SESSION A: 11:00AM - 12:30PM

A1:  Don’t Ask Me: Using inquisitive statements to unlock student understanding

• Daniel Levangie;  Manager, Academic Advising, UBC Vantage College
• Wendy Brett; International Student Advisor, Science Faculty, UBC Vantage College
• Tina Chan; Associate Academic Advisor, Applied Science Faculty, UBC Vantage College
• Shane Campbell, Academic Advisor, Arts Academic Advising & UBC Vantage College

Asking questions is at the core of effective advising practice. We use them to gain contextual understanding as advisors, help students reflect, and launch a collective discussion about solving issues. But in your advising practice, do you feel like students would like to reflect or share more deeply but both you and they are unsure how to reach that depth?  Asking questions sometimes results in students providing answers they think we want to hear rather than answers that reflect their true understanding. With statement-based inquiry, advisors make observations or statements about what the student thinks or values. Naturally, and often quite unconsciously, students affirm or deny those statements in a very honest and transparent way.Standard advising type of question: “tell me about …" Statement-based inquiry phrase: “so you’re someone who …”  The technique is simple to understand but takes practice to employ. In this workshop we will reflect on our personal inclinations towards problem-solution advising, learn about statement-based inquiry as a technique, and practice the technique with colleagues. Attendees should come prepared to participate and interact.

By the end of this session, you will have an:

1. Understanding of statement-based inquiry
2. Capacity to exercise and use statement-based inquiry
3. Ability to get beyond conversational blocks in developmental advising relationships

 

A2:  QPR Refresher: Reviewing and Practicing Skills for Having Conversations with Students​

• Tam Uden, Health Promotion Specialist, Health Promotion and Education
• Kristen Reeve, Mental Health Nurse, Student Health Service
• Karen Moss, Counsellor, Counselling Services

Have you taken QPR (Question, Persuade, Refer) but need to revisit the content in a new way? This session focuses on refreshing the skills that you learned in QPR and looks at how we can apply these in a UBC context. Focus will be on reviewing the skills learned in QPR and looking at how to apply these when advising students who are having suicidal thoughts. In addition we will be looking at how the referral process works and what students can expect when they access UBC resources.

By the end of this workshop, you will:

1. Review the QPR model and learn from colleagues about what conversations advisors are having with students at risk of suicide
2. Learn about the referral process at UBC for students experiencing suicidal ideation and what happens once you refer
3. Have a chance to practice common scenarios and take away key phrasing to use with students at risk of suicide

 

A3:  Helping students prototype their way forward: Design Your Life Initiatives and Practices

• Karla Gouthro, Manager, Career and Professional Development, Centre for Student Involvement and Careers
• Kimberley Rawes, Career Educator, Centre for Student Involvement and Careers

As advisors who help students tackle some of the “wicked” problems of life and career navigation, the Designing Your Life (DYL) methodology provides a much needed process for students to implement change and build their way forward.  DYL embraces human centered design as a way to invite students to engage in the experience of being in the academy and in the world, while also  preparing for, life with conscious consideration.  In essence, DYL introduces tools and mindsets for “figuring out what you want to do next,” given multiple possibilities for the future.  This session will share three examples (curricular, co-curricular and work-integrated-learning) where advisors and educators from the Centre for Student Involvement and Careers engaged students in the Designing Your Life methodology. Session participants will also practice techniques they can apply in their day to day advising to help students who are facing uncertainty and overwhelm regarding their future life plans. 

By the end of this workshop, you will:

1. Describe three examples of DYL prototypes implemented by the CSI&C.
2. Practice with the following techniques: reframing limiting beliefs, generating multiple possibilities, supporting bias to action - aka stuck to unstuck, encouraging iterative process.
3. Discuss the attitudes of curiosity, mindfulness, radical collaboration, and action-focus that will benefit students life and career planning.

