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CONFERENCE PROGRAM 2017

JUNE 12 – JUNE 14SHAW CENTRE | OTTAWA, ON.

Poster Presentations45 & 75 Minute Sessions

Big Ideas: Powered by PechaKucha

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PROGRAM KEY

Communities of PracticeCACUSS is a comprehensive organization consisting of networks and Communities of Practice representing many topical and functional areas of Student Affairs and Services. CACUSS Communities of Practice provide an entry point to the association for new professionals, facilitate professional networking and community for all members, and support the vision and strategic goals of the association by:

creating and sharing knowledge, supporting professional networking and connections, fostering and promoting relevant research designing and delivering programs and resources that promote the professional and personal

development of our members, identifying issues that require advocacy, and/or identifying trends and key initiatives that could become new organizational priorities.

This year, presenters were asked to identify which Communities of Practice they feel are most closely connected to their presentation. This information has been included in the conference program and app. Please note that this information is based solely on the information provided by presenters and is intended to help conference attendees choose the most relevant conference sessions.

All sessions are open to all conference attendees. When selecting sessions, delegates are encouraged to choose from a breadth of topics to benefit from the diversity in the conference schedule.

Student Affairs and Services (SAS) CompetenciesCACUSS is excited to have launched its new Student Affairs and Services (SAS) Competency Model this past year. The model consists of eleven competencies that are each divided into three levels (core, intermediate, and advanced):

Communication Emotional and interpersonal intelligence Intercultural fluency Indigenous cultural awareness Post-secondary acumen Equity, diversity and inclusion Leadership, management, and administration Strategic planning, research, and assessment Student advising, support and advocacy Student learning and development Technology and digital Engagement

The role of a SAS professional varies by campus, institution, and province/territory. Despite these differences, at the core of this work are professionals who support student growth and development throughout their pursuit of post-secondary studies. Each competency represents the progressive levels of skills, knowledge, and attitudes required across all areas of SAS in Canada. The authors of the Competency Model call for a

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collective effort across Student Affairs and Services in Canada to apply this new model; outlining a role for individuals, institutions, communities, and organizations in making this model a living document.

The rubric used to guide the program review process included a new section this year that required presenters to integrate the competencies into the learning outcomes for their session. The presenters have self-selected which of the competencies they feel are most closely connected to their presentation and this information has been included for you in the conference program book and app. Please note that presenters will incorporate the competencies into their session in a variety of ways and are not necessarily expected to provide “training” in the identified competency/ies during their session.

For more information about the Competency Model, please visit: http://www.cacuss.ca/Student_Affairs_and_Services_Competency_Model.html

Communities of Practice (CoPs) Student Affairs and Services (SAS) Competencies

Aboriginal Student Services Assembly (NASSA) Communication

Academic Learning Emotional and Interpersonal Intelligence

Accessibility and Inclusion Equity, Diversity and Inclusion

Campus Mental Health Indigenous Cultural Awareness

Co-Curricular Record Intercultural Fluency

College Perspective Leadership, Management and Administration

Community Engaged Learning Post-Secondary Acumen

Digital Communications Strategic Planning, Research, Assessment

Equity-Seeking Groups Student Advising, Support and Advocacy

Graduate and Second Entry Students Student Learning and Development

Integrated Academic and Professional Advising Technology and Digital Engagement

Internationalization in Student Affairs

Leadership Educators

Orientation, Transition, Retention

Post-Secondary Student Counselling

Research, Assessment, Evaluation

Spirituality and Religious Pluralism

Student Case Managers

Student Conduct

Student Health & Wellness

Student Peer Support Programs

Students with Family Responsibilities

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http://www.cacuss.ca/Student_Affairs_and_Services_Competency_Model.html

~This schedule is subject to change~

MONDAY, JUNE 12, 2017POSTER PRESENTATIONSCanada Hall 2Available in the showcase until Tuesday, June 13, 2017 at 4:00PM

Attended during the following times on Monday:10:30AM – 11:00AM

12:15PM – 1:15PM

2:45PM – 3:45PM

P1. Peering into the Shadows: A Faculty of Arts Approach to Determining Student Intent and Supporting Institutional RetentionRachel Doe, Mount Royal University, Julie-Anne White, Mount Royal University

How can we link student intent and institutional retention? What can registration patterns show us about

student intent? Many students face constraints even before the start of their undergraduate experience due to

existing institutional policies and the direct entry environment, as well as through the student experience during

their degree completion. Our poster presentation aims to equip professionals in academic advising and others

who work in related post-secondary student services with a methodology to identify the disparity between

student intent and program choice with the goal of designing actions, strategies and solutions that promote

student success as well as institutional retention.

CoP: Integrated Academic and Professional Advising // Orientation, Transition, Retention

SAS Competencies: Post-Secondary Acumen, Student Advising, Support and Advocacy

P2. Innovation for Mental WellnessSusanne Heaton, CINIM

There is no health without mental health. The National College Health Assessment survey in 2016 reported

that Mental Health continues to be a concern for many Canadian post-secondary students which in turn

impacts academic areas in their life. CINIM (the Canadian Institute of Natural and Integrative Medicine), is a

Calgary charity dedicated to creating stronger, healthier communities through revolutionary wellness programs.

CINIM has created an award-winning, clinically proven online resiliency building program available 24/7, called

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BreathingRoom™ for youth ages 13-24. The Mental Health Commission wrote a briefing paper on

BreathingRoom™ stating that those “who completed the program describe its impact as transformational; it

changed how they see themselves and the world, what they do, and how they feel, often achieving what

medication or counseling alone did not.” Let’s be proactive instead of reactive by addressing the 80% of youth

who do not reach out for help due to long referral times, cost of therapy and stigma associated with mental

health. CINIM is working on their next program for release later in 2017 for the 24 -45 yr old age group to

decrease stress and help build resilience. By being proactive today, we will help to create a healthier future for

tomorrow for not only the students, but also their families and communities.

CoP: Campus Mental Health // Student Health & Wellness

SAS Competencies: Emotional and Interpersonal Intelligence // Student Advising // Support and Advocacy

P3. Transfer Student Experiences in a Competitive Arena: Personal and Professional Development Through Co-Curricular InvolvementLisa Higashi, Simon Fraser University

The experience of transfer students attaining an undergraduate degree is different from a traditional student

who completes their program at one institution. This qualitative research inquiry examines how transfer

students in a business school at a comprehensive university describe their co-curricular experiences. This

inquiry looks at how students describe their experience, what led to their decision to get involved and if there

were any barriers they faced. This poster outlines four categories of students which emerged as well as

recommendations for further research and practice to support transfer students.

CoP: Co-Curricular Record // Leadership Educators //

SAS Competencies: Leadership, Management and Administration // Student Learning and Development

P4. Aboriginal Access to Engineering: Faculty-Specific Longitudinal Student Success for Indigenous LearnersMelanie Howard, Queens University

The Aboriginal Access to Engineering (AAE) initiative at Queen's University is in its sixth year of operation.

This program takes a longitudinal approach to STEM education for Indigenous learners by running extensive

K-12 educational outreach programs, providing transitional and ongoing support for undergraduate engineering

students, encouraging graduate options, and actively engaging alumni professionals. AAE has grown from

serving four students in its inaugural year to having a current student cohort of 36 undergraduate and two

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graduate students on campus, with high rates of student participation in its programming. This poster provides

an overview of the initiative.

CoP: Orientation, Transition, Retention

SAS Competencies: Equity, Diversity and Inclusion // Student Learning and Development

P5. Peer Wellness Educators: A Creative Role for a Unique ContextJen Ko, OCAD; Alex McLaren, OCAD

OCAD University boasts of its innovative educational programming, but until recently lacked the inventive peer

health promotion programming emerging from other Canadian institutions. In the past year, and with funding

from CACUSS, the OCADU Health & Wellness Centre initiated a peer program tailored to the creative context

and centered on students themselves. The Peer Wellness Educator (PWE) program aims to provide creative

health promotion that engages the community and helps involved students flourish. The poster presentation of

the PWE program provides demonstrated insights regarding dynamic, student-driven programming, as well as

practical strategies to adapt programming to unique contexts

CoP: Community Engaged Learning // Student Peer Support Programs


P6. Academic support service use and academic achievement among university students with a history of reading difficulty: A longitudinal, mixed method studyAnnie Laroche, Dalhousie University; Bradley Bergey, Queens College, City University of New York; Helene

Deacon, Dalhousie University

We report on the academic achievement of undergraduate students who self-report a history of reading

difficulty. Our mixed method study tracked their academic achievement and academic support services use

across four years. Results indicated that these students had lower GPAs and lower retention rates each year

and used some support services more frequently, compared to students with no history of reading difficulty.

Service use, though infrequent, was associated with higher retention rates. Through interviews with a

subsample, we identified reasons why students with a history of reading difficulty chose not to use support

services.

CoP: Academic Learning // Orientation, Transition, Retention // Research, Assessment, Evaluation

SAS Competencies: Strategic Planning, Research and Assessment // Student Advising, Support and

Advocacy

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P7. Breaking down barriers through an inter-Faculty social and learning network: Exploring the benefits of The University of Toronto’s Engineering Engagement & Development NetworkEstelle Oliva-Fisher, University of Toronto, Cori Hanson, University of Toronto

Ever wonder how you could increase communication between colleagues all the while learning valuable and

applicable skills? Or perhaps how you could ensure you employ the best practices in your profession, help

others to do the same, and ensure efforts are not duplicated?

This poster presentation will present and explore the benefits of an inter-Faculty social and learning network:

The Engagement & Development Network. Participants will gain ideas, learned lessons, and suggestions for

increasing cross-departmental communication and engagement.

Join us as we present an initiative that was established in 2014 to increase communication and skill

development among student affairs professionals within a large, multi-departmental faculty.

CoP: Academic Learning // Integrated Academic and Professional Advising

SAS Competencies: Communication // Leadership, Management and Administration

P8. Engaging Mentorship: Investigating Mentoring Relationships with First-Year Resident StudentsRia Rombough, McGill University

Student-faculty mentorship is thought to be an important factor in students’ engagement with their academic

institution, but the benefit to students usually correlates with the quality of the mentoring relationship. McGill

University’s Mentor-In-Residence program aims to increase meaningful student-faculty relationships, but the

frequency and quality of these interactions has not been evaluated.

CoP: Academic Learning // Community Engaged Learning // Co-Curricular Record // Orientation, Transition,

Retention // Research, Assessment, Evaluation

SAS Competencies: Student Advising, Support and Advocacy // Student Learning and Development

P9. The Student Affairs Society at the Ontario Institute for Studies in Education: A Collaborative Vision for the Future of Canadian Student Affairs PracticeEric Schwenger, Ontario Institute for Studies in Education (University of Toronto), Sania Hameed, OISE/UT;

Meagan Lau, OISE/UT; Jacquie Beaulieu, OISE/UT

The first of its kind in Canada, our group - the Student Affairs Society at the University of Toronto - is a student-

led initiative that facilitates dialogue between higher education students and student affairs professionals while

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fostering community across the broader field of Canadian Student Affairs. Our poster explores the changing

face of professional higher education in Canada and the shift towards graduate training in the development of

the next generation of professionals. Through an examination of the changing landscape of Canadian Student

Affairs, we offer insight into how graduate students might be better integrated into the field.

CoP: Graduate and Second Entry Students // Student Peer Support Programs


P10. Excellence, Emotion, Empowerment: How Academic Advisors Describe the Goals of a Business Undergraduate Academic Advising ProgramColleen Stevenson, Simon Fraser University

How can an academic advising office without clearly articulated goals know what they’re working towards?

Using student development theory and academic advising research as a guide, I articulated a set of common

goals described by all the advisors in the sample. Through my research, I also discovered a strong cultural

training component that included frequent, informal peer and self-evaluation conversations. This poster may be

helpful if you’re having trouble determining the goals of an advising unit, or if you want to know more about

applying a student-centred approach in academic advising.

CoP: Academic Learning // Integrated Academic and Professional Advising


P11. From Typewriters to iPhone Apps: the evolution of note-taking with a growing population of students with disabilities and technology at our fingertipsEleni Wener, University of Manitoba

This presentation will acknowledge note-taking programs at the University of Manitoba from the past, what was

learned from experience with a growing population of students requiring accommodations and what innovative

approaches are being implemented for the future. Note-taking services are a standard accommodation at the

University of Manitoba and Student Accessibility Services has successfully created, managed and

implemented three note-taking programs to meet the varying needs of each student.

CoP: Accessibility and Inclusion // Integrated Academic and Professional Advising


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P12. Campus Recreation - A New Value PropositionChris Dawe & Kathleen Hatch

Out with the old gym paradigm and in with the new "classrooms and incubators of student success”. Where

else on campus can you foster the regenerative energy we all need everyday while cultivating learning for life.

Campus Recreation is poised to be a catalyst and leader on campuses addressing issues of physical and

mental health and building cultures of real compassion and individual well-being. Come hear about promising

and best practices in every province and new ways to inspire a ‘revolution’ of human health ready to contribute

and flourish. It’s a quiet campus asset that is ready to ROAR - especially if you are ready to give it a push!

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CONCURRENT SESSIONSMONDAY JUNE 12 ~ 11:00AM – 12:15PM

1.01 A Draft of Professional Standards for Indigenous Programs and ServicesRoom 203

Ian Cull, University of British Columbia; Asma Antoine, Royal Roads University; Ruth Young, University of

Victoria; Rob Hancock, University of Victoria

The CAS Professional Standards for Higher Education provides general standards for practice and functional

areas. The standard for Indigenous Programs and Services has yet to be developed. This session will present

the initial draft of such a standard currently being developed by a working group. The intention is to further

support the professionalization and growth of Indigenous programs and services across North America and to

bring awareness of Indigenous ways of knowing and being within institutional structure.

CoP: Aboriginal Student Services Assembly (NASSA) // Research, Assessment, Evaluation

SAS Competencies: Indigenous Cultural Awareness // Leadership, Management and Administration

1.02. Our #RoadtoCACUSS: A Journey of Holistic Well-beingRoom 214

Jennifer Gonzales, Ryerson University; Kaitlyn Taylor-Asquini, Ryerson University; Brandon Smith, Ryerson

University; Ian Crookshank, Ryerson University; Troy Murray, Ryerson University

Professionals are called to innovatively solve problems in their practice, while maintaining personal well-being,

and modeling wellness to colleagues/students. 20+ professionals from across Canada planned, trained, and

participated in Road to CACUSS, a cycling journey from Toronto to Ottawa. Positive Psychologist Dr. Martin

Seligman’s PERMA-V (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment, Vitality)

model of well-being was used to ground this experience. As the story of the journey is shared, session

participants will consider how the building blocks of PERMA-V could be used to inform their professional

practice, and transform a current challenge they are experiencing.

CoP: Leadership Educators // Campus Mental Health

SAS Competencies: Emotional and Interpersonal Intelligence // Leadership, Management and Administration

1.03 Infusing Harm Reduction into Campus Culture: The Algonquin College Umbrella ProjectBen Bridgstock, Algonquin College; Amanda Neilson, Rideauwood Addiction & Family Services

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Room 210

Established in 2015 with provincial funding, the AC Umbrella Project comprises a holistic harm reduction

strategy for students. With college and community collaboration, this project is structured on a socio-ecological

model which meets students on various levels. This innovative approach includes student harm reduction

consultations with a professional addictions counsellor, electronic self-assessment tools, and student-only

SMART Recovery sessions. By implementing advisory committees, student resources and training for faculty,

the AC Umbrella Project is creating a shift in cultural understanding of substance use and how to best support

students. This presentation will highlight the key learning from this project and share materials, tools and

resources developed as part of this project with all attendees.



1.04 Taking a Developmental Approach: Basing First-Year Communication on Theory and EvidenceAnne Forrestall, Dalhousie University; Krista Cross, Dalhousie University; Heather Doyle, Dalhousie University

Room 215

This session will discuss how Dalhousie University is using student communications to improve the success of

first-year students. As part of Dalhousie’s strategic priority to increase retention from first to second year,

Student Affairs took a developmental approach to creating a strategy for communicating with first-year

students. Using Lizzio’s model of Five Senses of Success, we mapped out a plan to ensure communication

messages supported each of the senses of the model. Participants will gain an understanding of how to use

communications to effectively support first-year transitions, with a focus on how to incorporate theory and

evidence into such planning.


SAS Competencies: Communication // Student Learning and Development

1.05 “But we’ve always done it this way”: How Centennial College began to realize the potential for change in its orientation programsSterling Crowe, Centennial College; Cory Coletta, Humber College

Room 201

In an effort to enhance the new student experience and increase college-wide student engagement, Centennial

College has begun an extensive revitalization process for its orientation programming which currently serves

all 4 campuses and 2 learning sites. This session will share how Centennial College has begun the

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revitalization process for orientation programming through exploring best and emerging practices; extensive

consultation; developing new, and leveraging existing, relationships; and mapping steps forward in a flexible

and transparent way to ensure continued progression and satisfaction for all involved. Change is never easy

and undergoing a significant restructuring of orientation programs is a daunting task. This session will serve as

a case study and will allow participants to consider steps they can take in revamping orientation programming

at their own campuses.

CoP: College Perspective // Orientation, Transition, Retention

SAS Competencies: Leadership, Management and Administration // Strategic Planning, Research and

Assessment

1.06 Best Practices for Establishing Divisional Strategic Plans and Framework for AssessmentJelena Dukic, Humber College; Katie Felton, Campus Labs

Room 204

It can be a daunting task to develop a plan for assessment a cross an entire division. This session, co-

presented by Campus Labs and Humber College, will help remove some barriers you might be facing in

developing an assessment committee and instituting a shared assessment framework. In addition to best

practice tips, Humber College will share the success and challenges they faced as they developed their first

divisional strategic and assessment framework. They will also share next steps including plan implementation,

use of data, working with stakeholders and students and beyond.

CoP: Research, Assessment, Evaluation

SAS Competencies: Strategic Planning, Research and Assessment

1.07 How to Adult: A Survival Guide for the Other SideCharlene Mahon, Lambton College; Austin Noble, Lambton College

Room 205

As myriads of students anticipate the climb to the summit of their post-secondary programs, many are

inadequately equipped to adapt to the challenges that await them. To address this need, an innovative mental

health preparedness boot camp, designed and delivered by post-secondary students, was launched in the fall

of 2015. At three strategic intervals, grade 12 students were successfully trained in mental health literacy and

resiliency. Strengthening their mental muscle through engagement and activity, students filled their mental

backpacks with tools for navigating the post-secondary experience and transition to adulthood. Come and

experience our research design and leave empowered!

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CoP: Orientation, Transition, Retention // Student Health & Wellness


1.08 Assessing the Present, Monitoring the Future: Responsive and adaptive on-campus assessment of student functioningBoris Vukovic, Carleton University; John Meissner, Carleton University; Laura Brawn, Carleton University

Martine Jaworski, Carleton University

Room 207

More and more university students are seeking on-campus supports for significant mental health distress,

suspected disabilities, or previously diagnosed conditions. To best support them, universities require

responsive and adaptive assessment services to accurately determine functional impact, identify needs, and

recommend effective supports, initially and on an ongoing basis – we must be able to assess the present and

monitor the future. A panel of assessment professionals will discuss a multi-faceted and dynamic approach to

on-campus assessment of student functioning and support needs in areas of mental health and

neurodevelopmental disorders.

