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POSTER SESSIONSMonday, June 17, 2019 | 10:30AM – 11:00AM | 12:00PM – 1:15PM | 3:15PM – 3:45PM(Note: Poster Sessions will remain unattended in the showcase until Tuesday, June 18, 2019 at 4:00PM)P.01. Student Wellness: An Investigation on a Small Post-Secondary Campus Barbara van Ingen, Concordia University of Edmonton, Vice President - Student Life and Learning; Brent Bradford, Concordia University of Edmonton, Assistant Professor, Faculty of Education; Student wellness is a growing concern; the prevalence of mental health issues is climbing. The age at which most young people are in higher education is the age of peak onset for mental illnesses and substance use disorders. More than 28% of people aged 20-29 experience a mental illness in a given year. The annual number of people living with a mental illness is highest among young adults ages 20-30, the ages that also have the highest rates of mood and anxiety disorders. This poster will disseminate findings from a study focused on student wellness on a small post-secondary campus.Session Type: Poster PresentationCompetency(ies): Emotional and Interpersonal Intelligence; Student learning and developmentP.02. Supporting pre-service teachers mental health and well-being Stephanie Zito, McGill University, Graduate Student; Bilun Naz B?ke, McGill University, Graduate Student; Isabel Sadowski, McGill University, Graduate Student; Dana Carsley, McGill University, Graduate Student; Julia Petrovic, McGill University, Undergraduate Student, Nancy Lee Heath; McGill University, Associate Dean of Research and Graduate Studies This study sought to gather pertinent information for the development of a skills-based well-being program aimed at equipping pre-service teachers (PST) with strategies to enhance their stress resilience as they transition into the teaching profession. A qualitative needs-assessment was conducted with key stakeholders (PSTs: n=29; in-service teachers: n=19; school administrators: n=11; directors of teacher preparation programs: n=7) to explore PST?€?s specific stress-management and well-being needs. Results revealed that all stakeholders indicated the need for a skills-based program targeting PST mental health and well-being. Findings from interviews exploring stakeholders?€? perceptions of the stress-management and well-being needs of PST are discussed.Session Type: Poster PresentationCompetency(ies): Emotional and Interpersonal Intelligence; Student learning and developmentP.03. Discursive Representations of Skills in Student Affairs and Services Practice in an Ontario University Shannon McKechnie, Western University, PhD StudentThis research, conducted at a research-intensive university in Ontario, explored the experiences of student affairs staff in enacting provincial policy related to skills development and career preparedness for undergraduate students by investigating how the ?€?skills gap?€? was represented in provincial policy and in student affairs practice. Results from this research illuminate how skills development discourses are underpinned by neoliberal economic rationalities that ultimately have effects on how skills development as a problem is represented, addressed in practice by student affairs staff, and experienced by students at the university level, with particular implications for student mental health and practices of equity.Session Type: Poster PresentationCompetency(ies): Post-secondary acumen, Student advising, support and advocacyP.04. A Holistic Approach to a CRM Implementation Nancy Russell, Lethbridge College, Manager, Student Engagement and Retention; Shanda Webber, Lethbridge College, Manager, Recruitment and Indigenous Services; Greg Goodwin, Lethbridge College, Recruiment Communication Specialist Have you ever purchased software only to find out you are using only a small piece of the overall functionality? Viewers of this this poster presentation will see an alignment with business strategy, an outcomes approach and timelines we used to guide the implementation of a CRM for the recruitment and retention functions and services at Lethbridge College.Session Type: Poster PresentationCompetency(ies): Communication; Strategic Planning, Research and AsessmentP.05 CACUSS Communities Review: Give your input!Jennifer Hamilton, Executive Director, CACUSS; Megan MacKenzie, Manager of Professional Development, CACUSS; Josh Hass, Director-at-large, CACUSSJoin members of the CACUSS Board and staff to give your input on CACUSS Communities of Practice. This session form part of the CACUSS Communities Review process and will inform recommendations for the future of the organization. We are looking for member input, comments, and suggestions. The session will involve an interactive station in the poster/exhibitor area where you can leave comments or ask questions about the Review.Session Type: Poster PresentationCONCURRENT SESSIONS 1Monday, June 17, 2019 | 11:00AM – 12:00PM1.01. Completing Psychoeducational Assessments in the Disability Services Office: Lessons Learned Laura Brawn, Paul Menton Centre for Students with Disabilities, Carleton University, Disabilities Coordinator; Boris Vukovic, Paul Menton Centre for Disabilities, Disabilities CoordinatorIn order to increase the prospects for student development and engagement, while at the same time addressing shortcomings of many psychoeducational assessments completed by community psychologists for students with Learning Disabilities (LDs), professionals from Carleton University’s Paul Menton Centre for Students with Disabilities have been completing in-house assessments under the supervision of a licensed, registered psychologist. We will share our experiences, good and bad, gained from this initiativeSession Type: Expert LectureCompetency(ies): Strategic planning, research and assessment; Student learning and development 1.02. Welcome Students Sooner, Improve Accessibility & Save Time with an Online Orientation Sam Swingle, Advantage Design Group, Co-Founder; Gregory Wolcott, Ed.D., San Jose State University, Interim Associate Vice President for Transition and Retention Services and Director of New Student and Family ProgramsOnline orientation is proving to be a powerful engagement tool when it follows a student-centered model. For students and staff, orientation becomes more about preparation and purpose than requirements and process. In this session, you?€?ll learn how one institution?€?s vision transformed its restricted, on-campus model to an integrated onboarding system of partners, technology, and experiences.Session Type: DemonstrationCompetency(ies): Student advising, support and advocacy, technology and digital engagement1.03. Senior Student Affairs Leaders Dialogue: Implementing Sexual Violence and Misconduct Policy at Queens and UBC - Where we’ve been, where we are and what we’re learning Janet Teasdale, UBC, Managing Director, Student Development & Services; Ann Tierney, Queens, Vice-Provost and Dean of Student Affairs UBC launched its Sexual Assault and Other Sexual Misconduct Policy in 2017 and Queen?€?s launched its Policy on Sexual Violence involving Queen?€?s University Students in 2016. While the unprecedented global focus on sexual violence is not isolated to university and colleges, through the implementation of these polices, UBC and Queen?€?s are transforming and evolving their approaches to preventing and responding to sexual violence and misconduct on our campuses. This session will explore a few of the lessons learned through the process of policy development and implementation and will invite dialogue among Senior Student Affairs leaders about these issues.Featured Stream: Senior Leaders (Note this session is by invitation only)Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Leadership, Management, Administration1.04. Stories of Indigenous women’s experiences transitioning from university to work: What lessons will you hear? Andrea Heron, Mount Royal University, undergraduate student; Michelle Pidgeon, Simon Fraser University, Jennifer Ksionzena, University of Calgary, Janet Miller, Mount Royal UniversityThis presentation aims to share the stories from 20 female Indigenous undergraduate alumnis journeys through university and into their careers. Using a wholistic analysis, factors that helped support their success and resilience are identified. We hope that in listening to these stories student affairs professionals will find meaningful takeaways to implement into their practice. These stories and lessons learned provide clear direction on how institutions and employers can support Indigenous women in their careers.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: Research PresentationsCompetency(ies): Indigenous Cultural Awareness; Strategic Planning, research and asessment1.05. Mentoring Students with Mental Health Issues Sean Connors, Mohawk College, Student Wellness Coordinator As part of a stepped-care model, a new form of peer mentorship program has emerged on post-secondary campuses as an approach to better support students with identified mental health issues. This presentation will address the question: are there intrinsic psychological benefits provided to mentees who are engaged in mental health based peer mentor programs? Research, although limited, has found that student mentees benefit from peer-provided support through increased self-efficacy, development of coping and interpersonal skills, and an improved ability to reframe negative experiences. These findings can be applied in order to elevate and transform on-campus mental health services.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Student advising, support and advocacy1.06. A national multi-campus physical activity program for student mental health: Physical activity referral, guidance, and support Melissa deJonge, University of Toronto, MSc Student; Catherine Sabiston, University of TorontoUniversity counselling services are often overburdened and gaining access to mental health support can be difficult. An overlooked alternative or adjunct treatment option for mental health is physical activity (PA). To explore PA referral for student mental health, PA programs geared towards mental health have been implemented in collaboration with counselling services across Canadian universities. The main aim of these programs is to provide evidence-based support for the effectiveness of referring help-seeking students to mental health PA programs. The successes, considerations, and findings from the programs that underscore the value of PA referral for student mental health will be discussed.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy1.07. Recognize, respond and refer students on campus experiencing mental health challenges Pearlyn Ng, Centre for Innovation in Campus Mental Health, Research and Knowledge Exchange Coordinator; Pauline Spiess, Centre for Innovation in Campus Mental Health, Bilingual Knowledge Exchange Coordinator More Feet on the Ground is training tool on how to recognize, respond and refer students experiencing mental health issues on campus. The material covers information on mental health intended for non-clinical staff, as well as guidelines on how to respond to students who may be experiencing mental health challenges. The website also serves as a database of on and off-campus resources across Ontario. In this session, we will deliver the training to participants on how to have a direct conversation with the student to gather more information, express your concern, offer support, and guide them toward resource referral information.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Emotional and Interpersonal Intelligence; Student advising, support and advocacy1.08. Wellness Consultations: Accessible, Responsive Mental Health Support for Graduate Students Mira Dineen, York University, Manager, Graduate Student Wellness Services; Wesley Moir, York University, Academic Affairs Officer Graduate students face a unique set of challenges that impact their mental health and require innovative, responsive mental health services. The Wellness Consultation Service offers fast-access mental health support to graduate students, provided by a clinician in the Faculty of Graduate Studies. The service model evaluates a student?€?s goals, capacity, and presenting concern(s) and offers flexible, responsive supports including counselling, psychotherapy, and wellness coaching. Participants will understand the principles and theory informing the service design and the practical components of service delivery. Through interactive discussion, participants will engage with key recommendations for adapting this model for their institution.Feature Session: Evolving Perspectives on Mental HealthSession Type: StorytellingCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy1.09. Building success: Onboarding and ongoing training and development for advising staff in a constantly evolving student world Darran Fernandez, UBC, Associate Registrar & Director, Student Support & Advising; Colleen Mooney, UBC, Enrolment Services Advisor; Selene Buendia, UBC, Enrolment Services Advisor; Balancing individual, team and stakeholder needs while also keeping staff abreast of the changes happening across the field of student advising can be difficult when there is limited time. In this campfire session, we will discuss how UBC’s Student Support and Advising office has taken on this challenge through their intensive onboarding and continuous training and development programs, and then lead a discussion with attendees on how to support their advising staff in their continual personal and professional growth and development, while still meeting university and unit level goals, and supporting student success.Session Type: Campfire SessionCompetency(ies): Student advising, support and advocacy1.10.No experience, no resources, no problem: using a project team approach to bring an online orientation to life Robert Giardino, The University of British Columbia, Okanagan Campus, Student Experience Coordinator; Jessica Mueller, The University of British Columbia, Okanagan Campus, Manager, Strategic Initiatives; Kristy Condon, The University of British Columbia, Okanagan Campus, Marketing and Communications Strategist In 2017, a review of our orientation and transition experience for new students exposed a big problem: despite our best efforts, students still weren’t feeling prepared for class. To address this, a project team was struck and tasked with developing an online orientation in six months’ something no one on the team had done before without adding any additional resources. Learn from our mistakes: follow this starry-eyed group on a journey of collaboration, aggravation, enlightenment, despair, and finally triumph as we established goals, identified a platform, drafted content, and defined, redefined, and re-redefined student learning outcomes and launched UBC 101.Session Type: StorytellingCompetency(ies): Communication; Technology and digital engagement1.11. Keep Calm & Conduct On: Cyber Misconduct Student Conduct Community of Practice, Community of Practice - Student Conduct, MemberKeep 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: Cyber MisconductSession Type: Roundtable DiscussionCompetency(ies): Equity, Diversity and Inclusion1.12. New Year, New Profession, New You: Learning and Developing the New Professional Experience Jay Rojas, University of Guelph, Coordinator, Student Leadership; Leonard Park, Seneca College, Student Life Digital Community Coordinator; Sarena Favaro, Lakehead University, Student Success Advisor; Mallory Manley, University of the Fraser Valley, Student Transition & Engagement Coordinator; Ifeoma Ngwudike, Bow Valley College, Student Affairs Officer, ingwudike@bowvalleycollege.ca; Sabrina Aguilera West, Douglas College, Student Recruitment and Support Specialist Remember your first day in your professional role? Arriving to meet your new department with feelings of excitement and fear and unsure of what to expect. We?€?ve all been there, so how can we make this situation easier for our future colleagues? This session will be a round table discussion about how we can better improve the experience and transition of new professionals.Session Type: Roundtable DiscussionCompetency(ies): Emotional and Interpersonal Intelligence; Student learning and development1.13. Welcome to Resiliency Café: exploring play and arts-based learning in student affairs Kayla Chambers, Humber College, Residence Life Coordinator Here where the rivers meet, you are invited to wade into imaginative streams of thought, navigating ripples of mindfulness, flow, and embodied presence. Welcome to Resiliency Café! In this session, as student affairs educators we will enter an exploratory realm of arts-based learning and connectivity. With curiosity, we will engage in a series of expressive exercises in order to co-create a space of intuitive process and activate innovative approaches to fostering student wellness and leadership development. Resiliency Café furthers current research in positive psychology and experiential learning by incorporating expressive arts therapy approaches to facilitating opportunities for reflection and relationship-building.Session Type: Arts Based SessionCompetency(ies): Emotional and Interpersonal Intelligence; Student learning and development1.14. Teaching Social Justice: Using Experiential Learning to Challenge Racial Barriers and Increase Access to Graduate School Cassie Wever, University of Guelph, Coordinator of Citizenship & Community Based Learning; Cameron Litchmore, University of Guelph, Coordinator, Cultural Diversity Programs; Jade Ferguson, University of Guelph, Associate Professor; Amilah Baksh, University of Guelph, Cultural Diversity Advisor Experiential Learning (EL) opportunities are important educational initiatives in institutions, providing real world experience and application while preparing students for workplace and community involvement. However, EL can also be an equity-seeking measure, creating opportunities for those who have been underrepresented and marginalized in education. The Summer Undergraduate Research Experience at the University of Guelph utilizes EL to increase graduate school access for Students of Colour through affirming identity, rather than ignoring it. This session will share insights from program conceptualization, design, and implementation. Participants will leave considering how to implement an equity lens for EL in their own work.Session Type: StorytellingCompetency(ies): Equity, Diversity and Inclusion; Student learning and development1.15. Risk Management in Community Engaged Learning Gillian Kemp, MacEwan University, Career Development and Experiential Learning, Experiential Learning Facilitor This round table session will focus on Risk Mitigation of Community Engaged Learning. As well as bringing their questions or concerns, participants are encouraged to bring samples of documentation, policies and processes from their institution to share with their peers.After a quick vote as to which risk topics to explore (institutional reputation, community partner satisfaction, student satisfaction, health and safety etc...) table topics will be selected and participants can bring their questions, experience and tools to the discussion of their choice.Bring your questions, your resources (electronic sharing encouraged) and business cards!Session Type: Roundtable DiscussionCompetency(ies): Leadership, Management, Administration; Post-secondary acumen1.16. Decolonizing Assessment Lesley D'Souza, University of Ontario Institute of Technology, Manager, Communication & Assessment; Dr. Taima Moeke-Pickering, Laurentian University, Director and Associate Professor, School of Indigenous Relations To support reconciliation we have to let go of our fear of doing things wrong when it gets in the way of building relationships and making positive change. We constantly talk about using data to be student-centred, but have we considered how our current assessment practices are implicitly colonized? Join this roundtable session to discuss what decolonizing existing assessment practices in student affairs could mean. By continuing this dialogue, we hope to explore how assessment might sometimes disconnect us and how we can explore the impact of our work through other ways of knowing that humanize our systems of education.Session Type: Roundtable DiscussionCompetency(ies): Indigenous Cultural Awareness; Strategic Planning, research and asessment1.17. The CACUSS not-so Newlywed Game: Four Institutions, Two couples, One Profession and one great host Amy Gaukel, York University, Assistant Dean Students; Mark Solomon, Seneca College, Associate Dean Student Services & Indigenous Education; Adam Kuhn, University of Toronto, Director, Student & Campus Community Development; David Newman, University of Toronto, Senior Director of Student Experience; Neil Buddel, Centennial College, Dean of Students, ; , , ; Student affairs is a lifestyle that seems to eclipse your world - imagine being married to it - literally! This fun-filled session will see two married couples and one great host who all hold senior student affairs roles at four different institutions ask and answer questions, game-show style. Question topics that the couples will answer will vary from labour unrest, work/life balance, current trends in higher ed, to who should make the bed.Session Type: Alternative Session TypeCompetency(ies): Leadership, Management, Administration; Post-secondary acumenCONCURRENT SESSIONS 2Monday, June 17, 2019 | 1:15PM – 