CONFERENCE PROGRAM 2017
JUNE 12 – JUNE 14
SHAW CENTRE | OTTAWA, ON.
Poster Presentations
45 & 75 Minute Sessions
Big Ideas: Powered by PechaKucha
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~This schedule is subject to change~
~A program with long form Session Descriptions will be published in late April 2017~
MONDAY, JUNE 12, 2017
POSTER PRESENTATIONS
Available 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
3:15PM – 3:45PM
P1. Peering into the Shadows: A Faculty of Arts Approach to Determining Student Intent and
Supporting Institutional Retention
Rachel 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.
Post-secondary acumen, Student advising, support and advocacy
P2. Innovation for Mental Wellness
Susanne 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
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.
Emotional and interpersonal Intelligence; Student advising, support and advocacy
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P3. Transfer Student Experiences in a Competitive Arena: Personal and Professional Development
Through Co-Curricular Involvement
Lisa 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.
Leadership, management and administration; Student learning and development
P4. Aboriginal Access to Engineering: Faculty-Specific Longitudinal Student Success for Indigenous
Learners
Melanie 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
graduate students on campus, with high rates of student participation in its programming. This poster provides
an overview of the initiative.
Equity, diversity and inclusion; Student learning and development
P5. Peer Wellness Educators: A Creative Role for a Unique Context
Jen 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
Equity, diversity and inclusion; Student learning and development
P6. Academic support service use and academic achievement among university students with a
history of reading difficulty: A longitudinal, mixed method study
Annie 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
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services.
Strategic planning, research and assessment; Student advising, support and advocacy
P7. Breaking down barriers through an inter-Faculty social and learning network: Exploring the
benefits of The University of Toronto’s Engineering Engagement & Development Network
Estelle 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.
Communication, Leadership, management and administration
P8. Engaging Mentorship: Investigating Mentoring Relationships with First-Year Resident Students
Ria 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.
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 Practice
Eric 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 studentled initiative that facilitates dialogue between higher education students and student affairs professionals while
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.
Student advising, support and advocacy; Student learning and development
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P10. Excellence, Emotion, Empowerment: How Academic Advisors Describe the Goals of a Business
Undergraduate Academic Advising Program
Colleen 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.
Student advising, support and advocacy; Student learning and development
P11. From Typewriters to iPhone Apps: the evolution of note-taking with a growing population of
students with disabilities and technology at our fingertips
Eleni 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.
Student advising, support and advocacy; Student learning and development
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CONCURRENT SESSIONS
11:00AM – 12:15PM
1.01 A Draft of Professional Standards for Indigenous Programs and Services
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
1.02. Our #RoadtoCACUSS: A Journey of Holistic Well-being
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.
1.03 Infusing Harm Reduction into Campus Culture: The Algonquin College Umbrella Project
Ben Bridgstock, Algonquin College; Amanda Neilson, Rideauwood Addiction & Family Services
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 Evidence
Anne Forrestall, Dalhousie University; Krista Cross, Dalhousie University; Heather Doyle, Dalhousie University
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.
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1.05 “But we’ve always done it this way”: How Centennial College began to realize the potential for
change in its orientation programs
Sterling Crowe, Centennial College; Cory Coletta, Humber College
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
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.
1.06 Best Practices for Establishing Divisional Strategic Plans and Framework for Assessment
Jelena Dukic, Humber College; Katie Felton, Campus Labs
It can be a daunting task to develop a plan for assessment a cross an entire division. This session, copresented 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.
1.07 How to Adult: A Survival Guide for the Other Side
Charlene Mahon, Lambton College; Austin Noble, Lambton College
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!
1.08 Assessing the Present, Monitoring the Future: Responsive and adaptive on-campus assessment
of student functioning
Boris Vukovic, Carleton University; John Meissner, Carleton University; Laura Brawn, Carleton University
Martine Jaworski, Carleton University
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.
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1.09 Panel Q+A: Key considerations in the design and implementation of external reviews
Erin Biddlecombe, Simon Fraser University; Tim Rahilly, Simon Fraser University; David Newman, University
of Toronto; Tracey Mason-Innes, Simon Fraser University; Neil Buddell, Centennial College
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.
1.10 The Past in the Present: History and Student Affairs
Shawn Brackett, University of Calgary
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.