 

A4:  Advising Students in Conflict : Tips and Resources

• Aftab Erfan; Director, Dialogue and Conflict Engagement, Equity and Inclusion Office

As advisors, students may disclose their experiences with issues related to interpersonal conflict, discrimination, bias, stereotyping, and potential bullying and harassment. In light of the increasing diversity of UBC's population - in terms of gender, race, culture, religion, sexual orientation, ability and more - it is not surprising that these issues arise and impact the student’s experience. For many students, an advisor is a potential first point of contact on these concerns.  You play a crucial role in recognizing and acknowledging the issues, coaching students to navigate these issues productively, and helping to find the supports they need.

By the end of this workshop, you will:

1. Become familiar with UBC's Conflict Engagement Framework and the policy environment in which conflicts are addressed
2. Get introduced to an approach for listening to disclosures and practice with a colleagues
3. Have an understanding of how to help students navigate their options when in conflict and a list or resources to refer them to

 

A5:  Navigating Difficult Conversations:  Advising Graduate Students in Complex Situations

• Danielle Barkley, Graduate Educator, Centre for Student Involvement and Careers
• Jacqui Brinkman, Director Graduate Student Professional Development, Faculty of Graduate and Postdoctoral Studies

Today’s graduate students are not only diverse in disciplinary and personal background but also occupy multiple roles: student, employee, partner, parent, supervisee. Amidst a changing landscape of career outcomes, time pressures, and mental health challenges, students often approach advisors with a wide range of needs. Staff members who support and advise graduate students often have shared questions and challenges, such as: • how to advise when students present with multiple intersecting concerns (wellness, career, financial, motivation, etc.) • how to balance confidentiality and student autonomy over their own decision making • how to support students in complex life circumstances (caregiving, financial responsibility, life stage etc.) Please join us for an interactive, case-study based session in which we will have the opportunity to work on a range of cases designed by staff members who work directly with graduate students. Participants will have the opportunity to collaboratively develop strategies for how they would respond to the case, fostering connections and community amongst staff working in different areas. Each case will then be debriefed as a way to illustrate possible referrals and resources available on campus.

By the end of this session, you will:

1.  Experience an increased sense of confidence in navigating complex conversations while advising students at the graduate level
2. Understand the supports and services to which they might appropriately refer graduate students 
3. Articulate some of the distinctive needs of the graduate student population, and how to be attentive to those needs during advising conversations

 

A6: Mental Health Literacy:  From Theory to Practice

• Levonne Abshire; Health Promotion Strategist, Health Promotion and Education
• Kelly White; Health Promotion Strategist, Health Promotion and Education
• Karen Flood; Registered Psychologist, Counselling Services

Theory on Mental Health Literacy suggests that promoting mental health and wellbeing is crucial to students’ academic success, engagement, and to creating an outstanding work environment for our faculty and staff. But as advisors, students services professionals and faculty we may not have the knowledge and skills necessary to promote mental health literacy in our practice. How do we reduce mental health stigma, create a supportive campus culture, ensure that faculty and staff have the resources to help students understand mental health broadly, and improve resiliency and coping skills?  In this workshop, we will share a framework for understanding and talking about mental health. We will discuss the necessary skills for mental health, including the resources that are available to students, staff and faculty. We will highlight a unique self-help resource, TAO (Therapy Assistance Online), now available to UBC, and walk through the components and benefits of TAO for UBC students. This health promotion approach to mental health is about equipping our community with the knowledge and skills they need to live well and improve their health by creating environments that support them.

