2020 Concurrent Sessions

SESSION A: 11:10AM - 12:25PM

 

A1:  Building Your Immigration Literacy to Support UBC International Students

• Michelle Suderman, Director, International Student Development
• Charles Shi, International Student Advisor (RCIC), International Student Development

Immigration literacy is foundational to an international student’s ability to thrive at UBC. As integral campus partners in providing holistic student support, you may face inquiries about Canadian immigration policies as students navigate questions like “can I study part-time?”, “do I need a study permit?” or “what is that work permit after finishing UBC?” Your immigration literacy plays a crucial role in recognizing and supporting this extra layer of an international student’s academic journey and aspirations at UBC. Through scenarios, this workshop will build your knowledge base and enhance your skills to refer students to readily available resources so that they can make well-informed and empowering decisions.

By the end of this session, you will:

1. Increase your understanding of basic immigration concepts and terminology.
2. Identify red flags and key steps to refer students to core immigration pathways and resources.
3. Practice the application of immigration literacy and set professional boundaries through scenarios.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

A2:  Developing an Intentional Advising Practice: Strategies to Support Student Learning

• Deborah Bleackley, Assistant Director, Arts Academic Advising
• Helen You, Academic Advisor, Arts Academic Advising

Advising Offices often deal with high volume, repetitive inquiries which can easily lead to transactional interactions with students. These interactions are often information-based without consideration for student agency or for the advisors’ role in supporting the student’s learning and engagement with their studies. Academic Advisors can support student learning by engaging in professional practices grounded in theory and current advising research. As part of our unit’s strategic planning process we have spent the past year researching new ways to engage students in a more intentional way to support their development from Year 1 to graduation. This research has informed our developing advising practice with new strategies and techniques to connect and guide students on their learning journey. Participants in this session will engage in an overview of these theories and practices and develop some practical tools for their own advising practice.

By the end of this session you will: 

1. Recognize the current state of academic advising in a university setting and the larger mission of UBC;
2. Understand the link between student development theory and academic advising theories;
3. Learn about major advising theories and models and evaluate relevance to the vision of your advising unit and personal advising philosophy;
4. Construct an advising toolkit of techniques and resources in order to be more intentional in practice.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced, Staff Advisors

 

A3:  Practice makes Perfect: The Pronunciation and Appreciation of Names in Advising

• Rachael Sullivan, Equity Facitator, Equity and Inclusion Office

Our names are powerful representations of identity. They can hold family, cultural and linguistic history, as well as a deep sense of connection to who we are as individuals. The complexity and diversity in our UBC community requires faculty, advisors, and front line UBC staff to demonstrate welcoming and inclusion in all our interactions. Research shows that the mispronunciation or avoidance of a student’s or colleague’s name and pronoun(s) can be exclusionary, and impact their sense of belonging and identity. While mispronunciations and misgendering moments are often uncomfortable and/or anxiety producing for both students and advisors, there is a need to navigate these moments with care, concern, and accountability. As advising professionals, including staff and faculty members at UBC, we need to build awareness, skills, and proficiency at pronouncing unfamiliar names and using peoples’ pronouns in order demonstrate inclusive practices and competency working with diverse students, staff, and faculty. Navigating these moments with understanding and grace will strengthen our connections with students and positively impact advising processes. Informed by both popular texts, videos, and academic research, this workshop will examine how names, pronunciation, and pronouns relate to identity and belonging, and offer tools to help build capacity for inclusive practices.

By the end of this session, you will:

1. Examine current name practices in advising;
2. Learn how names and pronouns matter to a variety of students (including students with English as an Additional Language, trans, non-binary and gender non-conforming students) and how name pronunciation and pronoun use can inhibit or enhance the student-advisor relationship;
3. Identify advising and relationship-building practices that are inclusive and build connection.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

SESSION B: 1:35PM - 2:50PM

 

B1:  "I Wish I Had Done This Sooner": Informing and supporting students to engage in community learning experiences

• Jill Porter, Advisor Community Development, Centre for Community Engaged Learning
• Matt Hume, Community Animator, Learning Exchange 

