Poster sessions
Competency: Post-secondary acumen,Strategic planning, research and assessment Registrarial Practice
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- Session Type: Panel Competency
Competency: Post-secondary acumen,Strategic planning, research and assessment Registrarial Practice: Academic Advising, Student Records, Systems & Operations Support Room: Henry 3.06. Peerconnect: Connecting emotional awareness and resiliency to Student Learning & Development Jacqueline Macchione, Student Success Initiatives Coordinator, George Brown College; Diana McIntyre, Student Success Initiatives Coordinator, George Brown College How do you provide personal and professional growth opportunities for college students who are employed as Peer Coaches so that they have the skills they need to support both themselves and the larger student population to thrive and flourish on campus? This 60-minute session will explore how one college embedded self-regulation and emotional awareness skill development opportunities into their peer programming. Presenters will share reflections on the development of this program as well as on how other post-secondary institutions can create similar opportunities for their peer workers.
Emotional resilience is fundamental to academic and lifelong success. Emotional intelligence and resiliency have been positively correlated with successful student outcomes (Mayer & Salovey, 1997; Bar-On, 2005; Jaeger & Eagan, 2007). With this understanding, there has been an increased focus on how post-secondary institutions in general, and Student Affairs departments in particular, can explore and support a more holistic view of student success programming. This 60-minute session will explore how George Brown College’s (GBC) Peerconnect program took a strengths-based approach to student development by embedding emotional intelligence and self-regulation techniques and strategies into both Peer Coach training and student programming. The session’s facilitated discussion will highlight the importance of fostering emotional resiliency with College students and how this has been embedded into GBC’s peer programming. This session will explore how the Peerconnect program was redesigned to provide Peer Coaches with multiple ongoing opportunities to learn about and develop strategies that support emotional resilience for college success. The discussion will highlight how we used the EQi 2.0 assessment and goal-setting debrief in order to engage students in emotional intelligence awareness, how we included self-care strategies in collaboration with the College’s Counselling team, and how we taught effective emotion-focused coping strategies such as mindfulness techniques and meditation. In addition to supporting their own well-being, these opportunities aided Peer Coaches in supporting the greater student population to flourish both within and outside of the college classroom. Qualitative data will be shared to highlight these findings. Based on the grounding idea that targeting skills related to emotional resiliency and self-care provides the foundation for improved student outcomes, the presenters will share their reflections on how the onboarding and training program of our peer-to-peer support program Peerconnect was re-envisioned to prioritize emotional awareness and resiliency. The session will conclude with a discussion of our lingering questions, lessons learned, and thoughts for the future.
Mitchell Miller, Training & Development Manager, McGill University; Bianca Tétrault, Sexual Violence Education Advisor, McGill University For institutions and staff looking to educate students on consent, sexual violence prevention, and safer partying, the first-year population has emerged as a critical group to engage. Educating new students on these topics also requires timely and pervasive implementation. This session will provide an overview of how McGill University successfully leveraged existing, popular first-year tech platforms to integrate consent and active bystander education to thousands of new students; discuss the outcomes; and highlight key design considerations that emerged. Participants will then design and workshop their own digital educational resources related to sexual violence prevention or another relevant topic.