1.11 Blazing New Trails: Re-designing Training (and Educational Programming) to be Interactive &
Empower Learners
Joan Butterworth, McGill University
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
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.
1.12 Creating a Mentorship Program Off The Side Of Your Desk
Erin Clifford, University of Toronto
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.
1.13 Making pulling teeth easier: An innovative approach to engaging student leaders in reflection and
demonstrating their learning in a creative format using ePortfolios
Allie Davidson, Carleton University; Sara Wills, Carleton University
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
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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.
1.14 Thriving Campuses: Building a sustainable, collaborative model for mental health education on
two campuses
Amanda Unruh, University of British Columbia - Vancouver; Miranda Massie, University of British Columbia –
Vancouver; Tracey Hawthorn, University of British Columbia - Okanagan
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.
1.15 Facing the future with lessons learned: Building a community of colleagues across campus using
the active bystander model
Rachael Sullivan, University of British Columbia; Natalie Gerum, University of British Columbia
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.
1.16 Not All Who Wander Are Lost: Using Grad Maps to Navigate Grad School and Beyond
Miguel Hahn, Queen's University; Dr. Marta Straznicky, Queen's University
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 Advisors
Chantal Joy, Humber College; Melissa Gallo, Humber College; Tim Fricker, Mohawk College
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.
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1.18 Towards a Family Friendly Campus: Improving the University/College experience for students with
family responsibilities
Kaye 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
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
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.
1:30PM – 2:45PM
2.01 The Thriving Student: Adapting Practices that Link Community and Post Secondary Together
Karen 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
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.
2.02 A Culture of Accessibility in the Sciences: A New Paradigm for Science Training in Postsecondary
Education
Mahadeo Sukhai, National Educational Association of Disabled Students
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 affairs
Deanne Fisher, OCAD University
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
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.
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2.04 Build Your Own Theory
Nicole Joron, York University
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.
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
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.
2.06 Who Stole the Rule Book on Social Interactions? The Impact of PEERS on Neurodiverse Students
Sherri Parkins, Seneca College; Cindy Lau-Chan, Seneca College
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.
2.07 Because it’s the 21st century – Building online students’ sense of community through
comprehensive supports and services
Stacey Burgess, Nova Scotia Community College (NSCC)
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.
2.08 The Paradox of Career Development in 2017
Kristi Kerford, Fleming College; Waleska Vernon, Trent University, Sarah Haase, Fleming College
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
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.
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2.09 Standing the Test of Time: Designing a Community of Practice for your Campus
Jonny Morris, Canadian Mental Health Association BC Division; Tanya Miller, Healthy Minds | Healthy
Campuses, Canadian Mental Health Association BC Division
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.
2.10 Orientation by the Numbers: Data-Informed Approaches to Orientation Planning
Melinda 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
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.
2.11 The REAL Second Life: Pursuing your Doctorate while working fulltime
Stephanie Muehlethaler, Trent University; Ange Clarke, Marine Institute; Shawn Brackett, University of Calgary
Neil Buddel, Centennial College
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!
2.12 Post-Secondary Student Mental Health Guide to a Systematic Approach: An Online Assessment
Inventory & Resource Guide
Tayyab Rashid, University of Toronto
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
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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.
2.13 If Equity Is Everyone’s Job, Who’s Going To Do It? : Developing Integrated EDI Practices
Scott Clarke, University of Toronto; Tanya De Mello, Ryerson University
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, campuscommunity and systemic levels.
2.14 The ADDIE Model: A Unique Approach to Training in Student Affairs
Amanda Sartori, York University; Saba Rafiq, York University
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.
2.15 Decolonizing Leadership Education: Moving Beyond Diversity to Develop Student Leaders,
Activists and Allies
Anushay Irfan Khan, McMaster University
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.
2.16 Navigating the Galaxy of Service Delivery Models: Personalized Care - Our New Hope
Matthias Kaay, Ryerson University; Sarah Thompson, Ryerson University; Allan MacDonald, Ryerson; Laura
Girz, Ryerson University; Lauren Goodmen, Ryerson; Matthias Kaay, Ryerson University
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
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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.
2.17 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
Allan Dias, University of BC; Chandra Barbour, UBC; Richard Wikkerink, University of Waterloo; Lisa Kuiper,
Brock University
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.