Community Engaged Learning (CEL) is a community based learning approach where students apply their disciplinary knowledge to complex societal issues. It is an established pedagogy that requires students collaborate with organizations in community. Through CEL students deepen their understanding of disciplinary content and their knowledge of social issues. Many students come to UBC wanting to take part in meaningful learning experiences in the community but don’t know where or how to get started. Those of us that support students directly in CEL placements often hear them express regret that they did not know about these opportunities earlier in their academic career.  This interactive session will build your CEL knowledge and understanding to better advise undergrad and graduate level students on the value of, and opportunities for, CEL as an enrichment of their academic journeys at UBC. Staff from both the Centre for Community Engaged Learning and the UBC Learning Exchange will speak to the broad spectrum of opportunities both on- and off-campus and you will have an opportunity to explore the integration of CEL in your work. Come and gain tips and information so you can provide the best possible guidance to your students from day one through graduation.

By the end of this session, you will:

1. Build your understanding of the value of community engaged experiences for student learning
2. Learn about and access resources and opportunities for community engaged learning opportunities on and off campus
3. Learn how to integrate information and resources about community engaged learning into your advising practice and tool kit

Most relevant for:  UBC Vancouver  |  New & Experienced,  Staff & Faculty Advisors

 

B2: Academic Transitions for First Year Students:  How Jump Start Helps Students “Learn How to Learn”

• Natalie Gerum, Educator Student Involvment and Careers, Centre for Student Involvement and Careers
• Kari Marken,  Educational Strategist, First Year Experience, Centre for Student Involvement and Careers

Learning how to learn at university is one of the biggest transitions for first-year students. The Learning Lecture, a foundational curricular piece of UBC’s Jump Start, is a lecture experience for first-year students introducing theories and practices that can help to grow academic skills for the upcoming year. This ‘meta-moment’ creates an experience for students to both be engaged in their first university lecture while simultaneously investigating the lecture as a way of learning at university. And this design of the Learning Lecture as a rehearsal space, or a practice before classes begin, serves as an invitation for students to begin to inhabit their scholar identities. In this session, join Learning Lecture facilitators from across UBC to go behind the scenes and explore how the pedagogies of the Learning Lecture can create more curious conversations about learning at university amongst students, faculty, and staff. Drawing on ideas from ancient Greek philosophy all the way to neuroscience, this interactive session will invite participants to consider how they, as educators, might create rehearsal spaces for academic conversations with first-year students and how they might craft unique ‘metamoments’ in their own places of practice.

By the end of this session, you will:

1. Further develop their understandings of UBC’s Jump Start and of first-year students as scholars
2. Imagine their role as a translator or guide in the academy for students, and respond to this identity by recognizing opportunities to create academic rehearsal spaces for students
3. Learn, through observation and active participation, pedagogies to be able to grow their skills in large-group facilitation and to create ‘metamoments’ in their own practice as educators at UBC

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

B3: Supporting UBC Trans and Non-binary Students as They Navigate Complex Systems and Frustrating Interactions

• Hélène Frohard-Dourlent, Educational Strategist, Equity and Inclusion Office

Despite ongoing efforts by UBC to create more supportive environments for gender diversity, trans and non-binary students at both the undergraduate and graduate level continue to regularly have frustrating and/or disappointing encounters with UBC systems and sometimes staff.  These negative experiences are often the result of inflexible systems combined by a lack of awareness about the negative impact of these systems. They usually leave students feeling at best unseen, at worst uncared for by their own university, which impacts their ability to engage with the campus community and learn to their fullest potential during their time at UBC. As a student’s primary point of contact, advisors have a unique opportunity to act as change makers and support trans and non-binary students through some of these complex experiences. Support may look like helping with system navigation, building resilience and affirmation, identifying institutional resources and peer support, while building capacity among colleagues, and/or advocating for change on behalf of students. This session aims to build capacity and confidence among advisors, who can then work to support learning about inclusive practices, contribute to systemic change, and build meaningful connections to help trans and non-binary students feel like they belong at UBC.