CoP: Accessibility and Inclusion // Campus Mental Health

SAS Competencies: Equity, Diversity and Inclusion // Strategic Planning, Research and Assessment

FEATURED SESSION

1.09 Panel Q+A: Key considerations in the design and implementation of external reviews/ Débat d’experts / Q&R : Facteurs clés à considérer lors de la conception et de la mise en œuvre d’analyses externesErin Biddlecombe, Simon Fraser University; Tim Rahilly, Simon Fraser University; David Newman, University

of Toronto; Tracey Mason-Innes, Simon Fraser University; Neil Buddell, Centennial College

Canada Hall 3

Student Services is increasingly called upon to evidence effective functioning, alignment with institutional

vision, and positive impact on student learning and development. Many departments and/or divisions will rely

on external reviews to support this evaluation work. While we inherently know that external reviews can be an

effective assessment and strategic planning tool, little evidence is published to guide the development of an

effective approach, particularly in Canada. This interactive session assembles a panel of experts with

experience both as institutional organizers of external reviews and members of external review committees.

Come with your questions as we consider such topics as: committee composition and scope, advance work to

prepare your department/division and the committee, implications of institutional culture, and how to leverage

committee findings. / On demande de plus en plus souvent aux services aux étudiants de montrer que leur

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fonctionnement est efficace, qu’il est en harmonie avec la vision institutionnelle et qu’il a un impact positif sur

l’apprentissage et le développement des étudiants. Pour appuyer ce travail d’évaluation, plusieurs services

et/ou divisions auront recours à des examens externes. Même si nous sommes bien conscients que ce type

d’examen peut être un efficace outil d’évaluation et de planification stratégique, rares sont les données

publiées qui pourraient guider l’élaboration d’une approche efficace, particulièrement au Canada. Cette séance

interactive réunit un groupe d’experts possédant de l’expérience à la fois comme organisateurs institutionnels

d’examens externes et comme membres de comités externes d’examen. Apportez vos questions à cette

séance qui abordera, entre autres, les sujets suivants : la composition et le mandat du comité, le travail de

préparation de votre service/division et du comité, les implications pour la culture institutionnelle et comment

mettre à profit les constatations du comité.


SAS Competencies: Strategic planning, Research and Assessment

1.10 The Past in the Present: History and Student AffairsShawn Brackett, University of Calgary

Room 213

Good historians are storytellers. They weave compelling narratives from the mundane and the extraordinary

that give new life to people and ages gone by. Since the social history revolution of the 1960s, more

communities of all kinds have participated in crafting their own histories. What of student affairs? The stories

we tell about ourselves reflect who we are. This session invites attendees to share their knowledge of our

shared history, learn current historical research and sources for future studies, and discuss the theoretical and

methodological challenges that impact not only the history of student affairs—but also its future.

CoP: Academic Learning

SAS Competencies: Leadership, Management and Administration // Post-Secondary Acumen

1.11 Blazing New Trails: Re-designing Training (and Educational Programming) to be Interactive & Empower LearnersJoan Butterworth, McGill University

Room 211

Training and educational programming is a job responsibility for many student affairs professionals. We are

responsible for training students, peers and those who report to us, but are we doing a good job of it? Are we:

conducting effective training, creating an environment where learning will flourish, providing training that meets

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institutional expectations, should we be at the front of the room leading the learning? These questions and

more will be addressed and practical examples explored to blaze ways that make learning energizing and fun

for facilitators and learners.

CoP: Leadership Educators // Student Peer Support Programs


1.12 Creating a Mentorship Program Off The Side Of Your DeskErin Clifford, University of Toronto

Room 106

Do you want to create a mentorship program for your students but don't know where to start? We'll review the

different types of structures for mentoring, how and when to launch your program and the essentials of running

a program when you have a hundred other things in your portfolio to accomplish at the same time. Participants

will receive an electronic guide to creating and enhancing a mentorship program.


SAS Competencies: Student Learning and Development

1.13 Making pulling teeth easier: An innovative approach to engaging student leaders in reflection and demonstrating their learning in a creative format using ePortfoliosAllie Davidson, Carleton University; Sara Wills, Carleton University

Room 104

Are you finding it difficult to engage your student leaders in meaningful reflection after intentional learning

experiences? Have you ever thought of transferring these reflections into a digital format? Connecting

reflective practice with technology was an area we needed to develop to enhance our student leader program,

and we quickly recognized the value of using an ePortfolio to do so. During this interactive session, we will

share our experience applying an ePortfolio to a student leader program and guide you in exploring how you

may be able to do the same on your campus.


SAS Competencies: Student Learning and Development // Technology and Digital Engagement

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1.14 Thriving Campuses: Building a sustainable, collaborative model for mental health education on two campusesAmanda Unruh, University of British Columbia - Vancouver; Miranda Massie, University of British Columbia –

Vancouver; Tracey Hawthorn, University of British Columbia – Okanagan

Room 206

Since 2009, UBC has annually run Thrive, a week long campaign encouraging the UBC community to ‘build

positive mental health’. Thrive is a unique collaboration between Human Resources (Vancouver and

Okanagan campuses), Student Development & Services and Communications & Marketing that targets

students, staff, faculty and community members. This presentation will discuss the structure and organization

of Thrive, and how this model of campaign organization is sustainable through collaborative work with partners,

communications, and strategic evaluation on a small and large campus. The focus will be how to engage staff

and faculty in dialogue and campaigns around mental health that support students and themselves.


SAS Competencies: Communication // Student Learning and Development

1.15 Facing the future with lessons learned: Building a community of colleagues across campus using the active bystander modelRachael Sullivan, University of British Columbia; Natalie Gerum, University of British Columbia

Room 212

Active Bystander approaches have been used widely in the efforts to circumvent the pervasiveness of sexual

violence at Canadian Universities. Four years after the UBC rape chants made national news we share how

UBC uses an Active Bystander approach through The Community Building Education (CBE) framework which

empowers students to actively respond to discriminatory circumstances. The CBE provides an opportunity to

facilitate critical campus conversations for staff and student leaders and, more importantly, to “teach courage”

(hooks, 2003) as a leadership skill for both staff and students. In this session, we will share lessons learned

and examine big questions arising from implementing this cross-campus educational framework.

CoP: Leadership Educators // Orientation, Transition, Retention

SAS Competencies: Leadership, Management and Administration // Student Advising, Support and Advocacy

1.16 Not All Who Wander Are Lost: Using Grad Maps to Navigate Grad School and BeyondMiguel Hahn, Queen's University; Dr. Marta Straznicky, Queen's University

Room 102

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Graduate students are increasingly seeking support with their transitions in and out of graduate school. Grad

Maps are graduate program booklets that support graduate students’ career and academic success throughout

their program with degree-specific information and advice presented in a visual timeline. They promote early

engagement to prepare for careers in or out of the academy by focusing on academics, research, experiential

learning, and career exploration. In this interactive session you will learn about the maps, how to use them,

and the research behind them. You will also learn from your peers as you consider the usefulness of this kind

of resource for helping your own students.



1.17 Bridging Career and Academic Advising: The Case for Hybrid AdvisorsChantal Joy, Humber College; Melissa Gallo, Humber College; Tim Fricker, Mohawk College

Room 108

The case for integrating academic and career advising is compelling. The public call for job-ready grads and

for PSE credentials to deliver employment outcomes brings urgency to the need for connecting educational

and career goals early on. Several post-secondary institutions in Ontario have made significant changes to

their advising models including the implementation of new hybrid academic and career roles and services.

Whether you are in a position to implement change or looking to enhance existing advising structures, this

session will give you practical ideas on how to move forward by examining current examples from two college

in Ontario.

CoP: Integrated Academic and Professional Advising

SAS Competencies: Leadership, Management and Administration // Student Advising, Support and

Advocacy // Student Learning and Development

1.18 Towards a Family Friendly Campus: Improving the University/College experience for students with family responsibilities/Pour des campus supportant la parentalité: Améliorer l'expérience collégiale / universitaire pour les étudiant (e) s ayant des responsabilités familialesKaye Francis, University of Toronto; Julia Pingeton, McGill University; Anne Bartlett University of Prince

Edward Island, Kayla Madder University of Saskatchewan; Martin Rioux, Université de Montréal

Room 209

Institutions offer a variety of supports for students with family responsibilities, but the level of assistance is not

consistent across Canada. How do we develop programs and actions that assist this population, and help

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students with family responsibilities achieve equity. Listen to how 5 institutions across Canada are assisting

this population, and join in a discussion of what you could bring back to your institution. This session will

include a panel discussion, and opportunity for small group discussions that will be shared with the larger

group./ Nos institutions offrent une variété de soutien aux étudiant (e)s ayant des responsabilités familiales,

mais le niveau d'intervention n'est pas uniforme dans tout le Canada. Comment développons-nous des

programmes et des actions qui supportent cette population et aident les étudiant (e) ayant des responsabilités

familiales à obtenir l'équité. Découvrez comment 5 institutions à travers le Canada interviennent auprès de

cette population et joignez-vous à une discussion sur ce que vous pourriez ramener à votre établissement.

Cette session comprendra une table ronde et des échanges en petits groupes qui seront ensuite partagés

avec en grand groupe.

CoP: Equity-Seeking Groups // Students with Family Responsibilities

SAS Competencies: Equity, Diversity and Inclusion // Student Advising, Support and Advocacy

1.19 Sexual Violence on Religious CampusesKaren Cornies Silver Lake Outdoor Education Centre; Jim Vanderwoerd, Redeemer University College;

Vanessa Eisses, Redeemer University College, Erin Crickett

Room 208

Like campuses across Canada, religious campuses are making efforts to grow capacity in responding to

sexual violence. Come to this workshop to hear about research that provides insight into this topic, emerging

practices at religious campuses designed to respond more effectively, and the unique perspective of a public

educator from a sexual assault centre setting foot for the first time on a religious campus to deliver a sexual

violence awareness program centre delivering a sexual violence awareness program at a religious campus.

CoP: Post-Secondary Student Counselling // Spirituality and Religious Pluralism


Advocacy

MONDAY, JUNE 12 ~ 1:30PM – 2:45PM

2.01 The Thriving Student: Adapting Practices that Link Community and Post Secondary TogetherKaren Cornies, Silver Lake Outdoor Education Centre; Louisa Drost, Mohawk College; Erin Crickett, Sexual

Assault Centre Hamilton Area; Lisa Jeffs, Youth Wellness Centre; Hennie Schoon, Redeemer University

College; Meaghan Ross, McMaster University; Vanessa Eisses, Redeemer University College

Room 208

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Increasingly, Student Affairs professionals are called upon to grow capacity to respond to sexual violence and

mental health concerns. Partnering with community service organizations is an approach that can make a real

difference on campuses. Hear the experiences of Student Affairs professionals from McMaster University,

Mohawk College and Redeemer University College reaching out to community service providers and what the

experience of working with PSEs is like from the point of view of Erin Crickett, Educator for the Sexual Assault

Centre of Hamilton Area and Lisa Jeffs, Manager of the Youth Wellness Centre in Hamilton. Similarities and

differences in cultures across these industries will be highlighted to create awareness and encourage

collaborations.

CoP: Post-Secondary Student Counselling // Campus Mental Health

SAS Competencies: Leadership, Management and Administration

2.02 A Culture of Accessibility in the Sciences: A New Paradigm for Science Training in Postsecondary EducationMahadeo Sukhai, National Educational Association of Disabled Students

Room 106

Persons with disabilities are under-represented in science, technology, engineering and mathematics (STEM)

programs. For the student, disclosure of their disability, advocacy around accommodation, and the stresses

associated with potentially being a trailblazer in their field, pose significant challenges. Meanwhile, the

accommodation specialist must balance the student’s needs with the essential requirements of the discipline.

This presentation will focus on principles of effective accommodation of disabilities in STEM. Finally, we will

present a model for the application of universal design principles to STEM training, in order to ensure full

participation and success of students with disabilities.


2.03 Open Book: Recent literature in student affairsDeanne Fisher, OCAD University; Neil Buddel, Centennial College; Jude Tate, University of British Columbia; Tim Fricker, Mohawk College; Ryan Murphy, Memorial University Newfoundland; Mark Solomon, Seneca CollegeRoom 214

A panel of avid readers will share their insights on recent and relevant books in the fields of student affairs,

higher education and related topics. The session is designed to stimulate lively intellectual dialogue on the

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issues and trends that affect our work and to provide guidance for those looking to spend limited book budgets

wisely. Audience participation is encouraged but not required.


2.04 Build Your Own TheoryNicole Joron, York University

Room 201

As we increase our focus on holistic student development and integrated services in student affairs, how do

the theories that we know and love work together to inform student success? Learn how the presenter has

integrated theories across student development, leadership development, career development, and wellness to

inform their work and practice making connections to build your own theory.

CoP: Leadership Educators // Research, Assessment, Evaluation


2.05 We've got groups that jingle, jangle, jingle...Michael Huston, Mount Royal University; Jack Dobbs, Mount Royal University; Mirjam Knapik, Mount Royal

University, Megan Suehn, Mount Royal University; Kelsey Kerwood, Mount Royal University; Ron Griffith,

Mount Royal University

Room 212

Providing support and resources for student mental health is a primary concern for universities. Demand for

frontline services is at an all-time high and seems likely to increase in the future. In a bid it address these

concerns and increase capacity, we’ve focused on expanding our group offerings to include: Stress & Coping,

ADHD, Asperger’s, Men’s Support, LGTBQ, and knitting (yes, knitting). Tools and techniques, theoretical

foundations, evidence base, and outcomes will be presented in an informative and fun-filled session that will

leave you wanting more.

CoP: Post-Secondary Student Counselling // Campus Mental Health // Student Health & Wellness // Student

Peer Support Programs

SAS Competencies: Emotional and Interpersonal Intelligence // Strategic Planning, Research and Assessment

// Student Advising, Support and Advocacy

2.06 Who Stole the Rule Book on Social Interactions? The Impact of PEERS on Neurodiverse Students

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Sherri Parkins, Seneca College; Cindy Lau-Chan, Seneca College

Room 203

Meltdowns? Socially isolated students? How many students with Autism Spectrum Disorder are on YOUR

campuses? If you could implement an intervention that would support neurodiverse students’ well-being, would

you? This session will introduce PEERS©, an evidenced based, ecologically valid social skills treatment

program as an avenue for supporting students’ in their development of social connections. Participants will

take part in a mock PEERS© session and explore how it supports students to develop resilience, coping skills,

and improve their personal health and well-being.


SAS Competencies: Student Advising, Support and Advocacy

2.07 Because it’s the 21st century – Building online students’ sense of community through comprehensive supports and servicesStacey Burgess, Nova Scotia Community College (NSCC)

Room 104

Be among the first to hear the findings of new research exploring the intersection of technology, student

supports and online community using the Community of Inquiry (CoI) framework. Find out how online students

perceive community and how student supports and services influence learning and community building online.

Take home five key strategies for building community and a sense of belonging among online students, and

consider recommendations for further research and development using the CoI framework that could provide

new insights on the ‘whole student’ experience in online and blended learning environments.

CoP: Integrated Academic and Professional Advising // Research, Assessment, Evaluation


2.08 The Paradox of Career Development in 2017Kristi Kerford, Fleming College; Nona Robinson, Trent University, Sarah Haase, Fleming College

Room 215

What is career development in 2017…or 2025? The complexity of the messages that students receive about

career development is overwhelming. Should students prepare for one clear career goal, be flexible to

change, or both? The challenge for students is that we do not provide consistent or coherent messages. This

presentation will look at the research and the student affairs’ and the public’s perceptive on this paradox. With

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presenters from a both a University and College we will consider it within different settings. As well, we will

share our thinking on how to address the paradox and close with discussion time to share ideas between

audience members.

CoP: Academic Learning // College Perspective // Community Engaged Learning // Co-Curricular Record //

Integrated Academic and Professional Advising // Leadership Educators // Orientation, Transition, Retention

SAS Competencies: Post-Secondary Acumen // Student Learning and Development

2.09 Orientation by the Numbers: Data-Informed Approaches to Orientation PlanningMelinda Scott, University of Toronto; Leah McCormack-Smith, University of Toronto; Todd LeBlanc, University

of Toronto; Steve Masse, University of Toronto; Meng Lim, University of Toronto; Bergita Petro, University of

Toronto; Sarah Burley, University of Toronto

Room 204

While the majority of Student Affairs and Services professionals see the importance of orientation and

transition programming, and value assessment data when making program-planning decisions – there can be

differing approaches to these activities – even across units at a single institution. Using one university’s

experience as a case study - presenters representing a cross-section of SAS professionals will describe a

model for collaboration that supports a campus-wide culture of assessment and facilitates the continued

advancement of orientation and transition programming.

CoP: Orientation, Transition, Retention // Research, Assessment, Evaluation

SAS Competencies: Strategic Planning, Research and Assessment // Student Learning and Development

2.10 The REAL Second Life: Pursuing your Doctorate while working fulltimeStephanie Muehlethaler, Trent University; Ange Clarke, Marine Institute; Shawn Brackett, University of

Calgary; Neil Buddel, Centennial College

Room 209

Thinking about pursuing a doctorate and working full time in higher education? It can be done! From the

struggles to the opportunities of learning and growth, a group of diverse student affairs practitioners will speak

about their specific experiences of pursuing higher learning and a doctorate. The panelists will cover a range of

topics from balancing family, work, new relationships, change in jobs and navigating their research whilst still

making time for themselves. Interested? Have questions? Is it even possible to do both? Come and find out!

CoP: Graduate and Second Entry Students

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2.11 Post-Secondary Student Mental Health Guide to a Systematic Approach: An Online Assessment Inventory & Resource GuideTayyab Rashid, University of Toronto

Room 210

The Post-Secondary Student Mental Health: A systemic guide introduced at the CACUSS 2013 offered a

comprehensive framework towards student mental health. Advancing this seminal work, a state of the art

website which complements the Guide is presented (http://cacuss-campusmentalhealth.ca). After an overview

of the website, the audience will be invited to participate. They will be divided in seven groups, each

representing an area of the Guide. Each group will be requested to complete their assigned section of the

online inventory. A hard copy of the inventory in English & French will also be made available to ensure

everyone can participate, in case they are not get online. Upon completion, each group will discuss the

process, feedback provided by the website, and will be asked to make recommendations towards optimal

usage of the website. The presenter will discuss suggested outcomes listed for each section and ways these

outcomes can be adapted to meet campus-specific needs. Furthermore, the workshop will also demonstrate

ways best practices, relevant research, video illustrations in each of the seven areas of the Guide can be used

optimally to implement a campus wide systemic approach to student mental health.

