insights into the development of a ‘Fitness to Study’ approach at the University of Saskatchewan to address the question: ‘Could the UK’s ‘Fitness to Study’ approach be successful in the Canadian post-secondary environment?’ Innovative Approach A ‘Fitness to Study’ approach would represent a much-needed step forward in Canadian post-secondary in helping to increase the likelihood of student safety, health, well-being and long-term academic and personal success. Theoretical Foundation The framework and approach is based upon practices in UK higher education – where the presenter worked for 12 years as an instructor/academic/student services manager – as well as 12 months of cross-institutional consultations at the University of Saskatchewan. Relevance and Significance Addressing student wellness and mental health in a supportive, proactive manner has become one of the critical issues to be addressed within the Canadian post-secondary environment. A discussion around this topic is therefore incredibly timely. Session Type: Expert Lecture Community/Network Stream: Accessibility & Inclusion Competency: Equity, diversity and inclusion Registrarial Practice: Student Records, Student Recruitment Room: Langevin 2.13. The Glue: How Mental Health and Wellness Initiative Are Critical to Student Success Amiga Taylor, Student Health and Well-being Navigator, Ryerson University This session is intended for students, faculty and staff to share ideas about how programs like a Student Health and Well-being Navigator (SHaWN)) can improve its overall student mental health and wellness support services. In this presentation we will discuss common health and wellness themes, their impact on students and how faculty and staff are currently managing the increase of reported student mental health issues university-wide.
The Centre for Addiction and Mental Health (CAMH) is a mental health teaching hospital in with central facilities located in Toronto and 10 community locations throughout the province of Ontario, Canada (Centre for Addiction and Mental Health, 2012). CAMH estimates the prevalence of mental health and addiction disorders is as high as 20 percent among young people, yet as few as one in six youth affected by mental health issues will access appropriate treatment (CBC/Radio-Canada, 2018). The Student Health and Well-being Navigator (SHaWN) is a one-year pilot program tailored to help Faculty of Communication and Design (FCAD) students achieve timely access to services and activities that foster physical, mental, academic and spiritual well-being. It is part of an ongoing collaborative effort to ease and enhance FCAD students’ path to success from admission until after graduation and speak to the rise in student reported mental health concerns and lack of access to appropriate treatment as reported by CAMH. Heavyweight U of T is regularly recognized as one of the top universities in the world; however, students rate the university low on supportive campus environment and active and collaborative learning stating that rigorous academic standards and a competitive environment cause stress (The Globe and Mail Inc, 2018). Ryerson was ranked fifth in a Macleans article for having the most ""stressed"" students. The initial data this program has collected thus far supports their findings as, out of a small pool of 20 FCAD students, 81% of them reported experiencing stress in some capacity. 33.3% of those students due to course loads. In this position, the SHaWN, will provide front-line support both directly to undergraduate and graduate students, and to faculty and staff seeking to help these students overcome hindrances to academic success. They will also raise students’ awareness of available support services and activities, and help us accumulate information of issues faced by students, ways in which they find help, systemic gaps and obstacles that might hinder their gaining timely access to support, and best practices for enhancing that access. This program will allow us to formulate the best approach to providing continuing service-navigation aid for Faculty of Communication and Design (FCAD) students and, potentially, other students university-wide.
Greg Langstaff, YU START New Student Transition Coordinator, York University; Ross McMillan, Director, Student Engagement and First Year Experience, York University; Lyna Truong, Student Success Program Administrator York University A well-planned large-scale event can create a powerful positive memory for an incoming student. However, if not carefully planned and managed, a new student can feel lost, overwhelmed and out of place. Managing the positioning, movement, and physiological needs of hundreds or thousands of students can be a bit intimidating. Join the York University Orientation team as they take you through icebreakers, simulations, and thoughtful discussion to share with you the lessons learned managing over 8,500 new students at their annual York Orientation Day.