 

B4: UBC’s Approach to Addressing Sexual Misconduct on Campus: Canada’s First Trauma-Informed Investigations Office

• Kirsten Reeve, Educator, UBC Investigations Office
• Karen Slaughter, Investigator , UBC Investigation Office
• June Carter, Investigator , UBC Investigation Office
• Wagd Jafer,  ADR Specialist, UBC Investigation Office

UBC’s creation of a separate office for reporting and investigating on-campus sexual misconduct - the UBC Investigations Office (UBC IO) - is a unique approach in Canada. The UBC IO provides a neutral, impartial and confidential investigation process for all UBC students, staff and faculty who report sexual misconduct. Our office does not advocate or provide support for any party; rather, we have a team of highly skilled and experienced investigators who conduct thorough investigations based on fundamental legal principles of due process and procedural fairness, which involve interviewing the people involved, weighing evidence, and making findings of fact as to whether sexual misconduct occurred. Our investigators are trauma-informed, as well as experienced with applying alternative resolution practices. Where appropriate, and with the consent of the parties, utilizing an alternative resolution approach can resolve reports of sexual misconduct in a way which is less formal than an investigation process. Using such an approach can create opportunities for learning, healing, respectful dialogue and personal growth for the people involved. It is important to us that the members of the UBC community are aware that there are options available to them when they report sexual misconduct to our office. Equally, we want members of the UBC community who may be asked about where to report incidents of sexual misconduct, to know about our office and to reach out to us for information whenever they need to.

By the end of this session, you will:

1. Increased awareness of where to report sexual misconduct
2. Increased awareness of the role and function(s) of the UBC IO as part of the overall effort of UBC to address and respond to sexual misconduct, including a thorough overview of how the IO collaborates with other teams
3. Increased understanding about investigation and trauma-informed processes as well as alternative resolution approaches

.Most relevent for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

B5:  Hope Centred Career Interventions - Exploring what we already do

• Amrit Mundy,  Team Lead, Career Advising, Centre for Student Involvement and Careers
• Amandus Mashamba Graduate Student Career Advisor, Centre for Student Involvement and Careers
• Mindy Chiang , Graduate Student Career Advisor, Centre for Student Involvement and Careers
• Chandra Jade, Career Advisor, Centre for Student Involvement and Careers

The Hope Centered Career Development model suggests that hope is the center point around which all the other career development competencies revolve" (p. 6, Amundson et al., 2016). This session aims to revisit the basic Hope Centered model and it's key elements (self-awareness, self-clarity, visioning, goal-setting & planning, implementing & adapting), consider what strategies participants might already be using within their advising practices that support such a model, and provide an opportunity to practice at least one new strategy. We hope that this practical way of working through the model will provide participants with confidence to be able to use this approach fluidly within their own practice.

By the end of this session, you will:

1. Revisit the value of the Hope Centered Career Development model (HCCD model, Niles, Amundson, & Joon,2011) within your own advising practice.
2. Refresh your knowledge of the different elements of the HCCD model (self-awareness, self-clarity, visioning, goal-setting & planning, implementing & adapting), and how these might be operationalized within your own advising context
3. Develop an awareness of howsome of their current strategies may already fit within the HCCD framework.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

B6:  Getting to the Heart of the Matter: Incorporating Empathy and Active Listening Skills to our Advising Practice

• Colleen Mooney, Enrolment Services Advisor, Enrolment Services
• Judy Wong, Enrolment Services Advisor, Enrolment Services
• Cara Low, Enrolment Services Advisor, Enrolment Services

Many of us have found ourselves in roles with, often, minimal advising training. We learn as we go, learn from others, and sometimes feel ill-equipped. Advisors choose these roles, because we love helping and supporting students through the good times and the bad. However, we are often challenged by volume, lack of time, and confronted by the complexity of student's situations and ensuring students feel heard in moments of distress. This will be a practical, interactive,  professional development session to deepen the advisors' knowledge and skill-set in the area of active listening and communicating with empathy. Advisors will leave more equipped to handle challenging advising sessions, and with resources to support them. This session will be valuable for new advisors, and more seasoned advisors who would like to brush up on their advising skills.