CoP: College Perspective // Digital Communications // Leadership Educators // Campus Mental Health //

Research, Assessment, Evaluation

SAS Competencies: Leadership, Management and Administration // Technology and Digital Engagement

2.12 If Equity Is Everyone’s Job, Who’s Going To Do It? : Developing Integrated EDI PracticesScott Clarke, University of Toronto; Tanya De Mello, Ryerson University

Room 213

Embedding equity, diversity and inclusion competencies within SAS should enrich our services and build

stronger relations with EDI offices. Yet, there is often a disconnect in service delivery due to the lack formal

relationships, inadequate understanding of each unit’s portfolio, discomfort in addressing issues and, far too

often, a sense of mistrust. The facilitators will draw on their experiences in SAS and EDI to share integrated

responses to support students and address key issues impacting our campuses. Participants will leave with a

framework to develop holistic responses to equity-related issues on the individual, interpersonal, campus-

community and systemic levels.

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CoP: Equity-Seeking Groups SAS Competencies: Equity, Diversity and Inclusion // Student Advising, Support

and Advocacy

2.13 The ADDIE Model: A Unique Approach to Training in Student AffairsAmanda Sartori, York University; Saba Rafiq, York University

Room 211

The focus of instructional design is to enhance the learning acquisition process to make it more engaging, and

to motivate learners to gain deeper understanding and knowledge (Merrill et al., 1996). Emerging from this field

is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model used to design learning

experiences, a practice which a significant number of student affairs and services professionals undertake.

Through the presentation of the ADDIE model, presenters will offer a systematic way to ensure that training

designed for students provides an avenue for meaningful acquisition of knowledge and skill as well as relevant

and tailored learning experiences.

CoP: Academic Learning // Student Peer Support Programs


2.14 Decolonizing Leadership Education: Moving Beyond Diversity to Develop Student Leaders, Activists and AlliesAnushay Irfan Khan, McMaster University

Room 205

Despite unquestionably well intentions on the part of leadership educators, most leadership education

facilitates rather than challenges dominant hegemony, prevailing social hierarchies and inequitable

distributions of power and privilege. This session will explore the philosophy and process of decolonizing

leadership education dedicated to dismantling dominant hierarchies and concentrations of power and control

by challenging colonial and Eurocentric understandings of leadership to create spaces for activism and

allyship. Furthermore, we will explore how the process of decolonizing leadership education includes not only

subtle shifts in practice and personal relationships, but important shifts of consciousness that prepare us to see

and react to the socio-political contexts that so heavily influence education theory and practice.

CoP: Community Engaged Learning // Equity-Seeking Groups // Internationalization in Student Affairs //

Leadership Educators


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2.15 Navigating the Galaxy of Service Delivery Models: Personalized Care - Our New HopeMatthias Kaay, Ryerson University; Sarah Thompson, Ryerson University; Allan MacDonald, Ryerson; Laura

Girz, Ryerson University; Lauren Goodmen, Ryerson University

Room 102

Driven by increased demand for service, interest has proliferated in service delivery modernization, including

use of stepped-care models, within the post-secondary mental health sector. Concurrently, we have witnessed

an apparent identity crisis in post-secondary mental health where mandates vary from championing brief

support and external referral, to the provision of long term psychotherapy. Join us as we present on the

evolution of service delivery at Ryerson’s Centre for Student Development and Counselling, sharing

perspectives from front-line staff to leadership including key principles and action steps exportable to other

institutions seeking to customize service delivery solutions to their unique circumstances.



Assessment

FEATURED SESSION2.16 A Tale of Three Cities: Brock University, The University of Waterloo and The University of British Columbia Explore Career Services for Students with Disabilities – A discussion around guiding principles, evolving practices and ultimate aims/ Un conte de trois villes : L’Université Brock, l’Université de Waterloo et l’Université de la Colombie-Britannique explorent les services des carrières pour les étudiants en situation de handicap – Discussion sur les principes directeurs, l’évolution des pratiques et les objectifs ultimesAllan Dias, University of BC; Chandra Barbour, UBC; Richard Wikkerink, University of Waterloo; Lisa Kuiper,

Brock University

Canada Hall 3

In this 75 minute session, participants will hear from three institutions and their efforts in exploring, developing

and strengthening career services for students with disabilities. In small groups, participants will also get the

opportunity to:

•talk about their own institutions and experiences,

•discuss evolving practices,

•explore guiding principles, and

•share intended impacts.

To close, a large group discussion will explore ultimate aims and areas for further research. Information and

resources gathered during the session will be emailed to participants at a later date. / Dans cette séance de 75

minutes, des représentants de trois universités parleront aux participants des efforts mis en œuvre pour

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explorer, développer et renforcer les services des carrières destinés aux étudiants en situation de handicap.

En petits groupes, les participants auront également la possibilité :

•de parler de ce qui est offert dans leurs établissements et de leurs propres expériences,

•de discuter de l’évolution des pratiques,

•d’explorer les principes directeurs, et

•d’échanger sur les effets escomptés.

Pour terminer, une discussion en grand groupe explorera les objectifs ultimes et les questions qui devraient

être étudiées plus à fond. La liste des informations et des ressources recueillies durant la séance sera

envoyée par courriel aux participants à une date ultérieure.

CoP: Accessibility and Inclusion // Equity-Seeking Groups // Integrated Academic and Professional Advising //

Leadership Educators // Orientation, Transition, Retention // Campus Mental Health // Student Case

Managers // Student Health & Wellness

SAS Competencies: Communication // Emotional and Interpersonal Intelligence // Equity, Diversity and

Inclusion // Leadership, Management and Administration // Strategic planning, Research and Assessment //

Student Advising, Support and Advocacy // Student Learning and Development

2.17 Scaffolding Adulthood: How Our Views of Students Need to ChangeFreeman Woolnough, Queen’s University; Sara Wills, Carleton University

Room 206

Too often, we find ourselves asking: ‘Why can’t they just behave like adults?’ The answer, quite simply, is that

many students are not yet adults. In this engaging and perspective-shifting session, participants will receive

tangible takeaways that will address student immaturity on their campuses. Using research from the worlds of

business, pedagogy, and even corporate law, while integrating novel and interactive assessment techniques,

participants will learn how to deal with student immaturity one-on-one (without getting frustrated!). Through a

combination of activities, integrated research, and facilitated discussion, participants will develop a model for

scaffolding adulthood with the students on their campuses.



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2.18 ROUND TABLE SERIES: Keep Calm and Conduct On: Bystander InterventionStudent Conduct Community of Practice

Room 207

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:

Bystander Intervention.

MONDAY, JUNE 12 ~ 4:00PM – 4:45PM

FEATURED SESSION3.01 Just Key(p) Swimming: Best Practices on How to Identify Key Performance Indicators within your Service/ À contre-courant : Pratiques exemplaires pour identifier des indicateurs clés de performance au sein de votre serviceJennifer Keays, University of Ottawa Health Services; Sylvie Fournel University of Ottawa Health Services

Canada Hall 3

Let us be the Dory to your Nemo by showing you the map we used to find Key Performance Indicators (KPIs)

in a health promotion setting where money is not part of the equation. This session will highlight tips on how to

defy the conventional by adopting the PDSA (Plan-Do-Study-Act) method as well as a bottom-up approach and

how participants can apply our method to their respective services. The session will end with a short interactive

activity on how to “just keep swimming” through areas of improvement and learn from these best practices.

Nous sommes Dory, vous êtes Nemo : laissez nous vous montrer le chemin vers l’identification des indicateurs

clés de performance dans le secteur de la promotion de la santé, où l’argent n’est pas une variable de

l’équation. Cette séance soulignera des trucs et astuces non conventionnels reposant sur la méthode du

PDSA (Plan-Do-Study-Act), ainsi que sur l’approche ascendante (bottom-up), et explorera la façon dont les

participants pourraient les appliquer dans leurs services respectifs. Cette séance sera complétée par une

courte activité interactive visant à vous guider à travers le défi de l’amélioration en utilisant ces pratiques

exemplaires.

CoP: Leadership Educators // Student Health & Wellness // Student Peer Support Programs


Assessment

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3.02 Creating Creating a Community of Support – The Indigenous Housing ProgramSteve Kootenay-Jobin, Mount Royal University; Laura Collings Mount Royal University Kristin Davick

Room 106

This session will explore the challenges that Indigenous students living on residence face in post-secondary

institutions and will discuss strategies used to help reduce barriers and encourage success. By examining the

Indigenous Housing Program at Mount Royal University we will identify various methods to support

recruitment, retention and success of students. Through a blend of traditional lecture with round table

discussion, delegates will critically examine strategies, resources and share personal approaches and

brainstorm new ideas.

CoP: Aboriginal Student Services Assembly (NASSA) // Orientation, Transition, RetentionSAS Competencies:

Indigenous Cultural Awareness // Student Advising, Support and Advocacy

3.03 Using LEAN Process Methodology to Reduce Wait Times for Counselling ServicesJeff Agate, Algonquin College; Chuck Doyle, Algonquin College; Ben Bridgstock, Algonquin College

Room 104

This presentation will provide a successful example of an appointment scheduling methodology based on

LEAN service delivery methods. This approach has been shown to help students get the services they were

seeking as quickly as possible. Other concerns included ensuring that the workload of counsellors was

regulated to stay within sustainable limits. Presenters will review the process used to employ a LEAN

transformation and data to illustrate its positive outcomes.

CoP: Post-Secondary Student Counselling


3.04 Using Short Film to Enhance Student Learning and Campus Mental HealthNatalie Daley, Art With Impact Canada

Room 207

This interactive session will engage participants in a lively discussion about the role of art and non-linear

learning tools to encourage early intervention and reduce stigma related to mental illness on postsecondary

campuses. Featuring short films about mental health from Art With Impact Canada’s ground-breaking OLIVE

Film Collection, the session will leverage insights from AWIC’s data-driven and innovative Movies for Mental

Health workshops to explore ways that the connective power of artistic expression can illuminate complicated,

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personal issues related to mental health among college and university students and serve as a powerful

method of connecting students to on and off campus services.


SAS Competencies: Emotional and Interpersonal Intelligence // Student Advising, Support and Advocacy

3.05 Co-Curricular Programming in Canada: Its Past, Present, and Anticipated FutureChristina Wiggins, Sheridan College; Amy Baird, Conestoga College; Gareth C. McVicar, University of Calgary;

Kimberly Elias, University of Toronto; Lina Di Genova,McGill University; Lesley Calvin, Niagara College,

Meagan Lau, University of Toronto; Rebecca Sun, Algonquin College

Room 205

Within the last five years co-curricular record (CCR) programming has grown exponentially across Canada’s

post-secondary landscape, but there is still some mystery surrounding exactly what CCR programming is and

how it benefits students. This presentation will explore how CCR programming has evolved in Canada and

how it adds value to the student life experience by supporting out of classroom learning that positively impacts

employability. Participants will engage in a vibrant discussion regarding the future of CCR programming which

will include brainstorming how it can continue developing to meet the anticipated diverse needs of future

students, including Generation Z.

CoP: Community Engaged Learning // Co-Curricular Record


3.06 What is Data Without a Good Story?Lesley D'Souza, Ryerson University

Room 208

Data storytelling is set to become an essential skill set that all Student Affairs professionals need. Conducting

good assessment has been a significant focus within our field for several years, but we have more work to do

when it comes to learning how to share our data in powerful ways. Come hear more about what data

storytelling is, and what strategies you can use to craft powerful stories around your data. We'll talk through

these examples using data points from the National College Health Assessment.

CoP: Research, Assessment, Evaluation // Student Health & Wellness

SAS Competencies: Strategic Planning, Research and Assessment // Technology and Digital Engagement

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3.07 GBC’s Student Well-Being Team: Working Together to Create Conditions for Well-BeingKate Klein, George Brown College; Tenniel Rock, George Brown College; Susan Toews, George Brown

College; Diana McIntyre, George Brown College; Jacqueline Macchione, George Brown College

Room 204

George Brown College’s newly-instituted “Student Well-Being Team” is a collaborative of counsellors, peer

leaders, researchers, administrators, educators, and change-makers who foster the conditions for student well-

being at GBC through a number of mutually-reinforcing strategies. As drivers of GBC’s Healthy Campus

Initiative, this team works together to support the college’s understanding of the social determinants of well-

being, and to advocate for the idea that college-wide mental health promotion involves many shifts ranging

from the personal to the systemic. This workshop will bring members of this team together to share some

challenges and successes of this multi-faceted approach to student support.



3.08 Student Success and Male Students On Campus. Are we missing somethingJoe Henry, King's University College

Room 212

Our college and university campuses are more diverse than ever before in Canada. Increased access to post-

secondary education is the good news for country and our society. However we do see gaps emerging in

success specifically those students who identify a male on campus. Male students are less likely to seek

professional support, more likely to be involved in conduct issues and are less likely to persist in their studies.

This session review of of the literature and promising practices initiated on campuses that are available to

better support male students additionally participants will have opportunity to engage with each other on this

important issue to develop a template for action on their campus.


Orientation, Transition, Retention // Campus Mental Health // Research, Assessment, Evaluation // Student

Case Managers // Student Conduct // Student Peer Support Programs

SAS Competencies: Equity, Diversity and Inclusion // Leadership, Management and Administration // Post-

Secondary Acumen // Strategic Planning, Research and Assessment

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3.09 Using Social Media to Engage Students: Thinking Outside the College Counselling “Box”Heather Drummond, Mohawk College

Room 209

Students are more connected digitally than ever, post-secondary institutional budgets are changing and

students are showing up with increasingly complex needs, in terms of mental health and wellness. This is the

time to find innovative ways of engaging our students and encouraging academic persistence. Dr. Heather

Drummond, Counsellor at Mohawk College has developed, and is currently implementing a student success

program designed to meet students where they are at, engrossed in the various social media platforms. Come

find out how to use Twitter, WordPress, Instagram, YouTube, Facebook and your institutions e-learning

platform to help students build the necessary skills to successfully engage in the academic process.

CoP: Accessibility and Inclusion // Community Engaged Learning // Digital Communications // Post-Secondary

Student Counselling // Campus Mental Health // Student Case Managers // Student Health & Wellness //

Student Peer Support Programs

SAS Competencies: Emotional and Interpersonal intelligence // Post-Secondary Acumen // Student Advising,

Support and Advocacy // Student Learning and Development

3.10 Storytelling and Student Engagement: the Journey of a Social Media CampaignAlbert Fung, Simon Fraser University

Room 201

“Volunteers of SFU” is a dynamic social media campaign that recognizes and celebrates the students who

volunteer within Simon Fraser University and in the wider community. Inspired by the popular “Humans of New

York” Facebook page, this campaign utilizes a combination of social media platforms to share stories of how

students have impacted their communities and how their work impacts their personal and professional growth.

These amazing stories resonate with key student development theories as well as emerging career

development theories. Come find out how our students, our institution and our community have involved and

benefited.

CoP: Co-Curricular Record // Student Peer Support Programs


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3.11 Towards Inclusive and Successful Learning for all: Supporting course instructors in their UDL journeyTeri Phillips, McGill University; Tanja Beck, McGill University; Catherine Loiselle, CRISPESH

Room 211

A 3-year, grant-funded, Quebec (Canada) initiative was undertaken across 5 post-secondary institutions in

Montreal (university/CEGEP) aimed at discovering facilitators and stressors experienced by course instructors

in the implementation of universal design for learning (UDL). This has culminated in the creation of a

sustainable, bilingual, online, user-friendly toolkit, offering support to course instructors in their application of

UDL in pedagogy. Attendees will leave with an understanding of what is available through this resource, how

they can use this to concretize faculty resourcefulness at their own institutions, and a mechanism through

which to share their own UDL knowledge and resources.

CoP: Accessibility and Inclusion // Academic Learning // College Perspective // Equity-Seeking Groups


3.12 “Change is the law of life”: Student engagement in Waterloo’s Orientation revisioning processJenna Hampshire, University of Waterloo; Christina Pope University of Waterloo

Room 213

The University of Waterloo takes pride in their Orientation Week being organized by student leaders. When

Waterloo Senate voted to implement a fall reading break, changes needed to be made to the orientation

schedule. Our student leaders were faced with the prospect of no longer recognizing the transition program

they were heavily invested in. The stakes were high, and so were emotions! Learn how our students leaders

were heavily involved in our orientation revisioning. Then, find out how satisfied these students were with the

process and the final results.



3.13 Rethinking Academic Accommodations: using a design-thinking approach to find new solutionsHeather Kelly, University of Toronto; Deanne Fisher OCAD

Room 203

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The number of post-secondary students registered with disability services offices on Ontario campuses

continues to increase both in volume and complexity. This trend is a positive one as access to higher

education for people with disabilities increases their potential for professional and personal success. However,

institutions are facing increasing administrative complexity in providing accommodations. The current model

may no longer be tenable or appropriate for many students. So, how might we move from a resource-

constrained one-to-one approach to a many-to-many approach? This session will present the results of a

project which used a design thinking approach to radically rethink the provision of academic accommodation

and the institutional policies and procedures which constrain us.

CoP: Accessibility and Inclusion // Equity-Seeking Groups // Post-Secondary Student Counselling // Campus

Mental Health // Student Case Managers // Student Health & Wellness


3.14 Supporting Students Accused in Sexual Violence ComplaintsMarcelle Mullings, Ryerson University; Mark Atia, Ryerson University

Room 215

This past year, a number of provinces introduced sexual violence legislation aimed at making campuses safer

and more responsive to the needs of survivors. With this higher level of awareness about sexual violence,

there has been increased focus on survivors and what institutions should do to support them. However, there

is a lack of information about accused students and the circumstances they face. This session will explore the

rationale for providing support to accused students during a disciplinary process. We will discuss the guiding

principles for supporting accused students and how these services will assist institutions in making their

campuses safer.

CoP: Equity-Seeking Groups // Post-Secondary Student Counselling // Campus Mental Health // Student Case

Managers // Student Health & Wellness


3.15 Collaborating with Institutional Research to Improve Retention: NSCC’s Student Success SurveysAntonia Sly Nichols, Nova Scotia Community College; Laurie Edwards, Nova Scotia Community College

Room 210

NSCC has a regular practice of surveying incoming students to create a first year student profile for each of

our 13 campuses. In 2016, Student Services and Institutional Research collaborated to revise and strengthen

the purpose and use of the Incoming Student Survey. The new instrument was split into two surveys

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administered before and after the start of September classes. Students identified as potentially at-risk are

contacted and offered early supports. The focus of the survey is to collect data that can be used to forecast

students who may be at risk of withdrawing within the first few months of enrolment. This session will provide

an overview of what questions we ask, what flags a student as being “at-risk”, and how our Student Success

Surveys have turned into effective retention tools.


3.16 The Hope Phenomenon – Using hope theory to support student successBogumila Anaya, keep.me SAFE by guard.me; Danusia Lapinski, Youth Coach Global

Room 102

Students on campuses around the world are reporting high levels of hopelessness. But what is hope exactly

and how can we use it to support student success? A combination of willpower plus waypower, hope is about

creating a mental path from here to there. Understanding and applying hope gives students the ability to

accept and transform conflict in themselves in order to create positive changes in their lives.The session will

explore the types of conflicts students face and introduce the Seven Pillars of Hope as a toolkit for harnessing

the goals, agency and pathways essential to hope.