By the end of this workshop, you will:

1. Consider the importance of language within a mental health literacy framework
2. Develop an understanding of mental health, the signs and symptoms that in various mental health states in order to identify resources for support
3. Develop an understanding of TAO (Therapy Assistance Online)

 

A7: Toolkit to Support Career Navigation of Equity-Seeking Students

• Jesse Grimaldi, Manager; BCom Careers, Business Career Centre, Sauder School of Business
• Allison Mander-Wionzek; Advisor, Career and Professional Development, Centre for Student Involvement and Careers
• Michael Rankin, Manager, UBC Sauder Co-op Program

We want to see students thrive as they navigate employment. Students belonging to equity-seeking group(s) may have particular questions and needs as they embark on their job search. As career coaches, advisors, and staff who support students in several aspects of their academic and employment journeys, students may come to us with questions about their career navigation as it relates to their particular identities and experiences, such as: • How and when do I disclose to my employer that I have a disability? • My first name is not my birth/legal name – what do I put on a resume? • How do I know my prospective employer is inclusive of diverse identities/experiences? To support student career navigation, a cross-functional Equity Committee joined forces in 2017 to develop career navigation guides for students belonging to equity-seeking groups such as: students with disabilities, students of colour, and students identifying with the LGBTQ+ community.  Enhance your career navigation toolkit! This workshop introduces the UBC community to these career navigation guides, along with staff-facing educational resources to accompany these student guides. Learn how to support students with their career navigation questions, know where to continue your learning in support of equity-seeking students, and learn best practices for supporting career navigation of students belonging to these equity seeking groups.

By the end of this session, you will:

1. Have an enhanced awareness of some of the career navigation barriers faced by equity-seeking students;
2. Provide timely and responsive career resources and referrals to students when they come to staff with questions about their career navigation; 
3. Identify campus resources to help support their continued learning in this area;
4. Understand some of the best practices and terminology to best support, coach, and advise students.

A8:  Beyond a Referral: Reimagining How We Support Survivors of Sexual Violence at UBC

• Sonya Boyce; Director, Sexual Violence Prevention and Response Office (SVPRO)
• Janet Mee; Director; Centre for Accessibility
• Susanne Goodison; Director, Arts Academic Advising 

Since October 2017, the Sexual Violence Prevention and Response Office (SVPRO), Arts Advising, and the Centre for Accessibility have been exploring ways to support student survivors. Using trauma-informed principles, and responding to emerging needs in the UBC Community, these teams have worked across units, departments and faculties to move beyond referral and reimagine how to empower students while minimizing secondary victimization.

By the end of this workshop, you will:

1. Understand how to apply the philosophy and key principles of a trauma-informed practice to coordinating across units to support student survivors.
2. Understand how SVPRO, Arts Advising, and the Centre for Accessibility are co-creating referral and intervention protocols to improve the experiences of student survivors.
3. Understand how a coordinated approach to supporting student survivors can minimize their experiences of secondary victimisation.

 

LUNCH AND LEARN: 12:45 - 1:20

L1:  Graduate Student Advisors:  Networking session

Join together with advisors from across campus who advise graduate students. Meet new colleagues, share ideas and learn from one another.

L2:   Designing Your Life (DYL):  Early Adopters and everyone else

Whether you have been exploring and experimenting with Design Your Life tools and techniques, or thinking of doing so, join this lunchtime conversation with colleagues who share your interest in applying DYL activities in their day to day work with students.

L3:  Keynote reflections:  Happiness 101

Join with colleagues who were intrigued and inspired by this morning's keynote.  Share your reflections and consider the possible applications in our work.

L4:  Professional Development Nerds

A course, a conference, a full fledged Masters or PhD program?  Thinking about it?  Already enrolled? Completed?  Join with colleagues to discuss and share different approaches to enhance your advising skills through personal and career development.

 

SESSION B: 1:30PM - 2:45PM

B1:  Ways of Knowing and Being:  Inviting Students to Academic Integrity

• Dr. Laurie McNeill, Senior Instructor, Chair, First-Year Programs, Co-ordinated Arts Program (CAP)
• Kristi Carey, Faculty of Arts
• Dr. Stefania Burk, Associate Dean, Academic, Faculty of Arts