2.18 Scaffolding Adulthood: How Our Views of Students Need to Change
Freeman Woolnough, Queen’s University; Sara Wills, Carleton University
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.
2.19 ROUND TABLE SERIES: Keep Calm and Conduct On: Bystander Intervention
Student Conduct Community of Practice
Keep Calm & Conduct On is a series of roundtable discussions hosted by the Community of Practice of
Student Conduct to create an opportunity for members to discuss current trends, best practice, share
resources and ask questions on a series of hot topics. Come out to join us for Keep Calm & Conduct On:
Bystander Intervention.
4:00PM – 4:45PM
3.01 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 service
Jennifer Keays, University of Ottawa Health Services; Sylvie Fournel University of Ottawa Health Services
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
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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-DoStudy-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.
3.02 Creating Creating a Community of Support – The Indigenous Housing Program
Steve Kootenay-Jobin, Mount Royal University; Laura Collings Mount Royal University Kristin Davick
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.
3.03 Using LEAN Process Methodology to Reduce Wait Times for Counselling Services
Jeff Agate, Algonquin College; Chuck Doyle, Algonquin College; Ben Bridgstock, Algonquin College
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.
3.04 Using Short Film to Enhance Student Learning and Campus Mental Health
Natalie Daley, Art With Impact Canada;
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,
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.
3.05 Co-Curricular Programming in Canada: Its Past, Present, and Anticipated Future
Christina 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
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
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will include brainstorming how it can continue developing to meet the anticipated diverse needs of future
students, including Generation Z.
3.06 Sexual Violence on Religious Campuses
Karen Cornies Silver Lake Outdoor Education Centre; Jim Vanderwoerd, Redeemer University College;
Vanessa Eisses, Redeemer University College, Erin Crickett
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.
3.07 What is Data Without a Good Story?
Lesley D'Souza, Ryerson University
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.
3.08 GBC’s Student Well-Being Team: Working Together to Create Conditions for Well-Being
Kate Klein, George Brown College; Tenniel Rock, George Brown College; Susan Toews, George Brown
College; Diana McIntyre, George Brown College; Jacqueline Macchione, George Brown College
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 wellbeing 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 wellbeing, 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.
3.09 Student Success and Male Students On Campus. Are we missing something
Joe Henry, King's University College
Our college and university campuses are more diverse than ever before in Canada. Increased access to postsecondary 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.
3.10 Using Social Media to Engage Students: Thinking Outside the College Counselling “Box”
Heather Drummond, Mohawk College
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
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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.
3.11 Storytelling and Student Engagement: the Journey of a Social Media Campaign
Albert Fung, Simon Fraser University
“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.
3.12 Towards Inclusive and Successful Learning for all: Supporting course instructors in their UDL
journey
Teri Phillips, McGill University; Tanja Beck, McGill University; Catherine Loiselle, CRISPESH
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.
3.13 “Change is the law of life”: Student engagement in Waterloo’s Orientation revisioning process
Jenna Hampshire, University of Waterloo; Christina Pope University of Waterloo
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.
3.14 Rethinking Academic Accommodations: using a design-thinking approach to find new solutions
Heather Kelly, University of Toronto; Deanne Fisher OCAD Heather Kelly UofT
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 resourceconstrained 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.
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3.15 Supporting Students Accused in Sexual Violence Complaints
Marcelle Mullings, Ryerson University; Mark Atia, Ryerson University
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.
3.16 Collaborating with Institutional Research to Improve Retention: NSCC’s Student Success Surveys
Antonia Sly Nichols, Nova Scotia Community College; Laurie Edwards, Nova Scotia Community College
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
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.
3.17 The Hope Phenomenon – Using hope theory to support student success
Bogumila Anaya, keep.me SAFE by guard.me; Danusia Lapinski, Youth Coach Global
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.
3.18 Transitioning to Grad Life: A Review of a Pre-Orientation Program for Incoming Graduate
Students
Jennifer Pinker, University of Toronto
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.
3.19. Amplifying a Student Led Movement for Mental Health
JACK.ORG
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
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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.
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BIG IDEAS: POWERED BY PECHAKUCHA
3.20A Great Power, Great Responsibility: Understanding Student Conceptions of Masculinity through
Superhero Films
Sterling Crowe, Centennial College
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.
