Adel Coleman, Graduate Attributes Programme Manager, University College Cork

Adel oversees the UCC Graduate Attributes Programme. The overarching objective of our programme is to enable a successful student journey, which will prepare students for their future through three main projects. 1. Transition In initiatives are guiding students into the right programme of study for them, whilst simultaneously widening access of under-represented cohorts and improving first year retention rates. 2. Transition Through initiatives are providing targeted supports, delivering skills training and developing graduate attributes that go beyond disciplinary content knowledge and can be applied in life-wide contexts. 3. Transition Out initiatives are preparing final year students to transition into professional environments, delivering on the ambitions of our Institutional Employability and Employment Guide.

This initiative is advancing the development of students’ academic, specialist and technical competencies, equipping them with transferrable skills that can be applied in different environments. With a focus on developing core values and graduate attributes, these initiatives are integrating with the academic curriculum, taking a holistic educational approach to develop character, professionalism and the capacity for critical and creative thought. UCC graduates will be recognised as well-rounded, curious, self-aware, individuals who continually learn new skills, are open to new ideas, and make things happen.

Title of Presentation: How the UCC Graduate Attributes Programme contributes to students becoming SDG implementers

Abstract: As a socially-minded, civically-engaged institution, UCC’s core values and graduate attributes are the bedrock of our student experience. Graduate attributes refer to the skills, knowledge and abilities of our graduates, beyond disciplinary content knowledge, that are applicable in a range of contexts in their lives. They advance the development of academic, specialist and technical skills and promote life long, life wide and life-deep learning.
Values (and attributes) have the power to encourage voluntary action and effort that goes beyond the limits of individual self-interest (Mayo, 2016). At UCC a series of initiatives and resources support our students in becoming SDG implementers. Recently GAP and the Civic and Community Engagement office collaborated to showcase how Community Engaged Learning (CEL) promotes the development and acquisition of graduate attributes and values and builds awareness and fosters active ‘hands-on’ learning of the UN’s SDG’s. GAP is also supporting the expansion of the UCC SDG Toolkit to develop a Digital Badge. The Your Graduate Attributes and Values Compass micro-credential due to launch in the next academic year supports students in becoming Effective Global Citizens who recognize and challenge inequality and content on Sustainability equips our students to be SDG implementers as they Transition through and Out of the University. 

Alexa Girouard, Graduate Assistant, Western Michigan University

I’m Alexa Girouard and I use she/her pronouns. I am a recent graduate of the Higher Education and Student Affairs Master’s Program at Western Michigan University in Kalamazoo, Michigan in the U.S. For my undergraduate experience, I attended Grand Valley State University in Grand Rapids, Michigan with a double major in Psychology and Women and Gender Studies. My passion areas include globalization of all campuses, advancing international student services, and promote greater access to resources, improve retention, reform policies, and innovate how we support underserved and historically marginalized students in higher education. My highest aspiration would be to serve in international student support services or creating global experiences for students, specifically as an institution outside the U.S. and be immersed in global student affairs. In my personal time I enjoy travelling, running, puzzles, cuisine, and petting dogs.

Title of Presentation: Evolving International Student Recruitment and Support at a U.S. Community College

Abstract: The aim of this poster presentation is to discuss the research done to promote recruitment and retention efforts for international students at the community college level in the U.S. More specifically, discussed in this presentation is the process of including student voices, how to present feedback and goals to administration, and what actions need to be implemented at the institution. The goal of international admissions at Grand Rapids Community College (GRCC) in Grand Rapids, Michigan, U.S.  is two-fold; to advance and increase their intentional recruitment efforts for international students, and to ensure there are proper support and retention resources for these students to have a successful experience.  

My goal as a recent graduate is to progress the internationalization of higher education and cultivate an environment for equity, justice, and inclusion for international students. These students are often an overlooked and underserved population and institutions need to not only be devoted to education, but supporting, retaining, and integrating international students on their campuses and in their communities. This project reflects a strategic plan of how to create opportunities to further globalize our campuses by partnering with key stakeholders to evolve international student support and recruitment.