3:15PM2.01. Leading In Learning: Identifying Competencies of Leadership Educators in Canadian SAS Jay Rojas, Royal Roads University, Master of Arts Student Organizations commonly use competencies as a framework for development and assessment of individuals in their roles. In 2016, CACUSS created a Competency Model and expressed their aspiration for other Communities of Practice to identify complementary competencies within their community. This session explains the research that was conducted to co-discover the competencies of leadership educators. The identification and development of complementary competencies seeks to enrich the experiences and professional development of leadership education practitioners. Understanding how the leadership education profession can be developed will shed light on the knowledge, skills, attitudes, and characteristics required to be a successful leadership educator.Session Type: Research PresentationsCompetency(ies): Emotional and Interpersonal Intelligence; Strategic Planning, research and asessment2.02. Advising the Undecided A Model for the Major Exploration Process Jolene Maude, University of Calgary, Academic Advisor, Exploratory StudentsIt is widely known that many university students change their major at least once prior to graduating (McKenzie, Tan, Fletcher, & Jackson-Williams, 2017). What services do universities provide to help students make this decision? Using student development theory as a foundation, the Academic Advisors, Exploratory Students at the University of Calgary developed an exploration model with activities that empowers students to make informed decisions and confidently choose a major. By presenting the evidence-based exploration model, reviewing activities, and facilitating discussion around major exploration at other institutions, this session will ignite advisors’ confidence in and passion for working with undecided students.Session Type: Expert LectureCompetency(ies): Student advising, support and advocacy; Student learning and development2.03. Designing and Assessing a Learner-Centred Student Conduct Program Jordon McLinden, Carleton University, Manager, Student Conduct & Harm Reduction; Sara Wills, Carleton University, Coordinator; Assessment, Hiring & Training Struggling to demonstrate students learn through the conduct process, even though we “know” it is happening anecdotally? We were too, until we applied a learner-centred approach to create educational experiences and effectively measure them. By using this approach, we can now develop specific goals and outcomes and prove that students are achieving them while thinking about ways they can be better members of the community. Join us for a two-part workshop to learn about simple steps you can take to measure your program and to develop a toolkit with tangible concepts that you can apply to your own conduct practices.Session Type: WorkshopCompetency(ies): Strategic Planning, research and asessment; Student learning and development2.04. Acting Out Gender: Embodied criticality and performance-based-pedagogies Danielle Carr, Western University, Sexual Violence Educator/PhD CandidateIncreasing access to the exploration of gender directly addresses gender-based and sexual violence, sexism, homophobia and transphobia, and assists youth who are struggling to locate themselves within their communities and schools. Moreover, students today are increasingly seeking ways to be their authentic selves and active creators of their own gender identity while also exploring ways to engage in creative self-expression.Through interactive theatre games and activities, ?€?Acting Out Gender?€? will guide participants through the use of performance-based-pedagogies as a means to enact a self-exploration of the construction, embodiment, reproduction, performance and subversion of gender.Session Type: Arts Based SessionCompetency(ies): Equity, Diversity and Inclusion; Student learning and development2.05. Creating New Futures through Change Leadership Verity Turpin, Dalhousie University, Assistant Vice Provost, Student Affairs; Joanne Mills, Dalhousie University, Psychologist Student Affairs leaders are accountable for creating solutions and delivering measurable results amidst unprecedented levels of complexity. Leaders need to work within a landscape of mounting institutional and environmental obstacles to create new possibilities and a future that would otherwise not exist. Leaders must be well-prepared for the journey ?€“ both personally and professionally ?€“ in order to be successful in leading transformational change.Using a case study approach, this session will focus on demonstrating how evidence-informed tactics, theories and best practices informed our leadership approach and change management plan to improve access to student mental health support and services.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Leadership, Management, Administration2.06. Choose Your Own Accessible Adventure: Results from MRU's research on students with disabilities and possibilities for the future Janalee Morris, MA, Mount Royal University, Coordinator, Academic Strategist Program; Tracie Czerkawski, BA (Hons), Mount Royal University, Administrative Assistant to the Director; Janet Arnold, MSc, RSW, CT, Mount Royal University, Access Advisor Accessibility Services at Mount Royal University undertook a research study to measure outcomes of students with disabilities including GPA, student satisfaction, retention, and graduation rates, and student?€?s definitions of success compared to the general student population. Key research questions: What impact does Accessibility Services have on student outcomes? What impact does disability have on student outcomes? Results indicated that while Accessibility Services does have a positive influence, it does not result in equal outcomes. Students with disabilities have different definitions of success, experience stigma and discrimination, face additional barriers to maintaining health/balance, and challenges related to belonging and peer interactions.Session Type: Alternative Session TypeCompetency(ies): Equity, Diversity and Inclusion; Strategic Planning, research and asessment2.07. Incorporating Walk-in Single Sessions at a University Counselling Centre: Responding to Students’ needs in ethical and efficient ways Jared French, Western University, Clinical Psychologist and Single Session CoordinatorAlong with other U15 counselling centres across Canada, our centre has been developing ways to respond to the increase in students seeking help for mental health issues that have serious repercussions on their personal and academic lives. Since August 2015, we have been implementing a Walk-in Single Session Therapy Program as part of our diverse range of services. Through this powerpoint presentation and breakout activities, participants will learn about the range of factors that have contributed to the program?€?s success: 1) Changing our triage model, 2) Providing training to staff, and 3) Emphasizing students?€? existing strengths, abilities, and values.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Emotional and Interpersonal Intelligence; Student advising, support and advocacy2.08. Best Practices in Mental Health Program Evaluation: Enhancing Your Competency Claire T. McGuinness, University of Calgary, Graduate Student; Christina L. Sander, University of Calgary, Graduate Student; Shannon M. St. Pierre, University of Calgary, Graduate Student; Sharon L. Cairns, Unviersity of Calgary, Associate Professor; Tiffany A. Beks, University of Calgary, Graduate Student, David W. Nordstokke; University of Calgary, Associate ProfessorProgram evaluation provides foundation for understanding program outcomes and basis for enhancement. The objective of this presentation is to provide foundational knowledge and tools attendees can use for their own program evaluations. Panel members will present brief examples and results from evaluated programs within a university mental health service. This includes participant satisfaction, primary presenting concerns, and reported mental health symptoms pre- and post-program. A workshop will follow to discuss the basics of evaluation using a logic model; attendees will create their own logic models with materials provided for programs they wish to evaluate, and receive feedback from panel members.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: PanelCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy2.09. Community Kitchen: More than Cooking Lydia Li, the Health and Wellness Centre, University of Toronto, Student Life Officer, Wellness Initiatives You will prepare a meal with a Chef, discuss social issues, and enjoy the meal and storytelling about Community Kitchen(CK) at University of Toronto and beyond. The CK program brings together students, Chefs and guest speakers to discuss issues such as food sovereignty, health and wellness while preparing a meal together on campus and in community organizations. Students gain hands-on cooking skills while making food and connections and leave with food for thought and social action. CK is a collaborative program between Hart House, the Health and Wellness Centre, and the Centre for Community Partnerships at University of Toronto.Session Type: Alternative Session TypeCompetency(ies): Equity, Diversity and Inclusion; Student learning and development2.10. Innovative Perspectives on University Student Mental Health: Student and Patient-Oriented Research Project Updates (CIHR-SPOR Collaboration Grants) Lina Di Genova, McGill University, Director, Strategy and Evaluation; Peter Cornish, Memorial University of Newfoundland, Associate Professor and Director; Duffy Anne, Queen's University, Professor, Department of Psychiatry; Emily Nalder, University of Toronto, Assistant Professor; Bonnie Kirsh, University of Toronto, Professor, Jennifer Thannhauser; University of Calgary, Acting Associate Director, Counselling, Stephanie Zito; McGill University, Graduate Student, Faculty of Education, stephaniemzito@; Vera Romano, McGill UniversityJoin five Canadian Institutes for Health Research- Strategy for Patient Oriented Research (CIHR-SPOR) research teams on how to build capacity and promote student mental health. Participants will gain insight into how to include students and partners as active participants in the research process in a range of relevant and innovative studies on new approaches to campus mental health. The projects include enhancing service delivery with through stepped care, the use of student-informed data and evaluation of strategies to develop resilience and support academic outcomes. Participants will engage in discussion about how to translate findings into their work.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Strategic Planning, research and asessment; Student learning and development2.11. Ru Aur Kalaam Ke Kahaani (The Story of the Pen and the Spirit): The Politics of Spirituality and Knowledge Production in Student Affairs Anushay Irfan Khan, University of Toronto Scarborough, Intercultural Education Program CoordinatorStudent Affairs through its centering of dominant discourses is unrepresentative of the diverse bodies, histories and values of people locally and globally (Shahjahan, 2005) but further negates the histories, spirituality and ways of knowing of non-Euro American knowledges that do not fit within the bounds of what is deemed worthy of recognition (Shahjahan, 2005). This negation stems from the colonial fabric of the academy (Shahjahan, 2005) which displaces non Euro-American ways of knowing (Shiva, 1995) and marginalizes identities. How does SA contribute to the negation of certain knowledges over others? How does a system that aims to support, stifle the spirit of 'the other'? Whose perspectives are validated and celebrated and how do global impositions such as colonization, imperialism, capitalism and globalization impact whose body matters and whose knowledge is disposable? In answering these questions, this session will examine the systemic and colonial roots of Student Affairs and the deep rooted politics of knowledge production and its impact on spirituality and identity.Shahjahan, R. (2005). Mapping the field of anti-colonial discourse to understand issues of Indigenous knowledge: Decolonising praxis. McGill Journal of Education, Spring, 40(2), 213-240Shiva, V. (1995) Monocultures of the mind (London, Zed Books).Battiste, M. & Henderson, J. (2000) Protecting indigenous knowledge and heritage: a global challenge (Saskatoon, Purich Publishing).Session Type: Expert LectureCompetency(ies): Equity, Diversity and Inclusion; Student learning and development2.12. How do we know if our healthcare team is culturally competent and Indigenous students are culturally safe when they access our services ? Francesca Simon, Mount Royal University, Wellness Services Administrator; Chelsea Crowshoe, Alberta Health Services, Director, Indigenous Health Program Indigenous health is influenced by a legacy of colonization and racism that has filtered through many of our systems. Responding to the Calls to Action related to cultural competency training (#23 and #24) of the Truth and Reconciliation Commission are an important commitment for everyone and in particular for post-secondary learning institutions who must lead by example. Chelsea Crowshoe, Director, Indigenous Health Program with Alberta Health Services will guide us in a thoughtful and meaningful dialogue that asks?€?how do we know if our health care team is culturally competent and your Indigenous students are culturally safe?Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: Campfire SessionCompetency(ies): Indigenous Cultural Awareness; Strategic Planning, research and asessment2.13. Iniikokaan Centre’s Cultural Resource Elders Program, A Journey in Indigenous (Niitsitapiisini) Pedagogy, Culture, Language and Ceremony Noella Wells, Bow Valley College, Learner Success Services, Iniikokaan Centre, Iniikokaan Centre Director; Gerald Ratt, Bow Valley College, Learner Success Services, Iniikokaan Centre, Indigenous Learner Liaison Iniikokaan Centre?€?s Cultural Resource Elder?€?s program contributes to Indigenous student support and success at Bow Valley College. The Elders are Knowledge Keepers, Ceremonialists, and Cultural Experts who share their teachings, and ways of knowing to students and staff. Since, 2008, the number of Elders have increased to meet the diversity and uniqueness of Indigenous students, in terms of language, culture, and identity. Some Elders are Indian Residential School Survivors, and they share teachings about Culture, Language and Ceremony, which support Indigenous students. There will be an opportunity for participants to engage in a Smudge Ceremony led by these Elders.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: Campfire SessionCompetency(ies): Indigenous Cultural Awareness2.14. Campus controversies and convulsions: approaches to free speech and inclusivity Nona Robinson, Trent University, Associate Vice President Students; David McMurray, Laurier University, Vice President, Student Affairs Freedom of speech issues are gripping our campuses. This session, facilitated by two senior student affairs officers, will focus on strategies for balancing controversial events with inclusivity. We will discuss the range and types of controversial topics, including political, rights-based, or internal to the institution, and deliberately provocative activities. We will discuss creating a campus climate that includes community education, managing disruption, policy development, and engagement with students around risk management. We will cover incident pre-planning, negotiation, communications, post-incident management, and supporting affected individuals. Case studies will engage participants in implementation planning for their campuses.Session Type: WorkshopCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacy2.15. Creating Your Own Circle of Mentors Erin Clifford, University of Toronto, Lead Coordinator, Mentorship and Peer ProgramsThe message “you need a mentor” comes at us (and our students) from all sides. Seeing mentors as an avenue toward upward mobility, being successful at our jobs, and being happier, we join mentorship programs and keep trying to optimize the results. However, research demonstrates that informal relationships over time are actually what produce the promised outcomes. Still, we can't ignore that traditional networking breeds sameness and is not accessible to everyone. This workshop will explore your own developmental network and begin evolving those relationships beyond informational interviews. The workshop material is easily adaptable to a student audience.Session Type: WorkshopCompetency(ies): Communication; Emotional and Interpersonal Intelligence2.16. Senior Student Affairs Officers Round TableFeatured Stream: Senior Leaders (Note this session is by invitation only)CONCURRENT SESSIONS 3Monday, June 17, 2019 | 3:45PM – 4:45PM3.01. Navigating the Evolving Landscape of Student Mental Health ?€“ Lessons from the Development of a Holistic Student Wellness Hub Lina Di Genova, McGill University, Director, Strategy and Evaluation; Martine Gauthier, McGill University, Vera Romano; McGill University Similar to other postsecondary institutions across Canada, McGill University is facing a student mental health challenge. Our response takes existing solutions even further to develop a unique evidence-informed interprofessional-care hub and spoke model that includes a virtual hub and underscores the holistic nature of health and wellness. The model is designed to mobilize and, most importantly, enable the campus community to be responsive to student needs while empowering students to take charge of their own mental fitness. Join the Hub leadership team as we discuss what we learned, our development process, and how we propose to address the service crisis.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: StorytellingCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment3.02. A Thrice Told Tale: Managing Freedom of Expression on Campus Kristiina Montero, Wilfrid Laurier University, Associate Dean; David McMurray, Wilfrid Laurier University, Robert Gordon; Wilfrid Laurier University Recent events on university campuses, including at Wilfrid Laurier University, have required post-secondary institutions to refine their commitment to free speech on campus. Laurier’s freedom of expression story will be told by three members of the Task Force that drafted the statement while simultaneously managing a free speech crisis. The story will be told from three vantage points: policy; university-wide implementation and; classroom and quad implementation. The collective story highlights how free expression can mutually reinforce diversity by espousing a commitment to the robust protection of free expression for all members, including those marginalized, silenced, or excluded from full participation.Featured Stream: Senior Leaders Session Type: StorytellingCompetency(ies): Leadership, Management, Administration3.03. Storytelling (??cimowinisa): Indigenous Student Experiences in Post-Secondary Amanda Ens, University of Calgary, Manager, Native Centre Here in Moh-kins-tsis at UCalgary, ii' taa'poh'to'p (the Indigenous Strategy) is over a year into it's journey. We are bringing our stories, experiences, challenges and successes to share with the CAUCUSS community, from an Indigenous student services perspective. Students are calling for action; faculty and staff are being asked to embrace and engage with Indigenous Ways of Knowing, Being, Doing and Connecting. As Indigenous student service staff, we are always learning from our students, Traditional Knowledge Keepers and community, and to you we offer our wisest practices and our hopes for the future of what Indigenous student services could be.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: StorytellingCompetency(ies): Indigenous Cultural Awareness; Student advising, support and advocacy3.04. Making the leap or crash and burn? Transitioning to post-secondary education for individuals with autism. Katelyn Lowe, Sinneave Family Foundation, Registered Psychologist Not every student experiences success when transitioning from high school to post-secondary. For individuals with autism, the post-secondary experience is often marked by feelings of overload, unmanageable stress and constant struggle to meet academic and social expectations. This panel, consisting of a self-advocate with autism, a parent, an accessibility advisor and an autism specialist, will offer insights into the experiences of students as they enter into this new learning environment. Discussion will include strategies that can be employed to improve transition at three stages: before high school ends, during post-secondary and at graduation into the job market.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: PanelCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy3.05. YMind: How A Campus-Community Partnership is Addressing Student Mental Wellness Needs on Campus Chelsea Corsi, Thompson Rivers University, Wellness Coordinator; Susan Butland, Thompson Rivers University, Sharon Munk; Thompson Rivers University, Jenna Nickle, Kamloops YMCA/YWCA; Program Manager Mental Wellness Programs, Angela Kadar, Thompson Rivers University; Student Wellness Ambassador Team (SWAT) Canadian students self-report experiencing high levels of stress, anxiety and depression (NCHA-II Canadian Reference Group Data Report, 2016).To address the current mental health needs of university students, a British Columbia university partnered with the YMCA-YWCA to pilot a program called YMind. This group-based program was designed for youth to teach them effective strategies to improve and change their relationship with anxiety and stress. During this presentation we will discuss how a community-developed mental wellness program was implemented on a university campus. This will include our collaborative processes, preliminary research findings and first-hand perspectives from student participants.