This 60-minute workshop will empower its participants to confidently plan and execute large-scale events, aimed at over 1000 participants, at a college or university. The foundational experience informing the lessons learned in this workshop is York University’s annual one-day orientation event, York Orientation Day, which was attending by over 8,500 incoming students in 2017. The 60-minute session will focus on applying three Student Affairs and Services Competencies to the logistical planning and event implementation process, while incorporating theories in student development and change management. The first learning outcome, concentrating on participants ability to identify effective methods for delegating and empowering staff, students, and faculty to manage individual logistical elements of an event (full details found in the learning outcomes field) is most closely related to the leadership, management and administration competency. This outcome will be achieved through a short presentation on the York Orientation Day logistical planning structure followed by a question and answer period. The second learning outcome, aimed at having participants experience integrating data-based decision-making with the human element of large-scale event planning (full details found in the learning outcomes field) ties closely with the strategic planning, research, and assessment competency. To reach this outcome, participants will partake in an event planning simulation which requires them to balance logistical planning with people pleasing. Facilitators will use a debrief of this activity to help participants apply Kotter’s Change Management theory to their learning experience in hopes that they can utilize it in future event planning. Finally, the third learning outcome, for participants to compare and contrast communications tactics required to coordinate all participants and staff/volunteers, will address the communications competency. Taking full advantage of the communication experience and expertise in the room, this outcome will be achieved through structured small group discussions. During the discussions, participants will be prompted to discuss the role of mass communication in enhancing a student’s sense of capability and resourcefulness, based on Lizzio’s Five Senses of Success model. This workshop intends to leave participants feeling confident and well equipped to plan and implement a large-scale event for their students. Session Type: Workshop Community/Network Stream: Orientation Transition & Retention Competency: Communication,Leadership, management and administration Registrarial Practice: Student Recruitment Room: Henry 2.16. All hands on deck!: Engaging faculty in SEM Tamara Leary, Associate Professor/Program Head, Royal Roads University Faculty occupy a pivotal role in the development and delivery of academic programming while institutional administration typically oversees SEM processes focused on student recruitment. SEM offers an overarching approach to connect student recruitment with student retention. Faculty are often not part of SEM planning and implementation. This presentation draws on our experience and research as current faculty members and former senior Student Affairs administrators, as well as Keeling and Hersh’s (2012) work to facilitate dialogue on ways to engage faculty in the development and delivery of SEM initiatives.
Student Affairs has long known the relevance of student engagement to student retention. In addition to the supports and services that offer engagement to students outside the classroom, what happens in the classroom is equally important in student retention. SEM offers a structural framework to identify, assess and enhance policies and practices aligned with the recruitment, enrollment, retention, and graduation of students. There are several noted definitions of SEM (Hossler &Bontrager, 20015) referenced in the literature, among them is Dolence’s(1993, 1997) definition of SEM as “a comprehensive process designed to achieve and maintain the optimum recruitment, retention, and attainment of students where optimum is defined within the academic context of the institution” (p. 15). The description of the process as comprehensive highlights the necessary holistic approach to SEM on the part of the institution. All key stakeholder groups have roles and responsibilities in the development and delivery of an institution wide enrollment plan – the process must be consultative and informed. Dolence (1993, 1997) specifically clarifies the context within which optimum enrollment is to be considered as an academic one. The academic sector of an institution, which includes faculty, academic programming and research is pivotal to SEM planning and implementation; however, it one that is commonly ignored or under-utilized. How can a recruitment campaign be truly successful if it does accurately reflect current and pending academic programming or if it has not been informed by discussions with faculty and researchers about employability within a field of study or the latest research opportunities that students can participate in. How can faculty develop an academic curriculum if they are not aware of the demographics of the pending student population entering the classroom? It is difficult for faculty to proactively respond to changes in student demographics, students’ learning needs and/or expectations, or academic regulations if they have not been privy to the discussions and processes associated with the institution’s SEM plan. Ensuring the inclusion of faculty in SEM planning and implementation goes beyond a simple exchange of information. It is critical that the connection between student recruitment and retention and faculty’s’ approach to teaching and learning is clearly identified and understood (Keeling & Hersh, 2012). This presentation engages participants in dialogue informed by experiences, literature and research on the challenges and opportunities presented by engaging faculty in SEM planning. Together the group will identify best practices and areas for further discussion and research.
Melissa Padfield, Deputy Registrar, University of Alberta; Lisa Collins, Vice-Provost and University Registrar, University of Alberta Every day we are confronted with opportunities for organizational change. We imagine what could be better, but often we are paralyzed when changes seem too daunting, too big, and too out of reach. During this interactive case exploration, participants will be introduced to the techniques used by one Office of the Registrar to lead the development and implementation of a new Strategic Enrolment Management framework. Through discussion of key learnings and outcomes from the past four years, we will help participants build their toolkit for tackling and sustaining large scale organizational change, whether in SEM or beyond.