3.20B Diversity & Inclusion at a Crossroads: Putting Intersectionality into practice at Canadian
Universities
Adeline Huynh, University of British Columbia
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
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.
3.20C Looking Back, Facing Forwards: The Rise of Political Demonstrations on Rural Campuses
Jeannine Kuemmerle, University of British Columbia
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.
3.20D Empowering Students Through Creativity: Insights and Breakthroughs Using an Art Therapy
Group Approach
Sophie Vinette, University of British Columbia
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
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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.
3.20E Challenging Perspectives: Exploring the use of restorative justice to address sexual violence
Lyndsay Anderson, Dalhousie University
Many survivors of sexual violence report that the current systems of adjudication, through campus policy or the
criminal justice system, are not meeting their needs and in some cases, causing them further harm. Campus
responders are working diligently to create survivor-focussed approaches, including the use of restorative
justice. This presentation will share how restorative approaches can be used to address sexual violence and
highlights the concerns that are often raised to object to its use. By discussing the barriers and challenges, the
objective is to consider another set of options that could better meet the needs of survivors and our campus
community.
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TUESDAY, JUNE 13, 2017
10:45AM – 12:00PM
4.01 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
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.
4.02 Planning for the future: Sexual Violence Adjudication
Jennifer Lenfant Wright, Symplicity Corporation; Jacob Harper, Symplicity Corporation, Blaine Warner,
Symplicity Corporation
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.
4.03 Mental Health Outcomes and Career Development
Michael Huston, Mount Royal University; Jack Dobbs, Mount Royal University
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.
4.04 The Future: Advising for Student Success
Neil Buddel, Centennial College
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.
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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
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
used with past and current Muslim clients/students in this presenter’s practice as a registered psychotherapist
in a clinical Canadian university setting.
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
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;
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.
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
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.
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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
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.
4.10 Navigating Institutional Politics
Robert Coffey, Michigan State University; Patty Griffin, University of Michigan
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.
4.11 Leadership Zen: A Human-Centered Approach to Change Management
David Ip Yam, York University;
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.
4.12 Taking student supports and services online: Perspectives and expectations of graduate students
Tamara Leary, Royal Roads University; Kyla McLeoad, Royal Roads University
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
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.
4.13 From Lo-tech to high-tech: How can we create “just-in-time accessibility” ?
Rafael Maliba, Université du Québec à Montréal
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.
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4.14 Campus Recreation - A New Value Proposition
Chris 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!
4.15 Compulsory Ancillary Fee Protocols And Their Influence On The Organization and Performance of
Student Affairs and Services
Jacqueline Beaulieu, OISE/University of Toronto
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.
4.16 Why does Orientation have to end when it has just begun?
Christopher Nelan, Trent University Durham; Craig Cameron, Trent University Durham
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.
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.
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1:30PM – 2:45PM
5.01 Holistic Learning Strategies: Using Nature, Meditation, Play, and Community for Academic
Success
Deena Shaffer, Ryerson University
Tired of assignment calculators, same-old study schedules, and KWL charts? Not seeing long-lasting or
powerful changes from traditional learning strategies? In this session, participants will learn how to use the
wisdom of nature, meditation, play, and community to foster greater academic success. Attendees will
experience first-hand benefits like honed concentration, reduced anxiety, uplifted mood, expanded creative
thinking, and other essential academic skills. Drawing upon indigenous epistemologies, transformative
education, transferable learning, and nature-based pedagogy, participants will learn about “alternative”, wholeperson learning strategies to engage the head, hands, and hearts of their students.
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
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 cocurricular learning environment to the postsecondary student experience. This session will highlight our current
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.
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
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.
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
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
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.
5.06 Locally sourced: In-house professional development to increase campus student support capacity
Nona Robinson, Trent University; Stephanie Muehlethaler, Trent University
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
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.
5.07 Building an Outcome-Driven Culture in Student Affairs - From Planning & Assessment to Practice
Rick Ezekiel, Western University; Jana Luker, Western University
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.
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
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.
5.09 Connecting Our Country Panel Discussion: Canadian Student Affairs on the Digital Frontier
Lesley D'Souza, Ryerson University; Luke Gobert, Ryerson University
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.
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
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
initiative
John Hannah, Ryerson University; Diana Brecher, Ryerson University
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.