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Student advising, support and advocacy; Student learning and development3.06. Recovery and harm reduction Mary Bartram, McGill University, Dr.; Victoria Ford, McGill University, Alyssa Wooster; McGill UniversityMental health and substance use problems are a growing concern in post-secondary settings, with increasing numbers of students reaching out for help. Stresses range from heavy courseloads to risks from "partying". This workshop will first present findings from a qualitative study regarding the relationship between relationship between mental health, addiction, recovery and harm reduction. Next, participants will be engaged in a discussion of implications for student services. For student service leaders, what are the challenges and opportunities in integrating harm reduction into recovery-oriented mental health and addictions services, and also to broader student services and supports, in a post-secondary setting?Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacy3.07. Emotion Management and Communication in the Workplace Krystine Wickins, Durham College and UOIT Residence, Residence Life Coordinator Emotions - what are they and how can they be managed? This session aims to explore emotions in a healthy and positive way, even when the emotions may feel negative (sadness, anger, frustration). We will explore "emotional intelligence theory" using Daniel Goleman?€?s book by the same name, recognizing and managing emotions in ourselves and others, and the art of communicating when you feel like screaming. We will also go through some case studies to put our learned knowledge to the test. When emotions are understood and valued, it makes leading, serving, and engaging that much easier!Session Type: WorkshopCompetency(ies): Emotional and Interpersonal Intelligence; Leadership, Management, Administration3.08. Student Support: The Never Ending Improv Show Jessica Ruprecht, University of Alberta, Coordinator, Residence Education & Transition Do you fall asleep thinking, “how can I bring new perspective and vulnerability into my work supporting students?” This interactive presentation using low-risk improv exercises will broaden your mindset and habits in student support with lessons and inspiration from the fine dramatic art of improv(ization). Brought to you by funny people who also have knowledge, participants will learn new techniques and tools to manage situations through a new lens. We will explore the ways that improv concepts like storytelling, accepting offers, failure, and reincorporation can be used to better (and more creatively) build resilience and support students on campus.Session Type: Arts Based SessionCompetency(ies): Communication; Student advising, support and advocacy3.09. Inclusive Orientation: Blending In-Person and Online Components to Meet the Diverse Needs of Post-Secondary Students Chelsea Winn, Conestoga College, Leadership & Development Programmer; Ian Kearney, Conestoga CollegeThis campfire session will focus on the successes and challenges of creating an inclusive orientation model at Conestoga College in Ontario that incorporates both in-person and online delivery. Representatives from Conestoga?€?s Student Engagement Department will share their experiences in developing in-person orientation programming for specific marginalized populations (LGBTQ2+, Indigenous, and mature students) and international students, and creating an online orientation module to supplement the in-person programming. Facilitated dialogue will encourage participants to generate ideas for greater inclusivity in orientation and transitions programming. This session will be of interest to any higher education professional involved in planning and/or facilitating of orientation.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Technology and digital engagement3.1. A Real-Life Adventure in Assessment: The Benefits of Evidence-Based Decision Making Kristin Fulton, Mount Royal University, Peer Learning Supervisor; Courtenay Smart, Mount Royal UniversityIt all started with a simple question: “How do we actually help students succeed?” Our adventure in assessment took us from a small, one-on-one tutoring program to a unique, group-based peer learning opportunity that helps 400 students per term reach their academic goals. Join us for an information-packed session where we’ll use stories to explore the ups, downs, and quirks of assessment. With the knowledge you?€?ll gain on outcomes, interpreting data and sharing your results with important stakeholders (like faculty and senior administration), you’ll have the confidence you need to continue your own evidence-based decision making journey.Session Type: StorytellingCompetency(ies): Strategic Planning, research and asessment3.11. The Career Lounge - A Peer Education Model for Well-Being Nicole Joron, York University, Career Educator & Peer Coordinator NCHA 2016 results showed that 33.7% of post-secondary students found career related issues “traumatic or very difficult to handle.” To help foster mental well-being on campus, a new Career Peer Educator program was launched in September 2018 at York University. This presentation will outline the development of the new peer program (research, process, evaluation, results) with an emphasis on the Career Lounge. The Career Lounge is both a service delivery model and a physical space that facilitates co-exploration of career questions among students, recent graduates, and peer educators on a drop-in basis.Session Type: StorytellingCompetency(ies): Student advising, support and advocacy3.12. Service Change: Fostering a Service Culture in the Post-Secondary Environment Sara Wolfe, Thompson Rivers University, Assistant Dean of Students; Amanda Ellison, Thompson Rivers University Be it a restaurant visit, taxi ride or visit to the university cashier, service is a part of our everyday experience, can make or break one?€?s day, and is part of the student experience. This storytelling session will tell how the Faculty of Student Development at Thompson Rivers University set to change service culture. From recommendations in an external review to the creation of a three-phased process to shift and define service, participants will share service stories, explore a process for creating change, and discuss potential challenges and issues with implementing service standards in the post-secondary environment.Session Type: StorytellingCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacy3.13. Reconciliation and the Relationship Connection Carol Ducharme, UOIT, Indigenous Programming Specialist Reconciliation with Indigenous Canadians are words often circulated, but do you ever ask yourself what is has to do with you? To build relationships with Indigenous people in a good way, we must begin with a self-examination of our current ways of thinking about Indigenous people and intentionally develop new ways if we are to unlearn the past. Dr. Susan Dion describes a protective position called a ?€?perfect stranger?€?. This session is intended to encourage non-Indigenous participants to explore their relationship with Indigenous people, discuss with other professionals what informs their knowing and examine what further learning is needed.Session Type: WorkshopCompetency(ies): Indigenous Cultural Awareness3.14. Storytelling in Student Affairs: A Makerspace Experience Patty Hambler, University of British Columbia, Director, Health Promotion & Education; Sarena Johnson, Ryerson University, Tim Fricker; Mohawk College, Kathy Offet-Gartner, Mount Royal University; Counsellor, Wellness Services SA-Exchange is one of many platforms in the digital realm, and in our work in Student Affairs, where storytelling allows for dialogue, sharing of ideas, exploration of issues, and documenting our successes (and failures). All of these processes allow for us to learn from each other and to reflect on our growth as professionals. Join members of the SA-Exchange Editorial Board for an opportunity to flex your storytelling muscles. In this ?€?makerspace?€?, you will have the opportunity to learn and practice various forms of storytelling including: therapeutic writing, data visualization, writing for social media, and creative writing.Session Type: Arts Based SessionCompetency(ies): Communication; Technology and digital engagement3.15. The Room Where it Happens: Hiring Equity and Who is Included in the Sequel Melyssa Kerr, Queen's University, Residence Life Coordinator; Tuba Chishti, Humber College, Nathan Utioh; Queen's University In 2018, members of OACUHO released a report on the state of Ethnic Diversity in OACUHO. For thisyear, the committee wanted to focus on equity in hiring as priority. In this program, we will talk aboutsome things we changed at 2 different Ontario institutions (Queen?€?s University & Humber College) afterlooking at our biases critically and considering research and lived experiences thoroughly. Based on thiswork, we are also proposing some changes for managers recruiting for professional staff.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion3.16. Experiences in a Culturally Responsive Student Affairs: An Indigenization Journey Ifeoma Ngwudike, Bow Valley College, Student Affairs Officer; Arlayna Alcock, Bow Valley CollegeWe have heard discussions about indigenization and decolonization in our educational institutions with a lot of work being done on implementing the calls to action from the Truth and Reconciliation Commission. What exactly is indigenization and how do I apply it in my work with students? In this presentation we will share some of the small and practical ways we are incorporating the holistic ways of being from indigenous philosophy to our student development/leadership and transition programming.Session Type: Expert LectureCompetency(ies): Emotional and Interpersonal Intelligence; Indigenous Cultural Awareness3.17. Strategic Listening via Stakeholder Engagement Ayana Webb, University of Toronto, Health Education Coordinator; Chad Jankowski, University of Toronto, Melissa Fernandes; University of Toronto With mounting student expectations and without additional resources to meet them, work guided by strategy is important. As engagement gains momentum as a tool for understanding the needs of stakeholders, sound listening practices are necessary for post-secondary student services to develop. This session guides student life professionals through a set of activities and principles that support positive relationships with stakeholders, to develop departmental strategy, reflective of the needs of the populations they serve while being realistic for work constraints. These tools were used to develop strategy for the U of T Health Promotion team and to guide their work.Session Type: WorkshopCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment3.18. The Complex SSAO Role Kelley Castle, University of Toronto, Dean of StudentsThis session explores the evolving complexity of the Senior Student Affairs officer role including understanding duty of care, liability, privacy, and other legal and ethical issues that face the SSAO in their day to day work. This session will draw on case studies including freedom of expression, accessibility, gender violence etc. This session will be open to all participants but will be of particular interest to those working closely with senior leaders, SSAOs, or Directors acting in SSAO roles.Featured Stream: Senior Leaders (Note this session is by invitation only)Session Type: PanelCompetency(ies): Leadership, Management, Administration; Post-secondary acumen3.19. Keep Calm & Conduct On: Sexual Violence AdjudicationStudent Conduct Community of Practice, Community of Practice - Student Conduct, Member 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: Residence Life Conduct.Session Type: Roundtable DiscussionCompetency(ies): Equity, Diversity and InclusionCONCURRENT SESSIONS 4Tuesday, June 18, 2019 | 10:30AM – 11:30AM4.01. Using Technology to support Student Mental Health: First-hand Accounts from Institutional Stakeholders Christine Wach, guard.me, Director, Strategic Partnerships; Stephanie Walker, Morneau Shepell, Director, Student Support; Virginia Macchiavello, International Education Centennial College, Executive Director; Janine Robb, University of Toronto, Executive Director Health and Wellness Centre; Robert Daudet, International College of Manitoba, University of Manitoba, Deputy College Director, Lisa Ogilvie; Simon Fraser University, Special Projects Advisor Why have institutions decided to implement a 24/7 Student Support Program, and how has this has affected students’ willingness to utilize mental health services on and off campus? keep.meSAFE was developed in response to the growing number of mental health related hospitalizations with international students. Since its launch the program has been expanded to full campus support for domestic and international students. The panel of institutional stakeholders will discuss why they chose to implement, share data and insights from implementation and next steps as we move into the future of mental heath support for all students.Session Type: PanelCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy4.02. Knocking Down Potential Barriers to Student Involvement in Institutional Decision-Making Jacqueline Beaulieu, University of Toronto, PhD Candidate, Higher Education To what degree are student involvement opportunities related to governance and institutional decision-making accessible to and inclusive of students from marginalized groups? What are examples of additional challenges or barriers these students may encounter when seeking to contribute their voices towards improving the student experience and/or student affairs and services? Join myself and others around the metaphorical campfire for a discussion of related challenges and barriers (known and potential) at our respective institutions. As a group, we will brainstorm strategies for working alongside students to break down related barriers that we can bring back to our respective campuses.Featured Stream: Senior Leaders Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion4.03. News from the Indigenous Front: A year in review of SKODEN Mark Solomon, Seneca College, Associate Dean, Student Services and Indigenous Education; Shelly Moore, Laurentian University, Director, Indigenous Sharing and Learning CentreFrom Summer Solstice to Summer Solstice, this year in review will look at the top ten must know stories if you want the inside scoop on Indigenous current affairs in Occupied Canada. Looking at news stories both in post-secondary and at the national level, participants will get a heads up on items that they want to follow and learn from in the coming year.You will learn know the best Indigenous books to read, lawsuits to follow and what a Walking Eagle is!!!Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: Expert LectureCompetency(ies): Indigenous Cultural Awareness; Strategic Planning, research and asessment4.04. Building Student Resilience through Participant-Oriented Research Jennifer Thannhauser, University of Calgary, Counsellor (Instructor); Hayley Brillon, University of Calgary, Research Assistant; Ashley Fox, University of Calgary, Coordinator, Be Fit For Life; Ashley Cornect-Benoit, University of Calgary, Graduate Student Roots of Resiliency is a multi-disciplinary program developed to foster resilience in post-secondary students. Through participant-oriented research and intercultural dialogue, students and facilitators collaborated to enhance program effectiveness, with specific attention cultural relevance for Indigenous students. This session includes a panel discussion with program stakeholders (e.g., research assistant, program participant) about their involvement in the development and evaluation of the Roots of Resiliency program. Attendees will: 1) learn about using student advisory panels in program development; 2) acquire examples of effective resilience program content; 3) explore means for integrating indigenous ways of knowing and learning into mental health programming.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Emotional and Interpersonal Intelligence4.05. Upstanders: A Collaborative Approach to Harm Reduction Programming Renata Gordon, University of Calgary, Operations Coordinator, Student Services; Alex Klassen, University of Calgary, Harm Reduction Support Advisor, Student Wellness Centre ?€?Upstander: a person who takes action, particularly when the easiest or most acceptable course is to do nothing.?€? As universities address emerging issues in harm reduction, collaborative approaches can leverage existing networks and expertise. The Upstanders program equips students to assess and intervene in potentially harmful situations. The Student Wellness Centre and the Student Conduct Office are working to realize synergies in their programming to create vibrant, healthy, and caring campus communities. Through coordinating training related to bystander intervention, online harassment, substance use, and suicide intervention, staff will describe how they have maximized outcomes and enhanced cross-unit relationships.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: StorytellingCompetency(ies): Equity, Diversity and Inclusion; Student learning and development4.06. Advising through Intersectionalities: How Advisors are using Data-Informed Challenge Alerts to Proactively Empower Diverse Learners Towards Achieving Non-Linear Paths to Success Paula Greenwood, Centennial College, Manager, Student Advising; Neil Buddel, Centennial College, Dean of Students, Lecturer: O.I.S.E., University of Toronto The advising framework and competency development plan are positioned well in the third year to make significant strides in maximizing student learning, satisfaction, and success. We will share how we plan to measure success. Through the system-wide client relationship management tool, we will share how Advisors lead system-wide local area data-informed student success planning, in a coordinated manner. In recognition of the diverse intersectionalities students within the college system bring to their learning goals, we will expand on the proactive approaches to advising through activity notes, student success indicators, and empowering just-in-time student engagement strategies.Session Type: Expert LectureCompetency(ies): Student advising, support and advocacy; Technology and digital engagement4.07. Take a Chance on Me: A Partnership of Four Postsecondary Institutions to Advance Employment of Students with Disabilities Boris Vukovic, READ Initiative, Carleton University, Director; Tara Connolly, David C. Onley Initiative, Carleton University, Assistant Director; Julie Caldwell, David C. Onley Initiative, Carleton University, Assistant Director; Dean Mellway, READ Initiative, Carleton University, Special Advisor Carleton University is leading a partnership with three other postsecondary institutions in Ottawa, to advance employment and entrepreneurship development for students and graduates with disabilities. It is a city-wide demonstration project transferable to other regions and postsecondary institutions. We will present the major objectives to bridge the employment gap and elaborate on research-informed pathways to employment for students with disabilities in higher education.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Strategic Planning, research and asessment4.08. Entrepreneurship through Student Thriving, A Novel Delivery Model Deniz Edwards, Western University, Director, Propel Entrepreneurship Centre With the changing economy, entrepreneurship is quickly becoming a focus of universities and the way in which entrepreneurial education is integrated into curricular and co-curricular activities is evolving. Propel Entrepreneurship Center at Western University has developed an innovative model of integrating entrepreneurial education within student experience through the student thriving model. While traditional entrepreneurship centers focus on economic metrics, this model focuses on and assesses skills development and learning outcomes. Through this session, participants will learn how student thriving is integrated into entrepreneurial education and how this approach can lead to deeper collaborations between entrepreneurship centers and student affairs.Session Type: StorytellingCompetency(ies): Strategic Planning, research and asessment; Student learning and development4.09. Implementing Sexual Violence and Misconduct Policy at Queens and UBC: Where we’ve been, where we are and what we’re learning Janet Teasdale, UBC, Managing Director, Student Development and Services; Ann Tierney, Queens, Vice-Provost and Dean of Student Affairs; Sonya Boyce, UBC, Director, Sexual Violence Prevention & Response Office; Lindsay Winger, Queens, Assistant Dean, Support Services & Community Engagement UBC launched its Sexual Assault and Other Sexual Misconduct Policy in 2017 and Queen?€?s launched its Policy on Sexual Violence involving Queen?