Amanda Pascale, Associate Professor and Department Chair, University of North Florida 

Dr. Pascale is an Associate Professor of Higher Education Administration and Chair of the Department of Leadership, School Counseling, & Sport Management at the University of North Florida. Dr. Pascale is published in over 20 research journals and books and has given over 50 presentations on the the topics of college student identity, experiential learning, gender equity, and higher education leadership.

Title of Presentation: Understanding Gendered Meanings of Leadership in College Learning Experiences: Recommendations for Developing Gender Equity-Minded Collegiate Leaders.    

Abstract: This study examines how women and men in college make meaning of leadership and leaders through experiential mentoring participation. A two-step qualitative content analysis of reflective journals, with a sample of 20 students utilizing the constant comparative method, is used to generate overarching themes. A second qualitative analysis compares how men and women understand leadership differently. Findings reveal that, despite a shift in the leadership literature away from hierarchical or
trait models toward transformational, relational models that are typically more inclusive of women, our participants still made meaning of leadership and leaders in
ways that were more closely aligned with antiquated understandings of leadership. Recommendations including use of experiential learning as a tool
to intentionally increase leadership development and efficacy for women and men in college are discussed.

Ang’ila Lamech, Dean of Students, KCA University

Lamech Angíla, is the current Dean of Students KCA University and the Secretary General for the Kenya Universities Dean of Students Association(KUDSA). He is also a  documentarian who has produced  both locally and internationally films  to promote and package the cultural, tourism and natural heritages within Kenyan counties. His areas of research interest are in Film/Media Edutainment, Media Psychology, Media Law and Ethics, He is a member of the following professional bodies; Kenya Universities  Dean of Students Association(KUDSA), Film Lectures and Trainers Association of Kenya(FLETA), Kenya Performing Arts Group(K-PAG), Kenya Universities Performing Arts Association(KUPAA) and Public Relations Society of Kenya (PRSK).

Title of Presentation: Covid-19 Remote Learning Environment, Understanding the Digital Divide_ Accessibility, Competency, Experiences, Acceptance and Implications

Abstract: In the wake of COVID-19 pandemic, the education sector globally has been thrown into a whirlpool leaving a large proportion of learners not only vulnerable but also technologically disadvantaged. For this reason, it was imperative to seek a deeper understanding of the covid-19 remote learning environment by way of illuminating the digital gap in terms of accessibility, competency, experiences, and students’ acceptance. The study embraced nested mixed methods design and pegged on collaborative learning model. All KCAU students enrolled in remote engagement were targeted. Data was collected via a semi structured questionnaire administered online via the KCAU web. A total of 426 students (male = 205; female = 211 and prefer not to state gender = 10) participated in the study. Findings show that majority of the students have devices needed to connect to remote learning environment with the smartphone being the device of choice. Even though access to network doesn’t seem to be a big problem, quality and reliability of internet connectivity remain daunting. In addition, power outages, high-priced internet bundles and covid-19 associated economic meltdown have disenfranchised many from beneficial and gratifying access to the remote learning environment. There is a significant (though low) association between geographical location and reliability of internet connectivity. Specifically, areas far from regional business districts are characterized by poor internet coverage, power outages and often low quality devices that are not able to withstand internet and power blackouts. Of great importance is that online learning experiences, and student’s self-efficacy belief were found to be significant determinants of acceptance of remote engagement among the learners.

Benjamin Parsons Head of Engagement, AMOSSHE

The Student Services Organization AMOSSHE is a professional membership association for leaders of Student Services in UK higher education. Benjamin manages how AMOSSHE communicates with members and develops the membership community. His work includes devising and delivering a coordinated communications strategy, keeping members up to date with news, conducting member research, and design.           