Consent and active bystander education is a critical topic to introduce to first-year students and have them meaningfully engage with. According to ACHA-NCHA II data, students are largely interested in receiving information about sexual violence prevention and helping others in distress. However, often this education comes too late, especially if it follows orientation and the initial weeks of classes; competes with other important or more “appealing” topics, such as academic advising and campus involvement; and may not be readily available and accessible to new students. In 2016, McGill University set out to provide consent and bystander intervention education in a way that: (1) involved the buy-in and collaboration of campus-wide stakeholders, (2) was available and meant to be completed prior to orientation, (3) was mandatory for its intended audience (decision made by student leaders), (4) was not a discrete intervention but integrated with existing and popular first-year touch points. The result was a video and quiz that was embedded in the University’s central orientation registration website. The video was created in partnership with student associations and University units, and its completion was mandatory for any first-year student wanting to register for a Frosh event. In its first year, the quiz was completed by nearly 4,000 students and the video enjoyed some virality of its own, with a total viewcount of over 10,000. In 2017, the video and context remained the same but the quiz was redesigned to promote students’ reflections on the content and their role in created a safe and consent-first environment. Again, the video nearly doubled its intended audience size and became widely-shared and discussed among first-year students. In-person follow-up workshops were also available prior to orientation and expanded upon the topics addressed in the video. Following a short presentation of the presenters’ guiding theories, context, reflections, and key considerations, the session will consist mostly of a workshop, where via a template, group discussion, and feedback, participants will be able to start designing their own digital educational resource. While the presenters’ experience was creating a video and integrating it into a registration site, the workshop will be more open to participants exploring other platforms/formats and integration points that fit their context and resources (including budget). Although the focus will be on consent and bystander intervention education and its particular needs and challenges, participants may want to and will be allowed to design curriculum and projects for other topics. Session Type: Workshop Community/Network Stream: Orientation Transition & Retention, Digital Communication Competency: Student learning and development,Technology and digital engagement Room: Pope 3.08. Career Counselling, Complexity, and Student Experience: A Story-Based Approach to Assessment Juliana Wiens, Career Counsellor, Saint Mary's University University Career Counsellors have a responsibility to engage in ongoing assessment to ensure that the services we offer meet the needs of our students. But how do we assess those needs effectively? Surveys and focus groups can provide some information, but fail to capture the complexity of student experience. Career Counsellors at Saint Mary’s University are engaging in narrative, story-based research to learn more about student needs, expectations, and processes around accessing Career Counselling services on campus. Come hear some of the stories we’ve gathered, and learn more about this innovative approach!
University Career Counsellors have a responsibility to engage in ongoing assessment to ensure that the services we offer meet the needs of our students. Traditionally, this assessment has taken the form of internal program reviews and information gathered through longstanding research methods such as surveys and focus groups. Yet while these methods can yield basic information around student preferences and best practices, they fail to capture the complexity of student experience. How do students understand and manage career issues in their own lives? How do they perceive and interact with the services designed to support them? What makes a student decide to book an appointment with a Career Counsellor, and what makes them decide to come back? Over the past year and a half, Career Counsellors at Saint Mary’s University have been engaging in narrative research to learn more about student needs, expectations, and processes around accessing Career Counselling services on campus. Narrative research is reflective of current best practices in the career development field (Franklin et al., 2015), and consists of gathering stories from participants (as opposed to opinions, as per traditional research) for the purpose of exploring the themes that emerge from a collection of stories. Stories and themes allow for a deeper understanding of student experience that can in turn guide student service professionals in making innovative and effective changes to service delivery. This presentation will consist of three sections. In the first section, we will present an overview of narrative research methodology, and a description of our particular method and findings. The second section will consist of an interactive exercise, in which we will provide participants with actual stories from our data, explore with them the themes that emerge from these stories, and invite them to reflect on the extent to which these themes resonate with their own experiences of working with students. In the third section, we will examine ways of using research findings to improve service delivery. Session Type: Research Presentations Competency: Strategic planning, research and assessment Room: Archibald 3.09. Five Long Weeks: The Ontario College Strike Fallout and Recovery Sharon Kinasz, Registrar, Seneca College; Linda Dalton, Registrar, Sheridan; Christine Blake, Dean of Students, Seneca College In the middle of the Fall 2017 semester Ontario College faculty went on strike. The challenge to the Registration offices and student services was to develop plans and processes to deal with what would be the longest strike in Ontario College history. This multi institution panel will share varying experiences with major college events such as convocation, revision of academic plans and calendars and how we communicated this to students. Additionally the panel will discuss both long term and short term challenges and issues that they encountered and even some that are ongoing.
