2018 Concurrent Sessions | Student Services

Last update: October 12, 2023

Wed, Feb 21, 2018

View detailed and printable schedule

Session A: 11:00AM - 12:15PM

A1: Enhancements to Support Student Mental Health at UBC

Patty Hambler, Director, Health Promotion and Education
Cheryl Washburn, Director, Counselling Services

Since January 2017, Student Engagement has been piloting an enhanced system of mental health support for students. As the approach toward providing mental health support continues to evolve, a key commitment is keeping the advising community on campus apprised of developments. This session will provide an overview of the stepped care model, highlight the most recent and upcoming enhancements (e.g., Empower Me resource, new Wellness Centre), and allow time for discussion so we can hear about the questions you have or are hearing from students.

By the end of this session, you will:

Explain UBC’s new stepped care model for student mental health support and identify the changes and benefits for students and advisors
Describe a range of new and enhanced mental health supports and understand how students can gain access to them (ie. Wellness Advisors, Wellness Workshops, Self-Directed online resources)
Determine the best referral process for different types of student situations (ie. Urgent/Crisis, non-urgent, etc)
Understand what the student can expect when you refer them to mental health support (ie. Initial consultation; How students are connected to the level of support that best fits their needs, etc.)

A2: Beyond Numbers: Powerful Assessment Strategies in a Library Learning Commons

Julie Mitchell, Assistant Director, Student Engagement, UBC Library
Nick Thornton, Student Engagement Coordinator, Chapman Learning Commons
Jeremiah Carag, Coordinator, Learning Initiatives, Centre for Student Involvement and Careers

Many advising and student services units offer an array of front line services for students but how do we know if our services are actually meeting student needs? UBC’s library-based Learning Commons has 19,000 interactions at its desk each year and offers a range of student supports. Using examples from the Learning Commons, this workshop focuses on assessment of front line services and learning support programs, and on effectively organizing and communicating data on how services impact students.

By the end of this session, you will:

Develop a framework for assessing their own learning support programs
Learn how the model could apply to other student serve and advising activities

A3: Introduction to UBC's new Sexual Violence Prevention & Response Office

Sonya Boyce, Sexual Violence and Prevention Response Office
Anna Silverman, Specialist, Sexual Violence and Prevention Response Office
Lorena Seggie, Specialist, Sexual Violence and Prevention Response Office

UBC’s new Sexual Violence Prevention and Response Office opened in Orchard Commons in January of this year. The new staff team is now in place to provide education for members of the UBC community and support for those who have experienced sexual assault, harassment, or any other form of sexual violence or misconduct. This session will give you an opportunity to meet the new team in person, learn about their working principles and models of practice and how best to support and refer students.

By the end of the session, you will:

Review Policy 131. Understand the difference between disclosure and reporting, and explain the various reporting options
Understand the best practices to minimize the impact of trauma and secondary victimization
Explain how to respond, refer, and coordinate safety and support for those who have been impacted by sexual assault, harassment or misconduct

A4: The Graduate Student Experience: Supporting the Success and Wellbeing of 10,000 Diverse Students

Brianne Howard, Director, Academic Support, Faculty of Graduate and Postdoctoral Studies
Emily Pitcher, Associate Director, Academic Support, Faculty of Graduate and Postdoctoral Studies

This session is intended for anyone in the role of advising, support or service to graduate students. The graduate student population at UBC is large and diverse. They are enrolled in every Faculty, with more than 200 degree options. Graduate students have unique needs and face complex challenges as they navigate supervisory relationships, experience isolation and cope with the rigors of research work and study. A panel discussion will unpack some of the issues and opportunities that exist in supporting graduate students and provide various perspectives on the graduate student experience. Complex cases will be discussed to raise awareness of challenging issues graduate students face while navigating their post-secondary studies. Resources available to support faculty and staff who interact with graduate students will be shared in an interactive format to highlight the services and supports that exist.