€?s University Students in 2016. While the unprecedented global focus on sexual violence is not isolated to university and colleges, through the implementation of these polices, UBC and Queen?€?s are transforming and evolving their approaches to preventing and responding to sexual violence and misconduct on our campuses. This session will explore a few of the lessons learned through the process of policy development and implementation and will invite dialogue among those who are also involved in this important workSession Type: WorkshopCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy4.10. Transforming Student-Led Orientation Events Through Culture Change Paige Hilderman, Concordia University, Coordinator, Student Engagement; Terry Kyle, Concordia University, Manager, Student Life Six years ago, Concordia University’s Dean of Students Office initiated a culture change project that aimed to transform student-led orientations from under-prepared, disorganized, and dangerous, to safer and inclusive, with well-planned events. With support from various university departments, a collaborative process was created to implement risk-reduction training for all participants as well as streamlining the process to organize events on campus. Now students are prepared to handle issues that arise and the project has transformed into a year-long, embedded experiential learning program for student leaders. We would like to share our challenges and successes in building this multi-stakeholder model.Session Type: StorytellingCompetency(ies): Student advising, support and advocacy; Student learning and development4.11. Celebrating Strengths of Indigenous Students in Cultivating their Resilience Tayyab Rashid, University of Toronto Scarborough (UTSC), Clinical Psychologist and Researcher; Eurocentric psychological interventions are largely deficit-based. In contrast, Indigenous ethos focuses on harmony and strengthening connections with family, community, and nature. This presentation describes the Strengths-Based Resilience (SBR) program, which is informed by the theoretical and empirical framework of positive psychology. SBR integrates symptoms with strengths, risks with resources, and weaknesses with assets. It is facilitated by a clinical psychologist with positive psychology expertise and an educator who have worked nearly a decade at a high school in the Northwest Territories. This session incorporates Indigenous healing practices such as talking circles, sweats, smudging, dancing, singing, and sacred remedies into SBR.Session Type: Sounding BoardCompetency(ies): Equity, Diversity and Inclusion; Indigenous Cultural Awareness4.12. Creativity and Self: How creative thinking can enhance our well-being on campus Lehoa Mak, Simon Fraser University, Health Promotion Specialist, Health & Counselling Services; Jaclyn Hayward, Simon Fraser University, Marketing & Communications Coordinator, Health & Counselling Services Are you a puzzle person, or a blank canvas person? Using the Dietrich model, Creative Collective invites participants to activate four components of their creative mindsets to explore what functions best, and what feels best. Participants will learn about their own creative process and flow and how it can impact their overall well-being and day-to-day life. Participants will take what they learn back to their classroom or workplace and replicate, share, or transform ideas to encourage diverse creative methods in everyday tasks.No previous experience necessary. Curiosity is an asset.Session Type: Arts Based SessionCompetency(ies): Emotional and Interpersonal Intelligence; Student learning and development4.13. More Than It Gets Better: Supporting LGBTQ2S+ students in non-urban institutions Krista Kermer, Trent University, Student Retention Programs CoordinatorLGBTQ2S+ post-secondary students attending non-urban institutions are uniquely challenged to find safer spaces to develop identity, find a supportive community, feel socially accepted and visible on campus as well as supported emotionally. This campfire session seeks to engage non-urban student services professionals in a discussion on who currently provides programming for LGBTQ2S+ students, is it sustainable and what more can we do in Student Services to foster micro and macro levels of programming to support LGBTQ2S+ identity development.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy4.14. Burnout & Compassion Fatigue: When the Student Helper Becomes the Helpee Ashley Ward-Hall, University of the Fraser Valley, Coordinator, Peer Resource & Leadership Centre People in a helping capacity can easily be affected by burnout and compassion fatigue. By learning what some of the signs and symptoms are before they manifest, folks can use a number of different strategies to build emotional resilience and reduce the risk of burnout and/or compassion fatigue (Gentry, 2018, p. 532). Student affairs professionals can use this knowledge to notice signs and symptoms in the students they serve, as well as to develop training and programming for student leaders that incorporates awareness and resilience building techniques.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Emotional and Interpersonal Intelligence; Student advising, support and advocacy4.15. Towards Fostering Resilience Chad Jankowski, University of Toronto, Health Education Coordinator; Rahul Bhat, University of Toronto, Learning Strategies Specialist This workshop provides an overview of a resilience curriculum developed to support students in enhancing their individual resilience and staff in adopting practices that foster resilience. An overview of the process undertaken, an introduction of the resilience definition and six-factor framework at the core of the curriculum, and examples of how the curriculum is being operationalized within student and staff contexts will be shared. Through the use of a case study, this session will also introduce participants to the Acknowledge, Cope, Adapt, and Design (ACAD) model developed to guide front-line staff in promoting resilience through their one-to-one interactions with students.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Student advising, support and advocacy; Student learning and development4.16. Bringing Student Homelessness in the Light: A Community Pilot Project Kevin Friese, University of Alberta, Assistant Dean of Students, Health & Wellness; Sarah Wolgemuth, University of Alberta, Assistant Dean of Students, Student Success Youth, ages 16-24 comprise the fastest growing homeless population in Canada (Koeller, 2008). This age range comprises 77.7% of the Canadian university population. This session explores the largely invisible prevalence of student homelessness in post-secondary settings. It considers the systemic factors that contribute to its stigma and lack of community support, and addresses related factors such as food insecurity, financial barriers, and student mental health. The U of A’s Student Homeless Pilot Project will be presented along with a group discussion about the role student affairs plays in supporting students and removing the barriers that perpetuate social stigma of homelessness.Session Type: Expert LectureCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacyCONCURRENT SESSIONS 5Tuesday, June 18, 2019 | 1:00PM – 1:45PM5.01. Longest. Strike. Ever! How one Faculty at York U managed through the longest labour disruption in Canadian post-secondary history Amy Gaukel, York University, Assistant Dean Students In 2018, York University experienced the longest labour disruption in Canadian Post-Secondary history. Learn how one Faculty planned for and tried to minimize the impact on students. Lessons learned and impact of the disruption on the student experience will be shared. There will be a focus on the School of Engineering as a particular case study. The presentation will outline the impacts on staff, faculty and students of the labour disruption to help senior & mid-level administrators understand the on-the-ground impacts of decisions made at the highest levels and to provide concrete strategies that can be shared with mid-level managers.Featured Stream: Senior Leaders Session Type: Expert LectureCompetency(ies): Leadership, Management, Administration; Post-secondary acumen5.02. Voices of Indigenization John Fischer, Mount Royal University, Director, Iniskim Centre The changemaking designation by Ashoka U happenned in part, because of the energy and enthusiasm for the goals and actions of the Indigenous Strategic Plan. Completing the second year of implementation, we will describe four examples to illustrate how we are moving from aspiration to action and describe the leadership involved. These examples will provide fuel to the campfire discussion of campus indigenization and how various leaders are influencing change.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: Campfire SessionCompetency(ies): Indigenous Cultural Awareness, Leadership, Management, Administration5.03. Canadian Campus Mental Health Strategies Sandra Yuen, University of Toronto, Director of Professional Practice and Quality Assurance, Health and Wellness; Lina Di Genova, McGill University, Associate Director ?€“ Assessment, Learning, and Evaluation, Student Services; Jennifer Dods, Queen's University, Executive Director, Student Wellness Services Post-Secondary Institutions across Canada are actively engaged in developing comprehensive mental health strategies and services to address student mental health and addictions issues. This presentation aims to provide an overview of 24 mental health strategies of universities and colleges from across Canada. Common drivers, approaches and practices related to the development, implementation and evaluation of Campus Mental Health Strategies will be highlighted. The presentation will conclude with evidence informed tips and recommendations for future directions.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment5.04. Doing More But Differently: Increasing Health Promotion Capacity to Manage Mental Health Demands Beth Blackett, Queen's University, Health Promotion Coordinator An increasing number of students are experiencing mental health problems and demand for services has grown (1). But instead of doing more of the same expecting different results, why not try something different? Student Wellness Services at Queen's University has taken a more integrated approach to re-orient services and create a thriving community. Using brief action planning , we have seen a substantial uptake in healthy lifestyle appointments which have enabled Health Promotion staff to provide complimentary care alongside our Health, Counselling and Accessibility Services. This approach is a first step towards creating more collaborative holistic care for our students.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Student advising, support and advocacy5.05. River channels: Developing and sustaining a successful program for engaging faculty and staff to support and enhance student health and wellbeing Patty Hambler, University of British Columbia, Director, Health Promotion & Education; Levonne Abshire, University of British Columbia, Health Promotion Strategist; Hillary Stevens, University of British Columbia, Health Promotion Specialist A river channel is a stream which forms a connection between two bodies of water. Our Wellbeing Liaison program has been an effective channel for connecting our student mental health and wellbeing services and supports with academic and administrative units across campus. In this engaging storytelling session, we will share our journey in creating and sustaining this successful program, now in its fourth year of operation. Hear the triumphs, lessons learned, and next steps in our sustainable model of engaging a diverse range of of over 70 staff and faculty members to support and enhance student health and wellbeing.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: StorytellingCompetency(ies): Post-secondary acumen; Student advising, support and advocacy5.06. Humber College’s First Year Experience Program: Evolution and Impact Shaun Carson, Humber College ITAL, Manager, Campus Life The First Year Experience peer mentoring program has been supporting students for seven years. Our data has shown participants in FYE have higher GPAs and higher rates of persistence and retention compared to students who are not enrolled in FYE. We were ecstatic?€?then we asked the question: are we just attracting stronger students, those who are overachievers, those who want to get involved? Or, are we affecting a broad spectrum of students? We will answer that question and describe what FYE offers in terms of support and programming in our quest to meet our students?€? needs.Session Type: Research PresentationsCompetency(ies): Student advising, support and advocacy; Student learning and development5.07. Understanding Impact: Data-Driven Insight into Student Affect and the Effect of Academic Support Services Lindsey Voisin, Nipissing University, Student Learning Coordinator, Writing & Academic Skills Research suggests that learning in university is an emotional experience (Christie, Tett, Cree, Hounsell, & McCune, 2008). For example, students can lack confidence academically (Shields, 2015) thus increasing learning anxiety. These affects can lead to seeking learning support during this transitional stage in student lives. This study explored beliefs of students who voluntarily seek support for math, science, writing, and general academic skill development at a small Canadian university. Researchers tracked participants?€? anxiety, confidence, and motivation levels over the course of two academic years. Data analysis led to the development of a Service-Impact Cycle and have implications towards program planning.Session Type: Research PresentationsCompetency(ies): Student advising, support and advocacy; Student learning and development5.08. Does it Work? A Pre/Post Evaluation of an Early Alert Intervention Program Sarah Rude, Mount Royal University, Student Success Coordinator; Alena Boczek, Mount Royal University, Student Success Program Support; Dr. Janet Miller, Mount Royal University, Registered Psychologist; Professor Many student success initiatives, including early alert programs, focus their assessment on student grades and retention. Although these measures are key factors in determining success, they fail to consider important additional program impacts. This session explores a pre/post research study aimed to fill this gap. Attendees will learn about the development and findings of the study, including the impact of an early alert program on students' confidence, stress levels, and more. Session attendees will have an opportunity to consider the implementation of similar research and assessment at their institution, and leave with tools to help them get started.Session Type: Research PresentationsCompetency(ies): Strategic Planning, research and asessment5.09. Breaking Records: Transforming a Co-Curricular Record into a Program Adriana Sternfels, Humber College, Co-Curricular Programs Coordinator Travel through time to revisit the last 4 years and see the progression of how the introduction of a Co-Curricular Record transformed into a successful and evolving program. What once was just an official document to track co-curricular involvement and transferable skills for employment is now also a program offering individualized coaching for students, flagship events, digital engagement opportunities, and collaborations with Academic Schools. We will set the record straight by sharing lessons learned, data collected, and an opportunity to discuss and inspire one another.Session Type: StorytellingCompetency(ies): Student advising, support and advocacy; Student learning and development5.1. So We Blew It Up. Now What? Transforming the Student Experience at Centennial College Michelle DeIrish, Centennial College, Manager, Student Experience and Ethics; Kevin Rajpaulsingh, Centennial College, Director, Student Life In March 2018, Centennial College announced the creation of the Student Experience Office, a new centralized hub to address student conduct and conflict through a holistic, transformative and developmental service model. Using a narrative approach, we will tell the story of our first year. Join us as we share the challenges, successes and lessons learned as we transition from a reactionary and often punitive conduct system to one providing proactive and responsive educational services and interventions for students involved in conduct or complaint processes.Session Type: Storytelling Competency(ies): Leadership, Management, Administration; Student learning and development5.11. Making Sense, Making Change: Student Affairs and Services Professionals' Experiences of Indigenization Logan Lorenz, University of British Columbia, MA Student Student Affairs and Services (SAS) professionals in Canada have committed to Indigenize the work we do. Despite the commitment, SAS professionals may be unsure of where to start, what to do, and how to do it. The current research project will understand how SAS professionals make sense of efforts to Indigenize the institutions they are employed in.Session Type: Research PresentationsCompetency(ies): Indigenous Cultural Awareness5.12. A Glimpse at the Academic Experiences of Korean Immigrant Students at Universities in Toronto Eun Gi (Cathy) Kim, Ontario Institute for Studies in Education, Master of Arts StudentThis study examines the academic experiences of Korean immigrant postsecondary students in Toronto, Canada, regarding barriers they encountered and the skills they developed to persist. As a multiple case study of Korean students who immigrated to Canada during high school, semi-structured individual and focus group interviews were conducted, in addition to reflection journals. Emergent coding was informed by the theoretical perspective of student persistence. Data analysis employed the concepts of intellectual development and self-authorship. This research contributes to enriching the understanding of student learning towards finding means for more equitable education.Session Type: Research PresentationsCompetency(ies): Equity, Diversity and Inclusion; Student learning and development5.13. ExL: Providing a la carte reflection for out of the classroom learning Cindy Mancuso, McGill University, Career Counsellor Staff and faculty across McGill are engaging students in outstanding experiential learning activities. The ExL program was developed to support and enrich these initiatives by providing them with ? la carte reflection options, helping students understand the value of their experiences and how they contribute to their career readiness competencies. ExL is tailored to the needs of the user, making it flexible, adaptable and unique.With your own ExL book tailored for CACUSS, you will be guided through reflection, helping you set your intentions, expectations and goals for your CACUSS experience. Note for interested attendees: Please pick up your CACUSS workbook at the registration counter on Saturday, Sunday or Monday of the conferenceSession Type: WorkshopCompetency(ies): Student advising, support and advocacy; Student learning and development5.14. Faculty Member Perspectives of Student Distress Robert Giardino, The University of British Columbia, Okanagan Campus, Student Experience Coordinator Prompted by the recommendations made in the CACUSS guidebook ?€?Post-Secondary Student Mental Health: Guide to a systemic Approach,?€? come hear about the experiences of faculty members addressing student distress from a college and a university within a northern British Columbia community. Learn about the types of distress these faculty participants have witnessed, the strategies they used to intervene and what they believe their role should be in addressing student distress. Emergent topics from the interviews include reasons for student distress, types of academic accommodations implemented, indigenization, as well as utilization of trauma-informed approaches in policy and practice.Session Type: Research PresentationsCompetency(ies): Emotional and Interpersonal Intelligence5.15. International Student Kitchen: The facilitators and barriers to program development Erica Roberts, Mount Royal University, Health Promotion Specialist; Amy Barnett, Mount Royal University, Residence Life Coordinator; Chris Mahon, Mount Royal University, Residence Life Coordinator In responding to student data that is collected on an ongoing basis, an International Student Kitchen program is being piloted at Mount Royal University. This program arose out of a partnership between Residence Services, the International Student Office, and Wellness Services. The aims of the program are to: 1) reduce social isolation and create opportunities for meaningful social connection; 2) teach basic food and budget management skills; and 3) engage students in discussions on a variety of health topics. Join us for this campfire session as we discuss the development of this program, including areas of troubleshooting and continual adaptation.