In the middle of the fall 2017 semester, Ontario College faculty went on strike. The challenge to the Registration offices and student services was to develop plans and processes to deal with what would be the longest strike in Ontario College history. This multi institution panel will share varying experiences with major college events such as convocation, revision of academic plans and calendars and how we communicated these to students. Additionally the panel will discuss both long term and short term challenges and issues that they encountered during the disruption and even some that are ongoing. The Ontario College sector bargains as a unit and thus there are 24 College units operating as a collective. However each institution operates as its own identity and must creatively solve its own operational challenges. Both Seneca and Sheridan College took differing approaches to a number of major events and in their decision making about those events. Panelist were on the front line assisting senior management making those choices, creating plans and communicating plans to students. Major decisions include whether or not to hold fall convocation ceremonies, how to make up over five weeks missed classes and how to deal with student issues and concerns. Additionally, the Ontario government imposed a number of programs to accommodate students affected by the labour disruption. While meaningful for the students the programs became operationally challenging for an already stressed system. Both Registration Offices and Student Services had to build forms and processes to accommodate these imposed programs for students. Finally, all of the a fore mentioned challenges and a lot that are not mentioned all had to be transferable from week to week as the end of the strike was unpredictable. Thus plans needed to be flexible and adaptive to meet both academic outcomes and student experiences. Participants will hear from the panelists differing decision making processes that come to similar outcomes. Panelists will also be able to provide a lessons learned and tips for institutions who may face similar disruptions. Session Type: Panel Competency: Leadership, management and administration, Post-secondary acumen Registrarial Practice: Convocation, Systems & Operations Support, Admissions and Transfer Credits, Front-line Client Services Room: Johnson 3.10. Eat, Paint, Love: The Year of 40 Chelsea Corsi, Wellness Coordinator, Thompson Rivers University Are you living you your best life? Are you walking your own talk? As student affairs professionals, we spend our days supporting students on their voyage of personal and academic success. We listen, encourage, support, refer to appropriate resources and so much more. But, are we creating the same opportunities for ourselves? This storytelling session will discuss one woman’s story about her ‘Year of 40 Leave’ and her choice to live a more intentional, whole-hearted life. The work of Dr. Brené Brown will be discussed in order to provide a framework for participant self-reflection and dialogue about self-care.
Are you living you your best life? As student affairs professionals, we spend our days supporting students on their voyage of personal and academic success. We listen, encourage, support, refer to appropriate resources and so much more. But, are we creating the same opportunities for ourselves? Do we make time for our knowledge and expertise to translate into our own lives? Let’s face it, demands are ever increasing at home and at work. Stressors come at us from all directions – from our kids, partners, aging parents, and the increasing needs of students. For example, EAB has found that the need for mental health resources at post-secondary institutions has grown to be five times that of enrolment. How are we handling these challenges professionally and personally? Do we put the needs of others ahead of our own? Have we stopped to reflect on the direction our lives are taking, or the impact on our own health and well-being? The work of Dr. Brené Brown, social work professor and world-renowned researcher, speaker and author, has opened up new possibilities and created a new lexicon for self-reflection. She has created a space in our society where showing vulnerability is no longer a sign of weakness, but a sign of strength and authenticity. Her TED Talk about vulnerability is one of the top five TED Talks watched around the globe, demonstrating its captivating and timely message. In her best-selling book “The Gifts of Imperfection: Let Go of Who You Think You Are Supposed to Be and Embrace Who You Are,” Brown introduces her 10 guideposts to whole-hearted living. Examples include cultivating authenticity; self-compassion; play and rest; creativity; meaningful work; and laughter, song and dance. How can we implement these tenants for successful living in our own lives, in order to be present at home and at work? This storytelling session will dive deep and discuss one woman’s experience turning 40, and her choice to take a ‘Year of 40 from Leave’ from her university position. We will discuss her experience with vulnerability and her reflections on making this career choice in order to live a more intentional, whole-hearted life. Dr. Brené Brown’s work will be used a framework for participant self-reflection and dialogue about self-care. Participants will have an opportunity to share their experiences with vulnerability and discuss strategies to institute or improve whole-hearted living and self-care in their own lives.
Ravinder Gabble, Health Education Coordinator, University of Toronto Mississauga As Health Promoters in higher education, we know how important it is for students to build healthy habits in support of their academic and personal goals. What we sometimes struggle with however, is how to best deliver this information to students so that they will receive it, feel engaged, and be inspired to apply it to their daily lives. In this workshop, the presenter will share his own professional experiences as a Health Promoter applying different health promotion intervention models, and try to answer the universal question of what works when it comes to health promotion, and what necessarily doesn’t.