3.17 Transitioning to Grad Life: A Review of a Pre-Orientation Program for Incoming Graduate StudentsJennifer Pinker, University of Toronto

Room 206

Graduate students are increasingly expressing feelings of isolation and stress, signalling a need for support

beyond academic departments and in all aspects of graduate life, starting on day one. This session will discuss

the introduction of a pre-orientation program for graduate students that introduces them to strategies for

academic success, navigating graduate life, and developing career networks; connects them with campus

resources; and provides them with an opportunity to connect across disciplines and find community.

CoP: Graduate and Second Entry Students // Orientation, Transition, Retention


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3.18 Amplifying a Student Led Movement for Mental Health Sarah Mughal; JACK.ORG

Room 108

Jack.org is the only national network of young leaders transforming the way we think about mental health.

Through three peer-to-peer based programs – Jack Talks, Jack Chapters, and Jack Summit – student leaders

are equipped to become effective mental health advocates in their communities. This session will explore the

approach of Jack.org to empower student leaders to change the culture around mental health on their

campuses. Discussions will be focused on youth engagement, how we can support student voice on campus,

and how Jack.org programs may be leveraged to increase future student wellbeing.

BIG IDEAS: POWERED BY PECHAKUCHA3.19A Great Power, Great Responsibility: Understanding Student Conceptions of Masculinity through Superhero Films

Sterling Crowe, Centennial College

Room 214

Popular culture and film have gained credence throughout scholarship as cultural artifacts; exploring the

messages housed within the narratives, and how those messages are incorporated into the construction of

foreign policy, gender roles, and more. Studies have shown that up to 85% of the population learn masculinity

through media, indicating the influence of gendered messages through film. Over time, representations of

hyper-masculinity have evolved from the embattled Cold War hero to that of the escapist superhero lore.

"Great Power, Great Responsibility" explores how masculinity is created and challenged in the superhero

narrative in comparison to that of the prior generation's Cold War heroes, while highlighting how we can use

this information in higher education to critically and compassionately process, question, accept, reject, uphold,

and/or disrupt these gendered norms.

3.19B Diversity & Inclusion at a Crossroads: Putting Intersectionality into practice at Canadian UniversitiesAdeline Huynh, University of British Columbia

Room 214

Intersectionality has become a buzz word on university campuses across Canada, especially within the

narrative of diversity and inclusion. But how can Student Affairs and Services (SAS) professionals use

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intersectionality as a framework to inform our work with students? This presentation will explore the evolution

of diversity and inclusion as it has been practiced at Canadian Universities; and position intersectionality as the

framework and practice that should guide SAS professionals’ work with students in order to be responsive to

the changing landscape of student experiences in their working, learning and living environments on campuses

across Canada.

3.19C Looking Back, Facing Forwards: The Rise of Political Demonstrations on Rural Campuses

Jeannine Kuemmerle, University of British Columbia

Room 214

Since its transition from college to university, UBC Okanagan has been relatively sheltered from politicized

demonstrations. With the recent assembly of ultra-conservative religious and pro-life organizations on campus,

came immediate questions, expressed tensions and divisions among students, staff and faculty. The presence

of demonstrators and messages of intolerance broadcasted burst the ideal of a small campus community.

Polarizing ideologies in the mainstream and political demonstrations are becoming an unanticipated reality for

rural campuses. This presentation highlights this transition, encouraging the idea that when equipping Student

Affairs Professionals to support and engage in civil conflict, process is more important than outcome.

3.19D Empowering Students Through Creativity: Insights and Breakthroughs Using an Art Therapy Group ApproachSophie Vinette, University of British Columbia

Room 214

A number of students who access counselling services are troubled by the past or anxious about the future.

This impacts their well-being and interferes with their ability to be present. Creativity is often an overlooked

quality that can in fact be the catalyst for change and a source of inspiration. By encouraging students to tap

into their creative potential, it allows them to explore “problems” in a new way and promotes resiliency. This

presentation will review tools and interventions used during an art therapy group as well as offer a visual

rendition of students’ journey during this process.

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TUESDAY, JUNE 13, 201710:45AM – 12:00PM4.01 Not Just a Check Box: How to Integrate Cultural Competency and Safety on your Campus Laura Maracle, Four Directions Aboriginal Student Centre, Queen's University

Room 102

Aboriginal Cultural Safety is a buzz word often used and incorporated within post-secondary institutions. How

does this affect us directly and the diverse student population that we serve campus wide? Explore how an

Aboriginal Cultural Safety framework can be modified and integrated to include empathy, dignity, respect and

collaboration for everyone. Using a combination of engaging activities, information and facilitated discussion,

we will share and develop plans that can be integrated within professional and student organizations to foster

inclusion and culturally safe environments.

CoP: Aboriginal Student Services Assembly (NASSA) // Equity-Seeking Groups

4.02 Planning for the future: Sexual Violence Adjudication Jennifer Lenfant Wright, Symplicity Corporation; Jacob Harper, Symplicity Corporation, Blaine Warner,

Symplicity Corporation

Room 201

Institutional responsibilities around campus sexual violence response, prevention, and education have

increased substantially. While sexual violence on college campuses is not new, awareness on the issue

recently has exploded. Student trauma resulting from sexual violence is significant. Conduct officers can

benefit from fuller understanding of the experiences of these victimized students, to better train and oversee

how these issues are addressed on campuses. This session will offer an opportunity for critical dialogue about

these emerging practices, including students due process rights, the appropriate standard of proof, and the

role of faculty and students in the development of campus policy.

CoP: Student Case Managers // Student Conduct

SAS Competencies: Communication // Equity, Diversity and Inclusion // Student Advising, Support and


4.03 Mental Health Outcomes and Career Development Michael Huston, Mount Royal University; Jack Dobbs, Mount Royal University

Room 210

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Career intervention, in all its forms, leads to positive mental health outcomes. This session presents a

conceptual model linking career development intervention to a broad range of mental health outcomes and

positive student outcomes such as retention and academic achievement. In this session, we discuss the

model and it’s relevance to career practice, not only in student services, but in instructional activities, and

institutional academic planning. Guiding theory, current evidence, and best practices are presented along with

recommendations for student services practitioners, instructional faculty, and administration.

CoP: College Perspective // Community Engaged Learning // Post-Secondary Student Counselling // Campus

Mental Health // Student Health & Wellness


4.04 The Future: Advising for Student Success Neil Buddel, Centennial College

Room 207

The general consensus: get advising right and you will have made significant strides to maximizing student

learning, satisfaction, and success. Advising at Centennial College – a seamless partnership between

academic and student affairs – was designed to maximize students’ personal, academic, and social learning as

they transition in, through and beyond the institution.

Join to explore the WHYs (rationale for advising and program objectives), HOWs (conceptual framework and

relationship to other student affairs functions like orientation), and WHATs (from roles and responsibilities to

change management) of advising.

CoP: College Perspective // Integrated Academic and Professional Advising


4.05 Islamic Counselling Theories and Clinical Practice in a University Student Support Setting Berak Hussain, Carleton University, Health and Counselling Services and International Student Services Office

Room 212

This presentation will explore the various Islamic Counselling (IC) theories and practices that are currently

applied for the use of Muslim and non-Muslim practitioners for the ever increasing Muslim student population in

post-secondary institutions due to immigration, international recruitment and refugee influx. This presentation

will result in a better understanding of current IC theories and practices as well as the description of its

common themes and patterns. In addition, it will suggest a theoretical IC framework for therapeutic techniques

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used with past and current Muslim clients/students in this presenter’s practice as a registered psychotherapist

in a clinical Canadian university setting.

CoP: Campus Mental Health // Spirituality and Religious Pluralism

SAS Competencies: Intercultural Fluency // Student Advising, Support and Advocacy

4.06 Outdoor Adventure Education and Thriving: Leadership in the Canadian Rocky Mountains Gareth McVicar, University of Calgary; Dr. Wally Rude, Ambrose University; Camille de Lacy, University of

Toronto

Room 203

Student life pedagogy and research rooted in outdoor adventure education is scarce in Canadian higher

education, even though a rich body of literature and best practices on the topic exist within American higher

education. Outdoor educational practices grounded in experiential education present promising pathways for

leadership development, student thriving, involvement and intercultural awareness. Within Canada, there are

promising developments. This session will highlight the University of Calgary’s Camp LEAD program, explore

the findings of a recent research project on the connection between outdoor orientation experiences and

student thriving, and engage participants in exploring how to create an outdoor adventure program.



4.07 Pit Appointments: An Innovative Collaborative Approach for Psychiatric Consultations with Psychiatrists, Family Doctors and Students Working Together Marilyn Thorpe, University of Victoria; James Felix, University of Victoria; Oona Hayes, University of Victoria;

Ildiko Lorincz, University of Victoria

Room 209

Similar to the community, students at the University of Victoria faced lengthy wait times for psychiatric

consultations due to a shortage of psychiatric resources. This session will describe the impact of implementing

“pit appointments” since 2014. Pit appointments are an innovative alternative to psychiatric consultation

whereby a student meets with both his or her family doctor and a psychiatrist simultaneously. The adoption of

pit appointments has resulted in significant wait time reductions as well as other unanticipated benefits. The

successes and challenges of implementing pit appointments at the University of Victoria will be discussed.

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CoP: Campus Mental Health // Research, Assessment, EvaluationSAS Competencies: Strategic Planning,

Research and Assessment

4.08. Activating the Okanagan Charter Dr. Tim Rahilly, Simon Fraser University; Dr. Susan Barker, University of Calgary, Dr. Louise Cowin, University

of British Columbia, Dr. David Docherty, Mount Royal University

Room 204

Canadian universities and colleges are joining an international movement to create health promoting

institutions of higher learning through activation of the Okanagan Charter: An International Charter for Health

Promoting Universities and Colleges. The Charter calls on campuses to embed health and well-being into all

aspects of campus culture, operations and practices. Recently, 6 Canadian Universities formally adopted the

Charter as an expression of their commitment to activate the Charter and create campus environments that

enhance well-being. In this session, you will hear from university leaders about institutional commitments and

action for activating the Charter and benefits to doing so. This session is geared for decision-makers as well

as practitioners from multiple disciplines.



4.09 Diversifying Our Approach: Equity, Diversity, and Inclusion in Career Education Rachel Barreca, Ryerson University; Jean-Pierre Fernandes, Ryerson University; Wincy Li, Ryerson University

Room 205

Ryerson University’s Career Centre has transformed its objectives and programming to be more inclusive for

our diverse student population. We have challenged ourselves and our employer partners to create more

inclusive spaces and strategies to effectively engage students from diverse identities and work towards their

career success. Hear what we have done, share what you’re doing, and let’s make the Canadian career

development landscape more and more inclusive.

CoP: Equity-Seeking Groups


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4.10 Navigating Institutional Politics

Robert Coffey, Michigan State University; Steven Chang, University of Detroit Mercy; Leanne Perry, Michigan State University

Room 206

Although “office politics” are frequently cast in a negative light, politics also aptly describes how people in

complex organizations develop and advance agendas; build coalitions; bargain and negotiate; and manage

conflict.

While office politics can sometimes be draining, success in role often requires adroit and principled politicking.

This workshop will help equip participants with the knowledge and insight intended to help them become more

adept, thoughtful, and effective at negotiating organizational politics.

CoP: Leadership Educators


4.11 Leadership Zen: A Human-Centered Approach to Change Management David Ip Yam, York University

Room 208

Due to changing higher education trends, evolving student needs, and increasing fiscal restraints, Student

Affairs and Services cannot replicate yesterday’s practices. There must be innovation, and innovation means

change. Intended for front-line and mid-level managers or supervisors and those aspiring to lead student

affairs and services teams, this professional development workshop will focus on enhancing change leadership

acumen, awareness and practices. Participants will identify their change leadership style, learn about the

differences between change leadership and change management, and discuss tactics to promote their team’s

grit and growth mindset in order to improve group trust and performance through change.

CoP: Leadership Educators // Research, Assessment, Evaluation


4.12 Taking student supports and services online: Perspectives and expectations of graduate students Tamara Leary, Royal Roads University; Kyla McLeod, Royal Roads University; Dranna Andrews-Brown, Royal Roads UniversityRoom 215

With what we know to be an increasingly diverse student population enrolling in Canadian university and

college online programs it is imperative that we inform our approach to student engagement with data that 41

reflects current student populations - of which online graduate students is one. This study specifically focuses

on graduate online students’ expectations and understanding of student engagement - who better to inform our

practice than the students! Findings reflect one institution's graduate online student population but will inform

critical dialogue for other institutions considering graduate online student recruitment and retention.

CoP: Graduate and Second Entry Students // Orientation, Transition, Retention

SAS Competencies: Student Advising, Support and Advocacy // Technology and Digital Engagement

4.13 From Lo-tech to high-tech: How can we create “just-in-time accessibility” ? Rafael Maliba, Université du Québec à Montréal

Room 104

Technology is at the heart of our daily interactions. User-friendly, free and universal applications allow us to

interact in ways we could not have 20, 10 or even 5 years ago. Smartphones, tablets and laptops are in every

classroom, office and coffee shop.

As a SAS professional, creativity and adaptability are vital. Enhance your technology competency by choosing

tools that strategically enhance communication and provide “just-in-time accessibility” in your presentations or

your classroom.

CoP: Accessibility and Inclusion // Academic Learning

SAS Competencies: Communication // Equity, Diversity and Inclusion // Technology and Digital Engagement

4.14 Campus Recreation - A New Value PropositionChris Dawe; Kathleen Hatch

Room 108

Out with the old gym paradigm and in with the new "classrooms and incubators of student success”. Where

else on campus can you foster the regenerative energy we all need everyday while cultivating learning for life.

Campus Recreation is poised to be a catalyst and leader on campuses addressing issues of physical and

mental health and building cultures of real compassion and individual well-being. Come hear about promising

and best practices in every province and new ways to inspire a ‘revolution’ of human health ready to contribute

and flourish. It’s a quiet campus asset that is ready to ROAR - especially if you are ready to give it a push!

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FEATURED SESSION 4.15 Compulsory Ancillary Fee Protocols And Their Influence On The Organization and Performance of Student Affairs and Services / Les protocoles liés aux droits accessoires obligatoires et leur influence sur l’organisation et le rendement des affaires et services étudiantsJacqueline Beaulieu, OISE/University of Toronto

Canada Hall 3

This presentation will explore preliminary findings from a dissertation examining how Ontario's provincial

policies and institution-level protocols guiding the introduction and adjustment of compulsory ancillary fees are

shaping the organization and performance of student affairs and services. We will discuss potential

implications of the preliminary findings and review details of the upcoming phases of research. There will be

opportunities to share stories of how policies and protocols governing compulsory ancillary fees are shaping

your work. Gain new ideas and approaches for collaborating with relevant governing bodies that you can use

to advance the performance of your institution. / Cette séance explorera les conclusions préliminaires d’un

mémoire qui examine comment les politiques provinciales ontariennes et les protocoles institutionnels qui

orientent la mise en place et le rajustement des droits accessoires obligatoires façonnent l’organisation et le

rendement des affaires et services étudiants. Nous discuterons des éventuelles répercussions de ces

conclusions préliminaires et examinerons les détails des prochaines étapes de la recherche. Les participants

pourront échanger sur la façon dont les politiques et les protocoles régissant les droits accessoires obligatoires

façonnent leur travail. Après avoir fait le plein d’idées et d’approches de collaboration avec les organes

directeurs pertinents, vous pourrez ensuite vous en servir pour contribuer à la performance de votre

établissement.


SAS Competencies: Post-Secondary Acumen

4.16 Why does Orientation have to end when it has just begun?Christopher Nelan, Trent University Durham; Craig Cameron, Trent University Durham

Room 211

A student’s first year experience is critical to their success. During orientation, we provide students with

information to succeed and hope they engage with their peers and campus.

But what happens after that first week in September when orientation ends? We find students often do not

make meaningful connections with their peers or the campus community and do not retain the overwhelming

amount of information provided.

43

Join us for an interactive workshop and engage with your peers to discuss and learn about transitional

programming that continues throughout the academic year to increase student success.



4.17 Standing the Test of Time: Designing a Community of Practice for your CampusJonny Morris, Canadian Mental Health Association BC Division; Tanya Miller, Healthy Minds | Healthy

Campuses, Canadian Mental Health Association BC Division

Room 213

This interactive "How To" workshop will help delegates understand the fundamental tenets of a Community of

Practice (CoP), and empower them to design a unique social learning community with their campus setting and

objectives in mind.

A CoP is a valuable tool and resource for campuses interested in building connection and community--within

and between--institutions.

After reviewing emerging and best practices through a recent case study, delegates will have the opportunity to

customize their own CoP, share ideas with colleagues, and shape the future of their campus communities.

CoP: Leadership Educators // Campus Mental Health


TUESDAY, JUNE 13 ~ 1:30PM – 2:45PM

5.02 Best Practices and Universal Design in Student Services Provision for College and University Students with Disabilities Mahadeo Sukhai, National Educational Association of Disabled Students

Room 201

Students with disabilities experience many barriers to fully accessing and participating in postsecondary

education. While accessibility and accommodation practices in the classroom setting are well documented,

very little work has been done to address this issue in the context of the growing importance of the co-

curricular learning environment to the postsecondary student experience. This session will highlight our current

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knowledge of barriers, best practices and universal design in the co-curricular learning space through a review

of the interim results from a nationwide research initiative Undertaken to explore the barriers and facilitators to

accessing postsecondary education for students with disabilities.

CoP: Accessibility and Inclusion // Research, Assessment, Evaluation


5.03 Impacting future generations to create cultures of consent: A Provincial Collaboration Erin Biddlecombe, Simon Fraser University; Lisa Olgivie, Simon Fraser University; Meaghan Hagerty

Thompson Rivers University; Dranna Andrews Brown, Royal Roads University; Evan Hilchey,Thompson Rivers

University; Ashley Bentley; University of British Columbia

Room 206

The Research Universities’ Council of British Columbia (RUCBC) – comprised of University of British

Columbia, Simon Fraser University, University of Victoria, University of Northern British Columbia, Royal

Roads University, and Thompson Rivers University - has convened a working group to develop sexual violence

education and prevention programming with a focus on engaging new students from the point of admission

through until the end of the second month of a new student’s first semester. This approach provides a model

for institutional collaboration around program development, evaluation and resource sharing and to focus on

how we can engage incoming students.

Grounded in literature related to student transition as well as promising practices in sexual violence prevention

the presentation will also provide an overview of program strategies that can be adapted for implementation at

each institution.

CoP: Accessibility and Inclusion // Equity-Seeking Groups // Orientation, Transition, Retention // Post-

Secondary Student Counselling // Campus Mental Health // Student Case Managers // Student Health &

Wellness

SAS Competencies: Emotional and Interpersonal Intelligence // Equity, Diversity and Inclusion // Student

Learning and Development

5.04 Building on a solid base of retention, can we do better? An innovative model based on Tinto's seminal research Cherylyn Cameron, Bow Valley College; Lynn Connell, Bow Valley College

Room 208

45

In this interactive seminar, participants will learn about an innovative initiative to promote learner success. A

group of committed faculty and staff from divergent departments at Bow Valley College came together to

discover innovative ways to improve the learner experience and retention. After a review of the seminal

literature, Tinto’s theory and research on persistence and attainment in higher education was selected to guide

the work. Participants will explore the theory, how it was adapted, and some of the innovations used to

enhance learner achievement. Working in small groups, participants will consider how the model may serve

their own institutions.