Four years ago the Office of the Registrar (RO) at the University of Alberta embarked on an ambitious plan to introduce comprehensive strategic enrolment management to the institution. Over the course of the past four years, extensive change has been driven by the RO in areas ranging from policy development, technological change and innovation, and organizational/process restructuring: all of which have worked together to shift a longstanding organizational culture. The result is a fundamental transformation of the way in which we plan, manage, and think about enrolment. A change journey such as this provides numerous lessons and has helped to generate and refine best practices around leading large scale organizational change. These learnings include how to:
Our presentation will leverage this SEM focussed case example, one of the most systemically important areas of practice in higher education, as the basis to explore and build change management and leadership skills. We will draw on tangible examples and data to illustrate both our approach and its outcomes. We will provide participants with opportunities to personalize these learnings for their own roles and institutions through a guided small group activity. We will also challenge attendees to think about change readiness and planning through a variety of lenses (e.g., Four Frames, Bolman & Deal) to improve outcomes. This presentation will offer valuable and relevant content for those interested in change management, leadership development and strategic enrolment management. Session Type: Storytelling Competency: Leadership, management and administration,Strategic planning, research and assessment Registrarial Practice: Student Recruitment, Admissions, Transfer Credits, Records, Systems and Reporting Room: Archibald 2.18. Beyond the pages: What we really learned while pursuing a doctorate Stephanie Muehlethaler, Director of Colleges, Trent University; Adam Lawrence, Dean of Students, Wilfrid Laurier University- Brantford Campus Pursuing a doctorate when working fulltime is no easy feat. Doctoral students immerse themselves in a specialized topic for hundreds of hours. Maintaining an interest and even a passion for that topic while balancing work and life teaches many lessons beyond the thesis subject matter. In this session, both of us who are at different points in our journey reflect and share what we have learned, from navigating the storm to cultivating resilience, compassion and gratitude. We intend to lean into our own vulnerability in the hope of creating connection and community by sharing our stories and experiences.
To learn what a PhD student studied, all one has to do is read their dissertation, article they have published or attend one of their sessions at a conference. What the hundreds of pages, long nights, and multiple rewrites do not include are the insights, ah ha moments, realizations, tears, and joys experienced by any doctoral student. Intimate moments and stories of struggle, resilience and triumph are often not shared in such a public setting, especially at a national conference. We are looking to explore the nuances of the experiences had by several doctoral students with the individuals who choose to attend this session. Through storytelling and sharing in conversation, several doctoral students, all at different stages of their journey, will go beyond sharing their research, how they decided on what methodology to use and their coding process, instead will reflect and discuss what they have learned about themselves, their growth and challenges while pursuing a doctorate. While stepping into a space of vulnerability, the aim is to have an honest conversation that will highlight the ebbs and flows of each students journey, the insights, lessons and teachings that developed and resulted over many long nights of article analysis, data collection and multiple rewrites and edits of drafts. Each presenter will share several lessons they have learned through the process from combating imposter syndrome and being on the verge of quitting, navigating how to share the joys of this process with your closest community who just may not get it, to cultivating self-compassion and a resilient spirit (Brown, 2006; Duckworth, 2016). The attendees will have opportunities to ask questions as well as share their own stories of the lessons they have learned while pursuing additional education. Session Type: Storytelling Competency: Emotional and interpersonal Intelligence, Post-secondary acumen Room: Campbell 2.19. Above the Salt: A Healing Circle for Racialized Student Affairs Professionals: Part 1 Nadia Rosemond, Senior Manager, Student Life and International Experience, University of Toronto Scarborough; Jen Gonzales, Director, Student Life, Ryerson University; Pearl Mendonca, Manager, MCACES Resource Centre & Learning Support Centre, Mohawk College To Sea Change and seek equity for students, colleagues and ourselves can be exhausting, emotional and at times, a source of pain. This session welcomes all self identifying racialized, Indigenous, and persons of colour for sessions on processing, reflection and healing. In part one, participants will examine theory and concepts which include microaggressions, professional identity, systems of oppression, and intersectionality. In part two, participants will explore healing modalities such as gratitude, Reiki, Yoga, and Emotional Freedom Technique in order to learn how to amplify their gift, and fulfill their vision, resulting in a revolutionary validation of themselves and our community.
Part One--CONTEXT & FOUNDATION - “Creating the Space”
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