As Health Promoters in higher education, we know how important it is for students to build healthy habits in support of their academic and personal goals. What we sometimes struggle with however, is how to get this message successfully and effectively across to as many students as possible amidst our increasingly growing campuses and the overabundance of digital information available to students at any given time. For these reasons and others, many postsecondary institutions choose to employ peer-based health education programs to emphasize the prioritization of well-being and self-care amongst their student populations. According to the Mental Health Strategy for Canada: A Youth Perspective (2013), “a peer is someone who has something in common with you, such as age, background, or qualifications.” Research shows that health information is not only more impactful when coming from a peer, but also more meaningful, relatable, and applicable. According to Sloane and Zimmer (1993), “peer education models come in many paradigms and often represent the best use of campus resources for specific needs.” Program structures thus vary by campus, but often involve the organization of peers into various health topic-specific teams, in which members work together to plan, develop, implement, and evaluate health promotion interventions on campus. Interventions may include a combination of large and small-scale campus events, educational booths, walk-abouts, social media campaigns, classroom announcements, distribution of educational materials and resources, and more. The underlying goal of most peer health initiatives is to “empower students to help each other promote positive health beliefs and behaviors” (Sloane and Zimmer, 2013). Despite the well intentions and wide support behind peer health education initiatives in post-secondary settings, it often remains unclear what program delivery models work best. While there are certainly advantages and disadvantages to each, and every campus would have its own unique needs, the question for a lot of Health Promoters is this: how do we best utilize our often constrained time and resources to create program structures that can best deliver information to students so that they will actually receive it, feel engaged, and be inspired to apply it to their daily lives? In this workshop, the presenter will share his own professional experiences as a Health Promoter applying different health promotion intervention models, and try to answer the universal question of what works when it comes to health promotion and what necessarily doesn’t. Session Type: Workshop Community/Network Stream: Student Peer Support Programs Competency: Communication, Student advising, support and advocacy Registrarial Practice: Systems Room: Campbell 3.12. Front and Centre: Putting the Student Back in the Student Mental Health Strategy Mohsan Beg, Director, Student Counselling Centre, University of Windsor; Katie Chauvin, Student Researcher, Student Mental Health Strategy, University of Windsor; Ary Maharad, Research Assistant, University of Toronto Scarborough (UTSC) How do we model the values of a Student Mental Health Strategy while we build it? As Student Mental Health Strategies continue to be developed, how can post-secondary institutions purposefully engage with this development process to create opportunities for students to feel seen, heard, understood, valued and cared for by their school? How can we use the process itself to foster student connection, engagement, and purpose? Join us as we share our experience of empowering students through a rigorous approach to crafting a Student Mental Health Strategy that infuses best practice-driven research with student voice, lived experience, leadership, and wisdom.
In recent years, Canadian colleges and universities have been making strides in supporting post-secondary student mental health, including the development of groundbreaking Student Mental Health Strategies at several institutions. A landmark document in this process has been the CACUSS/CMHA “Post-Secondary Student Mental Health: Guide to a Systemic Approach” (2013), offering a framework of best practice considerations for fostering student mental health and flourishing on campus. A core value in this guide is that of advancing student mental health through empowerment and inclusion. In January 2017, the University of Windsor embarked on an extensive student-centered research and development process to craft a comprehensive Student Mental Health Strategy rooted in CACUSS best practices and infused with student voice, lived experience, leadership, and wisdom. The process was structured to support student empowerment, inclusion, connection, engagement, and purpose through meaningful involvement each step of the way. Students collaborated on the conceptualization of our mission, vision, and guiding principles; representatives held seats on the Steering Committee and working groups; and student researchers were hired to drive the intensive research and analysis process under supervision of the Associate Vice-President, Student Experience and the Clinical Director of Student Counselling. Student feedback for recommendation development and selection was collected through focus groups, interviews, campus-wide surveys, and a student union meeting. Our initiative lends itself seamlessly to the Sea Change conference theme, with an approach that has allowed students themselves to have the power of functioning as change shaping agents on raw process, material, and institutional practices to bring about a robust student mental health strategy. We would like to share our experiences and what we have learned through this highly successful approach to developing our strategy with the goal of accomplishing the three learning objectives listed below. The presentation will cover the following topics:
Throughout the presentation, we will take the opportunity to engage participants by asking questions that support key concepts. Afterwards, a collaborative learning discussion will be facilitated to foster mutual sharing/reflection, identify new knowledge gained, and allow participants to consider potential applications of their learning. We welcome in particular those looking to develop a Student Mental Health Strategy on their campus. A worksheet will be provided to guide the experience. Yüklə 1,29 Mb. Dostları ilə paylaş:
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