5.05 The Culture of Sex: Building a Future of Sex Positive Education on Campus Katie Calcaterra, Nipissing University

Room 211

As we respond to themes of sexuality and sexual violence on our campuses we need to better understand the

culture of sex that exists among students. This will help in gauging the strategies we implement and the

effectiveness of any education and/or intervention. Through the implementation of a flipped classroom

approach, join your colleagues in an open discussion about the culture of sex that exists on campuses in

Canada. Topics discussed will include trends and student issues relating to sex, social media, dating, and

relationships. The goal of this conference session will be to continue the dialogue around approaches to sex

and relationship education on college and university campuses leaving you inspired to develop or contribute to

purposeful educational initiatives and messaging.

CoP: College Perspective // Orientation, Transition, Retention // Student Conduct // Student Health & Wellness

SAS Competencies: Emotional and Interpersonal Intelligence // Equity, Diversity and Inclusion // Student


5.06 Locally sourced: In-house professional development to increase campus student support capacity Nona Robinson, Trent University; Stephanie Muehlethaler, Trent University

Room 203

This session will explore strategies and techniques to provide high level in-house professional development,

not only to student services staff, but to the entire campus community. Professional development can often be

seen as expensive, time-consuming and requiring external resources. However, through leveraging in-house

subject matter experts and targeted competency development, we can enhance not only student services staff

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PD, but also increase student support capacity among all members of the campus community. Participants will

identify and develop their own strategies to build intentional, high quality and collaborative professional

development on their campuses.

CoP: Community Engaged Learning


5.07 Building an Outcome-Driven Culture in Student Affairs - From Planning & Assessment to Practice Rick Ezekiel, Western University; Jana Luker, Western University

Room 214

The Student Experience Portfolio is a newly established area at Western University, consisting of multiple units

that previously reported to a number of different offices on campus. A key focus within the new portfolio

involved articulating clear student learning and development outcomes, and aligning all aspects of our work

with said outcomes. In this session, you'll hear how we leveraged the opportunity that came with this

organizational change to build an outcome-driven culture in the portfolio, from strategic planning and

budgeting, to on the ground practice, program assessment, reporting and staff development.

CoP: Co-Curricular Record // Research, Assessment, Evaluation


5.08 The Secret Diaries of the Mentorship Network Jeremy Brzozowski, Carleton University; Teddy Kozela, Carleton University; Jennifer Trimble Carleton

University; Andrea Hogue Reynolds Carleton University

Room 209

Mentorship programs are some of the oldest existing student service programs. The Student Experience Office

at Carleton University invites you to join us to learn about how we looked at a program of the PAST and

retooled it for our FUTURE. This session will focus on how our team revisited the question of “What does it

mean to be a mentor?” and how this concept spring-boarded the development of the Mentorship Network (a

mentor training program) and the creation of a consistent intentional certification program for all our campus

partners who offer mentor programs. We will share our diaries of reflections, questions and challenges that

ultimately led to the creation of this program and 2 years of data demonstrating our outcomes.

CoP: Orientation, Transition, Retention // Student Peer Support Programs


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5.09 Connecting Our Country Panel Discussion: Canadian Student Affairs on the Digital Frontier Lesley D'Souza, Ryerson University

Room 210

We’re bringing Connecting Our Country—a digital project designed to help facilitate, highlight, and build digital

communication channels throughout Canadian Student Affairs—to the CACUSS conference in real life! Join a

group of panelists from across the country as they discuss the Canadian SA digital identity, what it engaging

on Twitter can do for professionals, and where Canadian SA is headed. Get inspired by and participate in the

conversations sure to spill over into the hallways of the conference. This isn’t your typical panel discussion—

stretch those Twitter fingers, spellcheck your questions, and bring your best GIF game.

SAS Competencies: Communication // Technology and Digital Engagement

5.10 Getting a handle on the campus Mental Health Tsunami – A Program that has made a difference on three campuses Larry McCloskey, Carleton University; John Meissner, Carleton University; Dr. Cynthia Bilodeau, St. Paul

University

Room 212

From Intention To Action (FITA) is a comprehensive campus intervention program that uses graduate students

in counselling as a primary resource. It was developed and implemented to support students on academic

warning and/or with poor mental health. Evidence collected over five years demonstrates significant gains in

student well-being and academic performance. Pilots conducted to assess transferability on two metropolitan

campuses yielded significant mental health gains. FITA provides a new strata of mental health intervention

exceeding peer support models without the costs associated with paid professional staff. FITA addresses the

urgent need to build mental health capacity underscored by recent trends.



5.11 The Story of ThriveRU: the early evolution of a unique and successful student mental health initiativeJohn Hannah, Ryerson University; Diana Brecher, Ryerson University

Room 213

48

Ryerson University's unique ThriveRU initiative is a new part of our campus ecosystem responding to student

wellness. Its particular bent is to help integrate tenets of well-being and positive psychology into the fabric of

local Student Affairs programming across campus and into the curriculum of specific academic courses

thorough training of staff, faculty and students in leadership positions. We emphasize the idea of mental health

as an essential part of the academic mission of the university. In this session we will describe how the

program evolved very quickly from a small training program in local contexts to a hugely popular campus-wide

initiative.



FEATURED SESSION5.12 The Systemic Approach to Student Mental Health Framework: Put to the Test by Government and Collaborating Institutions / L’approche systémique du Cadre de santé mentale pour les étudiants : Testée par le gouvernement et les établissements ayant collaboré au projetDebbie Bruckner, University of Calgary; Mark Slomp, University of Lethbridge; Kevin Friese University of

Alberta, Catherine Davis-Herbert MacEwan University, Kandi McElary, Mount Royal University

Canada Hall 3

Provosts and Vice Presidents, Academic Affairs from five Alberta post-secondary institutions were charged by

Advanced Education to collaborate on a common set of performance metrics and indicators for an Addiction

and Mental Health Framework. Representatives from the five institutions collaborated and based their work on

the CACUSS/CMHA Post-Secondary Student Mental Health: Guide to a Systemic Approach and the Alberta

Post-Secondary Mental Health and Addictions Framework, as well as the Healthy Campus Alberta principles.

This session will focus on the process undertaken over a seven month period to develop the Alberta Post-

Secondary Addiction and Mental Health Framework and Common Measures. / Les doyens et vice-recteurs aux

études de cinq établissements postsecondaires de l’Alberta ont été chargés par le ministère de l’Éducation

supérieure de collaborer à un ensemble de paramètres et d’indicateurs de performance communs en vue de

l’élaboration d’un cadre sur la santé mentale et la toxicomanie. Les représentants des cinq établissements ont

collaboré et basé leurs travaux sur le document conjoint ASEUCC-ACSM Santé mentale des étudiants de

niveau postsecondaire : Guide vers une approche systémique, sur l’Alberta Post-Secondary Mental Health and

Addiction Framework (cadre relatif à la santé mentale et à la dépendance dans les établissements

postsecondaires de l’Alberta) et sur les principes de Healthy Campus Alberta. Cette séance sera axée sur le

processus mis en œuvre sur une période de sept mois en vue d’élaborer un cadre et des mesures communes

sur la santé mentale et la toxicomanie pour les étudiants de niveau postsecondaire de l’Alberta.

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CoP: Post-Secondary Student Counselling // Campus Mental Health // Student Health & Wellness


Assessment

5.13 Breaking the STI Testing World Record: The Tale of Two Universities Rita Hanoski, University of Saskatchewan; Chris Blain Middlesex London Health Unit, Jocelyn Orb, Univeristy

of Saskatchewan; Maher Alazzam, Western University

Room 207

Two universities attempted to normalize sexual health by breaking the world record of number of STI tests

performed in one day. Listen to their experiences. Hear how the students responded, the results and even the

unexpected outcomes. This presentation will include evidence based research, a chance for the audience to

add their own experiences, thoughts and suggestions and will end with an invitation to add your campus to this

competition!

CoP: Student Health & Wellness // Student Peer Support Programs


Assessment

5.14 The Caring Campus Project: A multilevel prevention program for student substance misuse and mental health issues Shu-Ping Chen, University of Alberta; Dr. Keith Dobson, Department of Psychology, University of Calgary;

Terry Krupa Queen's University; Heather Stuart Queen's University

Room 204

The Caring Campus Project was a Movember funded, 3-year project to develop a multilevel prevention

program aiming to reduce the risks associated with mental health and substance misuse and create a more

supportive campus environment for male freshmen across three Canadian Campuses - Queen’s University,

University of Calgary, and Dalhousie University. We will present three evidence-informed approaches -

Substance Use Wellness Tool, contact-based education, and Student Summit - and demonstrate a community

mobilization process that enabled male students to explore how social ideals of masculinity may influence

substance misuse and empowered them to create initiatives towards substantial cultural change.



Advocacy

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5.15 Bounce Back 2.0 Heather Doyle, Dalhousie University

Room 106

As part of our strategic priorities, Dalhousie is committed to raising student retention and to this end,

implemented a version of the popular program: Bounce Back. This program is aimed at providing targeted and

personalized supports to students who struggled academically in the first term of their first year, using advisors

and Peer Wellness Coaches. This session will take participants through the planning, implementation, and

assessment of this program in its pilot year. It will include an analysis of how theory and research was an

integral part in development, as well discussing student outcomes, success and participation results.



5.16 Accessible Career Transitions at Carleton University Darren Mundt, Carleton University; Dean Mellway, READ Carleton University; Larry McCloskey PMC Carleton

University, Kathleen Courtney Career Services Carleton University; Phaedra Gryz, Career Services Carleton

University

Room 215

After undertaking an environmental scan of best practices, Carleton University’s Career Services, Paul Menton

Centre (PMC), and the READ Initiative have initiated the second phase of a collaborative and coordinated

program to improve the employability of students with disabilities. The ACT (Accessible Career Transitions)

program is a service coordination that will include student activity tracking, specialized employment events,

targeted student communication and focused employer outreach. This session will present a current progress

report of these initiatives along with roundtable discussions to share what other institutions are practicing.

CoP: Accessibility and Inclusion

SAS Competencies: Communication // Equity, Diversity and Inclusion // Student Advising, Support and


5.17 ROUND TABLE SERIES: Keep Calm & Conduct On: Assessment & ReportingStudent Conduct Community of Practice

Room 102

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resources and ask questions on a series of hot topics. Come out to join us for Keep Calm & Conduct On:

Assessment & Reporting.

TUESDAY, JUNE 13 ~ 4:15PM – 5:00PMFEATURED SESSION6.01 Organiser un événement sans argent ni ressource humaine attitrée. Est-ce possible? Ricardo Codina, Université Laval

Canada Hall 3

Le budget de fonctionnement de votre unité ne vous permet pas toujours d’avoir les ressources financières et

humaines pour réaliser tous vos projets événementiels. Faut-il les abandonner ? La réponse : pas

nécessairement. Des solutions existent mais exigent de votre part efforts et créativité. Présentation d’une

démarche générale et application avec exemples pratiques dans un cadre universitaire./ The operating budget

of your unit does not always allow you to have the financial and human resources to carry out all your event

projects. Should we abandon them? The answer: not necessarily. Solutions exist but require effort and

creativity on your part. Presentation of a general approach and application with practical examples in a

university setting.

CoP: Co-Curricular Record // Orientation, Transition, Retention

SAS Competencies: Communication // Leadership, Management and Administration

6.02 Developing and implementing a campus-wide experiential learning strategy Cathy Keates, Queen's University; Ann Tierney, Queen's University

Room 208

Growing experiential learning leads to rich student experiences, but is complex and involves multiple

stakeholders and considerations. Learn about the development of Queen’s University’s Experiential Learning

Working Group's process and resulting plan. We’ll review the Working Group process including theoretical and

research foundations, data examined, and consultation with campus stakeholders and the resulting strategies

we’ve developed to embed a commitment to experiential learning into first year and carry that through each

year of study. Discuss how to apply strategies and specific tactics that may be applicable on your campus and

how Student Affairs/Services can contribute to experiential learning growth.

CoP: Community Engaged Learning // Orientation, Transition, Retention

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6.03 Embracing the Professionalization of Academic Advising Leslie Grife, University of Toronto, Faculty of Applied Science & Engineering; Don MacMillan, University of

Toronto, Faculty of Applied Science & Engineering

Room 206

Hear how U of T Engineering is working to embrace and advocate for the further professionalization of

academic advising. After an extensive review of advising services ten key recommendations were approved.

Participants will gain insight into the consultative process of creating a collective vision of developmental

academic advising and will actively participate in a discussion regarding realizing and harnessing the support

of faculty and senior administrators to propel positive change in the profession. See how we have fostered

alliances and shared resources to provide a more formative learning experience for students as they navigate

their academic journeys.



6.04 The necessity and prevalence of harm reduction based programming & initiatives in Ontario’s post-secondary institutions: Implications for all Canadian post-secondary campusesBen Bridgstock, Algonquin College

Room 106

This presentation will report on the findings of a 2016 research study conducted by the facilitator as part of his

MSc in Psychology. the research project focused on the scope and range of substance use harm reduction

based programming and initiatives currently offered within post-secondary educational institutions in the

Province of Ontario, Canada. The research gathered in this study addresses several key areas within Ontario’s

publicly funded post-secondary institutions, including;

•Training & certification

•Policy development

•Internal and external partnerships

•Residence policy and practices

•Compliance with harm reduction best practices

•Attitudes and openness to harm reduction

This presentation will present the data collected in this research project, identify the areas of strength and

weakness in the current system and make recommendations.

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CoP: Post-Secondary Student Counselling // Student Health & Wellness


Advocacy

6.05 The next quarter century of disability services Boris Vukovic, Carleton University; Larry McCloskey, Carleton University

Room 215

A quarter century has passed since the first offices for students with disabilities were established at Canadian

universities. The landscape of disabilities in higher education has continued to change since those times. We

reflect on the past 25 years in disability services (yes, some of us were there from day one); review the present

state of affairs (the good, the bad, the unbelievable), and put forward a vision for the next quarter century (and

bet money on it!) – our past, our present, our future. Occasionally we make random historical references to pop

culture to keep things in perspective.

CoP: Accessibility and Inclusion // Equity-Seeking Groups

SAS Competencies: Equity, Diversity and Inclusion // Post-Secondary Acumen

6.06 Health Needs and Service Utilization of Aboriginal Students at the University of Saskatchewan Jocelyn Orb, University of Saskatchewan; Graeme Joseph, University of Saskatchewan

Room 104

Aboriginal people in Canada have higher rates of disease and less access to health services than the general

population. As post-secondary students, they have higher rates of attrition and often report difficulty with

accessing supports on campus. In 2015, Masters of Public Health students, together with the Student Health

Services at the University of Saskatchewan initiated a survey and focus groups to learn more about the

specific health needs of Aboriginal students, their utilization of services at the University and to reveal potential

barriers to access.

CoP: Aboriginal Student Services Assembly (NASSA) // Student Health & Wellness

SAS Competencies: Indigenous Cultural Awareness

6.07 A Competency Model for Peer Health Educators: Improving peer volunteer programs through the development and use of the Peer Skills Assessment ToolKate Humphrys, Queen's University; Lauren Armstrong, Queen's University

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Room 201

Do you wonder how to help your student volunteers articulate their experiences with your program?

Recognizing this need, we developed the Peer Skills Assessment Tool. Grounded in Student Development

Theory and the Volunteer Management cycle, this tool provides a structure for professional development in our

Peer Health Education program. It is also a tangible volunteer appreciation tool, highly valued by our students.

We will highlight the development, pilot and current use of the tool. Participants will receive a copy of the tool,

and will participate in a worksheet activity to begin to develop a similar tool for any peer program. We will

provide links to the CACUSS Competency Model.



6.08 A Supported College Course for Credit: More Than Just Academics

Maria Iaquinta, Douglas College; Nathan Anderson, Capilano University

Room 209

This session will highlight a continued partnership between Douglas College and Fraser Health in offering an

academic credit course designed specifically for students with mental health disabilities. The session will

present an overview of course curriculum and classroom environment, describe the roles of the course

instructors and of mental health clinicians at Fraser Health, offer examples of their collaboration in supporting

students, and present feedback from students about their experiences and outcomes following the course.

CoP: Accessibility and Inclusion // Academic Learning // Campus Mental Health

SAS Competencies: Equity, Diversity and Inclusion // Student Advising, Support and Advocacy // Student


6.09 From “Dear Abby” to “Ask a Counsellor:” Considering the Future of Online Service Provision Mirjam Knapik, Mount Royal University

Room 203

Institutions are increasingly expanding mental health services by offering at-a-distance options. These often fall

short on specialized knowledge held by campus service providers. An “Ask a Counsellor” site was created to

explore the potential value of students connecting online with a counsellor on their campus. Students

anonymously submitted questions and the counsellor’s answers were published on the website. In this session

I will review the development of the site, present on legal and professional practice issues, and show how

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discourse analysis was used for assessment. Participants will be invited to evaluate the site and discuss the

future of digital counselling.

CoP: Digital Communications // Post-Secondary Student Counselling

SAS Competencies: Student Advising, Support and Advocacy // Student Learning and Development //

Technology and Digital Engagement

6.10 Monarchs: ACT to Foster Student Resiliency Michelle Magnusson, Brandon University; Dr. Chris Brown, Brandon University

Room 102

“Monarchs”, a program based on Acceptance and Commitment Therapy (ACT), was created to assist students

with learning difficulties experiencing significant anxiety. Participants will learn about this innovative approach

designed to improve student wellness and foster resiliency for students at Brandon University. The rationale

behind this approach and several of the strategies taught in the workshop, will be discussed during the

session.



6.11 Life in Tent City: Supporting Commuter Students During OrientationPaige Doherty, St. Jerome’s Unviersity; Amanda Sartori, Glendon Campus | York University

Room 207

There are many challenges facing commuter students to actively participate in on-campus activities. According

to Jacoby, “commuters often view campus as a place to visit, sometimes for a very short period of time” (2000).

Responding to the question of how to provide support to commuter students so that they may actively

participate in orientation programming, the presentation will highlight two iterations of a program implemented

at two institutions used to help respond to common concerns of commuter students. The program, providing

overnight accommodations to commuter students, will then be understood using Maslow's Hierarchy of Needs

(1943) and Lizzio Sense of Success (2003).

CoP: Orientation, Transition, Retention // Students with Family Responsibilities


6.12 Leveling Up our CCR: Discovering, Exploring, Capturing & Storytelling without Validation

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Kaitlyn Taylor-Asquini, Ryerson University; Jen Gonzales, Ryerson University

Room 204

Who are we to validate the student experience? Tasked with creating and implementing a co-curricular

recognition program at Ryerson University, we have recently launched a four-level, nonlinear pilot encouraging

students to discover their strengths, explore their community, capture their experience, and share their story.

Participants track their experiences inside and outside of the classroom, on and off campus, ensuring that our

diverse student population is equipped to share their unique Ryerson story.