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Intercultural FluencyCONCURRENT SESSIONS 6Tuesday, June 18, 2019 | 2:15PM – 3:15PM6.01. Other Duties As Assigned: Exploring Representations of Assessment, Evaluation, and Research Competencies in the Position Descriptions of Canadian SAS Professionals Melinda Scott, University of Toronto, Dean of Students To what extent are the values we espouse related to assessment, evaluation, and research in Student Affairs reflected in our practice? How do senior leaders make decisions about the prioritization of these activities? This session will review the results of a study involving the content analysis of more than 300 Student Affairs position descriptions and interviews with Senior Student Affairs Officers to explore what assessment in Student Affairs in Canada looks like in practice.Featured Stream: Senior Leaders Session Type: Research PresentationsCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment6.02. Indigenous Student Success: Creating and Maintaining Respectful Connections in Post-Secondary Marcia Black Water, Lethbridge College, Coordinator of Indigenous Services; Shanda Webber, Lethbridge College, Manager of Recruitment & Indigenous Services; Lowell Yellowhorn, Lethbridge College, Coordinator of Indigenous Services; Peter Weasel Moccasin, Lethbridge College, Blackfoot Elder Lethbridge College offers a Circle of Services to assist our Indigenous students towards success on their journey of pursuing a post-secondary education. In pursuit of academic success, our Circle of Services comprises all aspects of a student?€?s journey ?€“ prospective, current, graduate and alumnus ?€“ ensuring that a comfortable, familiar connection is made from the initial decision to attend Lethbridge College and beyond graduation. This presentation will outline each component of Lethbridge College Circle of Services model, including roles of Indigenous Services staff, roles of Kaahsinooniiks (Grandparents)/Elders and roles of community partners.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: StorytellingCompetency(ies): Indigenous Cultural Awareness6.03. Mental Health Triage and Campus Resourcing for Students in Crisis: A Mental Health Nurse Service Delivery Model Patti Paccagnan, Mount Royal University, Mental Health Nurse (RN BN); Laura Briggs, Mount Royal University, Mental Health Nurse (RN BN); Francesca Simon, Mount Royal University, Wellness Services Administrator Managing the escalating demand on mental health services is a critical concern for post-secondary institutions. This 60-minute session will explore the evolution of an innovative service delivery model and how this critical role is supporting student mental well-being. We will describe how the Mental Health Nurse initiative has increased capacity to triage students in crisis and effectively connect them with on and off campus resources. This practical session will highlight key components of the role including clinical care, relationship building and process development. A discussion will be facilitated where participants examine the feasibility of applying the learnings to their institution.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy6.04. Calgary Post-Secondary Mental Health Network: Innovative and Collaborative Regional Approaches Rachelle McGrath, Mount Royal University, Director, Wellness Services; Debbie Bruckner, University of Calgary, Senior Director, Student Wellness, Access & Support; Lori Roe, Alberta Health Services, Manager, School Based Mental Health; Shayla Breen, Mount Royal Unvirsity, Student Student mental health can be impacted by the nature of the institution, and the institution?€?s interaction with the healthcare system and community-based organizations. The Calgary Post-Secondary Mental Health Network includes 8 post-secondary institutions, 3 provincial student groups, Alberta Health Services, school boards, and our provincial community of practice. With a focus on 1) clinical mental health care coordination, 2) mental health promotion and non-clinical care coordination, and 3) facilitating transitions, and identified priorities. In this panel session participants will learn about the Network: challenges, successes, strategic planning, and results. Participants will engage in discussion with members of the Calgary Network.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: PanelCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment6.05. Mental Health and Accessibility Service Renewal: The Importance of Staff Engagement in Creating Transformational Change Frederick (Rick) Ezekiel, Centennial College, Director of Equitable Learning, Health and Wellness; Neil Buddel, Centennial College, Dean of Students; Sterling Crowe, Centennial College, Manager, Centre for Accessible Learning and Counselling Services Student demand for accessibility and mental health services has increased across the Canadian postsecondary education landscape. While this signifies positive developments regarding student participation, disability and mental illness destigmatization, and increases in help-seeking seeking behaviours, institutions continue to struggle to responsively meet student needs. This session will review sector and institutional contexts, including our unique and highly diverse student population, leading to the need for service renewal. We will emphasize the importance of effective change management through staff and community partner engagement to create lasting transformation change, and strategies to enhance wellness and accessibility from a whole-institution perspective.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Roundtable DiscussionCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy6.06. Counselling Trends: Results of a National Survey of Canadian Post-Secondary Institutes Tayyab Rashid, University of Toronto Scarborough (UTSC), Clinical Psychologist, Researcher; Lina Di Genova, McGill University, Director ?€“ Evaluation and Strategy Capturing broader trends of mental health on Canadian post-secondary campuses, this session presents the results of a national survey completed by 58 director of counselling services/centre or their designates, including 12 colleges, with at least one representation from each of ten provinces. The session presents key finding including the most pressing concerns, number of hours typically devoted to Walk-in, and embedded counselling services, specific evidence-based treatments, and evaluation of counselling services. After presenting salient findings, the audience will be invited to offer real time feedback and/or suggestions which will be emailed after the conference, with participant?€?s permission.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Emotional and Interpersonal Intelligence; Post-secondary acumen6.07. Solving Everything With Design: A New Approach to the Co-Curricular Record Kait Taylor-Asquini, Ryerson University, Senior Manager, Student Life; Lianne Newman, Ryerson University, Manager, Student Engagement and Development; Sally Goldberg-Powell, Ryerson University, Media Production Specialist The traditional co-curricular record relies on the validation of experiences through the use of technology. But what if we used technology as a way to better engage students and level the playing field? In April 2018, Student Life at Ryerson teamed up with the Faculty of Communication and Design (FCAD) to re-imagine the existing co-curricular record to include experiences specific to their Faculty through gamification.In this workshop, the presenters will share their experiences of using a collaborative approach between Student Life and FCAD to create synergy.Session Type: StorytellingCompetency(ies): Student learning and development; Technology and digital engagement6.08. Creating a supportive Work-integrated Learning (WIL) environment for students with disabilities entering field placement David Hurlbut, George Brown College, Accessiblity Consultant The value of work-integrated learning, (WIL) is undeniable. For Students with disabilities, WIL provides an opportunity to address disability issues in a workplace setting, build confidence and develop important transferable skills. Most students with academic accommodations do not need WIL supports. For those who do, frequently they seek help only after their placement is in jeopardy. Ensuring a successful WIL opportunity requires proactive collaboration between various stakeholders. At the center of this process is the student. This session includes a summarization of a George Brown College pilot project designed to create a supportive WIL environment for students with disabilities.Session Type: Research Presentations Competency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy6.09. Student-Ready Campus: Rubric for Success Brendan Schulz, York University, Executive Director, Student Success Want to know how “Student-Ready” your campus is? Come find out!“Student-Ready Campus” flips the traditional notion of “university-ready students” on its head, focusing on what universities do to ensure student success. Led by York, five institutions (York, Queen’s, Trent, UOIT, Nipissing) endeavoured to develop a Student-Ready Campus metric. This resulted in the identification of eight leading practices measured against four domains. In this session, you will learn about the initiative, understand and discuss the leading practices and domains and examine the resulting rubric. You will gain access to the rubric for future use and self-assessment at your home institution.Session Type: Expert LectureCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment6.10. Keep Calm & Conduct On: Freedom of Expression Student Conduct Community of Practice, Community of Practice - Student Conduct, MemberKeep 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: Freedom of ExpressionSession Type: Roundtable DiscussionCompetency(ies): Equity, Diversity and Inclusion6.11. Fostering Faculty and Staff Engagement in Sexual Violence Prevention and Response Carly MacArthur, MacEwan University, Student Wellness Case ManagerThis session will tell the story of the Sexual Violence Support Guide Program, a faculty and staff training and engagement program designed to engage university employees as allies in addressing sexual violence. Attendees will learn about the challenges and successes of creating an effective cross-campus collaboration that has allowed for diverse campus members to take ownership over their role in creating a culture of consent at our institution.Session Type: StorytellingCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy6.12. Lessons from the Global South: What Community Development Taught Me About Student Affairs Anushay Irfan Khan, UofT Scarborough, Intercultural Education Program Coordinator Prior to pursuing a career in Student Affairs, I had the privilege of working in community development in Pakistan. In Pakistan - a country of 197 million people recovering from the reeling effects of colonization, political instability and systemic poverty - education is not simply about acquiring hireable skills but about challenging years of deep rooted and structural inequality. In this session, I will share lessons from the field - how a short project turned into a transformative journey of love, life and sorrow that revealed the true capacity of Student Affairs to create change within and across communities.Session Type: StorytellingCompetency(ies): Equity, Diversity and Inclusion; Student learning and development6.13. Influence of Christianity on North American Higher Education J. Cody Nielsen, Convergence on Campus, Founder, Executive Director The first institutions of higher education were founded for white, Christian men. Although the field has made gains to address the injustice of this exclusiveness, the work remains deeply urgent. Particularly, the influence of Christianity is often unaddressed. The result of is the erasure of the religiously minoritized and the nonreligious. Often times the marginalization is intersectional, and students are making sense of religious and non-religious identities with other social identities including race, gender, class, and sexual orientation. This workshop will draw on case studies as a strategy for approaching these issues at an institutional level.Session Type: WorkshopCompetency(ies): Equity, Diversity and Inclusion6.14. Transatlantic game play: Supporting higher education access and student success Tricia Seifert, Montana State University, Associate Professor; Kirsty Wadsley, London School of Economics, Head of Widening Participation The presenters will share the research-led development of a unique board game and mobile gaming application that support high school students?€? development of post-secondary knowledge, facilitating their access to and success in college and university. Collaborating across the Atlantic Ocean, the speakers will reflect on the applicability and value of this approach in vastly diverse settings.Session Type: DemonstrationCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy6.15. Designing a Program Review Retreat: How to Start Tomorrow PART 1 (Continued in session block 7)Sara Wills, Carleton University, Coordinator; Assessment, Hiring & Training; Lesley D'Souza, UOIT, Manager, Communications & Assessment How often do we really step back and take a bird?€?s-eye look at what we?€?re doing? Probably not often enough. Conducting a formal review is an important element in our work, as it allows us to measure our programs/services against independent standards and enhance them (CAS, 2016). While it can seem daunting, this session will offer conceptual frameworks, self-assessment resources, and ideas to get you ready to design your own program review retreat. Join us for a two-part workshop to discuss the right review questions to ask, effective use of data, and how to know what students really need.Session Type: WorkshopCompetency(ies): Strategic Planning, research and asessment; Student learning and development6.16. Context Matters: Well-Being at the Confluence of Movement and Healthy Design Chris Dawe, Northern Illinois University; Strategic Healthy Impacts, Director, Recreation & Wellness; Principal Consultant; Kathleen Hatch, The Ohio State University; Strategic Healthy Impacts, Executive Director, RecSports; Principal Consultant; Mark Hentze, HDR, Vice President, Director of Sport & Recreation Context plays such an important role in individual and community health. Come share an exploration by practitioners and architects of innovation in designing and evolving campus spaces to play, move, and be well. We'll reinforce the Okanagan Charter message to break down the silos on your campus and engage your Recreation professionals as important campus partners in upstream, proactive health care. At the confluence of designing the built environment (and utilizing the natural environment) for the delivery of this contemporary health care, we have an opportunity to evolve well-being.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment6.17. One year later: Beyond the pages, what we really learned while pursuing a doctorate Stephanie Muehlethaler, Trent University, Principal, Otonabee College; Adam Lawrence, Wilfrid Laurier University, Dean of Students Pursuing a doctorate is no easy feat, especially when working full time. Doctoral students spend hundreds to thousands of hours researching and writing and as a result learn a great deal about a certain topic. Building from last year's session, several doctoral students, at different points in their journey, reflect and share their what they learned not only about a certain subject area but arguably more importantly about themselves. From navigating the storm to cultivating resilience, compassion and gratitude, the presenters will lean into vulnerability and trust in hopes of creating connection and community by sharing their stories and lessons.Session Type: Campfire SessionCompetency(ies): Leadership, Management, Administration; Student learning and developmentCONCURRENT SESSIONS 7Tuesday, June 18, 2019 | 3:30PM – 4:30PM7.01. Developing a coordinated Canadian post-secondary surveillance system: Identifying measurement priorities for the Canadian Campus Wellbeing Survey/ Bien-??tre sur les Campus Canadiens (CCWS)Janine Robb, University of Toronto, Student Life, Health & Wellness, Executive Director, Health & Wellness; Guy Faulkner, School of Kinesiology, University of British Columbia, CIHR-PHAC Chair in Applied Public Health; Matthew Kwan, Department of Family Medicine, David Braley Health Sciences Centre, McMaster University, Assistant Professor; Associate Director, INfant and Child Health Lab; Rachelle McGrath, Mount Royal University, Director, Wellness Services; Matt Dolf, The University of British Columbia, Director, Strategic Support The purpose of our panel discussion is to describe the process in developing a Canadian post-secondary health surveillance tool known as the Canadian Campus Wellbeing Survey/Bien-??tre sur les Campus Canadiens (CCWS), and to increase its awareness among the Canadian postsecondary community. Nineteen stakeholders from 5 provinces participated in a 3-round modified Delphi survey and in-person roundtable meeting to identify salient priorities and indicators for the CCWS. An 8-person panel of measurement experts was consulted to identify best measures of each indicator. The CCWS will play a valuable role in developing population health initiatives targeting the growing Canadian postsecondary student population.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: PanelCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy7.02. Developing an effective sexual violence prevention strategy: More than a check box Danielle Carr, Western University, Sexual Violence Educator/PhD Candidate; Jennifer Massey, Western University, Associate Vice President, Student Experience Students are asking, "So what?" of sexual violence policies, putting pressure on institutions to implement prevention programming that moves beyond policy. We do have an ethical imperative to do more, to offer prevention programming in responsible ways, and move away from low-dose programming toward a calculated investment in the rigorous development and assessment of comprehensive prevention programming. Through an illuminating and timely lecture, ?€?Developing an effective sexual violence prevention strategy: More than a check box will share Western University’s process of developing a Sexual Violence Prevention Framework and strategy, and how doing so increases efficacy and impact of prevention programming.Featured Stream: Senior Leaders Session Type: Expert LectureCompetency(ies): Strategic Planning, research and asessment7.03. From Campus to the Workforce: Navigating Western Institutions as an Indigenous Person First Hillary Paul, Carleton University/Indigenous Services Canada, Jr. Policy Analyst Indigenous issues and peoples are being highlighted in all aspects of Canadian life more than ever. This has allowed for greater making and sharing of space for Indigenous students and professionals to form communities and networks. However, beyond space creation, Indigenization should also reinforce and support the integration of Indigenous ways of knowing and being; learning from each other offers opportunities for enrichment and supports diverse perspectives which improve human and social conditions. My presentation will use storytelling to describe my experiences as an Indigenous student and my transition and work as a policy analyst working in the public service.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: StorytellingCompetency(ies): Indigenous Cultural Awareness; Intercultural Fluency7.04. Innovation in collaboration: Bringing campus and community leaders together Pearlyn Ng, Centre for Innovation in Campus Mental Health, Research and Knowledge Exchange Coordinator; Marija Padjen, Centre for Innovation in Campus Mental Health, DirectorOne of the challenges in providing mental health services and supports on campus is the rapidly increasing needs of students. However, most campuses face many common issues and find themselves working toward the same goal. Cross-campus and cross-community collaborations have proven to be effective in decreasing wait times and creating innovative ways to support students. This session will share the methods and findings of 6 Regional Forums which brought together campus and community leaders to create local partnerships. Participants will also be invited to participate in "Give and Get", a collaborative problem-solving activity used in our forums.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Alternative Session TypeCompetency(ies): Communication; Strategic Planning, research and asessment7.05. Responding to Student Death: A Caring Campus Approach Debbie Bruckner, University of Calgary, Senior Director, Student Wellness, Access & Support; Andrew Szeto, University of Calgary, Director, Campus Mental Health Strategy; Susan Barker, University of Calgary, Associate Vice-Provost (Student Experience); Ann Laverty, University of Calgary, Senior Counsellor Many events of significant impact occur regularly on post-secondary campuses. A difficult and often highly emotionally charged event is the death of a student. A post-secondary’s response to a student death can reduce the impact on affected students and family members, supporting the wellbeing of the entire campus community. In this session, we will share the University of Calgary’s approach to handling student deaths. A panel of speakers will each present on an aspect of broader policy, communication and clinical response or practice. This is followed by a moderated panel discussion and ending with a question and answer session.