How do we get students to care about academic integrity without focusing on punishment? How can we help them put this concept into practice when it comes to their own work? How can inviting students to meet the expectations of academic integrity -- rather than avoiding misconduct -- change not only classroom practice but also students’ sense of belonging and wellbeing? So often, university resources that are ostensibly about academic integrity actually focus on academic dishonesty, using a punitive framework: they instruct students only on policies and consequences. In keeping with recent scholarship on teaching and learning (e.g., Blum 2009; Nelms 2015), our TLEF project, “Our Cheating Hearts? Changing the Conversation through Academic Integrity Curriculum in First-Year Arts Programs,” re-frames curricular approaches to academic integrity in first-year writing and literature courses, emphasizing the production of ethical scholarship as inseparable from one’s role in a scholarly community. In this presentation, we share results from the 3 years of our project and the curricular interventions that have better supported students and faculty in teaching and learning about academic integrity. We will discuss findings, activities, and learning opportunities from the project, as well as consider next steps in moving towards a university praxis of academic integrity. As this project has unfolded, it has become clear to us that the transformative potential of these new approaches involves much more than simply “avoiding plagiarism,” but of providing access to academic ways of knowing that have otherwise been unevenly distributed across our student body. Blum, Susan D. My Word! Plagiarism and College Culture. Ithaca: Cornell UP, 2009. Nelms, Gerald. “50 Ways of Addressing Student Plagiarism Pedagogically.” https://teachingandlearninginhighered.files.wordpress.com/2015/07/nelms-50-ways-of-addressing-student-plagiarism-pedagogically-1.pdf. 2015. ---. “Why Plagiarism Doesn’t Bother Me at all: A Research-Based Overview of Plagiarism as Educational Opportunity.” Teaching and Learning in Higher Ed. https://teachingandlearninginhighered.org/2015/07/20/plagiarism-doesnt-bother-me-at-all-research. 2015.

By the end of this workshop, you will:

1. Consider what academic integrity looks like at the first-year level  
2. Learn about the promising results of TLEF project, Our Cheating Hearts?
3. Learn how this project and its materials have affected academic misconduct cases in the Faculty of Arts

 

B2:  Supporting students with an Autism Spectrum Disorder - Panel Discussion​

• Angela Godber; Autism Outreach Manager, Pacific Autism Family Centre
• Sarah Knitter; Accessibility Advisor, Centre for Accessibility
• Rashmeen Nirmal, Ph.D., R.Psych.; Registered Psychologist, Sunny Hill Health Centre for Children, BC Children's Hospital and Clinical Instructor, UBC Faculty of Medicine

Students with Autism Spectrum Disorders are transitioning to post-secondary institutions at a growing rate. As early detection, intervention and supports through K-12 improve, we are expecting to continue to see an increase in the number of students within this population. These students present a unique set of needs that are not necessarily met within the traditional structure of academic accommodation or student advising. While many students with ASD may have the ability to excel academically, they often need assistance navigating the “hidden curriculum” of university. This session will feature a panel of UBC and Community experts who will share their experience in supporting students with ASD.  

By the end of this workshop, you will:

1. Build knowledge and understanding in working with students with ASD
2. Challenge stereotypes and myths
3. Learn of programs, supports and strategies available on and off campus

 

B3:  Creating and Supporting Educational Resources for International Students Learning Indigenous Contexts and Histories at UBC

• Jola Lekich; Program Director, Global Campus Initiatives, International Student Development
• Janey Lew; Educational Consultant, Indigenous Initiatives, Centre for Teaching, Learning and Technology

Staff and faculty in diverse academic and support units have identified an interest and need for educational resources to introduce international students at UBC to learning about Indigenous topics, histories, and relationships. Such resources would support key university goals to improve student learning and experience, increase capacity for Indigenous engagement, and develop intercultural understanding and respect. Drawing upon community consultations and research on UBC international students’ prior knowledge and learning needs about Canada’s Indigenous histories and contemporary relationships, the Centre for Teaching and Learning in collaboration with Student Engagement, First Nations and Indigenous Studies and other academic units, have partnered to develop flexible curriculum materials to support and encourage international students, and those who deliver educational programs for them, to think critically about their roles and responsibilities as guests on Musqueam lands while studying, and beyond their studies, at UBC. Learn about how we have implemented the modules during an international graduate student orientation and join us for a conversation about how you currently or would like to include indigenous topics into your own work. Participants will also be invited to provide feedback on the current modules in an effort to build upon and improve existing materials.

