Poster sessions
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- Bu səhifədəki naviqasiya:
- Session Type
- 4.02. A year in the Life of Decolonization for me and for my institution
- 4.03. Not Just A Buzzword: How to Use Strategic Storytelling in Higher Education
Session Type: BIG IDEAS: Powered By PechaKucha Competency: Student advising, support and advocacy, Student learning and development Registrarial Practice: Scheduling & Examinations Room: Coles/Gray/Palmer 3.18C. I Developed an Intervention for Students and Unintentionally Performed One on Myself Summary Heather Mitchell, University of Guelph After CACUSS 2017 I developed and rolled out an online course based largely on Seligman’s PERMA theory and Csikszentmihalyi’s theory of Flow. Every step of the way I tried out each challenge. This PechaKucha explores my journey into positive psychology, how my interventions improved my own mental well-being and helped me to realize that my homesteading hobby mitigates the effects of depression and anxiety by building particular resilience skills and social networks. Like a pebble being shaped as it tumbles along the seashore, this journey has shaped my life, smoothed the sharp edges of anxiety, and made me more resilient.
After CACUSS 2017 I developed and rolled out an online course based largely on Seligman’s PERMA theory and Csikszentmihalyi’s theory of Flow. Every step of the way I tried out each challenge. This PechaKucha explores my journey into positive psychology, how my interventions improved my own mental well-being and helped me to realize that my homesteading hobby mitigates the effects of depression and anxiety by building particular resilience skills and social networks. Like a pebble being shaped as it tumbles along the seashore, this journey has shaped my life, smoothed the sharp edges of anxiety, and made me more resilient. By the end of this PechaKucha, participants will be able to recognize Seligman’s PERMA model and Csikszentmihalyi’s Flow model as well as discuss the use of a case study to evaluate the individual’s application of Seligman’s PERMA model in an effort to bolster resilience and well-being. Through a case study, attendees will learn about Pervasive Depressive Disorder and the use of homesteading to mitigate symptoms of depression and anxiety. The topic is explored through the application of the PERMA and Flow models. Attendees will see an example of how one individual identified the activities that improve the quality of their life by allowing them to perceive, evaluate and taking control of their own emotions and actions. Martin Seligman (2011) notes that the goal of positive psychology is not simply happiness but for the individual to flourish. There are five key measurable elements which contribute to an individual’s ability to flourish: positive emotions, engagement (flow), relationships, meaning, and achievement (PERMA). Seligman lays out challenges the reader can take that are known to improve feelings of well-being. Seligman (2011) specifies that using an individual’s strengths to develop these elements represents the foundation of well-being theory. Flow encompasses intrinsic motivation (Hektner &Csikszentmihályi 1996), personal growth and development (Csikszentmihályi, 1997), and feelings of intense enjoyment (Csikszentmihályi, 2008). Flow is the optimal state where one’s skill level and level of challenge meet to provide a mental state where one is “in the zone,” totally engaged and focused on the task and loses the sense of time passing. This PechaKucha provides insight into how using one’s emotional intelligence, specifically self-awareness, self-regulation and motivation (Goleman, 1998) to approach improving well-being through applying a strength’s based approach to Seligman’s (2011) and Csikszentmihalyi’s (1997) theories (PERMA and Flow) can alter one’s experience of their own life.
Lesley D'Souza, Manager, Communications & Assessment, University of Ontario Institute of Technology As humans, we tend to enjoy labelling ourselves with a variety of typology tools. We sort personalities into categories, including those who embrace their emotions versus those who rely on rational thought. The idea that emotions and logic are opposites has led to disastrous campaigns to effect change that appealed with facts and expert opinions. The true path to change is forged with empathy. Using storytelling as a vehicle to generate empathy, we can motivate people to act together and collectively solve problems.