By the end of this session, you will:

1. Recognize students in a stress response
2. Use empathetic statements and summarizing to ensure students feel heard,
3. Apply active listening, self awareness and boundary setting in day-to-day advising interactions
4. Know of professional development resources to support further advising skill-sets

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

B7:  CANCELLED - UBC Collegia: Community, Impact, and Purpose - CANCELLED

• Freda Maideen, First Year Experience Coordinator, Centre for Student Involvement and Careers
• Karla Carreras, Program Manager, Collegia, Centre for Student Involvement and Careers

UBC Collegia is designed as a "home away from home" space for students on campus. In their collegium, students have the opportunity to connect with professors, student staff, and peers; use the space's amenities; and explore a variety of available campus resources. Six of the 7 Collegia spaces accommodate direct-entry first year commuter students as the seventh space caters to Indigenous students spanning across all year levels who are either commuting or living in residence. This session will provide an overview of UBC Collegia's purpose and role on campus while also highlighting the program's impact on those who are involved with it. Participants will also have experiential learning opportunities as they engage in faculty/staff-led activities while spending time in one of the collegium spaces.

By the end of this session, you will:

1. Gain a deeper understanding of UBC Collegia's scope and impact on different members of the campus community.
2. Understand how Collegia has benefited different campus stakeholders by hearing stories from staff, students, and faculty members.
3. Experience first-hand the different activities that take place in a collegium space.

Most relevant for:  UBC Vancouver  |  New & Experienced,  Staff & Faculty Advisors

B8: Self and Student Empowerment Through Mindfulness

• Claudia Buffone, Associate Academic Advisor, Faculty of Applied Science
• Mio Tomisawa, Associate Academic Advisor, Faculty of Applied Science

Mindfulness: to pay attention on purpose, in the present moment, and nonjudgmentally. Whether you are already practicing Mindfulness, or have not yet embraced this effective mode of approaching work and life, there is something for everyone in this interactive presentation. Please join us for a fun, thoughtful, and informative presentation that focuses on why research shows that mindfulness can help all of us to manage life’s myriad of challenges. This presentation can benefit everyone and will give those of us working in student-facing positions recommendations and resources to pass along to the students that we work with. There will be skits, music, activities, tips and tricks, resource lists, prizes, and even a visit from the Fairy Mindfulness Godmother! Come and spend some time focusing on stepping up your self-care and helping students take their self-care to the next level as well.

By the end of this session, you will:

1. Demonstrate knowledge of foundational concepts of Mindfulness practice.
2. Implement Mindfulness practices which will aid in your own self-care.
3. Incorporate Mindfulness practices into your work with students.

Most relevant for:  UBC Vancouver & UBC Okanagan  |  New & Experienced,  Staff & Faculty Advisors

 

B9:  Advising with a Coaching Lens

• Danielle Barkley, Career Educator, Students, Centre for Student Involvement and Careers
• Monika Ladosz,  Career Educator, Centre for Student Involvement and Careers
• Irene Navarro, Career Strategist, Centre for Student Involvement and Careers

In 2019-2020, the Centre for Student Involvement and Careers (CSIC) partnered with Extended Learning (ExL) at UBC-Vancouver to increase support for students by contributing to the development of a robust coaching culture across the campus ecosystem. Through this training, participants have challenged themselves to learn coaching-based practices and embed them in student interactions. In this session, we will bring some highlights of that learning back to the wider UBC advising community. Facilitators will present and demonstrate the coaching competencies that have most strongly impacted their own advising, including powerful questioning, goal-setting, and accountability. There will also be an opportunity for participants to practice coaching competencies and reflect on where these skills might be applied within their advising practice.

By the end of this session, you will:

1. Identify the coaching competencies which can most readily be applied in advising conversations with students
2. Articulate why a layered approach of coaching and advising competencies can bring additional value to students
3. Demonstrate at least one coaching competency in a role play coaching conversation

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

B10: Tapping Into our Strengths: Empowering BIPOC (Black, Indigenous, People of Colour) Staff in support of BIPOC Students

• Velia Altamira, Program Coordinator, Workplace learning, Centre for Student Involvement and Careers
• Rohene Bouajram, Program Director, Global Campus Initiatives and Mastercard Foundation Scholars Program
• Aftab Erfan, Director, Dialogue & Conflict Engagement in the Equity and Inclusion Office
• Kristen Pike, Associate Director, Indigenous Enrolment Initiatives and Associate Director, First Nations House of Learning

UBC’s Strategic Plan, Shaping UBC’s Next Century, mentions Inclusive Excellence as a key strategy. According to the Universities Canada publication “Equity, diversity and inclusion at Canadian universities: Report on the 2019 survey”, while 40% of the student body (both undergraduate and graduate) are racialized people, they are significantly underrepresented in senior leadership positions, with only 8% of senior leaders identifying as racialized staff. Recently, University Affairs published an article titled “Does student affairs have a diversity problem?” which simultaneously emphasized student affairs’ diversity problem, focused on the value of shared experiences and the importance of representation for institutions to better serve and support BIPOC students. This session aims to discuss the diversity landscape of HEI in Canada and reflect on our collective experiences in support of BIPOC students. What are our methods and approaches? How does the racial identity of staff affect what students choose to share? Mapping these experiences would support our work as BIPOC staff and allies as we translate them into competencies.