By the end of this workshop, you will:

1. Learn practical ways they can incorporate indigenous contexts and histories into their programs with (but not limited to) international students
2. Support the production of materials to improve the capacity of instructors, TAs, staff, and student leaders in exploring complex issues such as settler colonialism, residential school histories and legacies, etc.
3. Gain a broader understanding of TRC recommendations and integrating existing learning resources, including those developed in conjunction with Musqueam (e.g. “Power of a Name,” “Musqueam: Giving Information About Our Teachings”), to support wider dissemination and increased accessibility for international student learning contexts.

 

B4:  Your Advising Practice: An ‘On the Balcony’ Perspective

• Robyn Leuty; Manager Workplace Learning, Centre for Student Involvement and Careers

We spend a great deal of time helping students learn from their experiences in the hope that they can make the most of their degree. At the end of each conversation, there is always another priority waiting for us – the next student, meeting, email, or project. Amongst the never-ending list of to-do’s, where do we find time to reflect and refine our own practice as advisors? This session is for YOU. It hits pause on the busy-ness of your day-to-day and provides you with the time and space (with some gentle facilitation) to reflect on your advising practice alongside colleagues from across campus and to begin to explore different strategies for overcoming obstacles that may get in your way of continued learning in your practice as an advisor. By the end of the session, you will: have the time and space to reflect on and share meaningful moments in your advising practice, identify your personal approach to advising, and utilizing the diversity of styles and approaches of advisors from across campus collectively generate potential strategies for overcoming obstacles you face as an advisor.

By the end of this workshop, you will:

1. Reflect on and share aspects of your advising practice to identify personal approaches and embodied values.
2. Identify potential obstacles that stand in your way from continued learning and development of your advising practice.
3. Collectively ideate strategies with colleagues for overcoming these obstacles.
4. Identify one strategy to prototype (experiment) in your own advising practice

 

B5:  Embodied Advising: Exploring lessons from Conflict Theatre​

• Amrit Mundy, Centre for Student Involvement and Careers
• Kari Marken, Educational Strategist, Centre for Student Involvement and Careers
• Tom Scholte, Professor,Theater and Film, Faculty of Arts
• Danielle Barkley, Graduate Educator, Centre for Student Involvement and Careers
• Jeremiah Carag, Coordinator, Learning Initatives, Centre for Student Involvement and Careers

This session invites participants to explore some of the principles and practices of Conflict Theatre @ UBC that the presenters have explored in their own work with the campus community (students, staff & faculty). We will invite session participants into a dialogue about how these principles and practices might be adapted for use within UBC’s Advising contexts. During the session we will: • Invite the presenters to briefly share their personal experience of having enacted theatre-based approaches—approaches informed and inspired by Conflict Theatre —in their professional practice; • Experience 3 or 4 Conflict Theatre activities with the session participants; • Engage in a dialogue with participants that explores how the activities, practices, and principles used in Conflict Theatre might be adapted for Advising contexts.

By the end of this workshop, you will:

1. Become aware of pedagogical principles and practices of Conflict Theatre 
2. Develop increased confidence in exploring and experimenting with such practices 
3. Make connections about how such principles and practices and might speak to participants' advising contexts

 

B6:  Language Lightning Round: Bringing Your Linguistic and Cultural Expertise to Work

• Michelle Suderman; Director, International Student Development
• Levonne Abshire; Health Promotion Strategist; Health Promotion and Education
• Aftab Erfan; Director, Dialogue and Conflict Engagement, Equity and Inclusion Office

When we talk about language and culture shaping the student experience, we usually mean students’ languages and cultures. However, the advising community at UBC has a veritable cornucopia of language and cultural expertise among our staff and faculty members. Following on previous years’ workshops on intercultural communication and bringing one’s cultural self to the workplace, this workshop will invite participants to consider the assets they bring to the advising community in terms of language and cultural diversity. This hands-on session will include a round of language speed dating followed by open space discussions of key ways they engage with students (one-on-one advising, career conversations, reception and welcoming, health services, etc.), with an emphasis on the benefits, complexities and limitations of bringing one’s linguistic and cultural expertise to our collective work with students. The session will end with an invitation to be part of an emerging living library of language and cultural informants within the UBC advising community. All language and cultural backgrounds welcome.