2017 made it clear that we have big problems we must solve together. The problem is learning how to effectively motivate positive change among large groups of people. The truth is that every big decision we make is based on our emotions. Regardless of how we can rationally explain or justify our feelings, our most impactful decisions rest with our “gut”. By trying to remove ourselves from this truth, we are damaging our ability to mobilize as a group to tackle our most difficult problems. Over reliance on logic will always fail to appeal to the emotions of the masses and shift culture in meaningful ways. Shifting culture is the key to making change. Storytelling is our path to empathy. Humans evolved in small social groups that benefited from each member’s ability to care about the others. That caring was built on shared stories, learning, and empathy. As our civilization’s population ballooned, we started to lose touch with each other and began to identify with subgroups, and a ubiquitous “everyone else”. This was further complicated by the introduction of social media. The possibilities of this new array of tools are still not fully understood or realized. They are both a barrier and catalyst to creating empathy. The difficulty is that there is no push towards critical thinking and listening to dissenting opinions. More often, we let ourselves drift to spaces that amplify existing thoughts and feelings, which strengthens ties to our identified communities, while increasing the gulfs between those we perceive as “others”. Design-thinking presents an empathy-focused approach to designing programs, services, and stories. I will cover the relationship between Standford d.school's model of Design-thinking, and a commonly used assessment cycle, and share a new model I developed in 2017 that marries the two with the concept of storytelling. I believe in our desire to be good and have hope that we’ll learn how to make these tools work in our favour. The true path to change is forged with empathy, and now we have a huge and transformative array of tools that we can put to use in telling stories that people can feel. We can’t explain away someone’s feelings with facts. The facts may prove us right, but if we ignore people’s feelings, everyone loses in the end. Session Type: BIG IDEAS: Powered By PechaKucha Competency: Communication,Strategic planning, research and assessment Registrarial Practice: Admissions & Transfer Credit, Student Recruitment Room: Coles/Gray/Palmer 3.18E. Life and Death: Lessons Learned from Working at Both Ends of the Spectrum Jamie-Lyn Minaker, Health Promotion Nurse, Mohawk College In life, hindsight is 20/20. This presentation discusses lessons learned in an unlikely pair of professional fields - hospice palliative care and college health promotion. Through the presenter’s experience working both fields in tandem, the presentation will highlight that through an improved understanding and acknowledgment of death, one might learn to treat others and themselves with compassion and respect. This idea of death acceptance can help foster new perspectives on ways to frame holistic health promotion to students at the beginning of their adult lives. The presenter will also recount her experiences as a young professional in these two fields.
"Death is seen as a taboo subject, and is often feared or denied as an inevitable part of life. This denial cultivates an idealized exuberance of youth in students, perpetuating the inability to recognize the very value of life and longevity. As stated in Wong & Tomer (2011), “From an existential perspective, to live fully and happily, we need to engage what we most fear.” Though preliminary efforts of death acceptance have been explored in the psychology world, there is a gap in the literature surrounding how one can strengthen messaging in student affairs by fusing the relationship between life and death. Wong and Tomer (2011) note, from the perspective of Meaning Management Theory (MMT), “the heart and soul of overcoming death anxiety and living an authentic happy life lies in the human capacity for meaning making and meaning reconstruction. More specifically, it is the life- enhancing and life-expanding quest for meaning that enables us to live fully in the light of death.” Through my experiential practice, I have seen the liberating and humanizing effect that comes with death acceptance. I have taken away many valuable lessons that have the ability to positively influence any professional role within a post-secondary setting. Through my work as a hospice nurse, I am constantly gaining new perspectives on life, through a retrospective lens. Themes inspired from the end of life promote opportunities for meaningful and valuable experiences, spiritual and individual growth, and self realization in the present. The insights I have gained have nurtured a need to live with intent and have aided in my own personal resiliency. The concepts of living and dying have a circular relationship. These fields have a lot to learn from each other - everything from framing day-to-day student stresses in the bigger picture to developing student’s holistic health promotion programming. This programming will be augmented by tying in theorist Betty Neuman's Systems Model of health, which is equated with holistic wellness, and is defined as ""the condition in which all parts, are in harmony with the whole of the client."" It is my hope that this new self and student support approach, will help to foster emotional and interpersonal intelligence and in turn promote overall resiliency and development. The material I will present is intended to foster discussion among participants regarding the conversation of death, whilst integrating theories and Wong & Tomer’s concept of positive psychology.
Meagan Lau, Student Life Officer, Clubs & Leadership Development, University of Toronto As practitioners, we often encourage students to “get involved” on campus, but what does that actually mean? This year, I decided to practice what I preach and participate in one activity/event on campus every week for fifty-two weeks outside of work. As a result, the past twelve months have taught me an incredible amount about myself, my University, and the realities of involvement. In this session, I am excited to share what I have learned, and encourage everyone to find creative ways to challenge themselves as well.