By the end of this session, you will:

1. Discuss the general landscape of HEI in Canada for SA BIPOC staff.
2. Learn from each other’s work and expertise on advocating for BIPOC students.
3. Map opportunities to develop a campus wide community of practice

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

SESSION C: 3:10PM - 4:10PM

 

C1: Evolving Thoughtfully Constructed Networks of Support: Developments of Indigenous Student Services

• Tsatia Adzich, Academic Advisor, Aboriginal Services, Arts Academic Advising
• Kuan Foo, Accessibility Advisor, Centre for Accessibility
• Renee Avitan, Registered Clinical Social Worker Counsellor, Counselling Services

Consultation, relationships, and community coordination are foundational to the work being done by staff, faculty, and students involved in Indigenous initiatives and services on the UBC Vancouver campus. This presentation will foreground student-facing Indigenous initiatives happening in different units at UBC, and also how these are created and sustained by ongoing relationships and consultations with campus colleagues and students. The different initiatives discussed will also draw in reflections on the strategic goals and values of documents such as the UBC Indigenous Strategic Plan, the United Nations Declaration on the Rights of Indigenous Peoples, the Truth and reconciliation Calls to Action, and the Inquiry into Missing and Murdered Indigenous Women and Girls. Challenges persist in the services designed for and accessed by Indigenous students across UBC, but continuing collaborations between staff, faculty, and students highlight the ways that every staff person on campus has a responsibility to listen, to understand, and meaningfully incorporate Indigenous students’ perspectives and needs. If you are involved in or considering how to become involved in better supporting and engaging with Indigenous students at UBC, join us for an informative and thought-provoking session

By the end of this session, you will:

1. Engage with UBC Indigenous Strategic Plan, TRC Calls to Action, UNDRIP, Inquiry into MMIW&G as pillars of thoughtfully constructed networks of support
2. Recognize successes and challenges of ongoing and developing intentionally collaborative initiatives on the UBC campus
3. Reflect on the importance of collaboration and relationship building as the foundation of successful initiatives

Most relevant for:  UBC Vancouver  |  New & Experienced,  Staff & Faculty Advisors

 

C2: The Green Folder 2.0:  New Resources and Strategies for Assisting Students in Distress​

• Michelle Lim,  Wellness Advisor, Counselling Services
• Ciara Moran, Wellness Advisor, Counselling Services

Several changes have been made in the past year to strengthen stepped care and expand mental health support for students.  This presentation will provide advisors with the most up to date information on what these changes are, additional services and resources that are available to students, and best practices to support students in distress. Some of the key topics to be discussed include: 1. TAO Self Help, Empower Me, and Drop-in Counselling; 2. The anticipated opening of the new Integrated Health Clinic at Orchard Commons and addition of the Counselling Services Annex building; 3. Updates to the Green Folder and student pathways for accessing supports.  Advisors will also learn how to respond to student needs regardless of where they may fall within stepped care, specifically exploring appropriate referrals and boundary setting with more challenging situations.

By the end of this session, you will:

1. Learn about what's new in stepped care
2. Learn how these changes affect your work with students.
3. Gain strategies for responding to challenging student needs and presentations.