Title of Presentation: Student digital poverty: what we learned from the pandemic           

Abstract: The landscape of higher education changed swiftly and dramatically during the pandemic. In the UK, universities switched to online teaching, learning and Student Services provision. This switch to virtual engagement emphasised many barriers for students in terms of technology, software, skills and workspaces – digital poverty. All of these barriers had existed already, but they suddenly became a key focus. Now, for many students these barriers continue to exist despite expectations for students to return to campus. In this session find out about AMOSSHE’s primary research into digital poverty, including understanding among UK Student Services professionals of what it means, the kinds of students who are especially impacted, and approaches to levelling these barriers.

Birgit Schreiber, Vice President, IASAS      

Birgit Schreiber, Ph.D., is a consultant for the higher education sector, has served in senior leadership positions for the past 25 years. She is consulting to a range of national and trans-national bodies, notably USAf South Africa. She is a member of the Africa Centre for Transregional Research at the Freiburg University, Germany. Birgit has over 50 publications on social justice, student affairs, engagement and higher education policy. She was the founding member and is the editorial executive of the Journal for Student Affairs in Africa (JSAA).  

Title of Presentation: Global Study of Student Affairs & the United Nations Sustainable Development Goals          

Abstract: The United Nations Sustainable Development Goals (SDGs) provide a noble view of student affairs and services (SAS) commitment to student success, justice, life-long learning, compassion, and global citizenship. Facilitators share the momentum created from the 5th International Association of Student Affairs and Services Global Summit on advancing SDGs, resulting in a research project. The session will share the result from 318 colleague from 53 different countries covering seven regions on trends, opinions, and knowledge, and how SAS/HEI support SDGs and develop and educate students. This session will help to inform SAS work towards the advancement of the SDGs and specifically our small group discussions at the summit.

Brett Perozzi, Vice President for Student Affairs, Weber State University  

Brett Perozzi, Ph.D., is Vice President for Student Affairs at Weber State University (WSU). He previously served in leadership roles at Arizona State, Indiana, Texas Tech, and Colorado State Universities, in the USA. Brett served as a faculty member in several higher education graduate programs and cofounded the Higher Education Leadership program at WSU. Brett has authored dozens of journal articles, and book chapters and monographs. He has published three books, two on international student affairs and services, and one on student employment during college.  

Title of Presentation: Global Study of Student Affairs & the United Nations Sustainable Development Goals          

Abstract: The United Nations Sustainable Development Goals (SDGs) provide a noble view of student affairs and services (SAS) commitment to student success, justice, life-long learning, compassion, and global citizenship. Facilitators share the momentum created from the 5th International Association of Student Affairs and Services Global Summit on advancing SDGs, resulting in a research project. The session will share the result from 318 colleague from 53 different countries covering seven regions on trends, opinions, and knowledge, and how SAS/HEI support SDGs and develop and educate students. This session will help to inform SAS work towards the advancement of the SDGs and specifically our small group discussions at the summit.

Cory Way  Managing Attorney Cory Way Law PLLC        

Cory Way is the founder and managing attorney at Cory Way Law PLLC, which focuses on higher education law and consulting, among other practice areas. Cory has extensive teaching and senior professional experience at Harvard, Columbia, Oxford and Cambridge. In higher education Cory has served in various decanal and teaching roles, concentrating primarily on the intersection of law, crime and journalism. While serving as Associate Dean and Adjunct Professor at Columbia University’s School of Public and International Affairs (SIPA), Cory also actively engaged with the Global Public Policy Network (GPPN) and participated in the administration of the GPPN Sustainable Development Goals Certificate Programme. In law practice he has performed a range of criminal and transactional pro bono work, including for New York’s Volunteer Lawyers for the Arts and the Washington Lawyers’ Committee for Civil Rights, from which he received an award for securing political asylum for a genocide survivor in a case involving an untested legal issue.    