By the end of this session, you will:

Gain a better understanding of who graduate students are, the nature of graduate school and how they can best meet students’ needs
Learn from a panel of diverse stakeholders who support graduate student success and pose burning questions.
Discuss challenges, opportunities and resources for enhancing the graduate student experience and improving student wellbeing.
Advance best practices to support participants with specific skills, strategies and tools to apply going forward to address student wellbeing.

A5: BARNGA: A Hands-on Look at Intercultural Sensitivity

Michelle Suderman, Director, International Student Development
Mhichaella Lopez, Global Lounge Community Animator, International Student Development
Eve Court, Program Advisor, Global Campus Initiatives, International Student Development

International students, student refugees and other newcomer youth comprise a hearty portion of our student population today. How do our daily interactions reflect the changing cultural reality of our student population? Join us for a fun, hands-on introduction to intercultural communication and identify key ways you can build your own and your students’ ability to communicate effectively across cultures.

By the end of this session, you will be able to:

Provide examples of ways culture underlies everyday behaviour
Identify common stumbling blocks to effective intercultural communication
Identify three ways to build your own and students’ intercultural sensitivity

A6: Unpacking the Nexus of Immigration and Institutional Policies When Supporting International Students

Rohene Bouajram, Advising Manager, International Student Development
Charles Shi, International Student Advisor, International Student Development

Strong campus wide support in collaboration with International Student Advisors/Regulated Canadian Immigration Consultants ensures international students receive comprehensive and accurate information to achieve their goals. As Canadian immigration law and policies rapidly change with increasing complexity and ambiguity that may affect international students’ academic studies, how do we work together to best support them? This interactive session will highlight practical steps to respond to pertinent questions about international students’ immigration status, study permits, work eligibility and post-graduation options. Through complex case studies, this session will enhance your confidence to further support international students, make effective referrals and understand how to balance the boundaries of legal imperatives and students’ expectations.

By the end of this session, you will:

Become aware of the intersections between institutional and immigration policies and their impact(s) on international students
Understand the role of UBC’s definitions for immigration purposes in relation to decisions students make about their academic studies, families, career and future aspirations
Learn practical steps of how to respond to immigration-related inquiries
Identify how to make effective and well-supported referrals for international students

Lunch and Learn: 12:30 - 1:05

L1: What are You Reading?

Have you read an article or book lately that you'd like to share with your fellow advisors? Would you like to hear about what others are reading on topics related to student advising and learning? Join together with colleagues and share your best reads.

L2: Career Conversations

Are you curious about different types of jobs and careers in the fields of Advising and Student Affairs? A group of experienced colleagues from across campus will be available to engage in career conversations. They'll share what they do, why they like it, how their career has progressed and answer questions you might have about their line of work. (Colleagues confirmed so far include: Paola Baca, Assoc Director UG Admissions; Yusuf Alam, Assoc Director Centre for Community Engaged Learning; Sarah Cameron, International Transition Advisor, Int'l Student Dev't; Tiffany Mintah, Assistant Director, Residence Life; Ryan Holliday, Manager, Student Support Services; Rachael Sullivan, Equity Facilitator, Equity & Inclusion Office; Yoyo Eto, Program Coordinator, Centre for Student Involvement & Careers; Caroline Kingston, Assistant Director, Student Academic Services - Science; Jamie Tooze, Int'l Student Coordinator, UG Office, Sauder.)

L3: Ted Talks

Enjoy lunch while watching some favorite Ted Talks videos related to current and emerging trends in education.

L4: Wellness Lounge

Take 5, relax and recharge over lunch in the Pop-Up Wellness Lounge. Learn about your benefits (ask an expert) and wellbeing resources for staff. Or, take some time to do a puzzle, try some origami or just sit and unwind while enjoying music in this chillaxing environment.

L5: UBC Recreation Keep Moving!

Need some energy for the afternoon but don't want to get too sweaty? Join in this session with UBC Rec, and learn some exercises and movements you can do right at your desk to keep you alert and active.

