Poster sessions
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- Bu səhifədəki naviqasiya:
- Session Type
- Session Type: Panel Competency
- 3.17. Course Enrolment Made Easy: How Course Match Optimizes Both Student and Faculty Satisfaction
- 2.19. Above the Salt: A Healing Circle for Racialized Student Affairs Professionals: Part 2
Session Type: Storytelling Competency: Equity, diversity and inclusion,Strategic planning, research and assessment Room: John Hamilton 3.13. NOW HIRING: The Quest for the Ideal Candidate Shaila Khan, Student Transitions Coordinator, York University; Greg Langstaff, YU START New Student Transition Program Coordinator, York University; Charmaine Hack, President, ARUCC; Laura Lee Noonan, Manager of Health Promotion, PEI Chief Public Health Office Have you ever had the headache of sifting through too many cover letters and resumes that tell you little of value? Have you ever found yourself short of qualified candidates or hired someone that’s more headache than help? Take an interactive and experiential journey with three experienced York University Student Life Coordinators who show you their proven process of performance-based hiring. You will learn to define your student job requirements, advertise a unique and enriching experience, understand your candidates, and select a superstar.
As Student Life Professionals, we have the duty and the privilege of working with students on a daily basis to assist and promote their development as leaders of tomorrow. The stakes become heightened when students are intentionally recruited to fill a working role within our offices. However, cookie cutter application and interview processes are used all too often and do not dig deep enough to specifically enough to identify needed skill, competencies and desires. This results in mountains of resumes and cover letters that do not convey any useful information, a lack of qualified candidates and ultimately, a poor hire. This 60-minute workshop will be an interactive journey through the performance-based hiring processes of three seasoned York University Student Life professionals who have honed their methods over several years of increasingly successful and fruitful hiring campaigns and adapted practices based on Lou Adler’s Performance-Based Hiring theory. Styled after the mythical hero’s journey, the presenters will guide participants on a quest to find the ideal candidate, introducing them to a host of actionable new ideas and practices along the way.
Session Type: Alternative Session Type Community/Network Stream: Leadership Educators Competency: Emotional and interpersonal Intelligence, Leadership, management and administration Room: Cartier 3.14. More than bouncing back: Resilience strategies to enhance student (and staff!) wellbeing Cassie Wever, Coordinator, Citizenship & Community Based Learning, University of Guelph “Resilience” is often discussed in terms of bouncing back from challenging or traumatic life events. However, resilience also consists of tools that can help one adapt to less severe daily stressors. In this session, participants will gain a more nuanced understanding of what resilience means, and the basic neuroscience and physiology behind resilience. Participants will learn how to apply practical micro-resilience strategies in their work, which is particularly applicable to those who directly support students through supervision, training, coaching, mentoring, and counselling. This session will employ research and theories from Positive Psychology, mindfulness, and neuroscience and neuroplasticity.
Resilience” is often discussed in terms of bouncing back from extremely challenging or traumatic life events. However, resilience also consists of behaviours, thoughts, and actions that can help one adapt well in the face of less severe daily stressors. This workshop will expand and deepen participants’ understanding of the concept of resilience, an idea and term which has gained popularity in recent years and is especially relevant to work in Student Affairs. By the end of this 60 minute session, participants will be able to articulate a more nuanced understanding of what resilience means, and will gain an understanding of the basic neuroscience and physiology behind resilience. To move beyond understanding, participants will learn about practical micro-resilience strategies they can apply to any work involving students, that are particularly applicable to those who directly support students through supervision, training, coaching, mentoring, and counselling. In particular, participants will develop an action plan to apply a minimum of two micro-resilience strategies to their work with students. This session will employ research and theories from Positive Psychology, mindfulness, and neuroscience and neuroplasticity. The session will include examples from two University of Guelph case studies- one in Student Housing Services and one in Student Life- where micro-resilience strategies have been applied and student feedback has been gathered. This session is intended to ground participants in a theoretical understanding of resilience, and provide practical strategies to apply this understanding in their daily work with students. Micro resilience strategies will be modeled and incorporated into the workshop delivery. Session Type: Workshop Competency: Emotional and interpersonal Intelligence, Student advising, support and advocacy Room: Langevin 3.15. From Sick Notes to Self-declaration: A Collaborative Effort to Support Students with Extenuating Circumstances Jennifer Dods, Executive Director, Student Wellness Services, Queen's University; Dr. Johanne Bénard, Associate Dean (Studies), Faculty of Arts & Science, Queen's University; Ann Tierney, Vice-Provost and Dean of Student Affairs, Queen's University Every year students experience extenuating circumstances that limit their ability to complete academic work for varying lengths of time. This panel will discuss the collaborative effort of partners across Queen’s University campus to develop and implement a policy and procedure that provides academic consideration for students with extenuating circumstances. Key aspects of this process included the need for a consistent approach for students, and the move away from requiring students to provide a “sick note” for brief and acute illnesses. The panel members will discuss key elements of the policy development and implementation process from varying view points.