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: PanelCompetency(ies): Emotional and Interpersonal Intelligence; Leadership, Management, Administration7.06. Mental Health Strategy 2.0: Envisioning what's next Arlana Vadnais, University of Manitoba, Campus Mental Health Facilitator As societal understanding of mental health & wellness changes, and as the demands on campus and community services grow, our strategic documents need to be dynamic to respond to a changing landscape. Drawing on the richness of experience that comes from each institution being at varying stages in strategy implementation, this roundtable session will inspire the next stage in strategic change. Beginning with a brief overview of the University of Manitoba’s mental health strategy journey, the conversation will explore how to adapt to the societal changes taking place, acknowledge the challenges faced in strategy implementation, and effectively support continued change.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Roundtable DiscussionCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment7.07. It's Complicated: Managing Complex Graduate Issues (Differently) Jaya Dixit, University of Calgary, Graduate Academic and International Specialist; Michelle Speta, University of Calgary, Graduate Academic and International Specialist; Suzanne Curtin, University of Calgary, Associate Dean - Student; Robin Yates, University of Calgary, Senior Associate Dean What does it mean to disrupt the usual business of academic administration? Four years into such an experiment, a specialized in-faculty team reflects on this question. This session highlights stories that gave way to developing unprecedented practices in: managing student-supervisor conflict; dispensing academic outcomes with an ethic of care; and supporting graduate students in the most complex, non-routine academic situations that arise within institutions. Within this ethical space, the team invites participants to share in a reflective practice about persisting challenges in graduate student affairs and provides practical examples and opportunities to troubleshoot and re-imagine existing approaches, processes, and practices.Session Type: StorytellingCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacy7.08. Facilitating the career development and employability of students with Autism Spectrum Disorder Anna-Lisa Ciccocioppo, University of Calgary, Counsellor; Sarah Taylor, Autism Calgary / Spectrum Advantage, Project Manager Autism spectrum disorders, especially in high functioning individuals, are often referred to as a 'hidden disability' and may appear to be an attitude or behaviour problem. An ever-growing number of individuals with ASD are studying in post-secondary institutions and seeking employment opportunities. During this campfire session, we will introduce current research findings and best practices on working with this population to provide context and to stimulate a facilitated discussion, where participants will share their experiences and perspectives on how to support the career development of these students.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy7.09. Cognitive Load: What Makes Accessibility Tiring? Seanna Takacs, Kwantlen Polytechnic University, Faculty, Learning Specialist, Accessibility Services Students with accessibility needs encounter more barriers to learning and participation in post-secondary settings. We expect that accommodation planning and the move towards UDL will mitigate disability-related barriers. However, recent investigation into the lived experiences of students suggests that Cognitive Load Theory may offer important insight into the stress, fatigue, and feelings of being overwhelmed for students with disabilities, resulting in a sense of alienation and decreased engagement. As this study is in its early stages, the session is designed to gather feedback on perceptions of cognitive load for students coordinating accommodation planning, learning support, and campus participation.Session Type: Campfire SessionCompetency(ies): Equity, Diversity and Inclusion; Student learning and development7.10. The wellness kitchen and mental health outreach: using student driven programming to reduce barriers to students accessing support Cassie Greenough, Campus Living Centres, Residence Life Coordinator, M.S.W The wellness kitchen is a food security program that is a partnership initiative between Algonquin college?€?s counselling services and residence life staff. Using change theory as a foundation, this initiative is a response to food insecurity, isolation, and students expressing symptoms of anxiety and depression. Our simple vision of offering a meal with facilitated wellness discussions to create social connection quickly exploded into a weekly program serving 100 students. We will present our initiative, challenges in implementation, and qualitative evidence of student benefits. We will share our strategic direction to grow this initiative and open discussion to solicit feedback.Session Type: StorytellingCompetency(ies): Student advising, support and advocacy7.11. Back to Basics: Maintaining Fairness in Challenging Times Matthew Carvell, University of Manitoba, Student Advocate; Lara Hof, Humber College, Manager for the Office of Student Conduct Colleges and Universities have a legal obligation to treat students fairly, particularly when students are facing severe disciplinary consequences. The purpose of this session is to provide an overview of procedural fairness, and discuss ways in which fairness can be maintained and sustained within our post-secondary settings (particularly in this environment of increasing workloads). Specific initiatives and strategies will be discussed as well as opportunities for participants to share challenges and strategies they are using to ensure principles of fairness are embodied in all aspects of the student encounter.Session Type: Expert LectureCompetency(ies): Post-secondary acumen; Student advising, support and advocacy7.12. Enhancing Support for Online Learners: Researching Student Needs to Inform Innovation Jenna Olender, Wilfrid Laurier University, Manager, Writing & Study Skills Services; Mary Scott, Wilfrid Laurier University, Associate Director, eLearning The presenters will share their story of how an emerging student issue sparked a collaboration to enhance out-of-class learning support for on-campus online learners: first, by engaging in research to better understand both the online learning experience and the learning support needs of the students; and second, by designing and implementing support strategies based on the findings. The research findings and knowledge gained in terms of developing a research plan to inform program or service design may be transferable to other administrators and front-line learning service professionals in terms of ideas for supporting online learning and/or addressing emerging issues.Session Type: StorytellingCompetency(ies): Student learning and development; Technology and digital engagement7.13. Can Campus Recreation Play a Role in Engaging Indigenous Students on Campus? Chad Van Dyk, MRU Cougars Athletics and Recreation, Recreation Sport Supervisor This presentation aims to identify the key components which contribute to Indigenous students?€? motivations for enrolling in post-secondary education, the unique challenges they face while attending, and the role that campus recreation participation can play in alleviating some of these constraints and barriers. The presenters will provide recommendations of how to better involve Indigenous students on Canadian campuses based on both empirical and anecdotal evidence. This presentation will look at Campus Recreation programs specifically, but will provide linkages to other Student Services. Concluding the presentation, there will be opportunity for group discussion related to bringing these ideas to your campus.Session Type: Expert LectureCompetency(ies): Equity, Diversity and Inclusion; Indigenous Cultural Awareness7.14. Developing a Culture of Excellence: Empower, engage and energize through relationship building Susan Corner, University of Victoria, Director, Academic Advising and International Student Services Reframing the relationship between academic affairs and student affairs from the traditional “two sides of the house” to a collaborative partnership opens up opportunities to discover synergies that support a culture of excellence. In 2012, UVic entered into a collaborative partnership to deliver academic advising to undergraduates. This experience, in combination with the SAS competencies related to leadership, management and administration and post-secondary acumen, frame workshop content. Themes include: developing a shared vision aligning with institution?€?s strategic plan; focus on student experience; understanding academic affairs-student affairs cultures; establishing shared goals; building strong foundations; fostering communication; evaluating partnerships and measuring success.Session Type: WorkshopCompetency(ies): Leadership, Management, Administration; Post-secondary acumen7.15. Crossing the Intersections: How can Canadian institutions move beyond a superficial acknowledgement of diversity Garrett Beatty, University of Calgary, Intercultural Programs Advisor, International Student Services; Adriana Tulissi, University of Calgary, Manager, Faith & Spirituality Centre Student & Enrolment Services offers the Intersections in Diversity program, which aims to improve global and cross-cultural awareness within the campus community through a series of tailored workshops. Students participating in the program will be immersed in the history and experiences of marginalized groups in Canada through meaningful dialogue and collaboration.Participants will learn about theoretical models, participate in activities, and learn some tips & tools to implement a similar program on their campus. We will also present preliminary results regarding potential changes in student biases; deepening of understanding of issues facing marginalized communities; changes in allyship behaviour and actions.Session Type: WorkshopCompetency(ies): Equity, Diversity and Inclusion; Intercultural Fluency6.15. Designing a Program Review Retreat: How to Start Tomorrow PART 2 (continued from session block 6)Sara Wills, Carleton University, Coordinator; Assessment, Hiring & Training; Lesley D'Souza, UOIT, Manager, Communications & Assessment How often do we really step back and take a bird’s-eye look at what we’re doing? Probably not often enough. Conducting a formal review is an important element in our work, as it allows us to measure our programs/services against independent standards and enhance them (CAS, 2016). While it can seem daunting, this session will offer conceptual frameworks, self-assessment resources, and ideas to get you ready to design your own program review retreat. Join us for a two-part workshop to discuss the right review questions to ask, effective use of data, and how to know what students really need.Session Type: WorkshopCompetency(ies): Strategic Planning, research and asessment; Student learning and developmentCONCURRENT SESSIONS 8Wednesday, June 19, 2019 | 9:45AM – 10:45AM8.01. From Siloes to Synergies: Coordinating our Work for True Holistic Student Success Neil Buddel, Centennial College, Dean of Students With great power comes great responsibility. Indeed, within college-impact models of student development one thing is clear: we have responsibility and, therefore, significantly control the environmental conditions that enable and hinder student success. Through a systems thinking organizational lens and an equalizing capital sociological approach, this session will provide the why, how, and what behind a synergistic approach for student success. Specifically, the session will overview a model (scaffolded through foundational, proactive, and individualized approaches) of how orientation, student conduct, accessibility, mental health, service models, retention planning, and advising should be situated to maximize student success.Featured Stream: Senior Leaders Session Type: Expert LectureCompetency(ies): Leadership, Management, Administration; Student learning and development8.02. Our Call to Wellness: Decolonizing the Assessment Approach in Higher Education Tanya Lyons-Belt, Saskatchewan Indian Institute of Technologies (SIIT), Registered Psychologist; Delee McDougall, Saskatchewan Indian Institute of Technologies (SIIT), Registered Psychologist (Provisional) Assessment involves gathering evidence to make judgements and is an essential part of the psychologist, counsellor, and instructor roles. The predominant assessment approach in higher education has been an industrialized, western style. This leaves many diverse learners underserved. Decolonizing an assessment approach utilizes inclusive, universal design practices and Indigenous frameworks to emphasize relationship building, community relevance, trauma sensitivity, valuing difference, and strengths-based methods. Implementing these approaches to assessment will better serve all learners and reduce several barriers, especially for First Nations, Metis and Inuit peoples. When barriers are reduced, a more valid assessment is obtained. This has several beneficial implications.Feature Session: Evolving Perspectives on Campus Mental Health / Indigenous Cultural Competency/AwarenessSession Type: WorkshopCompetency(ies): Equity, Diversity and Inclusion; Indigenous Cultural Awareness8.03. Accessible Exam Invigiliation: Towards a Model of Health-Promotion Jennifer Gillies, University of Waterloo, Associate Director, AccessAbility Services; Geoffrey Shifflett, University of Waterloo, Manager, Exam Centre; Retnika Devasher, University of Waterloo, Exam Centre Administrator In this presentation, participants will learn how one university’s disability support office engaged in a critical self-study to reflect on their exam invigilation philosophy, policies and procedures for students with disability-based testing accommodations. Specifically, participants will learn how this process guided the unit away from a ?€?punitive approach?€? to a ?€?health promotion approach?€? to exam invigilation that promotes healthy policy, supportive environments, and personal development that enable healthy decision-making. Outcomes such as revised training protocols, organizational restructuring, and the redesigning of testing accommodations will be discussed.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Equity, Diversity and Inclusion; Leadership, Management, Administration8.04. Suicide Postvention: Addressing the Unique Needs of a Community Sarah Wolgemuth, University of Alberta, Assistant Dean, Student Life; Kevin Friese, University of Alberta, Assistant Dean, Health and Wellness The University of Alberta’s (U of A) Suicide Prevention Framework has improved current practices relating to the prevention, intervention, and postvention of deaths by suicide. It is the goal of the U of A to have a response that is supportive and addresses the needs of those who are impacted. This presentation will focus on one area of the Framework: Supports Following a Campus Death (Postvention), and will share how our postvention strategies have been evolving to meet the needs of each unique situation with attention to communication tools and timelines, support options, and collaborating with campus stakeholders.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Communication; Leadership, Management, Administration8.05. Preparing Students for the Future of Work April Lynch, Mount Royal University, Work Experience Coordinator; David McCurdy, Mount Royal University, Co-operative Education Coordinator In today’s economy, work integrated learning (WIL) is a critical part of post-secondary education. As career practitioners, we know that job seekers need more than experience and education to be successful. Hear how MRU is enhancing their Computer Information Systems and Supply Chain Management work experience and co-operative education models to also intentionally prepare students for the ever-changing landscape of work, including; jobs that don?€?t exist yet and the gig economy. Consider how all of us, as Student Affairs professionals, can help students develop the necessary characteristics for longer term career success.Session Type: Expert LectureCompetency(ies): Student advising, support and advocacy; Student learning and development8.06. Mentoring the Murky Middle Scott Dempsey, University of Ontario Institute of Technology, Manager, Student Engagement and Equity; Nikki Tomasi-Gunter, University of Ontario Institute of Technology, Student Leadership Coordinator Studies have shown the ?€?Murky Middle?€? (students with a 2.0-3.0 GPA) to be the group with the largest number of students not persisting. In this session we will be discussing how the concept of the murky middle informed our work in peer mentoring.We will be providing insight into how UOIT has scaled our peer mentoring initiative from a small opt-in program to one where every first year student is matched with a mentor. Our focus will be on strategies utilized for engaging the typically disengaged students, and the impact on the campus community over the long term.Session Type: Sounding BoardCompetency(ies): Strategic Planning, research and asessment; Student learning and development8.07. Assessment Across Functional Areas: A Panel Discussion Hilary Jandricic, Humber College, Coordinator, Leadership Programs; Lesley D'Souza, University of Ontario Institute of Technology, Manager, Communications and Assessment At the heart of assessment is a curious spirit, but trying to navigate the many types and tools of assessment to can be overwhelming. Especially when looking for standardized assessment practices across different areas of student services. Sometimes it is more helpful for us to consider how assessment looks in these areas rather than focusing on the tools and techniques themselves. The Research, Assessment, and Evaluation Community of Practice leadership group will be facilitating this panel of professionals conducting assessment in a variety of service contexts so that we can learn more about how assessment can look in practice.Session Type: PanelCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment8.08. Keep Calm & Conduct On: Residence Life ConductStudent Conduct Community of Practice, Community of Practice - Student Conduct, Member 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: Residence Life Conduct.Session Type: Roundtable DiscussionCompetency(ies): Equity, Diversity and Inclusion8.09. Getting a Handle on Your Handles: A Strategy for Better Student Engagement Jenna Easter, University of Guelph, Coordinator, Marketing & Communications; Shannon Thibodeau, University of Guelph, Leadership Education and Development Advisor If we are “meeting students where they are at” then why do we often treat the online environment as something extra to our work? Come hear the story of how one department turned their social media ship around to better connect with students and leverage resources. In this session, you will learn about how the University of Guelph used their social media environment to promote, connect, learn, and educate students meaningfully and intentionally. We will share the why of this change, the lessons along the way, and how we are engaging students the contemporary learning environment.Session Type: StorytellingCompetency(ies): Communication; Technology and digital engagement8.1. Campus health fairs: Balancing resource investment with meaningful impact - are they ultimately worth it? Ravinder Gabble, University of Toronto Mississauga, Health Education Coordinator; Erin Kraftcheck, University of Toronto Mississauga, Medical Director In this session, the presenters will share their experiences with planning and implementing the University of Toronto Mississauga (UTM)?€?s first-ever, health and wellness fair for students, staff, and faculty ?€“ the 2018 Be Well UTM: Resource & Activity Fair. The session will explore the pros and cons of campus health fairs, and present resources, tools, and strategies for effective fair planning. Finally, the presenters will endeavour to answer the question of whether the considerable time and resource investment was ultimately 'worth' it, and did the UTM Fair succeed in its goal of promoting help-seeking and health-promoting behaviours on campus?Session Type: WorkshopCompetency(ies): Strategic Planning, research and asessment; Student learning and development8.11. When the mountain feels insurmountable. Embracing our failures as we navigate a path into our future. Stephanie Muehlethaler, Trent University, Principal, Otonabee College; Camille DeLacy, University of Toronto, Team Lead, Clubs and Leadership Failure-A word that often brings to mind student growth, development and learning -as well as feelings of vulnerability, shame and disappointment. As professionals, we endeavor to create spaces where students can step outside their comfort zone, challenge themselves and FAIL BIG. How often do we hold the space for each other to explore, reflect and talk about how we have navigated our own disappointments and failures? This session provides participants the opportunity to reflect and share on how failure has impacted their journey personally and professionally; and will leave the session with practical tools to navigate failures in the future.Session Type: Campfire SessionCompetency(ies): Emotional and Interpersonal Intelligence; Leadership, Management, Administration8.12. Learning is a Shared Responsibility: Utilizing Experiential Learning in Truth & Reconciliation Education Cassie Wever, University of Guelph, Coordinator of Citizenship & Community Based LearningIn 2015, the Truth & Reconciliation Commission of Canada released their Final Report. Many of the principles and calls to action within relate to education and a shared responsibility in reconciliation. This session details how an Experiential Learning (EL) program focused on Truth and Reconciliation was created by a non-Indigenous practitioner through thoughtful learning and relationship building. It will share how principles of reconciliation guided program creation, as well as mistakes made and lessons learned. This session is intended for practitioners interested in using EL to engage with Truth and Reconciliation in a manner that is intentional, constructive, and self-reflective.Session Type: StorytellingCompetency(ies): Indigenous Cultural Awareness; Student learning and development8.13. Failing to Plan is Planning to Fail: How to be a Strategic Professional Who Makes the Most of their Career Opportunities Tom Brophy, Saint Mary's University, Senior Director, Student Affairs and Services Ever wonder why someone else gets a job or progresses in an organization and you do not? What do they have that you don?