Title: Collaborative Transnational SDG Leadership Training            

Abstract: The Global Public Policy Network (GPPN), is an international partnership among the public policy schools at: Columbia University (New York); London School of Economics (London); Sciences Po (Paris); University of Tokyo (Tokyo); National University of Singapore (Singapore); Hertie School of Governance (Berlin) Escola de Administração de Empresas (São Paolo)

Since its founding in 2005, GPPN activities have included dual degree programs, faculty exchanges, jointly sponsored research and annual international conferences.  In 2017 GPPN created the first academic certificate program to train emerging leaders to create solutions for the United Nation’s Sustainable Development Goals (SDGs).  SDG training, experience, and specialized knowledge will be in increasingly high demand from government agencies, international organizations and private companies.  GPPN schools selected five student fellows each from highly competitive application processes.  The certificate program involved: Leadership Module at Sciences Po (Paris); Skills Module at Columbia SIPA (New York); SDG Courses (at students’ home schools); & Presentation of SDG Final Project and Program Graduation at GPPN’s Annual Global Conference This presentation highlights the program’s curricular design, student experience, and future opportunities/challenges for such programs.  (Note: This presentation reflects the perspectives of the author/presenter and does not represent the official position of GPPN or its institutional members

Hayat Samad, Assistant Director for Student Affairs & English Lecturer at the Foundation Program, Qatar University               

Mrs. Hayat Samad is serving as the Assistant Director for Student Affairs at the Foundation Program. In addition to teaching English, she manages FP Success Zone, an academic support unit that enhances student success in their courses and several at-risk initiatives. In addition to organizing extra-curricular activities such as competitions, Hayat develops and implements strategic plan KPI’s and tracks analyzes student trends related to admission, registration and pass rates by consistently updating Student Affairs Database.     

Title of Presentation: The Paradigm Shift for Supporting Students Following COVID-19 Pandemic in the Foundation Program Success Zone  

Abstract: The COVID-19 pandemic has resulted in a shift in teaching and support around the world. The Foundation Program Success Zone continued providing support to students registered in courses offered by the Foundation Program despite the challenges posed by the pandemic.  Tutoring shifted from on-campus tutoring to online tutoring and then to hybrid tutoring. In this presentation, I will discuss the impact of these shifting trends on number of student visits and the type of services offered by the Success Zone. In addition, Success Zone started relying more heavily on different modes of support using digital solutions such as online videos. The presentation includes data on the shift in student digital learning as a result of the pandemic.

James DeVita, Director of High Impact Pathways, University of North Carolina at Wilmington (UNCW)   

James M. DeVita is the Director of High Impact Pathways and an Associate Professor of Higher Education at the University of North Carolina Wilmington (UNCW). James also serves as the co-editor of the Journal of Effective Teaching in Higher Education (JETHE).  He has presented at numerous international conferences and published over 30 peer reviewed publications to date on research that examines the experiences of marginalized/targeted populations in higher education and scholarship on teaching and learning (SoTL). James currently teaches graduate level courses that focus on student learning and development, social justice topics in education, and research methods.            

Title of Presentation: Graduate Attributes           

Abstract: One way that institutions of higher education can help to enhance graduate attributes and skills is through opportunities for engagement in high impact practices (HIPs). HIPs provide “significant educational benefits for students who participate in them—including and especially those from demographic groups historically underserved by higher education” (see While all HIPs have been shown to benefit students, undergraduate research, in particular, helps students to develop skills that help them succeed both academically and professionally.

Kevin Stensberg

Dr. Kevin Stensberg (he/him/his) is a first generation college graduate from the United States who recently completed his Doctor of Education in Organizational Leadership Studies at Northeastern University.  His dissertation received the 2022 ACPA Excellence in International Research award. Kevin has worked in student affairs for two decades, including several residential life positions in the United States, as a Dean of Students in China, a Site Director for study abroad programs in Greece and the United Kingdom, sailing around the world as “the voice” of a voyage with Semester at Sea, and most recently working in Saudi Arabia where he led the implementation of the kingdom’s first residential life department and served as a lead collaborator for a $500 million USD mega-construction project for student housing for which he and the team received the 2021 MENASA NASPA award for Excellence in Collaborative Partnerships.  He has a long history of serving the profession included as the Founding Secretary for the MENASA region of NASPA, serving for several years on the NASPA IEKC and International Symposium planning committee, and contributing to the NASPA publication