The Faculties and Schools at Queen’s University have had practices in place for many years to support students with extenuating circumstances. These practices differed across programs and students received varying responses based on their individual course instructor or their department process. Frequently, instructors or departments would request that students provide a “sick note” from a doctor as documentation of their extenuating circumstance. At Queen’s, the majority of students live on or adjacent to the campus and utilize the Health Services on campus for their medical needs. Limited appointment availability drove the decision in 2015 to move away from sick notes for student with brief, acute illnesses who were not in need of medical care but too unwell to complete academic requirements. The combination of the inconsistent approach and the decision to stop providing sick notes led to a discussion of the need for an equitable campus wide policy for students with extenuating circumstances. A committee of Student Affairs professionals, Faculty / School Office professionals, and students met to draft a policy that would guide the provision of academic consideration for students with extenuating circumstances. The development of this policy and procedure was ground-breaking in the post secondary context leading to a need to research, innovate and create along the way. Over a two year period, a policy and procedure was developed, approved, and implemented on campus for the 2017/2018 academic year. A key principle of the policy is the ‘good faith’ tenet and the use of a self-declaration form in place of a sick note for students with brief and acute absences. In addition, the policy also covers longer extenuating circumstances and significant events (i.e. international athletic competitions) that lead to absences from class. The process of finalizing protocols in the months prior to implementation highlighted many complexities that had not been apparent during the writing and development of the policy and procedures. The panel will speak to the development and implementation process and provide a review of the first year from a Student Affairs, Faculty Office, and a Student Wellness perspective. Learning outcomes will include an understanding of the development and implementation process, knowledge of the successes and challenges, and key recommendations. A number of schools have reached out to Queen’s to ask about the process and we hope to share what we have learned with those starting out on a similar journey. Session Type: Panel Competency: Equity, diversity and inclusion,Student advising, support and advocacy Room: Tilley 3.16. Building a Transfer Culture: A Collaborative Approach between Registrar’s Office and Student Life Programs at Humber Judy Tavares, Manager, Student Transfer Services, Humber Institute of Technology and Advanced Learning; Shari Walsh, Manager, Transition & Leadership Programs, Humber Institute of Technology and Advanced Learning; Sarah Peake, Associate Registrar, Enrolment Services, Humber Institute of Technology and Advanced Learning As one of the largest colleges in Canada, transfer students are 30% of Humber’s incoming population. In this session, participants will explore the journey Humber has taken to build a transfer culture: from cross-campus idea generation, to building key and new campus partners, and our data-driven next steps. The session will focus on how Humber identified and addressed the specific needs of our transfer students, while linking new initiatives to larger institutional retention goals. Participants will have the opportunity to participate in a discussion around successes, and challenges at their institutions with the goal of building their own transfer culture.