In this session, we will share our experiences from start to present including the why behind our program, the

theory underpinning the program, tools and platforms used, and our process for garnering buy-in from

students, staff, and faculty.

CoP: Co-Curricular Record // Leadership Educators

SAS Competencies: Communication // Student Advising, Support and Advocacy // Student Learning and

Development

6.13 The Australian story: How students from rural Australia are supported to access and succeed at university Louise Pollard, The University of Western Australia; Melinda Mann, Central Queensland UniversityDr Nicole Crawford, University of Tasmania

Room 205

Australian students who live in rural areas face a wide range of challenges associated with accessing and

succeeding at university. The Australian government in conjunction with universities across the country have

developed a range of policies and programs to support these students. This presentation will provide an

oversight of the Australian policy context and detail case studies of how two different universities have

developed strategies to support their students.

Participants will also be invited to explore how rural students are supported in different institutions, both in

Canada and internationally.

CoP: Orientation, Transition, Retention // Student Health & Wellness


6.14 A Case Managers Perspective: Supporting Survivors of Sexual Violence Jodie Schoenbeck, University of Manitoba; Leah Deane, University of Manitoba

Room 108

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Sexual Violence on university and college campuses is a concern of our past, present, and future. However, in

recent years it has experienced renewed attention in the media. This presentation will discuss supporting

survivors of sexual violence from the unique perspective of Case Management. Case Management is still a

fairly new position on many Canadian campuses. It provides a unique set of skills, flexibility, and coordination

of services to meet individual's needs in creating specific support plans for survivors of sexual violence. The

discussion will be supported through case samples and current best practises.

CoP: Campus Mental Health // Student Case Managers


6.15 Peer Positive: Building Genuine Partnership between Mental Health Professionals and Post-Secondary Students Jessica Warnock, Mental Health Disability Services, York University; Reesa Grushka, MHDS, York University

Room 211

Peer Positive is an evidence based initiative which supports mental health agencies to make the shift from

doing for, to doing with. Its purpose is to enhance the client experience and the relationship between service

users and service providers in mental health agencies. Join the presenters as they share their journey

implementing this exciting, dynamic and challenging approach within the post-secondary environment.

Discover practical tools to engage peers with lived experience as central partners in the design, delivery, and

review of services. Explore challenges, outcomes and reflection one team underwent and ultimately how this

approach transformed the unit.

CoP: Post-Secondary Student Counselling // Student Peer Support Programs


6.16 Group Mentoring: An Innovative Format for Collaboration & Student Support

Allysa Martinez, Ryerson University; Jennifer Barcelona, Ryerson University; Lyn-Marie Farley, Ryerson UniversityRoom 213

Research has described group mentoring as a space where peers can feel safe sharing their thoughts with

others and this sharing facilitates deeper reflection on their experiences (Moss, Teshima, and Leszcz, 2008).

In summer 2016, The Tri-Mentoring Program and International Student Support created a partnership to

launch group mentoring for Arab Women students. This session will outline the experience of these two

programs in collaborating through an innovative way of providing support to students in equity seeking groups.

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Attendees will have an opportunity to hear about the process of launching Arab women group mentoring,

learnings, goals for the future of the program and recommendations for others who are interested in launching

group mentoring at their institutions.

CoP: Equity-Seeking Groups // Student Peer Support Programs


6.17 Collaboration in Student Services and the Holistic ApproachMelissa Patrizi, University of Guelph-Humber; Hilton Lieu, University of Guelph-Humber; Nasreene Corpuz

Kasznia, University of Guelph-Humber; Ilham Alam, University of Guelph-Humber

Room 212

The University of Guelph-Humber is a collaborative institution between the University of Guelph and Humber

Institute of Technology & Advanced Learning. In this session we will look at how the collaboration of our parent

institutions has trickled down to a holistic student services approach. Sessional attendees will be walked

through the life cycle of a student from recruitment to active student, through to becoming an alumni and how

Recruitment, Student Life, Academic Advising, Career & Placement Services, and Alumni Services work

together to support student success.



BIG IDEAS: POWERED BY PECHAKUCHA6.18A Revolutionizing Mental WellnessSusanne Heaton, CINIM

Room 214

There is no health without mental health. The National College Health Assessment survey in 2016 reported

that Mental Health continues to be a concern for many Canadian post-secondary students which in turn

impacts academic areas in their life. CINIM, The Canadian Institute of Natural and Integrative Medicine, a

Calgary charity dedicated to revolutionary wellness, has created an award-winning, clinically proven online

resiliency building program available 24/7, called BreathingRoom™. The Mental Health Commission did a

briefing paper on BreathingRoom™ stating that those “who completed the program describe its impact as

transformational; it changed how they see themselves and the world, what they do, and how they feel, often

achieving what medication or counseling alone did not.” Let’s be proactive instead of reactive by addressing

the 80% of youth who do not reach out for help due to long referral times, cost of therapy and stigma

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associated with mental health. By being proactive today, we will help to create a healthier future for tomorrow

for not only the students, but also their families, and communities.

6.18B Getting Them off Their Butts: Engaging Students in Own-CareFreeman Woolnough, Queen’s University

Room 214

As humans, we have a tendency to be fully-committed to an idea or project - until it comes to actually putting in

the time and energy! As student support professionals, we see a similar tendency with our students;

homework, goal-setting, and commitment seem to go out the window as soon as they leave our offices - even

when we know the student can benefit from completing them. This engaging and upbeat presentation will bring

together research on effective and efficient strategies to engage students in their 'own-care' - and will empower

you to bring this Big Idea into your interactions with students!

6.18C The 3 P's of successful events: planning, policy and procedureRuxandra Pop, University of Toronto

Room 214

Current literature acknowledges the importance of providing students with out-of-class opportunities in order to

help them develop a stronger sense of community involvement which will consequently positively impact their

university experience. Given this acknowledgement, there is limited evidence on approaches that institutions

and departments use to guide students through the complex process of event management. This presentation

aims to propose 'The 3P?s of success event planning' as a tool that departments in post secondary institutions

can use to enable students to organize events that are in keeping with policy as well as embody students'

values.

6.18D Dark Side of Social Media: Social Media's Impact on Mental HealthBailey Parnell, Ryerson University

Room 214

In the last decade, social media has quickly become synonymous with the internet. Studies show that the

average person spends almost two hours per day on social networking sites. While social media is enabling

connections, collaboration and opportunities at an unprecedented scale, there's also dark side to this

networked world. How is our use of social media affecting us on a personal level? How is it affecting our

mental health or the mental health of our students? Through research and experience, "The Dark Side of

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Social Media" will examine the current social media landscape, explain the undesired effects it has on us every

day and provide next steps for how to improve this situation.

6.18E Relational Space: Pivoting Well Integrated Student Wellness ServicesRuth Walker, Trent University

Room 214

Strong relationships among helping professionals are key to well integrated student wellness services. During

this presentation, the presenter will explain specific efforts made to move a large multidisciplinary team

towards developing strong cross-departmental relationships and professional cohesion - resulting in a shared

relational space. Leaders within this wellness centre have used intentional approaches to build connections

and create meaningful opportunities for learning and engagement between teams and within departments. This

presentation will be relevant to health leaders and other professionals in student affairs because it calls

attention to the ambiguous aspects of developing a cohesive wellness workforce.

WEDNESDAY, JUNE 14, 20179:00AM – 10:15AM7.01 The Role of the NCHA Indigenous Student Health Data and Story-based Evidence in the Delivery of Services and Programs on CampusFrancesca Simon, Mount Royal University; Dion Simon, Mount Royal University; Steve Kootenay-Jobin, Mount

Royal University

Room 205

Learn about the richness of the Indigenous student health data embedded in the NCHA survey and how it can

create collaborative opportunities on campus to support Indigenous student success. Learn how Indigenous

data along with story-based evidence can guide the delivery of services and programs on campus.

Understand how these forms of data inform academic curriculum development in a post-secondary

environment. Participate in a dialogue on how to support your institution's response to the Truth &

Reconciliation Commission's Calls to Action in Education and Health.

CoP: Aboriginal Student Services Assembly (NASSA) // Community Engaged Learning // Equity-Seeking

Groups // Leadership Educators // Orientation, Transition, Retention // Campus Mental Health // Student Health

& Wellness

SAS Competencies: Indigenous Cultural Awareness // Intercultural Fluency 61

7.02 Back to the Future: Using our Past to Innovate the Future of Orientation programsJeremy Brzozowski, Carleton University; Danielle McKeirnan, Carleton University

Room 211

Carleton’s Fall Orientation program has evolved from an entirely social student-driven model to a balanced,

collaborative transition program that is truly unique. This session will focus the programs PAST historical

background, our formed collaboration and partnership with our student government, the innovative outcomes,

and the FUTURE direction of our program.



7.04 A Thousand Words are Worth a Picture: Snapshots of Publishing in Student AffairsCarney Strange, CACUSS Lifetime Member; Tricia Seifert, Montana State University; Michelle Pidgeon, Simon

Fraser University; John Austin, Ryerson University

Room 214

This presentation will bring clarity to the often-muddied process of publishing in student affairs. Beginning with

the conceptualization of an idea, presenters will describe the various formats, the venues (in print or on-line)

available to aspiring authors, and the processes of following through with the development of a completed

manuscript or submission, ready for review. Participants will explore and receive feedback from four

experienced authors on their ideas for potential publishing opportunities.

CoP: Digital Communications // Research, Assessment, Evaluation

SAS Competencies: Communication // Technology and Digital Engagement

7.05 Building Assessment Capacity in Student Affairs Using an Assessment ToolkitRick Ezekiel, University of Western Ontario

Room 215

Enhancing assessment capacity is a growing need in the student affairs profession in Canada, as demands to

demonstrate and measure our impact increase. Without dedicated assessment resources (human and

otherwise), student affairs practitioners are often expected to build their assessment competencies to conduct

high quality assessment on programs and services within their purview. This session will introduce a Student

Affairs Assessment Toolkit developed at Western University. The tools and resources in the toolkit will be

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explored and shared, and participants will provide input on how these resources could be utilized and

mobilized in student affairs divisions in Canada.



Assessment

7.06 Design-Thinking in Student Affairs: A New Way to Frame Our Practice9:00AM – 12:00PMTesni Ellis, Ryerson University; Donica Willis, Ryerson University; John Hannah, Ryerson University; Bailey

Parnell, Ryerson University; Van Wickiam, Ryerson University

Room 208

Over time, the needs of the students we serve in higher education has repeatedly changed, yet the educational

landscape has been, at times, slow to adapt. Design thinking provides a framework that can shape our

program creation process into a more effective and efficient praxis. Join the Ryerson Student Affairs

Storytelling team to learn about how they work with staff to approach Student Affairs the way designers create

great products – with empathy. You’ll learn what design-thinking is, and work alongside them as you apply this

framework on current issues of practice to develop creative and innovative solutions. *Please note: This is a

double-length session with a design-thinking lecture, and then a current practice case study.

CoP: Digital Communications // Research, Assessment, Evaluation

SAS Competencies: Strategic Planning, Research and Assessment // Technology and Digital Engagement

7.07 UCalgaryStrong: A Strengths-Based Approach to Building Resilience in StudentsGareth McVicar, University of Calgary; Jennifer Quin, University of Calgary

Room 206

The University of Calgary understands the importance of focusing on strengths and resilience in promoting

well-being. The University has engaged the StrengthsQuest assessment to provide thousands of students the

opportunity to discover and explore their natural talents and understand how those talents contribute to their

success. The program takes a cross-functional approach to incorporating strengths into all facets of a student’s

life – in the classroom, in advising, in extracurricular pursuits, in leadership, and in developing strong

communities. This session will highlight the successes of the program and will explore how participants can

incorporate a strengths-based approach into their work.

CoP: Orientation, Transition, Retention // Campus Mental Health


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7.08 Beyond the Power of Introversion: Episode IV - A New Hope for Work TeamsCliff Robinson, Thompson Rivers University; Elizabeth Templeman, Thompson Rivers University

Room 207

Introversion has made way from psychology to popular culture, trending on magazine covers and t-shirts.

Cain’s TedTalk hit the top 10.

In 3 prior presentations we’ve explored the Introvert/Extrovert spectrum in post-secondary. Time to reboot,

broadening the scope and redoubling the challenge. Let’s talk team!

Our best work teams balance across multiple dimensions—gender, generation, role… and yes, how we ‘vert.

Reflecting on current research on traits and collaboration, let’s rethink teamwork with an eye to boosting

inclusion and effectiveness. Let’s deconstruct the magic (think Gretzky-Kurri, Wozniak-Jobs, Han Solo-

Chewbacca), and explore how to shift from tolerating to embracing difference.

CoP: Integrated Academic and Professional Advising // Leadership Educators

SAS Competencies: Communication // Emotional and Interpersonal Intelligence // Equity, Diversity and

Inclusion

7.09 More than a Place to Eat and Sleep: The Value of Living & Learning in ResidenceChris Alleyne, Western University; Peggy Wakabayashi, Western University; Dale Mullings, University of

Toronto

Room 213

Research suggests that students who live on campus feel a greater sense of belonging to their institutions, fare

better academically, and are more likely to persist towards graduation than their off-campus peers. This

session explores the results of a multi-institution research project designed to examine the impact of living in

residence on student grades, retention, and graduation rates. Research methodology and key findings will be

shared to allow participants to engage in meaningful discussions about implications and future considerations.

CoP: Orientation, Transition, Retention // Research, Assessment, Evaluation

SAS Competencies: Communication // Strategic Planning, Research and Assessment

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7.10 Our Stories: How They Impact our Relationships with Students and ColleaguesYassin Sagnia, University of Guelph; Cara Wehkamp, University of Guelph; Maria Shallard, University of

Guelph; Natasha Young, University of Guelph

Room 106

From #idlenomore to #lovewins and #blacklivesmatter, our campus environments are continually involved in

important social justice movements. As Student Affairs professionals, with intersecting identities and diverse

lived experiences, these movements influence our relationships with our colleagues, and our work with

students. We hope that this session will provide participants with the time and space needed to reflect and

deepen their understanding of their identity. Participants will explore their own stories, consider how their

identity can impart great personal strength, and discuss promising practices in personal wellness and self-care.

CoP: Equity-Seeking Groups // Student Health & Wellness


7.11 Reaching those who don't reach out: Developing an Early Alert systemRoxanne Ross, University of Calgary; Julie Stewart, University of Calgary

Room 204

This interactive session will focus on the opportunities and challenges of systematically connecting students to

resources at the first signs of academic struggle. The presenters will share their experience of collaboratively

designing an early alert system within their institution as well as the structural factors at play in finding and

supporting students who are struggling. Participants will have the opportunity to reflect on their own current

practices for supporting at-risk students as well as develop a roadmap for future approaches that may have

success within the context their respective institutions.

CoP: Academic Learning // Integrated Academic and Professional Advising // Orientation, Transition, Retention

// Campus Mental Health // Student Case Managers // Student Health & Wellness

SAS Competencies: Student Advising, Support and Advocacy // Student Learning and Development //

Technology and Digital Engagement

7.12 Global Perspectives: Student Affairs Around the World Stephanie Muehlethaler, Trent University; Greg Hum, Campus Living Centres; Sonja Smiljanic U of Toronto-

Innis College; Shari Walsh, Humber College; Stephanie Haslam, Douglas College

Room 210

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With the intent to increase global competency in the field of student affairs, many practitioners have chosen to

develop their international perspectives by working and studying at institutions outside Canada. The panel will

examine the challenges, joys and life changing experiences several student affairs professionals have had

working in various countries, and how their experiences has altered their views on the profession, especially as

they relate to issues of diversity, inclusion and social justice.

CoP: Internationalization in Student Affairs // Leadership Educators

SAS Competencies: Intercultural Fluency // Post-Secondary Acumen

FEATURED SESSION7.13. Peer Educators – Gotta catch ‘em all: How to successfully build and maintain a Peer Education Program within your Student Service/Éducateurs pairs – Attrapez-les tous: Comment bâtir et assurer un Programme d’éducation par les pairs au sein d’un Service aux étudiantsSylvie Fournel, University of Ottawa Health Services; Jennifer Keays, University of Ottawa Health Services

Canada Hall 3

Do you think your service would benefit from a Peer-to-Peer education program? In this session, participants

will learn how to develop or modify their peer education program or apply what they’ve learned to their existing

program within their respective student service. Participants will also gain the knowledge needed to evaluate

their own programs using the Plan-Do-Study-Act (PDSA) model for continual improvement. The session will

end with a reflection activity on how the PDSA method can be applied in your everyday life./ Pensez-vous que

votre service pourrait bénéficier d’un programme d’éducation par les pairs? Lors de cette séance, les

participants apprendront à développer leur propre programme d’éducation par les pairs ou à utiliser de

nouvelles stratégies dans leur programme actuel. De plus, des outils basés sur le modèle PDSA (Plan-Do-

Study-Act), seront partagés afin d’offrir la possibilité aux participants d’évaluer et d’assurer l’amélioration

continue de leur programme. Cette séance sera complétée par une activité de réflexion relative à l’application

quotidienne de la méthode PDSA dans votre environnement professionnel.



7.14 (Re)Designing the student experience: What happens when we stop surveying students and start talking to them?Julia Smeed, University of Toronto; David Newman, University of Toronto ; Heather Kelly, University of Toronto

Jacqueline Beaulieu, University of Toronto; Alexandra Rodney, University of Toronto

Room 203

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Innovation by student affairs staff has been identified as a key to ensuring that higher education institutions

remain relevant in the future amidst changing student demographics and education delivery methods. In this

presentation, we will provide participants with the tools to incorporate a student-centered, design-thinking

approach into their work. This method is applicable to the innovation process in a variety of fields including

postsecondary education. We will share our experience using this approach at the University of Toronto’s

Innovation Hub and participants will leave with both practical experience and a toolkit of materials they can use

to develop solutions that help meet students’ needs at their own institutions.



7.15 Advancing a Mentally Healthy CampusStephanie Francis, York University

Room 209

1 in 5 Canadians experience mental illness, all of us have mental health. York University is implementing a

Campus Mental Health Strategy that promotes the health and well-being of students, faculty and staff as a

foundation for academic, work and life success. It acknowledges that all members of the University community

have a role to play in changing the conditions and dialogue around mental health. Participants will learn how

we are advancing a mentally health campus through adapting the CACUSS Mental Health Framework that

engages our entire campus. We will also share successes and challenges from our first year.

CoP: Campus Mental Health


Advocacy

7.16 Sexual Violence Legislation from Coast to CoastHosted by the Student Conduct CoP

Room 201

The CoP of Student Conduct is hosting a panel discussion to highlight the progress made throughout the

country regarding sexual violence legislation and compliance. Come out to hear from a group of folks who

have their finger on the pulse across the country. Panelists will represent the various provinces/territories and

will highlight legislative requirements related to sexual violence, in addition to the specifics of these mandates

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and how they are responding and complying, including best practices, successes and challenges. Each

panelist will share information prior to a question and answer period.