By the end of this workshop, you will:

1. Be more aware of specific language and cultural expertise their fellow participants possess
2. Be able to identify ways that their language and cultural expertise and that of their colleagues can be an asset in our collective work with students
3. Be able to identify complexities and limitations related to bringing their language and cultural expertise to our collective work with student

 

B7:  Delivering unwanted news: strategies for working with students​

• Ryan Holliday; Associate Director, Arts Academic Advising
• AJ Krause; Accessibility Advisor, Centre for Accessibility
• Colleen Mooney, Enrolment Services Advisor, Enrolment Services

Advisors value the relationships they have with students and find interactions with students to be the most satisfying aspect of their role. Often, advisors have to communicate unwanted news to students and this type of news can have a significant impact on the student. Delivering unwanted news is a challenging but necessary part of the role. Advisors want to remain supportive and maintain their relationship with the student but sometimes the unwanted news is a result of a decision the advisor made. This is especially true when there are concerns about how the news will be received by the student. So how should “no” be communicated?

By the end of this workshop, you will:

1. Learn how unwanted news is best received by people.
2. Connect theories to the experience of receiving unwanted news.
3. Brainstorm strategies and best practices for delivering unwanted news

 

B8:  Accommodating students with disabilities:  A Policy 73 update

• Janet Mee, Director, Centre for Accessibility

This session will provide an overview of the revisions to UBC's Policy 73 and the university's duty to accommodate students with disabilities in keeping with the BC Human Rights Code.  We will review the roles and responsibilities of all university partners in the accommodation process and there will be plenty of opportunity for questions and discussion.

By the end of this workshop, you will:

1. Understand  the changes in Policy 73 and how they align with the BC Human Rights Code
2. Understand who is responsible for determining accommodations and how the process works
3. Engage in questions and discussion 

 

B9:  Approaches to Substance Use Education at UBC

• Amanda Unruh, Health Promotion Specialist, Health Promotion and Education
• Andrew Quenneville, Associate Director, Residence Life, Student Housing and Hospitality Services
• Leslie Chesick, Registered Clinical Counsellor, Counselling Services

With the legalization of cannabis, an ongoing opioid overdose crisis in Canada, and alcohol use normalized amongst undergraduates, UBC has been educating our campus community, students and staff with messages of prevention and harm reduction. This session, run by members of the Substance Use Education Working Group, will inform attendees about the approach UBC is taking to educate students about substances, of how students can refuse or use more safely. We will review what substance use trends are for university students in Canada, and key messages about substance use. The presentation will also include information about referrals and supports at UBC, and how to have a non-judgmental conversation with a student about substance use.

By the end of this workshop, you will:

1. Cite current trends in substance use in university
2. List UBC's key messages regarding substances and their use
3. Practice how to have a non-judgmental conversation with a student about their substance use.

SESSION C: 3:00PM - 4:00PM

C1: Indigenous Ways of Knowing is Professional Development: How Coyote tricked us into becoming better at our jobs!

• Jolie Ellison, Manager Student Support Services
• Renee Avitan, Counsellor, Counselling Services
• Kuan Foo, Accessibility Advisor, Centre for Accessibility
• Savannah Knockwood, Indigenous Student Programs Coordinator, Centre for Excellence in Indigenous Health, School of Population and Public Health

Highlighting how Student Engagement and Aboriginal Student Affairs (Arts) have developed over the past 3 years to become more respectful and inclusive in our work with Indigenous students. Briefly look at the intersections between the TRC recommendations and the UBC Indigenous Strategic Plan. Indigenous Ways of Knowing is all about relationships, the relationships you build with those you help and those who are helping you. Discuss how our work with Indigenous students (improving system navigation, providing speedier access to supports) impacts our relationships with Indigenous students and other professionals across campus. When we make the effort to improve our work with specific, marginalized populations, we increase our skills and knowledge base and become better at our jobs on a variety of levels.