Colleges and universities across the country are increasingly focused on student retention and persistence, with a heightened awareness of the need for specific supports and consistent dialogue in support of unique student needs. These new trends and conversations are helping set the stage for campuses to collaborate differently to meet the challenges that impact retention. Transferring students have been identified at Humber as a group whose needs and experiences set them apart from their student colleagues. According to the American Association of Collegiate Registrars and Admissions Officers (AACRAO) Transfer Handbook, transfer students fill gaps left by attrition due to financial constraints, unsuccessful academics, homesickness and personal or family loss. Tinto’s Student Retention Model (1993) describes how a student’s persistence is directly related to both their social and academic integration. For transfer students, integration issues can be even more pronounced as they commonly experience what has been termed “transfer shock” upon entering a new institution. According to Nora Manz, contributing author of The Transfer Student Handbook: Promoting Student Success (year), “transfer shock manifests in multiple ways including a decrease in grades, lack of interest in friendships or school work, and feeling of isolation( p.32)”. When surveyed, transfer students at Humber shared that their academic and social adjustment were directly influenced by their transfer experiences and that specific supports, such as transfer advising and orientation, would have been beneficial to their transition. (Humber Survey Winter 2017). In order to elevate the transfer student profile and bring awareness to the unique needs and challenges of this growing postsecondary student population, Humber is developing an integrated transfer culture. By bringing together key stakeholders from across the institution such as the Registrar’s Office, Career and Advising, Program Planning, Development & Renewal, the Academic schools, Student Success and Engagement and Marketing to act as transfer champions, Humber is facilitating the growth of a transfer culture at Humber that recognizes and values students’ previous learning while helping them meet their future goals in a new academic climate. This 60 minute campfire session will focus on the particular collaboration between the Office of the Registrar, Student Life programs and the School of Liberal Arts and Science to develop targeted orientation and transition programming for incoming transfer students at Humber. The session will also make way for other institutions to ask questions and share their experiences with building a transfer culture.
Nicola Woods, Director, Academic Services and Registrar, University of Toronto - Rotman School of Management Director, Matt Boulos, CEO and Founder, Cognomos Inc The Rotman School of Management at the University of Toronto recently implemented an innovative new course enrolment system for its elective courses: Course Match. Using complex algorithms based on Nobel Prize winning economics, Course Match acts on behalf of students to find them the best possible schedules based on their relative preferences while optimizing the allocation of seats for the entire student body. Attend this session to find out more about this next generation course enrolment system and how it might be applicable in your school.
Enrolling students into courses fairly and with high satisfaction outcomes often seems like an impossible dream for post-secondary institutions. First-come, first-served systems funnel students through a pinhole, while systems that rely on ballots or bids lend themselves to strategizing and “gaming” by users. The Rotman School of Management at the University of Toronto found itself in a crisis when its home-grown “bidding system” – whereby students initially signalled their interest in courses by submitted ballots, then subsequently “bid” on courses based on the balloting results – could no longer meet the School’s needs and was resulting in high rates of student dissatisfaction. In January of 2017, Rotman reached out to The Wharton School at the University of Pennsylvania, which, five years earlier, had implemented a unique system based on Nobel Prize winning economics that optimized student schedules according to their relative preferences. This system was called Course Match. Having used the system for several years, Wharton student satisfaction was now at an all-time high and school administrators were ecstatic about the system’s elasticity and functionality. Although Course Match had not been implemented at any other school, Rotman was fortunate to partner with their developers as they launched their company, Cognomos. Six months later, Course Match was implemented at Rotman, immediately resulting in dramatically improved student satisfaction and disbelief from academic administrators who had been dealing with unhappy MBA students. This 60-minute session will introduce registrarial staff to Course Match and will illustrate how this unique course enrolment system could be beneficial to their respective schools. Participants will learn about how the algorithm works, the ease of use for both students and administrators, the scalability of the system to meet diverse needs, and the powerful reports that enable immediate, data-driven decisions around course offerings. Staff from Rotman and Cognomos will share the course enrolment results from Wharton and Rotman, and discuss the challenges they faced during implementation as well as future system enhancements. Those who are facing challenges with their own enrolment systems will particularly appreciate this session and will gain valuable insight as to how Course Match could be implemented at their school. Session Type: Demonstration Community/Network Steam: Digital Communication Competency: Leadership, management and administration, Technology and digital engagement Registrarial Practice: Scheduling, Enrolment Services, Systems and Operations Room: McDougall 2.19. Above the Salt: A Healing Circle for Racialized Student Affairs Professionals: Part 2 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.