Most relevant for:  UBC Vancouver  |  New & Experienced,  Staff & Faculty Advisors

 

C3: Emotional Intelligence and Future of Work

• Laura Dowling,  Manager, B+MM Careers, Business Career Centre, Sauder School of Business

Emotional Intelligence and Student Leadership “If knowledge is power, self-knowledge will become platinum power of the workplace of the future.Becoming self-aware is the foundation to develop emotional intelligence and best be prepared for the future of the workplace. There is increasing evidence and support of the significance to develop the self, the whole-self, while preparing technically to keep up with the speed of change in the 4th industrial revolution. While neuro-pathways of our emotional regulation have already been developed, they can continue to be learnt, unlearnt and relearnt to improve the way we respond and communicate, have personal sense of efficacy and new levels of optimism. It is important to adopt practices that create space for self-reflection to best understand our emotional responses during times of change so our leaders of tomorrow can show up as the best version of themselves in the workplace.

By the end of this session, you will:

1. Understand the significance of emotional intelligence in the workplace of the future
2. Be able to reflect on core competencies that influence student leadership
3. Learn how to develop emotional intelligence to improve student well-being & development

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

C4: Building a Wellbeing Community: An Innovative Team Approach.

• Anna Kline, Counsellor and Manager, Student Wellbeing, Allard School of Law
• Kaila Mikkelsen, Assistant Dean, Students, Allard Schoold of Law

The Allard School of Law initiated an innovative holistic student wellbeing support program in December 2018 with the addition of an embedded student wellbeing counsellor within the law school’s Student Service Office. Attendees at this session will learn about the Allard Law experience with this new model of  a community-based wellbeing support, and come away with wellbeing strategies that can be implemented easily in their department and unit (even in the absence of an embedded counsellor). The embedded counsellor, which was developed in collaboration with UBC Counselling services, arose as a result of a needs analysis and demand for relevant mental health support services to suit the specific needs of the law students (undergraduate and graduate). The inclusion of a counsellor within the Faculty has allowed for immediate and seamless student support in mental health issues on multiple levels. The counsellor delivers face to face counselling within the Faculty, decreasing barriers to access, as well as providing wellbeing programming, including workshops, outreach, and psychoeducational material across posters, social media and online.

By the end of this session, you will:

1. Learn about an innovative approach to building a sense of community wellbeing via the introduction of an embedded counsellor, and how the law school was able to gather support to implement this new initiative.
2. Learn simple wellbeing strategies which have been effective at Allard and how you can implement these in your faculty as a Student Advisor.
3. Learn how Allard School of Law has begun to establish a community approach to wellbeing and how these strategies can be generalized to your role.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

C5: Helping students get unstuck: how to reframe a belief and take steps in designing your life

• Kimberley Rawes, Career Educator, Centre for Student Involvement and Careers
• Mike Cheung, Manager, Residence Life Projects, Student Housing and Hospitality Services

Sometimes, beliefs hold us back. We might feel stuck or unsure about what to do next or how to tackle the “wicked” problems of life and career. Reframes can help us get unstuck, be curious, collaborate with others, and take action towards our goals. In this session, participants will practice how to help students reframe their beliefs to encourage their next steps while incorporating principles of compassion and resilience. The Centre for Student Involvement and Careers engages students in the Designing Your Life methodology, and the practice of reframes applies to many parts of a student’s experience. Designing Your Life (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.

By the end of this session, you will:

1. Describe the steps advisors could take with a student to reframe a belief and recognize the indicators for which beliefs are holding students back or keeping them stuck.
2. Practice how to reframe a belief with students while incorporating principles of compassion and resilience.
3. Discuss the impact reframed beliefs may have on a student’s thoughts, actions, and choices.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

C6: Trauma Informed Responses to Sexualized Violence

• Sasha Wiley-Shaw, Educator, Sexual Violence Prevention and Response Office

UBC is taking a trauma informed approach to supporting survivors of sexualized violence. In this session, we will explore the principles that guide trauma informed practice: recognizing the pervasiveness of violence, starting with safety, centering choice and control, and collaboration. Learn how these approaches support inclusion and success for survivors and explore how they might apply in your daily work.