By the end of this workshop, you will:

1. Identify the transferrable skills we learn when supporting specific student populations.
2. Understand the relationship between TRC recommendations and Advising
3. Understand diverse student perspectives – commuter, Indigenous, LBGTQ2+, and other markers of marginalization.

 

C2: Integrating Design Thinking in Career Coaching through Co-op – How have you incorporated “Design your life” from the last Advising Conference keynote​

• Guan Gelsey, Cooperative Education, Faculty of Arts
• Letitia Henville, Coordinator, Graduate Programs, Faculty of Arts

As one of the core opportunities for experiential learning and work-integrated learning, Co-op is designed to enable students to prototype different career options. We hope that, by doing so, students will be able to discover their own strengths and fit into the job market. Many students, however, are fearful of stepping into the unknown to simply explore. They are held back by their fixed mindset regarding career development. To help them to develop a growth mindset and empower them to find their direction, our student engagement team at the Arts Co-op Program have been studying, group learning, discussing, and incorporating concepts, theories, languages, tools and practices from “Design your Life” by Bill Burnett and Dave Evans into our training and coaching practices. We will share our approaches in all areas of Co-op—including recruitment, one-on-one meetings, and site-visits—to help students to use design thinking to figure out their potential next steps. We would also like to hear about your practices and insights.

By the end of this workshop, you will:

1. Understand why there is a need to introduce design thinking to career planning and career development.
2. Understand what the positive outcomes are on students
3. Learn how we integrate this new way of thinking to our existing training, coaching and advising practices

 

C3: Supporting Students with Concussion

• Dr. Rob Drapala, Student Health Service
• Robert Tudhope, Academic Advisor, International, Arts Academic Advising
• AJ Krause, Accessibility Advisor, Centre for Accessibility

Presentation on concussion, including symptoms, causes of concussion, prevalence, and impact on mood. The presentation will include discussion of diagnosis, treatment options and estimation of recovery time. The session will focus on approach to short term concessions and ongoing accommodation for those students with severe symptoms.

By the end of this workshop, you will:

1. Discuss symptoms of concussion, use of the Sport Concussion Assessment Tool (SCAT) typical time to recovery, and treatment options.
2. Learn how to approach to concessions for students with concussion
3. Learn how to approach to ongoing accommodations for students with severe symptoms

 

C4:  Asset-Based Welcome in First-Year Orientations

• Elise Goodreault, Manager, Student Engagement, Centre for Student Involvement and Careers
• Samantha Robinson, First Year Expereince Coordinator, Centre for Student Involvement and Careers
• Diane Mutabaruka, First Year Experience Coordinator, Centre for Student Involvement and Careers

This session showcases program design grounded in asset-based community development, empowering student leaders to enact and practice a strengths-based approach. The asset-based community development is a response to a more traditional needs-based or deficit-based approach, where well-intentioned institutions have identified solutions to meet the needs of communities. In this process, they present a limited and generally negative perspective.  The asset-based approach focuses on the premise that students come to campus with prior expertise and skills. Campuses are able to create a dialogue where students are engaged with their own experience. Using Imagine UBC orientation leaders as a case study, this session showcases and explores ways in which the asset-based approach can be embedded into both program design and advising structures.

By the end of this workshop, you will:

1. Be able to differentiate between deficit and asset based approaches in student affairs
2. Reflect on your portfolios and how to embed the asset-based approach.
3. Practice applying the asset-based approach in communications.