Session Type: Alternative Session Type Competency: Emotional and interpersonal Intelligence, Equity, diversity and inclusion Room: Tupper 3.18A. Addressing Mental Health Diversity Needs at a Small Rural College Marie Wanty, Medicine Hat College At Medicine Hat College, we have addressed the changing mental health and wellness needs of a growing culturally diverse population through a stepped care approach. Traditionally, resources have been limited for mental health and wellness on our small rural campus but over the last couple of years demand and need for services has been increasing. This presentation looks at the solutions and innovations that have recently been introduced to meet the growing mental health, wellness and diversity needs of students.
The purpose of the session is to share and highlight how Medicine Hat College has used innovative solutions within a stepped care model (Bower & Gilbody, 2005) to meet the diversifying needs for mental health supports on campus. With a college-wide strategy to grow student diversity, demographics have been changing from the predominantly traditional 18-24 age group to a more diverse population including indigenous, international and mature students. There has also been a recognition that more students are presenting as gender fluid and severity of symptoms have been increasing. An appraisal of services and needs was conducted to ensure provision of more culturally appropriate and inclusive support for the changing student population. Moving from the traditional model of open-ended counselling for everyone, we now offer a tailored range of options depending on student individual needs. We have introduced behavioral and global mental health assessments, which assess for readiness, severity and strengths for each student. The overall holistic approach is designed to build resiliency and coping skills and support students to successfully navigate their education and personal life goals. Session Type: BIG IDEAS: Powered By PechaKucha Competency: Leadership, management and administration,Student learning and development Room: Coles/Gray/Palmer 3.18B. Making Space For Students: Creating Partnerships And Building Collaborative Relationships Ruxandra Pop, University of Toronto Research shows that fostering a sense of belonging among students impacts academic performance through allowing students to develop a strong sense of self-efficacy. One of the ways of supporting students in developing a sense of belonging is by creating study communities that support each other’s academic goals. A crucial factor in developing such communities is the allocation of appropriate space on campus. The current presentation will discuss the approach undertaken by the University of Toronto Scarborough Campus’ Student Life Department and a variety of different other departments to maximize the amount and optimize use of community study space on campus.
Undertaking a holistic approach in addressing student needs, both on an academic and social level, is crucial in improving the overall level of satisfaction that students report upon graduating from their chosen institution of higher learning. Research shows that fostering a sense of belonging among students directly impacts academic performance through allowing students to develop a strong sense of self-efficacy. One of the many ways of supporting students in developing this sense of belonging is by facilitating the creation of study communities that work together in supporting each others’ academic goals. An important factor in encouraging such communities to develop and flourish is the allocation of appropriate space on campus. The current presentation will touch on the approach undertaken by the University of Toronto Scarborough Campus’ Student Life Department and a variety of different other departments, both registrarial and operational in nature, to maximize the amount and optimize use of community study space on campus. This approach is a collaborative effort between students, whose input was actively sought throughout, and a variety of different departments as previously mentioned. A list was compiled of available study spaces on campus, specifying type of space, size and location. This information was used to create a prototype for a Study Space app that will allow users to browse through available study areas by filtering based on characteristics such as type of space, i.e. community vs. individual, and location. The Pecha-Kucha 20 slide format will be used to highlight key features of study space planning, the process of developing the app and hopes/ideas for the future. By the end of our presentation, participants will be able to identify key aspects of study space planning that need to be taken into account when designing study spaces on campus that will allow students to collaboratively support each other in accomplishing their academic goals. Yüklə 1,29 Mb. Dostları ilə paylaş:
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