5.12 The Systemic Approach to Student Mental Health Framework: Put to the Test by Government and
Collaborating Institutions
Debbie Bruckner, University of Calgary; Mark Slomp, University of Lethbridge; Kevin Friese University of
Alberta, Catherine Davis-Herbert MacEwan University, Kandi McElary, Mount Royal University
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 PostSecondary Addiction and Mental Health Framework and Common Measures.
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
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!
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
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.
5.15 Bounce Back 2.0
Heather Doyle, Dalhousie University
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;
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.
5.17 ROUND TABLE SERIES: Keep Calm & Conduct On: Assessment & Reporting
Student Conduct Community of Practice
Keep Calm & Conduct On is a series of roundtable discussions hosted by the Community of Practice
of Student Conduct to create an opportunity for members to discuss current trends, best practice,
share resources and ask questions on a series of hot topics. Come out to join us for Keep Calm &
Conduct On: Assessment & Reporting.
4:15PM – 5:00PM
6.01 Organiser un événement sans argent ni ressource humaine attitrée. Est-ce possible?
Ricardo Codina, Université Laval
Organiser un événement sans argent ni ressource humaine.
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.
6.02 Developing and implementing a campus-wide experiential learning strategy
Cathy Keates, Queen's University; Ann Tierney, Queen's University
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.
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
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 campuses
Ben Bridgstock, Algonquin College; Ben Bridgstock, Algonquin College
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.
6.05 The next quarter century of disability services
Boris Vukovic, Carleton University; Larry McCloskey, Carleton University
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.
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
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.
6.07 A Competency Model for Peer Health Educators: Improving peer volunteer programs through the
development and use of the Peer Skills Assessment Tool
Kate Humphrys, Queen's University; Lauren Armstrong, Queen's University
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
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.
6.09 From “Dear Abby” to “Ask a Counsellor:” Considering the Future of Online Service Provision
Mirjam Knapik, Mount Royal University
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
discourse analysis was used for assessment. Participants will be invited to evaluate the site and discuss the
future of digital counselling.
6.10 Monarchs: ACT to Foster Student Resiliency
Michelle Magnusson, Brandon University; Dr. Chris Brown, Brandon University
“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 Orientation
Paige Doherty, St. Jerome’s Unviersity; Amanda Sartori, Glendon Campus | York University
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).
6.12 Leveling Up our CCR: Discovering, Exploring, Capturing & Storytelling without Validation
Kaitlyn Taylor-Asquini, Ryerson University; Jen Gonzales, Ryerson University
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.
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
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.
6.14 Road to Retention: Evaluating a Program through Retention co-relation
Robert Routledge, University of Guelph; Heather Mitchell, University of Guelph
Guelph has been offering Bounce Back, our version of a winter semester, one-on-one, holistic support model
for over ten years. We will present on the correlation between participating in Bounce Back and student
retention. Our analysis of this data will be discussed in the context of how the program has changed, and how
we are using this data to continue to evolve. Navigating internal campus politics, modifying coaching models,
the inclusion of behavioural economic theories and challenges in internal program assessment vs. reporting to
the Ministry of Training, Colleges and Universities will all be included.
6.15 A Case Managers Perspective: Supporting Survivors of Sexual Violence
Jodie Schoenbeck, University of Manitoba; Leah Deane, University of Manitoba
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.
6.16 Peer Positive: Building Genuine Partnership between Mental Health Professionals and PostSecondary Students
Jessica Warnock, Mental Health Disability Services, York University; Reesa Grushka, MHDS, York University
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.
6.17 Group Mentoring: An Innovative Format for Collaboration & Student Support
Allysa Martinez, Ryerson University; Tharsy Selvanantham, Ryerson University
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.
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.
6.18 Collaboration in Student Services and the Holistic Approach
Melissa Patrizi, University of Guelph-Humber; Hilton Lieu, University of Guelph-Humber; Nasreene Corpuz
Kasznia, University of Guelph-Humber; Ilham Alam, University of Guelph-Humber
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 PECHAKUCHA
6.19A Revolutionizing Mental Wellness
Susanne 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, 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
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.
6.19B Getting Them off Their Butts: Engaging Students in Own-Care
Freeman Woolnough, Queen’s University
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!
6.19C The 3 P's of successful events: planning, policy and procedure
Ruxandra Pop, University of Toronto
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.