Session B: 1:15PM - 2:15PM

B1: Converging Pathways: The Role of Communiations and Data-Driven Research in Increasing Student Mobility

Cheryl Dumaresq, Director, Go Global International Learning Programs
Natasha Nobell, International Relations Officer, International Office
Erin Shaw, Content and Engagement Strategist, Student Communication Services

Student mobility is essential to UBC’s international engagement goals, and we rely on the incorporation of evidence-based communications strategies in engaging with our students. In the advising community, we also rely on data-driven communications to tailor, translate and interpret the academic landscape to our students. But what informs our communications strategies? Data gathered during a recent international strategic planning process highlighted the need to be more audience-focused and innovative to reach all student groups. This evidence is shaping Go Global’s current and future programming and communications decisions, with the goal of making international learning programs even more accessible to our students.

By the end of this session, you will:

Learn about evidence-based decision making and how it allows us to be nimble in our communications and programming
Learn about successful communications strategies as they apply to specific audiences
Understand that Communications is an evolving field, and that it’s helpful for communicators to have regular contact/feedback from their peers so as to stay current
Develop an understanding of principles for effective strategic planning in relation to international student mobility
Be invited to engage and provide feedback using an audience engagement platform

B2: Prospective Graduate Student Advising

Jens Locher, Assistant Dean Strategic Technologies and Business Initiatives, Faculty of Graduate and Postdoctoral Studies
Kelli Kadokawa, Communications and Business Initiatives Coordinator, Faculty of Graduate and Postdoctoral Studies

UBC offers more than 300 graduate degree program options across dozens of departments. Admission to these degrees is a decentralized process which can make it difficult for advisors to guide prospective students appropriately. During this session we will walk you through the tools that are available to help in these situations and cover the most common questions, such as: What programs are available to apply to? Do you have a program in X? Which faculty member does research in X? Which faculty are eligible to supervise graduate students? Should I contact faculty members in advance? How should I best reach out to prospective supervisors? Who can I speak to if I have questions about my eligibility to apply? What funding is available to prospective students? How much will the degree cost? How does the application work and what is required? What are the minimum academic requirements for admission to UBC grad school? What career will I have after graduation?

By the end of this session, you will:

Have a good understanding of the graduate degree options at UBC,
Learn how to advise prospective graduate students where to find details about application procedures, tuition, supervisors, entry requirements etc.

B3: Part 1: Making Diversity & Inclusion Work: Three supportive approaches to student advising at UBC. (Note: Participants are encouraged to attend both Part 1 and Part 2, however, you are free to attend either or both)

UBC Equity & Inclusion Office Team

For diverse students, navigating a post-secondary experience is increasingly shaped by the identities, histories, and experiences of inclusion/exclusion they face beyond the university. Advisors are often the first point of contact for students who are facing difficulties in and outside of the classroom. Given UBC’s diverse student population, advisors have a central role in fostering a supportive and inclusive experience for the student, and more broadly, responding to the broader contexts which shape students’ experiences.

Part 1 will provide an opportunity for advisors to engage in conversations around the complexity, challenges and opportunities inherent in this work. This workshop will begin with a panel discussion and explore key concepts and questions in the following areas: Intersectionality in student diversity; Intercultural Competency; and Inclusive Excellence.

By the end of this session, you will:

Identify key ideas underpinning diversity and explore the critiques
Examine how intercultural competency, intersectionality, and Inclusive Excellence contribute to a more complex and nuanced understanding of students and our colleagues
Develop a deeper understanding of Inclusive Excellence and how it could be applied to the role of advising at UBC.
Practice skills that will facilitate deeper understanding of intercultural meanings and an awareness of the need to keep learning

B4: Emotional Intelligence and College Students: Research and Practical Takeaways for Advisors

Yana Yablonovskaya, Academic Advisor, Sauder School of Business
Colin Dodds, Manager, B+MM Careers, Sauder Business Career Centre
Michael Clarke, Manager, BCom Careers, Sauder Business Career Centre

The session is designed to introduce the participants to the concept of emotional intelligence (EI) and the academic research that examines the links between EI and: academic achievement and success, deviant behavior, and transition during the first year of university. The session also covers research findings and its practical applications for undergraduate student development programs that aim at developing students’ EI for increasing the rate of their academic success and for career development. While it is challenging to measure EI of students and even more challenging to design programs that develop and increase the level of EI in students, the role of higher education institutions is critical in preparing students for the workplace not only by equipping them with skills and knowledge in specific subject areas, but also by developing their EI in order to ensure the students’ success after graduation