CoP: Equity-Seeking Groups // Post-Secondary Student Counselling // Campus Mental Health // Student Case

Managers // Student Health & Wellness // Students with Family Responsibilities


Wednesday, June 14 ~ 10:45AM – 12:00PM

8.01 Alcohol on your Campus? Add some PEP-AHCatherine Paradis, Canadian Centre on Substance Abuse; Scott Duguay, St. Thomas University

Room 105

The Canadian Post-Secondary Education Partnership - Alcohol Harms (PEP-AH) provides a framework to

encourage and support post-secondary educational (PSE) institutions to reduce alcohol-related harms on

Canadian campuses using a collaborative model. This session will provide attendees with an understanding of

PEP-AH’s socio-ecological framework (including how institutions can get involved), how to establish a campus

team, and identifying common methods to evaluate campus initiatives. Harm reduction initiatives contribute to

the positive development and success of students. PEP-AH’s regional student representatives will speak to the

development of leading priorities and share examples of promising initiatives to reduce alcohol-related harms

on Canadian campuses.



8.02 Mental health disabilities and well-being in graduate educationMahadeo Sukhai, University of Toronto

Room 215

Faculty and professionals in graduate education identify mental health as a significant and growing challenge

in the field. In this presentation, we explore the impact of mental health on the experience of graduate students

with disabilities, and vice versa, and highlight policy and practice changes to enhance student success. This

work is informed by the research and outcomes from the work of the National Taskforce on the Experience of

Graduate Students with Disabilities, as well as teh initial environmental scan and literature review of the

"Landscape of Accessibility in Postsecondary Education" project being conducted by the National Educational

Association of Disabled Students (NEADS).

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CoP: Accessibility and Inclusion // Graduate and Second Entry Students


8.03 Understanding Appreciative AdvisingHeather Doyle, Dalhousie University

Room 212

As academic advising evolves in Canada, we are seeing advisors move from a transactional approach to a

more developmental one, integrating approaches that are grounded in theory. One such approach that has

demonstrated success is Appreciative Advising; the collaborative practice of asking positive, open-ended

questions that help students optimize their educational experiences and achieve their goals. Drawing upon

various theories, Appreciative Advising is aimed at making the advisor-student relationship more intentional

and purposeful. This session will focus on the different stages of Appreciative Advising, its relevance to student

success, and theory to practice activities to implement into your work.



8.04 Enhancing How Effectively You Work With Your Senior Student Affairs Officer (SSAO) - Understanding what impresses and what frustrates SSAOsTim Rahilly, Simon Fraser University; Jana Luker, University of Western Ontario ; Susan Gottheil, University of

Manitoba

Room 210

The four SSAO panelist from universities across Canada will speak frankly about their experiences working

with Student Services staff. The panelist will draw upon their vast years of experience in the profession to

provide advice to student services professionals on what they can do for forge positive and productive

professional collaborations with their SSAO.



8.05 Using Intentional Student Engagement for a More Meaningful Co-Curricular RecordKatie Felton, Campus Labs; Lesley Calvin, Niagara College Canada

Room 201

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Student engagement goes beyond just involvement in a campus organization or attending events. It has

evolved as campuses desire to provide meaningful experiences for students at all levels and throughout their

entire college career. Colleges want to provide students with a co-curricular record that demonstrates

intentional engagement in educationally purposeful activities. This session will highlight the importance of

engagement and the benefits of a strong co-curricular record. It will also feature a case study from Campus

Labs Campus of the Year 2016 Niagara College on their intentional practices and their transformation of

student engagement on their campus.

CoP: Co-Curricular Record

SAS Competencies: Student Learning and Development // Technology and Digital engagement

8.06 Engaging Student Wisdom to Create Healthier CampusesRobin Higgins, University of Central Asia

Room 108

Come and explore strategies for creating vibrant Communities of Practice that deeply listen to student’s lived

experiences and insights. Using examples from post-secondary institutions in Canada and Central Asia, this

workshop will include short student videos that explore ways students have helped educate and mobilize staff

and faculty around disabilities, substance use and campus culture issues. Participants of this workshop will

have an opportunity to develop a plan to enhance the impact of student voice on their home campuses.



8.07 After the Storm: Facilitating a Coordinated Response to On-Campus SuicideMelinda Scott, University of Toronto; Andrea Carter, University of Toronto Mississauga

Room 106

In recent years post-secondary institutions have been called upon to respond to the needs of students with

increasingly complex mental health needs and manage critical incidents on-campus – including student death

by suicide. The complexity of such incidents requires a coordinated response and comprehensive case

management. Through a discussion of theory, best practice, and personal experience – this session will

examine the complexities of student suicide on campus, partnerships that are critical to effective response, and

strategies for on-going case management


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8.08 The Anatomy of Flourishing & Languishing: Insights from a large and longitudinal studyTayyab Rashid, University of Toronto Scarborough (UTSC); Jeffery Burrow, University of Toronto

Room 209

In recent years, Corey Keyes’s model of mental health has informed mental health on a number of Canadian

post-secondary campuses. The model, in particular, has helped to understand the full spectrum of mental

health—from mental illness (psychopathology) to mental health (well-being). The model postulates that the

absence of symptoms is not the presence of mental health. The presence of mental health is termed

Flourishing and its absence is referred to as Languishing. Testing the validity of the model and exploring its

correlates, this collaborative presentation between two CoPs (Campus Mental Health & Research &

Evaluation) shares the results of a large longitudinal study. We used multiple measures and examined

changes over a three-year period (from 2013 to 2016), in terms of percentage of students reporting as

flourishing and languishing for two cohorts (~N=5000). Consistent with the results of National College Health

Assessment (NCHA; 2016), a synthesized view of our data suggests an increase in students languishing.

These languishing students are three times more likely to utilize health services while their flourishing

classmates are more likely to graduate on time.

CoP: College Perspective // Leadership Educators // Post-Secondary Student Counselling // Campus Mental

Health // Research, Assessment, Evaluation

SAS Competencies: Post-Secondary Acumen // Strategic Planning, Research and Assessment

8.09 I Know It’s Wrong, But I’ll Do It Anyway: Where Morality and Identity Intersect Freeman Woolnough, Queen's University; Nicky Renault, Queen’s University

Room 104

Many of us have encountered a student (or two) in our offices who make decisions that seem to fly against the

face of common morals and standards. These are the students who continue to break rules and norms despite

assuring us that they know what they are doing is ‘wrong’. They often share with us that those choices

shouldn’t or don’t have an impact on who they are as individuals. Through a combination of activities, identity

development research, and facilitated discussion, participants will develop and create a new identity-based

solution for ‘morally-challenged’ students on their own campuses.

CoP: Student Conduct // Student Health & Wellness


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8.10 Engaging Men in the Prevention of Gender-Based ViolenceMatt Schaaf, Carleton University; Carrolyn Johnston, Carleton University

Room 204

With the creation of new legislation, new policies and renewed public attention, universities are expanding their

toolkits to address sexual violence on their campuses. A growing evidence base points to engaging men as

one key strategy in reducing sexual violence. This session will examine the “MANifest Change” project, a

collaboration between the Ottawa Coalition to End Violence Against Women and Carleton University that

engages male students with a positive, strength-based approach to prevention. What are the program

elements of a successful male ally project? How can community and campus partners work together?

CoP: Equity-Seeking Groups // Campus Mental Health

SAS Competencies: Equity, Diversity and Inclusion // Post-Secondary Acumen

8.11 U of T Leadership: A Year in the LifeSarah Memme, University of Toronto; Samantha Hartlen, University of Toronto

Room 205

Winter, Spring, Summer and Fall… U of T Leadership: A Year in the Life. Sarah and Samantha work with

Clubs and Leadership Development at the University of Toronto and are sharing their journey of moving

students along the continuum of participation to engagement with their programming. This interactive session

will show the program review process over the course of the last year using two leadership development

programming theories as well as other lessons learned. Come and reflect on your own leadership programs;

celebrate your strengths and look for opportunities to grow and deepen your student engagement.

CoP: Leadership Educators // Orientation, Transition, Retention // Student Peer Support Programs


Assessment

8.12 The Ripple Effect: How Peer Support Programs Are Making A DifferenceJennifer Lingbaoan, Kwantlen Student Association; Kiran Natt, Kwantlen Student Association

Room 206

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How do ripple effects begin and how can you initiate them at your institution? The “ripple effect” refers to the

spreading of a concept: when a single action or event ignites a series of consequences. Since launching in

2015, the Peer Support Program at KPU has witnessed this positive phenomenon time and time again. Join us

as we reflect on the factors that facilitated our program’s development and contribute ideas for potential future

directions. Learn how one student-led peer program fosters opportunities and promotes a community of well-

being!



8.13 From siloed training to the Collaborative Learning Summit: a case study in inter-departmental collaborationDaniel Poulin, University of Guelph; Shannon Thibodeau, University of Guelph; Yassin Sagnia, University of

Guelph; Jean Thompson, University of Guelph

Room 207

Working collaboratively brings challenges. Collaboration may ask us to shift how we have historically

approached our work. However, the sometimes unexpected benefits of collaborative work can have a lasting

impact on the students we support and our professional relationships. This session explores our attitudes and

perspectives about inter-departmental collaboration by reviewing the development of the Collaborative

Learning Summit, a training conference for student leaders from departments such as Student Housing,

Student Life and, Student Wellness.



FEATURED SESSION8.14 Policy and Practice Pillars: Religious, Secular, and Spiritual markers to a more inclusive campus / Piliers des politiques et pratiques : Des balises religieuses, séculières et spirituelles pour un campus plus inclusifJ. Cody Neilsen, NASPA; Janett C. Ramos

Canada Hall 3

What are the policies and practices needed by a university to address holistically the lives of religious, secular,

and spiritual students on campus? In what ways need the university bring chaplains and campus ministry

professionals into the life of campus? This workshop focuses on national research related to just how, where,

and in which ways policy and practice initiatives can change the overall campus climate related to this area of

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diversity. / Quelles sont les politiques et pratiques nécessaires à une université pour aborder de façon

holistique la vie religieuse, séculière et spirituelle des étudiants sur son campus? Quels moyens l’université

doit-elle prendre pour intégrer les aumôniers et professionnels de la pastorale à la vie du campus? Cet atelier

présente une recherche nationale qui explique comment, où et de quelles manières les initiatives liées aux

politiques et pratiques peuvent modifier l’ambiance générale liée à cet aspect de la diversité sur un campus.

CoP: Equity-Seeking Groups // Spirituality and Religious Pluralism

SAS Competencies: Equity, Diversity and Inclusion // Intercultural Fluency

8.15 Where Leadership and Career Competencies Meet: Helping students identify, track and make meaning of their out-of-class experiencesCatherine Salole, York University; David Ip Yam, York University; Saba Rafiq, York University

Room 213

The Conference Board of Canada released a report calling for a greater alignment of Canadian PSE and the

labour market, mainly due to employers expressing concern about a lack of desirable skills among recent PSE

graduates. Learn how student leadership and career development practitioners at York University collaborated

to meet this challenge by developing a pilot experiential learning framework that helps students position their

out-of-class experiences as rich leadership and career development experiences. Walk away with conceptual

and practical ideas to enhance leadership development programs by leveraging a career and leadership

competency framework, cross-campus collaborations, and digital tools.

CoP: Co-Curricular Record // Leadership Educators


Wednesday, June 14 ~ 12:45PM – 1:30PM9.01 Developing Alternatives: How Alternate Revenue Streams Support and Sustain Better Student ProgrammingIan Crookshank, Ryerson University; Troy Murray, Ryerson University

Room 201

Student Affairs units are used to working with constrained resources. Often times, these limits are impacted

external (budget decreases, fee increases, etc.) making it important that student affairs professionals consider

alternative sources of revenue. During this presentation, we will discuss several such efforts employed by

Ryerson University elaborating on actual (or projected) revenue increase and more importantly how that

revenue is being used to fulfill our mission of providing exceptional student experiences. Because institutionals

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context are unique the purpose of this presentation is to encourage greater discussion into searching for and

capitalizing on opportunities to expand on existing revenue streams.



Assessment

FEATURED SESSION9.02 Indigenous Cultural Collaborations across Campus / Collaborations culturelles avec le Centre des étudiants autochtones sur le campusSteve Kootenay-Jobin, Mount Royal University; Noah Arney, Mount Royal University

Canada Hall 3

Collaborations on campus provide opportunities for departments to share knowledge and expertise in

supporting students, staff, and faculty. As the TRC 94 Calls to Action include recommendations for education,

post-secondary institutes across Canada have been tasked with Indigenizing their campuses. Often, staff are

unsure of what needs exist or how to approach, recruit and support Indigenous students. More Indigenous

students attend university now than any other generation and often face more challenges and barriers than

non-Indigenous students. This session will highlight how collaborations with the Indigenous centre strengthen

relationships and support staff in recognizing the needs of Indigenous learners. / Les collaborations sur le

campus offrent aux divers départements l’occasion de partager leurs connaissances et expertise en ce qui a

trait au soutien des étudiants, des employés et des professeurs. Comme les 94 appels à l'action de la

Commission de vérité et réconciliation incluent des recommandations en ce qui à trait à l’éducation, on a

demandé aux établissements postsecondaires de tout le Canada d’autochtoniser leurs campus. Souvent, le

personnel ne sait pas trop quels sont les besoins ou comment approcher, recruter et soutenir les étudiants

autochtones. Ces derniers sont plus nombreux que jamais à fréquenter l’université et souvent, ils sont

confrontés à plus d’obstacles et de défis que les étudiants non autochtones. Cette séance expliquera comment

les collaborations avec le Centre des étudiants autochtones renforcent les relations et aident le personnel à

reconnaître les besoins des apprenants autochtones.

CoP: Aboriginal Student Services Assembly (NASSA)

SAS Competencies: Indigenous Cultural Awareness // Student Advising, Support and Advocacy

9.03 "Everyday Therapy": The Challenge of Individualized Group TherapyMarc Leger, Concordia University; Jewel Perlin, Concordia University

Room 203

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New student orientations offer "University 101" courses. "Everyday Therapy" is a "Psychotherapy 101",

introducing students to proven psychotherapeutic interventions in an interactive and experiential 4-session

group format. The presenters will speak of the development of this group program, how it responds to the

current needs in student mental health and will share in how it has complemented individual counselling

sessions. A discussion of the challenge of referring students requesting individual therapy to groups will also

be held.

SAS Competencies: Emotional and Interpersonal Intelligence // Student Learning and Development

9.04 Leveraging our location: Community Partnership and Students’ Civic ParticipationSarah Memme, University of Toronto; Nadia Rosemond, University of Toronto Scarborough; Danielle

Thibodeau, Law in Action within schools; Kristina Minnella, University of Toronto

Room 204

Where Does Change Happen was a pilot project that ran for five sessions from January-March 2016. A tri-

campus partnership, WDCH exposed a small group of students to a variety of sites of change throughout the

Greater Toronto Area, in order to help students identify communities to which they belong, to learn different

ways to become engaged in their communities, and to become aware of the campuses within a community.

This interactive session will describe both the results of our pilot run of the program, but also the unique

circumstances through which the program was developed. We feel strongly that our experiences developing

this program through collaboration enhanced the outcomes of the program. Workshop participants will have

the opportunity to engage in modified versions of the activities developed for the program itself, and will begin

to explore and reflect upon their own definitions and assumptions around civic participation.

CoP: Community Engaged Learning // Leadership Educators


9.05 A Canadian Student Affairs Research Agenda: Feedback and Next StepsJennifer Hamilton, CACUSS; Jack Dobbs, Mount Royal University

Room 106

Join members of the CACUSS Research/Awards Committee for an overview of a draft Canadian Student

Affairs Research agenda that is being proposed by CACUSS. The session will give an overview of the

priorities, challenges, and direction of a new proposed Research Agenda. The session will focus on feedback

from participants in shaping and informing the Agenda. Once finalized, the Canadian Student Affairs Research

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Agenda will help CACUSS partner with other organizations, decide on funding direction, prioritize advocacy

efforts, and support member-driven research efforts.


Assessment

9.06 Koru Mindfulness: Managing Stress and Increasing Self-Awareness, One Breath at a TimeMichelle Baulch, Carleton University

Room 205

With an emerging focus on well-being and positive mental health on post-secondary campuses, there is a

growing recognition of the need for programming that will both help students manage increasing amounts of

stress and provide practical skills with tangible results. Koru Mindfulness is an evidence-based mindfulness

and meditation training program developed for undergraduate and graduate students. This session will provide

an overview of how this extremely popular program is working on one university campus, an interactive

experience of techniques taught during the sessions, and tips for implementing Koru Mindfulness.

CoP: Post-Secondary Student Counselling // Campus Mental Health // Student Health & Wellness / Student

Peer Support Programs // Students with Family Responsibilities

SAS Competencies: Emotional and Interpersonal Intelligence // Student Learning and Development

9.07 Managing Behavioural Risk: choosing the right case management model for your campusVictoria Boman, Carleton University; Marcelle Mullings, Ryerson University; Michelle DeIrish, Centennial

College ; Staci Watts, University of Toronto Scarborough

Room 210

Managing students in crisis and students with complex needs is becoming more and more common on our

post-secondary campus. This session will provide a snapshot of the current case management landscape.

Our panel of diverse case managers will discuss how case management services are executed on their

campus. We will examine our roles and approaches in managing at-risk students. This will allow you to see

the commonalities and differences in our positions and help you to think about what type of role could suit your

campus needs. Come and learn from the evolution of our roles.


Post-Secondary Student Counselling // Campus Mental Health // Student Case Managers // Student Conduct //

Student Health & Wellness


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9.08 The Student Affairs Collective: Community Building Through Grassroots Professional Development InitiativesKelly Cassidy, McGill University; Margaret Colton, McGill University; Martine Dolmière, McGill University;

Rosalia Felice, McGill University; Maria Gabriel, McGill University; Penny Kaill-Vinish, McGill University; Ruth

Kuzaitis, McGill University

Room 207

The Student Affairs Collective at McGill University is a peer-led volunteer group with a mission to provide

personal and professional development opportunities for staff who support students and build a community of

student affairs professionals. Through a successful series of events open to all administrative and academic

staff in a student support role, this grassroots group is working to develop a robust campus-wide network of

knowledge-sharing and continuous learning.

Join us for a lively session in which we detail the strategies used to establish this innovative group, lessons

learned from our events and feedback to date and how we aim to expand our vision moving forward. We hope

to inspire student affairs staff at other institutions to form their own grassroots networks!


SAS Competencies: Student Advising, Support and Advocacy

9.09 Hello from the Other Side: Lessons from Across the BorderKimberly Elias, University of Toronto

Room 212

Hello…it’s me, the academic transcript. I’ve been wondering if after all these years, you would like to meet.

Hello from the other side: the American side. Co-Curricular Recognition (CCR) programs have proliferated

across Canada, and now it is a hot topic in the U.S. The difference? Registrars are driving the conversation.

Learn about the American movement to innovate the credentials, including its connections to the academic

transcript, and the similarities and differences with what we are doing in Canada. Then, participate in a

discussion about what we can learn from the movement as we move forward.