 

C5:  Safe travel for students and staff: an overview of resources tools and policies to support safe international travel

• Laurinda Tracey, Advisor, Student Safety Abroad, Go Global:  International Learning Programs
• Brianna Drysdale, Account Manager, Vision Travel Solutions

UBC is an institution committed to a number of internationalization activities including supporting international travel of students, faculty, and staff. With international activities embedded in a variety of program areas ensuring students, faculty, and staff are supported to enjoy safe experiences abroad is vital. International student travel varies in the type of activity, the level of risk, the length of time, and on-ground support. For example, there may be a PhD student conducting field research independently in a high-risk region of Zambia for eight months, a group of students travelling with a UBC faculty member engaging in a field school in a remote area of Peru, or an undergraduate student living and studying in a busy German city at one of our partner universities. Given the size of UBC and the types of programs students engage in there are many different ways students engage in the world through international travel. During this session, attendees will learn about key policies like the Student Safety Abroad Policy and resources like International SOS and the UBC Student Safety Abroad Program that support safe international travel. The session will be a mix of lectures, case studies and activities utilized in student safety abroad workshops.

By the end of this workshop, you will:

1. Recognize the roles and responsibilities of students and staff engaged in international travel
2. Identify safe travel tools and resources including International SOS, Global Affairs Canada and UBC programs
3. Apply safe travel resources and tools to effectively engage and support international safe travel

 

C6: The “Real” World:  The Employer Perspective

• Yoyo Eto, Employer and Alumni Engagement Advisor, Centre for Student Involvement and Careers
• Abraham Asrat, Employer and Alumni Engagement Advisor, Centre for Student Involvement and Careers
• Danielle Barkley, Educator, Centre for Student Involvement and Careers (Moderator)

In our conversations with students, we may hear them ask questions about what happens after university or the nerves they have about entering the “real” world. However, as we know, student life is part of the real world and we play an important role in bridging the gap between external partners, alumni, and students. In this panel session, we will have employers and alumni share with how they currently engage with UBC undergraduate and graduate students, highlight the key competencies they see for the future of work, and address the myth of the “real” world vs student life. The panelists will share where they see the connections between a student’s personal, professional, and academic experience in their workplace and in their recruitment. We will also share the various ways in which the Employer and Alumni Engagement team at the CSI&C brings external partners and into the UBC ecosystem through employer on campus sessions, My Career Story series, and cross-faculty collaboration.”  Panelists will include:  Andrea Lindsay, Royal Bank of Canada; Patrick Blaeser, STEMCELL Technologies; and Laura Mayer, Electronic Arts. 

By the end of this workshop, you will:

1. Identify the different ways employers and alumni currently engage with UBC students on campus
2. Demonstrate an understanding of the key competencies employers look for as they recruit and hire students
3. Design an effective strategy for educating and advising students on how to engage with employers and external partners as part of their academic, personal, and professional journey

 

C7: Qualtips: Tips and Tricks for Qualtrics

• Hassan Packir, First Year Experience Coordinator, Centre for Student Involvement and Careers

UBC introduced Qualtrics as the primary survey tool in early 2018 and with it comes many powerful tools and features. This hour long interactive and practical workshop will cover tips and tricks for creating surveys that aim to mitigate end user data entry errors and reduce the amount of time spent cleaning post-survey data. Topics covered include: best practices when creating demographic questions, data content validation, user authorization from a defined list, piping text, custom post-survey email confirmation and an introduction to Qualtrics Reports. This session is best suited for users new to Qualtrics and/or survey design, however, all are welcome. Please bring a laptop in order to fully participate in this interactive workshop.

By the end of this workshop, you will:

1. Gain techniques in survey design that reduce end user data entry errors
2. Understand the importance of creating well-structured demographic questions that result in reduced post-survey data cleaning
3. Understand the introductory features of Qualtrics Reporting

 

C8:  Scholarly Storytelling: Inspiring First-Year Students' Academic Imagination - NOTE:  CANCELLED.  If you registered for this session:  On the day of the conference you can choose to attend any of the 3-4pm sessions.