By the end of this session, you will:

Define Emotional Intelligence; understand how EI is measured
Understand the link between EI and academic success and the successful transition to the first year of University
Understand the link between EI and future career success
Acquire foundational knowledge on how the findings of EI research can shape the development of student success programs at the university level

B5 Introducing Virtual Lines to Student Advising at UBC

Julie Foran, Enrolment Services Professional, Enrolment Services
Ana Miranda. Student Information Program Support Coordinator, International Student Development
Andrea Jerome, Student Information Support, Arts Academic Advising

This past year Enrolment Services, Arts Advising and International Student Development have introduced and incorporated a virtual queueing system into the advising practices of their respective offices. In this session, representatives from Enrolment Services, Arts Advising and International Student Development will provide an overview of UBC’s virtual line management system, Qless, and review how this system has been adapted and implemented to meet the unique business practices of their offices. The presentation will go over how each office introduced this technology into their respective space, share different motivations and outcomes for implementing this system, show the different metrics and reports we are able to access as a result of using this system and discuss how students have responded to the introduction of virtual queuing in these spaces. At the end of the session there will be an opportunity to ask questions and learn what next steps are needed to go about implementing a virtual line system in other offices at UBC.

By the end of this session, you will:

Gain a broad understanding of UBC’s virtual line system, Qless
Learn some of the ways the system can be adapted to meet the business needs of an advising office
Be able to identify the outcomes of implementing a virtual line system within the context of student advising

B6: Engaging Low-Income Students

Harb Johal, Enrolment Services Professional, Enrolment Services

Low-income students typically do not have the time to engage in university in the same ways as wealthy students. Data shows that compared to their higher-income peers, low-income students are more like work to pay for school, are less likely to be continuously enrolled, are more often enrolled part-time, and are less likely to live on campus. Given these time constraints facing low-income students, higher education professionals must rethink how students can and should be engaged. This session will provide participants the opportunity to understand the characteristics of low-income students, learn tools and techniques on engaging these students, learn about the current work Enrolment Service Professionals (ESPs) do with this constituency, as well practice scenarios that ESPs have encountered when working with low-income students.

By the end of this session, you will:

Understand the characteristics of low-income students,
Understand how four theoretical perspectives shed light on how and why low-income students are less engaged in post-secondary education,
Provide practical strategies for engaging low-income students that could be implemented outside of the classroom

B7: First Year Student Engagement & Development Objectives

Neil Armitage, Learning Strategist, Centre for Student Involvement and Careers

What are key indicators to students achieving both a sense of purpose and belonging at UBC? Considerable attention in student engagement and development at UBC has been dedicated to community building and understanding how students develop a sense of belonging to the institution. Arguably, less attention has been dedicated to understanding how students develop a sense of purpose at UBC, and even less on how belonging and purpose correlate or not between students and across Faculties. Jump Start, Imagine UBC and Collegia are interdisciplinary spaces that enable an exploration of first year students’ sense of purpose and belonging. Building on analysis of the 2016 participant surveys, five core questions were posed to the 2017 cohort across these spaces. Initial results and indicators from the 2017 surveys will be used to initiate a discussion on the findings implications for UBC’s Advising Community to build an environment where students feel both a sense of belonging and purpose.