€?t? Maybe the difference is that they have been intentional in planning their career progression and you have not. Whether you are a new student services professional or someone further along in your career, we all want to make the most of the opportunities available to us. This session will help participants develop/articulate a plan, get first hand advice on tips to assist with their career advancement and tips to avoid career limiting moves.Session Type: Expert LectureCompetency(ies): Communication; Leadership, Management, Administration8.14. Whose Leadership? Challenging Dominant Narratives in Leadership Education Adam Kuhn, University of Toronto, Director, Student and Campus Community Development Leadership capabilities are often touted as outcomes of higher education in Canada; when students cross the stage to accept their diplomas, they do so not only as scholars but also as ?€?leaders?€? equipped to make a positive difference in the world. With this in mind, it is increasingly important for campuses to consider the leadership values they espouse, nurture and develop. Through reflective activities and a review of current literature, this workshop will explore how leadership is frequently grounded in a white, male, heterosexual and Eurocentric prototype and how we can challenge this in our co-curricular programs.Session Type: WorkshopCompetency(ies): Equity, Diversity and Inclusion; Student learning and development8.15. That's Not What We Do Here: Navigating institutional change in experiential learning at a research-intensive university Stephanie Hayne Beatty, Western University, Director, Experiential & Career Integrated Learning; Heather Wakely, Western University, Team Lead, Experiential Learning With mounting interest from students, employers, and provincial government in career readiness, many Ontario institutions are making experiential learning a priority, undergoing organizational restructuring, and investing in new programs that bridge students’ classroom learning with applied experiences. Presenters will share one university’s story of institutional change from 2015 “present, highlighting key themes of collaboration, consultation, and persistence. Told in chapters, this candid tale will examine where we found allies & resisters, how we negotiated polarizing perspectives, and strategies we, as student affairs professionals, used to gain and maintain momentum. Space will be held for your stories, as well.Session Type: StorytellingCompetency(ies): Leadership, Management, Administration; Student learning and development8.16. A Standard to assist Canadian academic institutions and student services professionals to promote and support student mental health PART 1 (continued in session block 9)Sandra Koppert, Mental Health Commission of Canada, Director, Programs and Priorities; Janine Robb, University of Toronto, Executive Director of the Health & Wellness Centre; Andrew Szeto, University of Calgary, Director, Mental Health Strategy An increasing number of post-secondary students are struggling with their mental health. Mental Health Commission of Canada (MHCC) is working collaboratively with the CSA Group to develop a Standard on Psychological Health and Safety for Post-Secondary Students. This Standard will act as a voluntary guideline to help post-secondary institutions review and implement policies, programs, and processes to better support students. MHCC will require the input of student affairs professionals as it is being written. At this session, presenters will do a focus group with participants to inform the development of the Standard.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacyCONCURRENT SESSIONS 9Wednesday, June 19, 2019 | 11:00AM – 12:00PM9.01. Using data to influence policy changes and create a culture of student retention Gail Forsyth, Wilfrid Laurier University, Director: Teaching, Learning and Retention PSE Institutions are known for collecting data yet they struggle to develop reports to detect important trends about student barriers to success. In this session participants will learn about a campus-wide process that led to the development of retention reports that are helping academic administrations better understand the barriers to student success and improve student retention rates. The reports have highlighted the importance of examining prerequisite requirements, student academic readiness and course selection, and student engagement. An overview of the reports will be presented followed by a discussion of how these reports are contributing to a culture of student retention.Featured Stream: Senior Leaders Session Type: DemonstrationCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment9.02. Fluvial Geomorphology: The Changing Course of Our Work Chris Dawe, Northern Illinois University; Strategic Healthy Impacts, Director, Recreation & Wellness; Principal Consultant; Kathleen Hatch, The Ohio State University; Strategic Healthy Impacts, Executive Director, RecSports; Principal Consultant; Tim Mertz, HealthFitness, Senior Director for Collegiate & Community Recreation; Shermin Murj; University of Calgary, Administrator, Thrive Program Fluvial Geomorphology is the study of how rivers change their form over time. We know very little about that, but we have a few insights on how Student Affairs is continuing to evolve. We are re-engineering our work with more intentional strategic planning and growing our Student Affairs and Services Competencies. We are challenging ourselves with the Okanagan Charter, and utilizing models like Collective Impact. We are measuring outcomes and analyzing more data for better informed decision-making. Let?€?s explore the flow of our world and the course of our work.Session Type: Expert LectureCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment9.03. Understanding Education for Reconciliation as a diverse and unfolding journey in higher education Shawna Cunningham, University of Calgary, Director, Indigenous Strategy This session will explore decolonization and indigenization in the context of education for reconciliation. The session will include a brief presentation on theoretical frameworks of decolonization and indigenization in higher education, followed by table conversations capturing the lived professional experience. Through dialogue, participants will have the opportunity to connect theory to practice by applying a theoretical lens to help conceptualize decolonization and indigenization unfolding in institutions. Table conversations will focus on the following topics:1.Institutional progress on the path towards reconciliation2.Lived professional experiences of reconciliation as practice3.Challenges and opportunities for reconciliation in higher educationFeature Stream: Indigenous Cultural Competency/AwarenessSession Type: Campfire SessionCompetency(ies): Indigenous Cultural Awareness; Intercultural Fluency9.04. The Inaugural CACUSS Consent Tea: An Activity-Based Approach to Consent on Campus Chelsea Corsi, Thompson Rivers University, Wellness Coordinator; Meaghan Hagerty, Thompson Rivers University, Sexualized Violence Prevention and Response Manager; Sam Nielsen, Thompson Rivers University, Wellness Coordinator Sexualized violence is a critical health issue impacting university culture. To improve students?€? health literacy and awareness about this topic, one university has implemented an annual ?€?Consent Tea?€?; a peer-led event that builds awareness of consent and sexualized violence through activity-based learning and open dialogue. This event has sparked reflection, facilitated courageous conversations, and provided a safe environment for students to express feelings about sexualized violence. We invite you to join us for the inaugural CACUSS Consent Tea. Experience Blackout Poetry while sipping a warm cup of tea and leave with tools to implement one on your own campus.Session Type: WorkshopCompetency(ies): Communication; Emotional and Interpersonal Intelligence9.05. Stronger Together: The Fight on Food Insecurity for Post-Secondary Students Kimberly Daniels, IGNITE, Services Coordinator; Sieu Moi Ly, IGNITE, Services DirectorWhen it comes to food insecurity, post-secondary students face many barriers, which makes knowing which to focus on a challenge. In this 60-minute session we will share a new student service in its first year of delivery that was created to help fight food insecurity on campus. This session aims to create dialogue on how the service/strategic planning can work together to address this important issue for the overall health of our students. Cross-institutional feedback and discussion of this new service and topic will also be encouraged to help us all grow stronger in our fight against student food insecurity.Session Type: Sounding BoardCompetency(ies): Equity, Diversity and Inclusion9.06. A Neighbourhood Model of Accessibility: Re-envisioning the work of an accessibility office Sarah Kloke, University of Toronto, On Location Team Lead; Michael Nicholson, University of Toronto, Assistant Director of Accessibility Services; Heather Kelly, University of Toronto, Senior Director of Student Success Higher education is experiencing an increase in students registering with disabilities. At the University of Toronto, Accessibility Services experienced a 56% growth in registration, including a 76% increase in students with mental health disabilities over the last five years. How do offices for students with disabilities meet this increase, while fostering collaborations with faculty/ academic administrators? This presentation outlines one innovative model in addressing these issues within Canada’s largest university. By exploring a neighborhood accessibility model, key partners will explain how this envision deepened our understanding of academic accommodations, while also discussing how to address current trends at your institution.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: StorytellingCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy9.07. Identify, Assist, Refer: An Online Mental Health Training Melissa Fernandes, University of Toronto, Health Education Coordinator; Ayana Webb, University of Toronto, Health Education Coordinator Canada's universities and colleges are amidst a mental health crisis. While changes to downstream approaches are necessary, there is an equally important need to be proactive further upstream. Student leaders, frontline staff and faculty have the potential to become critical systems of support and can facilitate early intervention if provided with appropriate training and resources. Identify, Assist, Refer (IAR) is an online training that strengthens the knowledge, abilities and skills of students, staff and faculty for responding to individuals experiencing challenges to their mental health. This session will demonstrate the tool, discuss development/implementation processes, and explore next steps.Session Type: DemonstrationCompetency(ies): Student advising, support and advocacy; Technology and digital engagement9.08. CACUSS Reads: Recent Literature in Higher Education Mark Solomon, Seneca College, Associate Dean, Student Services and Indigenous EducationA panel of avid readers will share their insights on recent books in the fields of higher education, administration, student affairs and related topic. This session is designed to stimulate lively intellectual dialogue on the issues and trends that affect our work and to provide guidance to those looking to spend limited book budgets wisely. Audience participation is encouraged though not required.Session Type: PanelCompetency(ies): Post-secondary acumen; Strategic Planning, research and asessment9.09. Exploring Effective Suicide Risk Management Strategies for Post-Secondary Institutions Terri-Lynn MacKay, University of British Columbia, Associate Director, Clinical Services The demand for mental health services has increased at post-secondary institutions and many institutions have struggled to meet demand. An ongoing challenge is providing services for at-risk students requiring more immediate and intensive support. This presentation will provide a brief overview of successes and challenges in strategies that have been applied in supporting students who have self-reported suicidality at the University of British Columbia. Facilitated discussion will explore effective approaches post-secondary institutions across Canada have implemented for manage suicide risk among the student population. By the end of this session, participants will gain operative strategies for use within their institution.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Campfire SessionCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy9.1. Capitalizing on Career FOMO: First Generation Stories Amelia Merrick, University of Toronto, Director, Career Exploration and EducationAccording to Shin and Lee (2018) classism continues to be “the most pivotal and powerful variable that acts as a barrier in an individual’s career decision-making process and its outcomes.” Through this session participants will explore how social and cultural capital influence career trajectories and how self-efficacy and self-authorship can be used to support students who are first in their family to attend University. Participants will be introduced to the “Future of My Own: Talking Walls Project,” a multimedia installation using visuals and podcasts to change the walls in our institution and extend the career stories of first gen alumni.Session Type: Expert LectureCompetency(ies): Equity, Diversity and Inclusion; Student learning and development9.11. Going back to camp: Reimagining career education using a dynamic learning environment Mary Stefanidis, University of Toronto, Career Educator Traditional Career Education models have taken a “one size fits all” approach. Career Exploration & Education at U of T has reimagined career education by developing a full day “camp” to provide a dynamic learning environment to support students’ skill development, learning style, productivity and well being in the development of their further education applications. You will learn how this structure can be used in a diversity of student affairs contexts, how it can decrease staff resources while increasing the amount of students supported, and learn the positive impact on student confidence, productivity and skill development.Session Type: StorytellingCompetency(ies): Student advising, support and advocacy; Student learning and development9.12. Keeping the Faith: wellness, harm reduction and student success, and the University of Saskatchewan Faith Leaders’ Council Peter Hedley, University of Saskatchewan, Director, Student Affairs and Services; Meera Kachroo, University of Saskatchewan, Research Associate Those within student support portfolios are now encountering increasingly complex and high-risk issues like mental health/suicide, crises in the community, and potential harms around proselytization and radicalization. This workshop will share the opportunities and challenges of establishing the new Faith Leaders?€? Council as part of the University of Saskatchewan?€?s Wellness Strategy with the view that Faith Leaders are uniquely positioned and qualified to advise and support wellness, student retention and success. We invite participants to share their experiences and best practices in this area in a multi-directional dialogue.Session Type: WorkshopCompetency(ies): Equity, Diversity and Inclusion; Intercultural Fluency9.13. Speed-faithing: A Tool for Uncommon Interactions Ashley Crouch, Concordia University, Interfaith Facilitator Speed-faithing is an activity that the Concordia University Multi-faith and Spirituality Centre uses to encourage conversations about life’s big questions. An interfaith take on “speed dating”, we invite participants to have short conversations about randomly drawn questions. Come experience what it is like to dig deep, reflect, break isolation, and learn about yourself and how you relate to others!Session Type: WorkshopCompetency(ies): Communication; Equity, Diversity and Inclusion9.14. Keep Calm & Conduct On: Large-scale street partiesStudent Conduct Community of Practice, Community of Practice - Student Conduct, Member 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: Large -Scale Street Parties.Session Type: Roundtable DiscussionCompetency(ies): Equity, Diversity and Inclusion8.16. A Standard to assist Canadian academic institutions and student services professionals to promote and support student mental health PART 2 (continued from session block 8)Sandra Koppert, Mental Health Commission of Canada, Director, Programs and Priorities; Janine Robb, University of Toronto, Executive Director of the Health & Wellness Centre; Andrew Szeto, University of Calgary, Director, Mental Health Strategy An increasing number of post-secondary students are struggling with their mental health. Mental Health Commission of Canada (MHCC) is working collaboratively with the CSA Group to develop a Standard on Psychological Health and Safety for Post-Secondary Students. This Standard will act as a voluntary guideline to help post-secondary institutions review and implement policies, programs, and processes to better support students. MHCC will require the input of student affairs professionals as it is being written. At this session, presenters will do a focus group with participants to inform the development of the Standard.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacy9.15 Community of Practice ReviewCONCURRENT SESSIONS 10Wednesday, June 19, 2019 | 1:45PM – 2:30PM10.01. Supporting Indigenous STEM: Anatomy of an Indigenous STEM Student Support Program Noah Arney, Mount Royal University, ASTEP Administrator; Michelle Pidgeon, Simon Fraser University, Associate Professor, Faculty of Education; Director, Centre for the Study of Educational Leadership & PolicyThere has been increased focus on promoting STEM professions to Indigenous peoples in recent decades as an attempt to address the disparity across these sectors. In 2012, Mount Royal University created the Aboriginal Science & Technology Education Program (ASTEP) to support Indigenous STEM students. In 2017 an external review of the program was conducted to explore and demonstrate the value and impact of ASTEP, one of only three Indigenous STEM student support programs in Canada. This session will provide an overview of the findings of the review and provide guidance on how other post-secondary institutions can create their own program.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: Research PresentationsCompetency(ies): Indigenous Cultural Awareness; Student advising, support and advocacy10.02. Student Services tools for developing resilience in higher education Nic Streatfield, AMOSSHE, The Student Services Organisation, Head of Student Services at York St John University Discover an online resource to help higher education Student Services professionals develop student resilience to stress, anxiety and similar barriers to achievement and success. This toolkit of international research, case studies and practical tools advocates a positive, proactive approach to student resilience, focusing on how institutions can develop supportive, enabling cultures for students by making improvements to their physical and social environment. Explore these resources, learn about the research background that informs the toolkit, and discuss approaches to developing resilience.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Emotional and Interpersonal Intelligence; Student learning and development10.03. Embedded Counselling Models: A Tale of 9 Cities Gaya Arasaratnam, Concordia University, Director, Campus Wellness and Support Services; Sandra Yuen, University of Toronto, Director, Professional Practice and Quality Assessment; Cheryl Washburn, University of British Columbia, Director, Counselling Many institutions are either adopting or considering adopting embedded counselling models that use a “hub-and-spoke” approach to deliver mental health services in faculties and/or specialty departments such as indigenous centers and residence dorms. Sandra and Gaya will discuss 9 case studies of faculty-embedded counselling models from British Columbia, Ontario, Quebec, Nova Scotia, and Newfoundland and Labrador. They will discuss the drivers for this model of service delivery, successes, challenges, and lessons learned. After a review of the findings, attendees will be invited to share their experiences and help inform the development of a Canadian Tool-Kit on Faculty-Embedded Counselling Models.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Strategic Planning, research and asessment10.04. Reflections on the Evolution of Service Delivery at Ryerson Counselling Maura O'Keefe, Ryerson University, Clinical Coordinator; Laura Girz, Ryerson University, Psychologist Ryerson University?