6.19D Dark Side of Social Media: Social Media's Impact on Mental Health
Bailey Parnell, Ryerson University
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
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.
6.19E Relational Space: Pivoting Well Integrated Student Wellness Services
Ruth Walker, Trent University
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, 2017
9:00AM – 10:15AM
7.01 The Role of the NCHA Indigenous Student Health Data and Story-based Evidence in the Delivery
of Services and Programs on Campus
Francesca Simon, Mount Royal University; Dion Simon, Mount Royal University; Steve Kootenay-Jobin, Mount
Royal University
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.
7.02 Back to the Future: Using our Past to Innovate the Future of Orientation programs
Jeremy Brzozowski, Carleton University; Danielle McKeirnan, Carleton University
Program Abstract: 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.
7.03 Building a culture of assessment in Student Affairs
Jim Dunsdon, University of Victoria
Student Affairs divisions face significant hurdles in aligning their mandates to ensure they are effectively
supporting the academic mission of the university. One of these hurdles is developing internal staff capacity to
conduct successful assessments of student learning and operational effectiveness. This presentation will
identify common challenges that student affairs leaders and educators face with assessment work and explore
effective strategies for using the Council for the Advancement Standards (CAS) to support and inform a robust
culture of assessment.
7.04 Defining who we are: Academic Learning in the Student Affairs context
Christina Halliday, Ryerson University; Laura Mitchell,Concordia University ; Andrea Moon, Ryerson University;
Paula Greenwood, Centenial College; Atifa Karim, University of Toronto; Lianne Gagnon, Niagara College
Have you ever wondered about your colleague in Student Affairs, who works in another building and does
something with students about learning strategies? What does that person do, really? More importantly, how
does what they do 'fit' with the student development mandate that you know and love?
The CoP for Academic Learning intends to build an identity for academic learning and skill development
professionals within the Student Affairs/Student Services context, particularly as it manifests within the scholarpractitioner community of CACUSS. With reference to the history and current status of academic learning
services within Canadian PSE, higher education and student learning theory, and by way of storytelling, this
panel of Academic Learning CoP members will engage attendees in a reflection and discussion of the identity
of Academic Learning in the Student Affairs/Student Services milieu in Canada.
7.05 A Thousand Words are Worth a Picture: Snapshots of Publishing in Student Affairs
Carney Strange, CACUSS Lifetime Member; Tricia Seifert, Montana State University; Michelle Pidgeon, Simon
Fraser University; John Austin, Ryerson University
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.
7.06 Building Assessment Capacity in Student Affairs Using an Assessment Toolkit
Rick Ezekiel, University of Western Ontario
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
explored and shared, and participants will provide input on how these resources could be utilized and
mobilized in student affairs divisions in Canada.
7.07 Design-Thinking in Student Affairs: A New Way to Frame Our Practice
9:00AM – 12:00PM
Tesni Ellis, Ryerson University; Donica Willis, Ryerson University; John Hannah, Ryerson University; Luke
Gobert, Ryerson University; Bailey Parnell, Ryerson University; Van Wickiam, Ryerson University
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.
7.08 UCalgaryStrong: A Strengths-Based Approach to Building Resilience in Students
Gareth McVicar, University of Calgary; Jennifer Quin, University of Calgary
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.
7.09 Beyond the Power of Introversion: Episode IV - A New Hope for Work Teams
Cliff Robinson, Thompson Rivers University; Elizabeth Templeman, Thompson Rivers University
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 SoloChewbacca), and explore how to shift from tolerating to embracing difference.
7.10 More than a Place to Eat and Sleep: The Value of Living & Learning in Residence
Peggy Wakabayashi, Western University
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.
7.11 Our Stories: How They Impact our Relationships with Students and Colleagues
Yassin Sagnia, University of Guelph; Cara Wehkamp, University of Guelph; Maria Shallard, University
of Guelph; Natasha Young, University of Guelph
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.
7.12 Reaching those who don't reach out: Developing an Early Alert system
Roxanne Ross, University of Calgary; Julie Stewart,University of Calgary
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.
7.13 Global Perspectives: Student Affairs Around the World
Stephanie Muehlethaler, Trent University; Greg Hum, Campus Living Centres; Sonja Smiljanic U of TorontoInnis College; Shari Walsh, Humber College; Stephanie Haslam, Douglas College
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.