By the end of this session, you will:

Identify key areas to focus on within their units to promote students sense of purpose and belonging at UBC

Session C: 2:30PM - 3:30PM

C1: Experiential Learning and Critical Self Reflection: Using reflection to create meaningful advising

Aleksandra Kulesza, Experietial Education Advisor, Centre for Community Engaged Learning
Natasha Philander, Experiential Learning Advisor, UBC Mastercard Foundation Scholars Program, International Student Development
Shagufta Pasta, Educator, Career and Experiential Learning; Centre for Student Involvement and Careers

The session will explore the value and need, for advisors to bring their identity to their work as the next step to honest and transformative advising. Through critical self- reflection advising practitioners are better equipped to create spaces for students to feel supported and validated. Students are prompted to be vulnerable, as reflective practitioners we must not only consider the trust that students place in us during their moments of vulnerability. This includes being honest about our own failures, challenges, identities and histories. As we are better able to articulate our own positionality in society, we can bring our own vulnerabilities to advising in a safe and meaningful way. In turn students are able to see commonality in the experiential learning that they are a part of everyday on campus as well as when they are on “Experiential Learning” activities and programs. The session will explore how our individual identity informs our practice and the ways that students interact with us.

By the end of this session, you will:

Use critical self reflection to enhance advising skills and see experiential learning in everyday practice

C2: What Does a Great Grad Program at UBC Look Like?

Brianne Howard, Director, Academic Support, Faculty of Graduate and Postdoctoral Studies
Theresa Rogers, Associate Dean, Faculty and Program Development, Faculty of Graduate and Postdoctoral Studies

What makes a Grad Program at UBC “great?” This session aims to provide a space to articulate what the key factors are for making a Grad Program thrive, including the nuts and bolts of recruitment, admissions, student progress tracking, and funding, as well as building a healthy and supportive environment, creating a scholarly community, providing clear and transparent policies, upholding excellent supervisory practices, and supporting overall student, staff and faculty wellbeing. The session will be split into three parts: the first will be a brief presentation on best practices; followed by an info session on key resources to help your program thrive; and finally, a chance to network with colleagues from similar types of programs on campus to share ideas and positive initiatives they are working on.

By the end of this session, you will:

Gain a better understanding of the many components that make a Grad program at UBC thrive
Have the opportunity to discuss the unique needs of their Grad program with key resources on campus
Learn from what other colleagues are doing to create a positive and successful Grad programs

C3: Part 2: Making Diversity & Inclusion Work: Three supportive approaches to student advising at UBC. (Note: Participants are encouraged to attend both Part 1 and Part 2, however, you are free to attend either or both)

UBC Equity & Inclusion Office Team

This workshop will provide an opportunity for advisors to engage in conversations around the complexity, challenges and opportunities inherent in this work: Intersectionality in student diversity; Intercultural Competency and Inclusive Excellence.

Part 2 is designed for deeper engagement into the content and will focus on break out groups to dive more deeply into the three above areas. Through case studies and activities, participants will be asked to explore possible structural and local changes in practices that will support advisors in their work with diverse students at UBC.

By the end of this session, you will:

Identify key ideas underpinning diversity and explore the critiques
Examine how intercultural competency, intersectionality, and Inclusive Excellence contribute to a more complex and nuanced understanding of students and our colleagues
Develop a deeper understanding of Inclusive Excellence and how it could be applied to the role of advising at UBC.
Practice skills that will facilitate deeper understanding of intercultural meanings and an awareness of the need to keep learning

C4: Exploring the Impact of Students' Workplace Experiences

Yoyo Eto, Program Coordinator, Workplace Learning, Centre for Student Involvement and Careers
Irene Navarro, Career Advisor, Workplace Learning, Centre for Student Involvement and Careers
Freda Maideen, Arts Internship Coordinator, Centre for Student Involvement and Careers

Workplace experiences provide students with opportunities to explore the world of work, test drive a possible career, develop professional skills and gain a competitive edge in the workforce. As facilitators of experiential learning, we use in-person site visit meetings with students and supervisors as a vehicle to build reflective practices to help students connect and apply their learning to their career goals. We will share our key learnings and the impact site visits have on the student’s workplace experience and career development. Knowing that career conversations are happening all across the UBC community, we will engage participants in an open dialogue to discuss what career conversations look like in the classroom, in Departments and Faculty offices, and share our approaches to help students make meaning of their experiences to prepare them for their career and professional journey.

By the end of this session, you will:

Demonstrate an understanding of career conversations as it relates to a student’s workplace learning experience.
Identify and apply best practices in engaging students in career conversations to reflect on and make meaning of their personal, academic and/or career experiences.
Develop an approach to engaging students in critical reflection as they navigate their university careers.