Getting involved outside the classroom can have many positive benefits to students’ academic success, retention and identity development (Astin, 1999; Astin, 1993; Tinto, 1987; Chickering, 1969). Furthermore, students who get involved are often viewed more favourably by employers – especially when they participate in leadership opportunities (Causer, 2009; Albrecht, Carpenter & Sivo, 1994). As Student Affairs practitioners, many of us are familiar with the positive impact of involvement. As a result, we often encourage students to “get involved” within their institutions, but what does this actually entail? From April 2017 to April 2018, I decided to practice what I preach, and I got involved with fifty-two events/activities on the University of Toronto campus for fifty-two weeks. This personal project provided me with an opportunity to reap all the benefits of involvement, but also experience first hand the anxieties, challenges and barriers to getting involved. While it is important to continue encouraging students to get involved, I think it is also time to encourage Student Affairs Professionals to get involved as well. Arguably, as practitioners, we have everything to gain and very little to lose from the experience. Putting on our “participant hat”, we can gain a different perspective of our respective institutions, develop an awareness and understanding of the student experience, participate in diverse experiences, learn about new and unfamiliar issues and consider the way opportunities are communicated. Furthermore, as educators and administrators, we are tasked to challenge and support students in a time of global crisis and constant change. Through participation we can experience first hand the activities which react in response to these issues. At the end of this short talk, audience members will understand some of the things I have learned about the experience of getting involved, the way programs are planned, the challenges and barriers of involvement and the benefits to participating in this type of project. While this particular example may involve a lot of time and commitment, audience members will be encouraged to consider creative ways to get closer to the student experience.
Showing and telling a data story about the student experience: leveraging surveys, information or engagement systems, and visualizations to better understand our students, with a little help from technology. Andrew Drinkwater, Co-Founder and Director, Plaid Consulting; Patrick Lougheed, Co-Founder and Director, Plaid Consulting
Dan Odenbach, Aboriginal Program Administrator, University of British Columbia Okanagan campus; Marlene Erickson, chair of the BC Aboriginal Post-Secondary Committee (BCAPSC), College of New Caledonia Through a unique partnership, between the British Columbia Ministry of Advanced Education and Post Secondary Institutions (PSI) across the province, a lasting partnership has evolved to improve learning outcomes and retention among Indigenous students. The BC Aboriginal Post Secondary Committee (BCAPSC) is government funded and promotes semi-annual dialogue between frontline student service staff and the Ministry of Advanced Education. Positive outcomes include $600,000 in funding per institution to support physical Gathering Spaces and the Aboriginal Emergency Fund which is administered directly out of the Indigenous student departments.
The BC Aboriginal Post Secondary Committee’s (BCAPSC) roots date back to a 1988 report outlining the low education rates of Indigenous people. On Feb. 28, 1990 the provincial government released their Provincial Advisory Committee Post Secondary Education for Native Learners report. Number 11 of the summary recommendations was for the ministry to provide targeted funding to Post Secondary Institutions (PSI) to establish coordinator positions with the responsibility of providing student services for First Nation students. With the establishment of these FTEs across the province, a need evolved to support these staff who were, in many cases, working in isolation. Being caught between Aboriginal community and any level of bureaucracy is a stressful place to spend your career. Often Aboriginal support staff work within small departments and report feelings of isolation in trying to implement change within systems resistant to change. Early in the process, it became clear these respective staff required their own support network and the government agreed to fund semi-annual meetings which were geared towards networking and getting updates from the Ministry. A BCAPSC council was formed with one representative from each of the four regions: Northern BC, Interior, Lower Mainland and Vancouver Island. The Aboriginal Poste Secondary Education and Training Policy Framework and Action Plan outlines goals like systemic change, community-based programming, reducing financial barriers, improving transitions from K-12 and sharing leading practices. The council changed the format of these meetings to accommodate best practice workshops like transitions from K-12, Indigenous welcoming spaces on campus, mentorship, Elders, cultural practices on Indigenization and mental wellness for front line staff. This story-telling workshop will showcase a best practices model on how positive change has led to improved services for Indigenous learners in BC. The BCAPSC’s work has resulted in $600,000 in provincial funding to each PSI to create gatherings spaces for Aboriginal learners and the implementation of the Aboriginal Emergency Fund which last fiscal distributed $650,073 to students across the province. As the Interior rep on BCAPSC council, I’ve been given a behind-the-scenes view of how decisions within the ministry level are made and helped guide the change in format to accommodate the province’s 2020 Vision for the Future. Participants will be left with an understanding of how positive change can occur within one of the most volatile Indigenous landscapes in the country – British Columbia. If systemic change can happen here, it can occur anywhere in Canada.