7.14. 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 étudiants
Sylvie Fournel, University of Ottawa Health Services; Jennifer Keays, University of Ottawa Health Services
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-DoStudy-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.
7.15 (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
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.
7.16 Advancing a Mentally Healthy Campus
Stephanie Francis, York University
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.
7.17 Sexual Violence Legislation from Coast to Coast
Hosted by the Student Conduct CoP
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
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.
10:45AM – 12:00PM
8.01 Alcohol on your Campus? Add some PEP-AH
Catherine Paradis, Canadian Centre on Substance Abuse; Scott Duguay, St. Thomas University
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 education
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).
8.03 Understanding Appreciative Advising
Heather Doyle, Dalhousie University
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 SSAOs
Tim Rahilly, Simon Fraser University; Jana Luker, University of Western Ontario ; Susan Gottheil, University of
Manitoba
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 Record
Katie Felton, Campus Labs; Lesley Calvin, Niagara College Canada
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.
8.06 Engaging Student Wisdom to Create Healthier Campuses
Robin Higgins, University of Central Asia; Matty Hillman, Selkirk College
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 Suicide
Melinda Scott, University of Toronto; Andrea Carter, University of Toronto Mississauga
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
8.08 The Anatomy of Flourishing & Languishing: Insights from a large and longitudinal study
Tayyab Rashid, University of Toronto Scarborough (UTSC); Jeffery Burrow, University of Toronto;
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.
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
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.
8.10 Engaging Men in the Prevention of Gender-Based Violence
Matt Schaaf, Carleton University; Carrolyn Johnston, Carleton University
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?
8.11 U of T Leadership: A Year in the Life
Sarah Memme, University of Toronto; Samantha Hartlen, University of Toronto
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.
8.12 Compulsory Ancillary Fee Protocols And Their Influence On The Organization and Performance
of Student Affairs and Services
Jacqueline Beaulieu; OISE/University of Toronto
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.
8.13 The Ripple Effect: How Peer Support Programs Are Making A Difference
Jennifer Lingbaoan, Kwantlen Student Association; Kiran Natt, Kwantlen Student Association
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 wellbeing!
8.14 From siloed training to the Collaborative Learning Summit: a case study in inter-departmental
collaboration
Daniel Poulin, University of Guelph; Shannon Thibodeau, University of Guelph; Yassin Sagnia, University of
Guelph; Jean Thompson, University of Guelph
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.
8.15 Policy and Practice Pillars: Religious, Secular, and Spiritual markers to a more inclusive campus
J. Cody Neilsen, NASPA; Janett C. Ramos
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
diversity.
8.16 Where Leadership and Career Competencies Meet: Helping students identify, track and make
meaning of their out-of-class experiences
Catherine Salole, York University; David Ip Yam, York University; Saba Rafiq, York University
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.
12:45PM – 1:30PM
9.01 Developing Alternatives: How Alternate Revenue Streams Support and Sustain Better Student
Programming
Ian Crookshank, Ryerson University; Troy Murray, Ryerson University
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
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.
9.02 Indigenous Cultural Collaborations across Campus
Steve Kootenay-Jobin, Mount Royal University; Noah Arney, Mount Royal University
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.
9.03 "Everyday Therapy": The Challenge of Individualized Group Therapy
Jewel Perlin, Concordia University
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.
9.04 Leveraging our location: Community Partnership and Students’ Civic Participation
Sarah Memme, University of Toronto; Nadia Rosemond, University of Toronto Scarborough; Danielle
Thibodeau, Law in Action within schools; Kristina Minnella, University of Toronto
Where Does Change Happen was a pilot project that ran for five sessions from January-March 2016. A tricampus 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.
9.05 A Canadian Student Affairs Research Agenda: Feedback and Next Steps
Jennifer Hamilton, CACUSS; Jack Dobbs, Mount Royal University
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
Agenda will help CACUSS partner with other organizations, decide on funding direction, prioritize advocacy
efforts, and support member-driven research efforts.
9.06 Koru Mindfulness®: Managing Stress and Increasing Self-Awareness, One Breath at a Time
Michelle Baulch, Carleton University
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®.
9.07 Managing Behavioural Risk: choosing the right case management model for your campus
Victoria Boman, Carletong University; Marcelle Mullings, Ryerson University; Michelle DeIrish, Centennial
College ; Staci Watts, University of Toronto Scarborough
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.