C5: You Did What on the Ski Slope? Supporting Students with Short-Term Injuries

AJ Krause, Accessibility Advisor, Access and Diversity
Robert Tudhope, Academic Advisor, Arts Academic Advising Services
Jeaninne Cairns, Enrolment Services Professional, Enrolment Services
Rob Drapala, Doctor, Student Health Service

Short term injuries that typically students’ request support for involve broken or sprained limbs that impact academic tasks like handwriting, typing, and mobility. There may be side effects from medication, sleep disruption, reduced ability around activities of daily living (chores, groceries, hygiene), and rest and recovery time for such students. This session will describe what accommodations, concessions, and supports are available to students with short term injuries (e.g. Access and Diversity’s new mobility shuttle program). Partnering with Enrolment Services, we will also discuss how academic concessions may impact a student’s funding (e.g. loans, scholarships, and sponsorship funding). We will also be partnering with Arts Advising and Student Health Services in offering this session so that Advisors and instructors will know what questions and resources are useful to discuss with a student when developing an academic plan. We also discuss the role of faculty advising offices and instructors in offering support for students with short-term injuries.

By the end of this session, you will:

Articulate what accommodations/concessions are available to students with short term injuries
Describe the appropriate referral source for students with short term injuries
Identify two resources that are available to students with short term injuries.

C6: Making the Most of the Classroom Experience: Everyday Personal and Professional Development for Students

Kimberley Rawes, Career Educator, Centre for Student Involvement and Careers
Jason Read, Instructor, Biochemisty and Molecular Biology, Faculty of Medicine

In upper-year undergraduate Science courses at the University of British Columbia, many undergraduate students struggle to relate their course-based skills to potential career paths. They can be anxious about the applicability of their hard-won abilities outside of a university setting. Third year university, in particular, is a time when life-beyond-university decisions begin to loom. Completing a degree is an experience rich with career development – co-op programs, campus-involvement, volunteering, and part-time work. In addition to these programs, the experiences student have in the classroom often build relevant career skills, but students are not guided through activities or discussions in class that encourage them to make these connections. With this in mind, a Biochemistry instructor and a career educator set out to build a reflective exercise into a Science course that, typically, would not have included an applied career focus. Come to this session and experience a small sample of the activities we conduct with our students and a discussion about how we embedded self-reflection and personal development into a third year biochemistry course focused on laboratory procedures. No white coats, goggles, or pipetting needed.

By the end of this session, you will:

Discuss and analyze the applicability of reflective practice and career development embedded within a third year biochemistry lab.
Identify the professional skills that students are developing through their coursework
Examine reflective practices that advisors already do and expand on additional strategies through peer sharing

C7: UBC Collegia: Rethinking Commuter Student Support on Campus

Karla Carreras, Student Engagement Advisor, Centre for Student Involvement and Careers
Robbie Morrison, Associate Director, First Year Experience & Student Engagement, Centre for Student Involvement and Careers
Rob Kim, Student Engagement Advisor, Centre for Student Involvement and Careers

UBC Collegia are physical spaces on campus that are a home away from home for direct-entry first-year commuter students where they can connect with each other, on-campus services, faculty members and peer support. In September 2017 alone, the current Collegia spaces saw more than 8,000 visits from its 800 members demonstrating its ability to be a supportive hub for new commuter students. As of fall 2019 UBC will be home to six Collegia spaces collectively offering support to more than 2,100 first-year commuter students. Join us and hear from staff, faculty and student leaders working in an advising capacity about how they’re supporting commuter students on campus through these spaces. We’re excited to invite you into the conversation to discuss and help inform commuter student advising practices on campus.

By the end of this session, you will:

Understand what the UBC Collegia is and the role it plays in supporting first-year commuter students
Hear from staff, faculty, and student leaders who are working in an advising capacity with commuter students and what they’ve learned from their work
Share what you have learned from working with commuter students to help inform future commuter supports on campus and begin to think about how the development of Collegia may influence your advising practice.