Mark Solomon, Associate Dean, Student Services and Indigenous Education, Seneca College A self reflective piece that will journey through a year in a Senior Indigenous Leader during the "time of reconciliation". Conversation will happen around capital projects, strategic plans, and Human Resources. Discussion with focus on the impact of the work on community and self. Participants will explore the journey with leaps forward and set backs in Seneca College’s response. Program Description Participants will experience the journey that I, as an Indigenous Person, who is a Senior Student Affairs leader, and my institution went through to start on our journey of decolonization and Indigenization. Throughout the presentation academic journals will be cited and a syllabus will be provided to participants. The personal journey will venture through finishing Graduate work with a specialization and research on Post-Secondary Institutional Indigenization. Then through my professional development of implementing an Indigenization plan at my home institution with the support of my Indigenous Education Council. The presentation will focus on Seneca College and its institutional response to the Truth and Reconciliation Calls to action and the CiCan Indigenous protocol which Seneca signed in 2015. Seneca launched a number of projects to assist with indigenization such as
As a key player in these plans I will personally reflect on the cost and the reward of the institutional process. There are many moments of learning that other institutions can avoid or replicate in hearing the story. Additionally there will be reflections on what it means to have a venue in the various CACUSS publications, blogs and chats. Also personal reflections on being the “go to “ Indigenous person for a number of senior leaders in Post Secondary in Canada. Session Type: Storytelling Competency: Indigenous cultural awareness,Leadership, management and administration Stream: Senior Leaders; Senior Registrarial Leaders Stream: Indigenous Cultural Competency Room: Ocean (Holman Grand Hotel) 4.03. Not Just A Buzzword: How to Use Strategic Storytelling in Higher Education Bailey Parnell, Storyteller: Marketing Specialist, Ryerson University Storytelling is the base unit of human understanding, yet many of us never critically engage with the concept after grade school. While professions like marketing thrive on well-crafted stories, other professions like those of us in student affairs and registrarial services would benefit greatly from using storytelling as a business tactic to meet our goals. When done well, storytelling will help you spread awareness, gain buy-in from stakeholders, justify resources, and more. In this session, you will learn how storytelling connects to your professional practice, tips for strategically delivering that story, and ways to make this part of your culture.
Through examples of short but powerful stories, this presentation will start (10 min) with a hook to buy people into the power and benefits of storytelling, being careful to mention that this has always been a central part of culture for Indigenous peoples. I will show how other professions use it well, but that we in student affairs and registrarial services have not adopted these successful strategies yet. Here lies the problem. Next, we cover the basics of storytelling (25 min) such as the ‘6 elements of storytelling’ and a ‘story plot diagram’. I use our multi award-winning campaign #RoadToRyerson which follows five incoming students as they make their way to Ryerson as an example of how these concepts play out in a real-life higher ed. story (including interactions with the registrar such as paying fees or picking courses for the first time.) Through this section, attendees will learn the strategies we used to tell this story and how they can do it too. This section will be supported by a short exploration into Walter Fisher’s ‘Narrative Paradigm’. In direct comparison to the ‘Rational World Paradigm”, narrative paradigm “claims all meaningful communication occurs via storytelling or reporting of events [and that] stories are more persuasive than arguments. [It] helps us to explain how humans are able to understand complex information through narrative”. By considering this theory’s elements - narrative coherence (degree to which a story makes sense) and narrative fidelity (degree to which a story fits into the observer's prior understanding) - we can more effectively influence those reading our higher education stories. In the final section (15-20min), I share 8 tips for building a storytelling culture within your team/department/organization. I continue to show attendees examples of how departments like Admissions or Health and Wellness use these strategies successfully. I will end with a Q&A (5-10min) and send all attendees home with a well-designed tip sheet and copy of the slides. This session is relevant to this year’s Sea Change conference because of a shared need between SA and the registrar to tell our stories better. With theoretical and experiential evidence, this presentation shows attendees that strategic storytelling doesn’t have to be this complicated concept we leave to the professionals, but rather that it is vital to our work, and when you break it down, it’s something we can all adopt in our roles. Yüklə 1,29 Mb. Dostları ilə paylaş:
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