CoP: Co-Curricular Record


9.10 Exercise Prescription - Future Applications of Exercise in a Student Services ContextRon Griffith, City University of Seattle (Calgary) / Mount Royal University; Sonya Flessati, Mount Royal

University

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Room 206

The 2016 NCHA reported that anxiety and depression are the top two mental health illnesses experienced by

student respondents and research outlines the multitude of resulting negative impacts on these students.

Evidence suggests that exercise can be effective in the the treatment of these issues. In response to the

prevalence of anxiety and depression, and the emerging data on the impact of exercise, Mount Royal

University created the “Steps to Well-being Program”, an innovative project that brought together internal and

external stakeholders. This presentation will focus on mental health and exercise, and the MRU program.

Participants will explore how such an intervention could be developed at their institutions.

CoP: Post-Secondary Student Counselling // Campus Mental Health // Student Health & Wellness

SAS Competencies: Emotional and Interpersonal Intelligence // Leadership, Management and

Administration // Student Advising, Support and Advocacy

9.11 Five Factor Model of Resilience (mindfulness, gratitude, optimism, self-compassion, and grit). A four session, skills-based group to teach others how to bounce back Diana Brecher, Ryerson University

Room 211

As a central part of the Ryerson University ThriveRU initiative, this five factor model of resilience defines the

parameters of a four session skill-based group training for students, Student Affairs staff and faculty.

Participants will learn how to run the 4-session training program during this session. Mindfulness is at the heart

of, and integrated into each of the four sessions. Each session we focus on one of these four factors:

gratitude, optimism, self-compassion, and grit, and explore how these skills can be used to build resilience.

Researchers and practitioners that informed the development of this model include: Martin Seligman, Kristin

Neff, Jon Kabat-Zinn, Angela Duckworth, Sonja Lyubomirsky, Christine Padesky, and Linda Graham.



9.12 High School Students' Questions and Concerns in the Post-secondary TransitionTricia Seifert, Montana State

Room 208

What questions do high school students have about a successful transition to college or university? The

Blueprints for Student Success Project team has conducted workshops with high school students to learn

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firsthand and in the students' voice about worries and concerns regarding transitioning to post-secondary

education. We will share our analysis of these questions and propose how improved collaboration between

admissions and new student transition programs in colleges and universities would better support student

success.



9.13 Wellness: Recalling the Past and Envisioning the FutureDr. Brent Bradford, Concordia University of Edmonton; Dr. Barbara van Ingen, Concordia University of

Edmonton

Room 213

As busy student services professionals, our relationship with wellness may be challenging to maintain,

especially as the definition of wellness takes on a broader designation. It can be confusing to determine how to

incorporate wellness strategies into our daily routines, so this presentation will provide attendees with

information about physical and mental evidence-based wellness strategies that will improve their health.

Attendees will take away at least three new wellness strategies that will lead to sustainable healthy outcomes,

for themselves, family members, and the students with whom we work. You will not want to miss this thought-

provoking, yet extremely practical presentation.


SAS Competencies: Emotional and Interpersonal Intelligence

9.14 Secondary Traumatic Stress and Student Leader ParaprofessionalsCasey Phillips, Nipissing University

Room 108

Post secondary institutions utilize peer supports programs, in the role of Student Leader Paraprofessionals

(SLPs) ie. Residence Dons, to assist in the early detection and referral of students to professional services of

support for students. Secondary Traumatic Stress (STS) in helping professionals has been explored in

literature for well over 10 years however, never in the SLP population. This presentation will explore the

recently completed research as the presenter’s PhD Dissertation, examining the prevalence and impact of STS

on SLPs in a postsecondary environment, focusing specifically on residence life paraprofessionals within a

medium-sized institution in Southern Ontario.

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CoP: Campus Mental Health // Research, Assessment, Evaluation // Student Peer Support Programs


9.15 Self-Determination, Self-Disclosure, and Self-Advocacy in Post-Secondary Students with DisabilitiesDr. Seanna Takacs, University of the Fraser Valley

Room 209

Staff and students from the Disability Resource Centre developed a symposium designed to support staff and

faculty at UFV on self-determination, self-disclosure and self-advocacy experiences of students with

disabilities. Seven questions were designed to tap student opinions and experiences in these domains. Results

showed that students appreciate authentic questions and discussion about their disability, wish to see an

expansion of educational initiatives around disability-related concepts, and prioritize educational participation

as the dominant conceptual frame.

CoP: Accessibility and Inclusion // Student Case Managers


9.16 Advisors as cultural navigators: A student success strategyShea Ellingham, Mount Royal University

Room 104

The transition to post-secondary education can be a challenge for at-risk students. Academic Advisors are

strategically positioned to help students, especially ‘at-risk’ students make a successful transition to post-

secondary education. Through a mandatory advising program situated within the developmental advising

framework, academic advisors assume the role of a cultural navigator educating students about the

expectations of higher education. Armed with information about the culture of higher education, and referrals

to campus services, this becomes a student success strategy. Cohort data will be used to demonstrate the

success of this advising approach with first-year at-risk students.



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BIG IDEAS: POWERED BY PECHAKUCHA9.17A Heart, Hands and Headlines: How to Support When Schools Make the NewsWoo Kim, Queens University

Room 214

We've all read the news when a big incident happens on a Canadian campus. We might post about it on social

media, talk with our colleagues about it or even ask someone we know at that institution about it. But we don't

always hear about the work that begins after the headlines, the healing and learning that takes place. And we

might not know how to support these colleagues from afar. Come hear the reflections from the presenter after

working at 2 institutions that made national headlines and what she's learned about being a supportive staff

member and colleague from these incidents.

9.17B I have two degrees, but not in thisNicky Renault, Queens University

Room 214

“We are what we pretend to be, so we must be careful what we pretend to be.” – Kurt Vonnegut

We work in a world where degrees, diplomas, certificates, and certifications are a benchmark for success.

These are often used as a foundation for position requirements or recruitments, but what about those that don’t

quite fit the bill? What does a full, focused, or even thematically off to one side academic experience mean for

our own identities and roles? How do we learn to do what we do? How does a degree (or two) factor into

learning and growth when you work in a specialized area that isn't qualified by degrees and designations? My

own journey has been from page to stage and from residence life to student conduct. What can and will your

history, your paper trail, and your work say about you?

9.17C Groans to Gains: Making Group Study Rewarding by Taking Class Outside of the ClassroomCristina Peter, University of Toronto

Room 214

Collaborative learning enhances academic success, builds community and campus spirit, and integrates

material learned in class with student?s lives beyond the classroom; but how do we move from

recommendation to action? With a simple pilot program, Recognized Study Groups, we?ve encouraged

students to lead and join study groups, supported them with resources and training, and provided them with

incentives to connect with other students in large classes?and the best part? It?s simple, flexible, and

transferable to your own campus. Let?s get study groups studying!

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9.17D At Home and Abroad: An Exploration of the Development of Global Citizenship Identity through Service-LearningStephanie Muehlethaler, Trent University

Room 214

In my childhood kitchen, we spoke 6 languages: Swiss-German, English, good food, the value of hard work,

unconditional love, and citizenship. For most of my life, being a citizen meant contributing to the community

around us—and that community changed frequently. As I grew up, I began to wonder if and how 'citizenship'

was changing. My professional experience has reinforced that people around the world see that term

differently but that it holds the potential to positively impact not only communities, but also postsecondary

students. So when I embarked on the EdD, I wanted to know how what competencies are involved with global

citizenship and how initiatives like service-learning develop those competencies.

9.17E Think Like a Millennial: Modifying Student Support to Reach Today?s StudentsAnisha Ghelani, Carleton University

Room 214

What do students in this generation want? By learning about the characteristics of Millennials and Generation

Z, you can adapt your training methods, programming and communication strategies to better reach this

generation of students. Learn about Millennial and Generation Z students and how their common traits can be

used to make a huge impact on your teams and students. Not only will you see more satisfaction from your

students, but paying attention to generational characteristics will help you utilize your student resources to their

full potential.

Wednesday, June 14 ~ 1:45PM – 2:30PM10.01 Grand Entry - A Traditional Welcome at OrientationDion Simon, Mount Royal University; Kaylene McTavish, New Student Orientation Coordinator

Room 102

The New Student Orientation began its 2016 academic year on the right ‘beat’ leading its first year students

into the University with a “ Traditional Grand Entry”. This session will share one story of how our community

honoured its Indigenization strategy by calling on all campus stakeholders to participate in a powerful

experiential welcome to student life. This presentation will describe the various new challenges that we faced

as an organization to integrate Indigenous traditional practices into an existing Orientation framework.This

collaboration opened the doors for both Indigenous and non-Indigenous learners and set the example for other

campus departments to step into Indigenization possibilities.

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CoP: Aboriginal Student Services Assembly (NASSA) // Accessibility and Inclusion // Equity-Seeking Groups //

Leadership Educators // Orientation, Transition, Retention

SAS Competencies: Indigenous Cultural Awareness // Intercultural Fluency

10.02 Promoting Doctoral Student Engagement through a Community Engaged Learning SeminarJennifer Esmail, University of Toronto; Jeffrey Burrow, University of Toronto; Kristina Minnella, University of

Toronto

Room 205

Supporting and creating meaningful learning opportunities for students is a common topic at CACUSS.

However, these discussions rarely focus on doctoral students. This session will describe the development, the

curriculum, and reflective experiences of a community-engaged learning seminar for doctoral students.

Participants will learn about the creation process, the rationale for focussing on doctoral students, the

experiences of the instructors, students and community partners in the seminar, and reflections on the

challenges and opportunities for program sustainability.


10.03 Canadian Senior Student Affairs Officers Competencies, Issues, Trends & Demographics: A Decade in ReviewJennifer Browne, Memorial University

Room 201

The findings of a longitudinal study from 2005 - 2015 exploring trends, challenges, competencies and

demographics of Senior Student Affairs Officers (SSAO’s) across Canada will be shared. As the Student

Affairs profession and students on our campuses continue to evolve, trends and challenges also change. An

overview and comparison of findings from 2005, 2011 and 2015 of the professional field, important issues,

trends and changing demographics of SSAO’s will be highlighted. With contributions from SSAO’s

representing both private and public university and colleges in Canada the findings provide a vital insight into

our Student Affairs & Services past and future.

CoP: Graduate and Second Entry Students // Research, Assessment, Evaluation


Assessment

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10.04 Learning Communities on a Budget: Getting Creative with Limited ResourcesMandi Crespo, Carleton University; Hazel Kabibi, Carleton University

Room 203

While learning communities can be a valuable and powerful tool to boost retention and help students build

relationships, they can be prohibitively difficult to implement and sustain as resources diminish. We will discuss

how to utilize minimal paid personnel and a shoestring budget to create impactful community programming that

endures. In this session you will learn about obstacles commonly faced in learning communities and will

consider creative ways to adjust your learning communities while continuing to provide high quality

programming.

CoP: Orientation, Transition, Retention // Student Peer Support Programs


FEATURED SESSION10.05 A single ‘click’ Orientation Experience. Why less is more. The evolution of our Online Orientation / Quand un seul clic suffit. Pourquoi moins, c’est plus. L’évolution de notre programme d’orientation en ligneShari Walsh, Humber College; Michael Ferguson, Queens University

Canada Hall 3

Each year our institutions welcome thousands of new students through our orientation programs. With our ever

changing student population and landscape within higher education, it is crucial that we continue to evolve our

approach to orientation and engaging our incoming students.

Humber College launched its inaugural Online Orientation program in 2014 with a continued focus of building,

maintaining and evolving the programmatic approach and outcomes. Join us to learn about the transition from

a modular based program to an easily digestible single page approach and the lessons that we learned along

the way. / Chaque année, nos établissements accueillent des milliers de nouveaux étudiants par

l’intermédiaire de leurs programmes d’orientation. Comme la population étudiante et le paysage de

l’enseignement supérieur sont en constante évolution, il est crucial que notre approche de l’orientation et notre

manière d’engager nos nouveaux étudiants continuent, elles aussi, d’évoluer.

Le Collège Humber a lancé son programme d’orientation en ligne en 2014 dans le but de bâtir, maintenir et

renforcer l’approche et les résultats du programme. Joignez-vous à nous pour en apprendre davantage sur la

transition entre un programme modulaire et une approche facilement assimilable, basée sur une page unique.

Nous présenterons les enseignements que nous avons tirés de cette démarche.

CoP: Digital Communications // Orientation, Transition, Retention

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10.06 Working with Academic Partners to Improve Student Wellness and Student LearningAndrew Papadopoulos, University of Guelph; Melanie Bowman, University of Guelph

Room 209

The University of Guelph Master of Public Health program’s students are interested in improving population

health through health promotion campaigns and effective program delivery. Their learning outcomes align very

closely with the mandate of the University of Guelph Student Wellness Education Centre. The two groups have

partnered to improve student learning opportunities, enhance student wellness initiatives through three main

areas; providing practicum placements, developing health program programs, and conducting important

research. This partnership has proven very success in helping the Student Wellness Education Centre build its

internal capacity, and has provided students an extremely meaningful community-engaged learning

opportunity.

CoP: College Perspective // Community Engaged Learning


10.07 The Elephant on Campus: the religious and spiritual dimension of student lifeKate Johnson, Queens University; Laura Gallo, Concordia University

Room 204

Religious literacy is important to student development and effective citizenship even at secular institutions.

Religious and spirituality identities are as significant to students as any other form of identity. research has

shown that religious and spiritual identities can be keys to student wellness that should not be overlooked. This

workshop will introduce participants to the concepts and best practices for inclusive treatment of religion and

spirituality in the context of a secular campus.

CoP: Equity-Seeking Groups // Internationalization in Student Affairs // Orientation, Transition, Retention //

Post-Secondary Student Counselling // Campus Mental Health // Spirituality and Religious Pluralism // Student

Health & Wellness // Student Peer Support Programs

SAS Competencies: Equity, Diversity and Inclusion // Intercultural Fluency

10.08 Classrooms as the Gateway to Community: Integrating the Principles of Tribes Learning Communities into Supplemental Instruction ProgrammingCristina Peter, University of Toronto

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Room 213

The Co-curricular experience can drastically enhance the academic experience, but can we use the classroom

to build campus community? Tribes Learning Communities is a research-based pedagogical framework that

has been used throughout secondary schools in North America to develop engaged and reflective learning

communities. We can use the principals and tools of Tribes to enhance our Supplemental Instruction, Peer

Assisted Study Sessions (PASS) and/or peer-to-peer programming. In this presentation, we share how student

facilitators and participants used the Tribes framework as a unique and beneficial way of learning course

content through development of community.


10.09 More Maple Syrup & Bacon: Further Exploration of a Culturally Canadian Leadership ParadigmShannon Thibodeau, University of Guelph; Adam Kuhn, University of Toronto

Room 208

As Canada celebrates its 150th birthday and the Canadian Conference on Student Leadership enters a second

decade the question still remains "are students from Canadian post-secondary leadership development

programs markedly different from their peers in other countries"? The U.S. National Leadership Education

Research Agenda suggest more research is required on the influences that social identity has on leadership

development content, pedagogy, and research; however, Canadian leadership events are challenging

educators to reflect upon a national leadership strategy now. This session is part of a conversation that will

continue at CCSL 2018. Join in and dare to begin defining Canadian leadership.

CoP: Leadership Educators


10.10 Encouraging connections between tools and experiences to help students understand their CCRKristina Bartold, St. Jerome’s University; Paige Doherty, St. Jerome’s University

Room 206

In using learning theory for the implementation and development of our Co-Curricular Record, we were able to

gain an understanding of what we were already doing, and also look at what is required for deeper learning for

students. Presenters will highlight the need for a well-developed schema when implementing new initiatives

that involve student learning. The CCR programs that will be highlighted include:

- Involvement Advisors

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- Implementation of a consistent goal setting and reflection document

- CCR Student Coordinators

- CCR at graduation

CoP: Community Engaged Learning // Co-Curricular Record


10.11 Increasing Access to Empirically Supported Group-Based Programming in a University SettingMegan Davidson, University of Toronto; Dr. Kate Witheridge, Ph.D., C.Psych., University of Toronto, Health

and Wellness Centre; Dr. Sandra Yuen, Ph.D., C.Psych.,University of Toronto, Health and Wellness Centre

Room 211

Institutions across Canada deliver a range of group-based programming to promote student mental health.

University students have specific needs, access can be limited, and traditional evidence-based protocols are

not always easily applied. This session will discuss our innovative two-tiered approach to group programming

within a university counseling centre, including the development of a workshop series and the modification of

three group treatment protocols (MBCT, DBT, CBT). Program evaluation methodology and results will also be

reviewed.


SAS Competencies: Emotional and Interpersonal Intelligence

10.12 UWaterloo Community of Advisors: Where we’ve been; Where we're goingKatie Schulz, University of Waterloo; Luke Balch, University of Waterloo

Room 212

In 2015 the University of Waterloo established a Community of Advisors which provides staff or faculty in

advising roles with opportunities to share information, resources, and best practices. The Community of

Advisors holds monthly Advisor Coffee Chats, and in 2017 will be holding its third annual Advising Conference.

At this session we’ll discuss how we facilitated the creation of this group as well as how a new Cross-Campus

Advising Specialist role will support the advancement of the advising strategy at the University of Waterloo.



10.13 Identifying Profiles of Students At-Risk for Poor Mental Health from an Intersectional Lens

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Rick Ezekial, University of Western Ontario; Courtney McDonald, Brescia University College; Carolina

Partyluk, Western University

Room 214

Mental health challenges impact students to a large degree at postsecondary institutions across Canada. As

mental health and wellness services struggle to meet increasing demands, data informed and evidence-based

interventions are crucial to effectively utilizing scarce resources. This session will explore profiles of students

most at risk for experiencing mental health challenges using data from the NCHA 2016 Canadian Reference

Group. Using intersectional analysis techniques, we will identify demographic risk profiles and some of the

unique experiences influencing these profiles, providing data to support interventions and systems changes at

postsecondary institutions that will enhance student mental health.


SAS Competencies: Equity, Diversity and Inclusion // Strategic Planning, Research and Assessment

10.14 Giving Space Back to Students: Innovative Residence Hall Environments to Enhance Student Learning Sarah Wolgemuth, University of Alberta; Laura Huxley, University of Alberta; Buddy Hall - Hanbury Room 215

As the University of Alberta engaged a design/build team for a new first year residence that would add five

hundred more students in their Lister Community questions arose about what to do in the other four connected

residence halls. Would the new hall duplicate common spaces? What would be the impact of the new hall as

compared to the other aging facilities? What were the most important renovations needed in the existing halls

so that there would not be a feeling of “have” and “have nots” among residents? How would a cohesive

community emerge?

This session will explore how to set up a collaborative process and ensure that the design team understands

student and university needs and responds throughout the process. We will showcase how a collaborative

process can ensure that residence life learning outcomes are reflected in building design and provide learning

and development opportunities for students and student staff.

CoP: Community Engaged Learning // Research, Assessment, Evaluation


Assessment

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10.15 Keep Calm and Conduct On: Self-Care & Managing TraumaStudent Conduct Community of Practice

Room 207



resources and ask questions on a series of hot topics. Come out to join us for Keep Calm & Conduct On: Self

Care and Managing Trauma.

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