€?s Centre for Student Development and Counselling has been focused on continuous improvement with regard to service delivery and accessibility, including development of a same-day initial appointment model, shifts to focus on single-session interventions and brief counselling within a broader framework of counselling supports, accessible groups, and referrals, as well as frameworks for intentional caseload planning for ongoing counselling. This presentation reviews system changes over the past two years with a focus on expansion of a brief counselling program and development of an intentional case load planning model of ongoing counselling, including discussion of outcomes and change management processes.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Expert LectureCompetency(ies): Leadership, Management, Administration10.05. Enhancing Well-being and Social Connection for Graduate Students and the Students they Teach Alisa Stanton, Simon Fraser University, Associate Director, Health Promotion; Martin Mroz, Simon Fraser University, Director, Health and Counselling Services; Yuna Chen, Simon Fraser University, Health Promotion Specialist There is increasing concern regarding the mental well-being of graduate students in higher education settings and there is an incredible opportunity for graduate students to be part of creating a healthy campus community through their roles as Teaching Assistants (TAs) and Tutor Markers (TMs). This Campfire Session will introduce an innovative new project that both supports graduate student well-being, and teaches them strategies for creating conditions for well-being through their roles as TAs and TMs. Following a brief 20 min overview, the audience will be invited to ask questions, share their feedback and engage in a dialogue.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Campfire SessionCompetency(ies): Leadership, Management, Administration; Student learning and development10.06. Success Advice from the Everyday Student Tricia Seifert, Montana State University, Associate Professor; David Aderholdt, Montana State University, Doctoral Candidate; Christy Oliveri, Eastern Washington University, Academic Advising & Student Success Coordinator; Jennifer Clark, Montana State University, Student Success Coordinator Rather than hearing from the highly involved students, this proposal shares the advice average post-secondary students gave to those making the transition to post-secondary education. Our team conducted focus groups at four institutions of higher education in a rural US state from which they developed three student success themes: 1) recognize personal responsibility, 2) establish a support framework, and 3) embrace intellectual growth. We discuss these themes in light of how student affairs practitioners may draw on average student advice and solicit feedback from their own student population to tailor communication and practice to better serve students.Session Type: Research PresentationsCompetency(ies): Communication; Student advising, support and advocacy10.07. Streamlining assessment: Exploring strategies for a more coordinated approach to program evaluation Erica Roberts, Mount Royal University, Health Promotion Specialist; Rachelle McGrath, Mount Royal University, Director, Wellness Services With more and more funding bodies requiring rigorous reporting and proof of program success, the Healthy Campus Team at Mount Royal University saw an opportunity to streamline their assessment processes. The development of a cross-departmental assessment ?€?database?€? was created. This has ultimately helped to facilitate the roll-up of program measures into aggregated scores that are easily pulled for reporting purposes. Join us for this campfire session whereby an overview of this coordinated approach will be presented, followed by a period for discussion where participants will be asked to reflect on some of their assessment-related trials and tribulations.Session Type: Campfire SessionCompetency(ies): Strategic Planning, research and asessment10.08. Amplifying the Student Voice - Contemplating the concept of "blended professionals" Jen McMillen, Ryerson University, Vice-Provost, Students; Kelly O'Neill, Humber College, Dean, Program Planning, Design and Renewal A conversation about student involvement in program quality assurance processes led two colleagues ?€“ from student affairs and the academic division ?€“ down a path that moved beyond partnership. Wondering how the student voice could be engaged in academic processes, we discovered shared core beliefs, if different roles. A research project was born, including the exploration of blended professionals; ?€?individuals who draw their identity from both professional and academic domains, and are, in effect, developing new forms of space between the two?€? (Whitchurch, 2009: 2). Hear about how our research contemplates a ?€?third space?€? in the academic world.Session Type: Expert LectureCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment10.09. Student perceptions on cannabis-use motivations and effects: A presentation and discussion on research findings Anne Comfort, Mount Allison University, Director, Health and Wellness; Matthew Maston, Mount Allison University, Disability Services Advisor This session will report on a qualitative research study exploring university students?€? motivations for cannabis use and the perceived effects of cannabis consumption on mental and physical health, academic pursuits, and other life aspects. Through presentation and discussion, there will be professional learning opportunities for Student Services professionals, administrators, health professionals, researchers, policy makers, and others. At the end of the presentation, participants will be better equipped to assess risks of cannabis use, evaluate and formulate harm-reduction strategies, and educate users and the community. Discussion will allow participants to consider how this research may be transferable to their particular context.Session Type: Research PresentationsCompetency(ies): Leadership, Management, Administration; Strategic Planning, research and asessment10.1. Innovations in Curricular Community Engaged Learning at Western Kelly Hollingshead, Western University, Community Engaged Learning Coordinator, Curricular Programs Over the past 10 years, curricular Community Engaged Learning (CEL) at Western has continually increased and Student Affairs Staff have developed a strong process to support this development. CEL at Western is now focusing on advancing curricular CEL through innovations in various areas including knowledge mobilization, curriculum mapping, and graduate studies to advance our portfolio outcomes. Join us to learn about Western’s innovative practices in each of these areas, and leave inspired with initiatives that you can adapt for your own institution.Session Type: StorytellingCompetency(ies): Strategic Planning, research and asessment; Student learning and development10.11. Seamless Acculturation: International student academic support through innovative collaboration Agnieszka Herra, Queen's University, Intercultural Academic Support Coordinator; Corinna Fitzgerald, Queen's University, Assistant Dean, Student Life and Learning, Division of Student Affairs; , , ; , , ; , , , ; , , ; , , ; , This session discusses the innovative collaborative approach taken by Queen?€?s University to support the academic acculturation of international students. The Intercultural Academic Support Coordinator is a shared position between the Queen?€?s University International Centre (QUIC) and Student Academic Success Services (SASS). The position acts as a bridge between the units in order to create a more seamless acculturation process for international students by bringing academic support information and programming to the QUIC, while also adding an intercultural lens to SASS programming. Additionally, it creates opportunities to build awareness about the need for adjustment across campus, especially in classroom environments.Session Type: Expert LectureCompetency(ies): Intercultural Fluency; Student learning and development10.12. The utility of a mental health policy in higher education: lessons learned from a critical appraisal of the creation, implementation and evaluation of the Fall Break Policy. Kelly Pilato, Brock University, PhD Candidate; Madelyn Law, Brock University, Associate Professor The incidence, severity and persistence of mental health issues is increasing across post-secondary campuses (Zivin et al., 2009; Canada Newswire, 2012) with these students now viewed as a high-risk population (Stallman, 2010). Many Canadian universities have implemented a policy for a fall break in hopes of alleviating students?€? stress and anxiety to improve mental health, heighten retention, and increase academic productivity. This presentation provides a critical perspective on the development of policy in post-secondary institutions and may help determine whether a fall break week can be effective in addressing students?€? stress and anxiety and benefit their mental health.Session Type: StorytellingCompetency(ies): Strategic Planning, research and asessment10.13. Creating a Ripple Effect: Staff Development and Student Support Lakin Dagg, Carleton University, Special Project Officer, Office of the Vice-President (Students and Enrolment); Greg Aulenback, Carleton University, Manager, Strategic Initiatives, Office of the Vice-President (Students and Enrolment) How can an institution empower staff to enhance their capacity to address diverse student needs? This session will tell the story of the Student Support Certificate, an initiative designed to offer development opportunities aligned with the CACUSS competency model. From the initial strategic focus through to current implementation, this session will explore how the Student Support Certificate developed, the experiences of participants, and the positive ripple effect across the campus community to better support students. Participants will have an opportunity to reflect on the relationship between professional development and student support, and consider application of this knowledge at their institution.Session Type: StorytellingCompetency(ies): Leadership, Management, Administration; Student advising, support and advocacCONCURRENT SESSIONS 11Wednesday, June 19, 2019 | 2:45PM – 3:30PM11.01. Ride The Wave Jodie Lockey Duesling, WLU brantford, wellness education coordinator/ manager of wellness; Nathan reeves, WLU waterloo, wellness education coordinator The Ontario University and College Health Association (OUCHA) has released that ?€?Ontario Universities are facing a mental health crisis. A 2016 survey shows that rates of anxiety, depression and suicide are on the rise amongst students in post-secondary education?€?. A fifth of Canadian postsecondary students are depressed and anxious or battling other mental health issues. Wellness is highly linked to attrition; thus, our goal is that students remain in school and learn skills to assist beyond post secondary. This workshop will look at our RIDE THE WAVES series of psychoeducational groups to tackle ongoing mental health concerns.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: WorkshopCompetency(ies): Emotional and Interpersonal Intelligence11.02. Results from the 2 year evaluation of The Inquiring Mind Laura Henderson, University of Calgary, Research Coordinator; Brittany Lindsay, University of Calgary, Master's Student The Inquiring Mind is a post-secondary workshop that aims to reduce stigma associated with mental illness and promote mental health. Between 2016 and 2018, six Canadian universities participated in a pilot evaluation study that included more than 500 post-secondary students. Using pre, post, and 3 month follow-up surveys, we are now able to look at the impact of the program in the areas of: reducing stigmatizing attitudes, increasing resiliency, improving general mental health,and opinions on the program structure.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Research PresentationsCompetency(ies): Equity, Diversity and Inclusion; Student advising, support and advocacy11.03. Addressing the Gap: Services for Students Who Have Sexual Behaviour Problems Jennifer Drummond, Concordia University, Coordinator, Sexual Assault Resource Centre; Emilie Marcotte, McGill University, Sexual Violence Response Advisor In the last 5 years campus communities have focused on developing a response to sexual violence: policies, prevention programming, and survivor support. Concordia and McGill University are hoping to introduce a group program, to address a gap in services for students who have caused harm, and are interested in changing their behaviour. This sounding board session will be an opportunity for us to present this initiative in its early stages and engage the participants in a rich discussion that will enable them to evaluate and advocate for more holistic approaches to sexual violence prevention and response on their own campuses.Feature Session: Evolving Perspectives on Campus Mental HealthSession Type: Sounding BoardCompetency(ies): Emotional and Interpersonal Intelligence; Student advising, support and advocacy11.04. Measuring Success. Three evidence based advising interventions. Melissa Gallo, Mohawk College, Director, Student Success Initiatives Mohawk College has committed to finding out what works in student success interventions and programs by engaging in research projects that yield a greater understanding of how what we do affects students. Through this session, you will learn more about what we have learned from our proactive and group advising interventions, and preliminary findings from our academic probation communication project and our student goal setting project. Finally, you will learn more about the Student Success Innovation Centre and upcoming research projects, including online goal setting.Session Type: Research PresentationsCompetency(ies): Strategic Planning, research and asessment; Student advising, support and advocacy11.05. Factors affecting1st to 2nd year retention at a Technical Campus Angie Clarke, Marine Institute of Memorial University, Director, Student Affairs This research study aimed to determine the factors associated with the first to second year persistence of students enrolled at the Marine Institute, a technical campus of Memorial University. Adopting the integrated model of student retention (Cabrera et al., 1992, 1993) as the contextual framework for the work, the research investigates the institutional and goal commitments of students in the overall context of student retention. It assesses whether students?€? certainty of the career and major associated with their program of study plays a significant role in their retention.Session Type: Research PresentationsCompetency(ies): Post-secondary acumen; Strategic Planning, research and asessment11.06. More Than Ramen Noodles: Swipe It Forward Queen’s and Food Insecurity on Campus Jessica Whiting, Queen's University, Administrative Assistant to the Dean, Office of the Vice-Provost and Dean of Student Affairs; Ellie Sadinsky, Queen's University, Executive Director, Office of the Vice-Provost and Dean of Student Affairs; Jennifer Pete, Queen's University, Associate Director, Housing and Ancillary Services Food insecurity is a significant issue on Canadian campuses. Swipe It Forward Queen?€?s, launched in 2018, helps students with immediate needs - an additional short-term option that complements other supports. Students on meal plans can ?€?donate?€? unused meals to assist peers. Program partners complete an online form to load meals onto student cards, facilitating quick and discreet access to dining halls and food outlets. The session will detail how the program was designed, the language used to market it, and lessons learned. Participants will be able to evaluate how such a program could work on their campus.Session Type: Campfire SessionCompetency(ies): Student advising, support and advocacy11.07. “Peer Coaching Coming Soon”: Navigating the opportunities and obstacles encountered when launching a new peer program Olivia Jenkinson, University of British Columbia, Student Engagement Officer (Arts) The power of peer-to-peer education is well documented, and many universities are exploring peer programs as an informal and relatable style of student support. Building a new peer program can be a complex process. This session outlines the process used to build an Arts Peer Academic Coaching program, and highlights the opportunities, obstacles, and key learnings from this experience. In a storytelling format, this presentation will expose session attendees to; creative ways of promoting new programs, strategies to foster faculty buy-in, activities to develop a team culture, and useful resources to help create focused program goals.Session Type: StorytellingCompetency(ies): Strategic Planning, research and asessment; Student learning and development11.08. Creating a Culture of Assessment: Stories of Building on Strengths & Addressing Needs Helen Vallianatos, University of Alberta, Associate Dean; Veronica Kube, University of Alberta, Graduate Research Assistant; Wendy Doughty, University of Alberta, Assistant Dean While assessment practices in student affairs have received increased attention in recent years, limited literature remains on Canadian contexts. Program decisions must be based on evidence of local student needs, and programming must be routinely evaluated to ensure these needs are being addressed. We present our collaborative approach to create an assessment framework, and lessons learned during development and initial implementation of our assessment plan. Phase 1 findings, focused on interviews with staff, are then shared. A discussion follows, on how our case reflects similar and different experiences in other institutional contexts.Session Type: Research PresentationsCompetency(ies): Strategic Planning; research and asessment11.09. Positively Transforming Your Campus for Religious, Secular, and Spiritual Identities J. Cody Nielsen, Convergence on Campus, Founder, Executive Director Institutions are responsible for the supporting the identity development of their students. Supporting religious, secular, and spiritual identities is essential to holistically serving students. In this session, we introduce four dimensions to address common problems associated with supporting these identities: relationship & oversight, advocacy, infrastructure, and programming & training. Participants can expect to learn how to address these problems, and have time to begin strategic planning for positive transformation of their campuses.Session Type: Expert LectureCompetency(ies): Equity, Diversity and Inclusion11.10. New Student Experience Programming and Assessment ?€“ What We Built and What They Tearned! Lisa Russell, Memorial University of Newfoundland, Manager, Student Experience Office This session will provide an overview of the key programming that constitutes the new student experience at Memorial with a particular focus on content targeting promoting understanding and connections between the general student population and previously marginalized populations as well as an overview of the process of building the assessment framework. In addition we will review how distinct new student experience offerings created varying levels of achievement of student learning outcomes. Through this session, we will identify actions taken by Memorial in response to the assessment outcomes as well as highlight key lessons learned that apply to other?€?s assessment journeys.Session Type: StorytellingCompetency(ies): Strategic Planning, research and asessment; Student learning and development11.11. On Campus Employment: A High Impact Practice and Route to Top Skills Acquisition Jennifer Browne, Memorial University, Associate Director, Student Life A long-standing on-campus employment program at Memorial University was transformed in 2005 into an experiential learning program. Analysis of data collected since that time has identified the top skills and competencies students have developed as a result of their on-campus employment. Come hear about this experiential program and the findings from analysis of over 3600 reflection agreements highlighting the skills students developed and if they coincide with the top skills employers are seeking.Session Type: Research PresentationsCompetency(ies): Student advising, support and advocacy; Student learning and development11.12. Exploring Community and Worldview in Contemporary Mi'kmaq Art (Research/ Creation) Raymond Sewell, Saint Mary's University, Lecturer/ Indigenous Advisor I would like to share Mi'kmaq worldview with session goers. I would like to explain community and research and how the two are present in modern contemporary Mi'kmaq art. I believe it would benefit people professional development in the sense that they would interact with the presentation and they would be able to gain insights that would be valuable in terms of intercultural learning. What is learned would be directly applicable to Mi'kmaq indigenous students they are servicing. Community building is at the heart of my efforts to reconcile as an indigenous person.Feature Stream: Indigenous Cultural Competency/AwarenessSession Type: StorytellingCompetency(ies): Indigenous Cultural Awareness; Intercultural Fluency ................
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