9.08 The Student Affairs Collective: Community Building Through Grassroots Professional
Development Initiatives
Kelly 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
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!
9.09 Hello from the Other Side: Lessons from Across the Border
Kimberly Elias, University of Toronto
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.
9.10 Exercise Prescription - Future Applications of Exercise in a Student Services Context
Ron Griffith, City University of Seattle (Calgary) / Mount Royal University; Sonya Flessati, Mount Royal
University
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.
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
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 Transition
Tricia Seifert, Montana State
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
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 Future
Dr. Brent Bradford, Concordia University of Edmonton; Dr. Barbara van Ingen
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 thoughtprovoking, yet extremely practical presentation.
9.14 Secondary Traumatic Stress and Student Leader Paraprofessionals
Casey Phillips, Nipissing University
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.
9.15 Self-Determination, Self-Disclosure, and Self-Advocacy in Post-Secondary Students with
Disabilities
Dr. Seanna Takacs, University of the Fraser Valley
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.
9.16 Advisors as cultural navigators: A student success strategy
Shea Ellingham, Mount Royal University
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 postsecondary 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.
BIG IDEAS: POWERED BY PECHAKUCHA
9.17A Heart, Hands and Headlines: How to Support When Schools Make the News
Woo Kim, Queens University
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 this
Nicky Renault, Queens University
“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 Classroom
Cristina Peter, University of Toronto
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!
9.17D At Home and Abroad: An Exploration of the Development of Global Citizenship Identity through
Service-Learning
Stephanie Muehlethaler, Trent University
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 Students
Anisha Ghelani, Carleton University
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.
1:45PM – 2:30PM
10.01 Grand Entry - A Traditional Welcome at Orientation
Dion Simon, Mount Royal University; Kaylene McTavish,New Student Orientation Coordinator
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.
10.02 Promoting Doctoral Student Engagement through a Community Engaged Learning Seminar
Jennifer Esmail, University of Toronto; Jeffrey Burrow, University of Toronto; Kristina Minnella, University of
Toronto
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 Review
Jennifer Browne, Memorial University
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.
10.04 Learning Communities on a Budget: Getting Creative with Limited Resources
Mandi Crespo, Carleton University; Hazel Kabibi, Carleton University
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.
10.05 A single ‘click’ Orientation Experience. Why less is more. The evolution of our Online
Orientation
Shari Walsh, Humber College; Michael Ferguson, Queens University
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.
10.06 Working with Academic Partners to Improve Student Wellness and Student Learning
Andrew Papadopoulos, University of Guelph; Melanie Bowman, University of Guelph
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.
10.07 The Elephant on Campus: the religious and spiritual dimension of student life
Kate Johnson, Queens University
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.
10.08 Classrooms as the Gateway to Community: Integrating the Principles of Tribes Learning
Communities into Supplemental Instruction Programming
Cristina Peter, University of Toronto
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 Paradigm
Shannon Thibodeau, University of Guelph; Adam Kuhn, University of Toronto
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.
10.10 Encouraging connections between tools and experiences to help students understand their CCR
Kristina Bartold, St. Jerome’s University; Paige Doherty, St. Jerome’s University
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
- Implementation of a consistent goal setting and reflection document
- CCR Student Coordinators
- CCR at graduation
10.11 Increasing Access to Empirically Supported Group-Based Programming in a University Setting
Megan 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
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.
10.12 UWaterloo Community of Advisors: Where we’ve been; Where we're going
Katie Schulz, University of Waterloo; Luke Balch, University of Waterloo
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
Rick Ezekial, University of Western Ontario; Courtney McDonald, Brescia University College; Carolina
Partyluk, Western University
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.
10.14 Giving Space Back to Students: Innovative Residence Hall Environments to Enhance Student
Learning
Sarah Wolgemuth, University of Alberta
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.
10.15 Keep Calm and Conduct On: Self-Care & Managing Trauma
Student Conduct Community of Practice
Keep Calm & Conduct On is a series of roundtable discussions hosted by the Community of Practice of
Student Conduct to create an opportunity for members to discuss current trends, best practice, share
resources and ask questions on a series of hot topics. Come out to join us for Keep Calm & Conduct On: Self
Care and Managing Trauma.