By the end of this session, you will:

1. Identify and dismantle biases about safety and violence that lead to victim blaming
2. Use the principles of a trauma informed practice to develop safe and collaborative approaches to supporting survivors
3. Apply trauma informed approaches to building safety/consent culture on our campus(es)

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

C7: Holistic Development for Undergraduate Students

• Emma MacFarlane, Learning Commons Coordinator, Chapman Learning Commons

Identity formation is a significant experience for undergraduate students (Boyd et al., 2003, p 155). However, dissonance in identity development and expression occurs in the absence of “a holistic, theoretical perspective to promote the learning and development of the whole student” (Baxter Magolda, 2009, p. 621). A holistic approach to identity development integrates epistemological, interpersonal, and intrapersonal development, situated in social context (p. 633). This interactive session shares research by the presenter (2018) about UBC students’ experiences of holistic identity development, eliciting opportunities for student affairs professionals and educators to promote integration between students’ learning and cognitive, interpersonal, and intrapersonal development. Appreciating attendees’ diverse roles, I will facilitate a group discussion in which participants will identify opportunities and challenges perceived in their contexts for promoting students’ holistic development. I will then present findings from participants’ narratives about influential educators, detailing pedagogies that promoted integration between aspects of identity. Recognizing that learning is socially and contextually situated (Christie, Tett, Cree, & McCune, 2016, p. 480), we will collectively brainstorm how we might promote integration between aspects of students’ development: ranging from pedagogical techniques; to enhancing correspondence between units. I will record strategies to share upon the session’s conclusion.

By the end of this session, you will:

1. Appraise which aspects of students’ development participants currently support.
2. Identify opportunities and challenges for facilitating holistic student development in their work.
3. Develop pedagogical approaches that seek to recognize, integrate, and support multiple domains of students’ identity development.

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors

 

C8: Working Collaboratively With Student Employees

• Velia Altamira, Program Coordinator, Workplace Learning, Centre for Student Involvement and Careers
• Sandra Wan, Program Coordinator, Workplace Learning, Centre for Student Involvement and Careers

Shaping UBC’s Next Century, UBC’s strategic plan prioritizes practical learning and student research. In 2018-19, there are roughly 3,800 student employees under Workplace Learning programs: Work Learn, NSERC Undergraduate Student Research Awards, and the Work Learn International Undergraduate Research Awards. Each student brings a diverse and unique level of skill, knowledge, and experiences that supervisors need to consider when supporting the individual. Recognizing that supervisors play a key role in creating exceptional workplace experiences for student employees, the session aims to support faculty and staff in enhancing their own practice of working with students. The session will feature Workplace Learning supervisors as they share their experiences and best practices with a focus on support strategies relating to undergraduate research and international students. In addition, Workplace Learning student employees will be present to offer key insights on how their supervisors have created a positive and meaningful experience for them, including collaborative ways to work together. Following the moderated panel discussion, there will be an open Q&A session to allow participants to ask questions. Additionally, participants will be provided with resources to help them support engagement with student employees in the workplace.

By the end of this session, you will:

1. Compare supervisory approaches for working with students  
2. Discuss best practices and challenges of engaging with students in the workplace
3. Identify strategies they can apply to their future work when working with students

Most relevant for:  UBC Vancouver  |  New & Experienced,  Staff & Faculty Advisors

 

C9: Dogs, Cats, and Hamsters, Oh My! Animals on Campus

• Sarah Knitter, Associate Director, Professional Practice, Centre for Accessibility
• Staci Mannella, UBC Graduate Student

Have questions about animals on campus and in residence? Wondering what the difference is between Service Animals, Emotional Support Animals (ESA), and Therapy Animals? Come learn from the Centre for Accessibility about how we accommodate students with service animals and how we deal with other animal-related requests. Hear directly from a graduate student who uses a service animal about their lived experience. We'll cover legal information, case examples, and add in a dash of humour to this hot topic. 

This session may be a good match for you if you’ve experienced or are curious about any of the following scenarios:

• As a Residence Life Manager, you learn a resident has a cat in their unit and their roommate has complained.
• You notice an unleashed Chihuahua roaming around the library
• A colleague brings in a dog with a Service-Dog-in-Training vest
• A professor calls your advising unit inquiring about receiving a doctor’s note recommending a student have an emotional support animal in class
• A staff member whom you manage has raised a concern they have a dog phobia and you typically have a dog-friendly office

By the end of this session, you will:

1. Learn about the BC Legislation for assistance animals
2. Learn the differences between Service Animals, ESAs, and Therapy Animals
3. Gain an understanding of complex issues related to non-service animals in public spaces and the rationale behind decision-making

Most relevant for:  UBC Vancouver  & UBC Okanagan |  New & Experienced,  Staff & Faculty Advisors