Title of presentation:  Supporting Students Globally in Higher Education             

Abstract: Cultivating Global Dexterity: Applying Student Affairs Research to Successful United National SDG Partnerships      Cultivating cross cultural understanding is essential to ensure impactful and inclusive partnerships at global, regional, national, and local levels as called for by SDG 17: Partnerships for the Goals. Learn of a recent action research project which brought together expatriate and national student affairs professionals working on the Arabian Peninsula to positively impact participant cultural agility. Consider applying successful components of the project to build or improve cross-border relationships in your work.

Kimberly Johnson Student Affairs Professional Western Michigan University.       

Kimberly Johnson currently serves as a student affairs professional at Western Michigan University (WMU). In her role, she works directly with 250 dining students, a majority of whom are international students. Prior to WMU, she worked for the Walt Disney Company in various leadership roles and was the domestic and international Disney College Program liaison. This opportunity allowed her to mentor and guide college students from all around the world. Her 13 years of leadership experience working closely with college students from diverse backgrounds led her into the field of student affairs. Recently, in the Fall 2021 semester, Kim earned her master’s degree in Educational Leadership: Higher Education and Student Affairs from Western Michigan University. Previously, she participated in two faculty led study abroad programs in Malaysia, Singapore, and Italy. These experiences contributed to expanding her understanding of international college students. She wants to continue to do more fieldwork that focuses on the international student experience within the collegiate setting. Kim has a passion for international education; diversity, equity, and inclusion efforts; student development and success; as well as traveling and exploring new places.    

Title of Presentation: Voices of International Students

Abstract: International students experience a variety of struggles when coming to the United States, and more can be done by student affairs professionals to ease their transition into higher education institutions. Providing student affairs professionals with more tools can assist with the international student transition. During my Higher Education Environments and Administration course we completed a Voice Project, which is a tool to explore the voices of underrepresented populations. The project provided me with new skills, as well as gave me the opportunity to explore the experiences of the international student population at Western Michigan University.

Throughout the semester I took on the “Voice” of international students. During the course, I researched and explored this Voice through a variety of research and ethnographic methods including interviews, literature review, journaling, and fieldwork. The core themes that came out of my interviews were difficulties with the transition period, breaking stereotypes, and different cultural paradigms. The Voice Project is a well-designed tool and method for learning the experiences of international students, the voices of marginalized populations, and I believe it can be adopted by more institutions.

Leon Cremonini Policy Advisor University of Twente        

Leon Cremonini is a  senior policy advisor at the University of Twente’s Strategy and Policy unit. Until recently he was the Managing Director of the Ethiopian Institute for Higher Education (EIHE) at Addis Ababa University (Ethiopia), and prior to that a researcher at the Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands. Leon has extensive experience in policy and programme design, trainings, and stakeholder engagement, particularly in higher education and lifelong learning. Amongst his activities, he has acted as consultant to the European Union’s delegation to Syria to develop the action plan for the Syrian Further and Higher Education Cooperation (SFHEC). He was also a consultant for  GIZ, in the project to develop the national strategy for higher education in Ethiopia. Over two decades , Leon has  worked in Europe, the United States Africa and South East Asia. He focuses mostly on higher education higher education policy reform and lifelong learning. His main areas of expertise include equity and access, particularly for traditionally under-represented groups and refugees, lifelong learning, internationalization, and excellence policies.    

Title of Presentation: Foreign and vulnerable: how can universities’ student services lend a hand?              

Abstract: Universities often see the recruitment of foreign talent, including inter alia international students, as an opportunity to yield economic returns. Therefore, most universities have targeted services for international students, helping them for example with housing, health insurance and residence permits. Student services also seek to assist the most vulnerable – think of students with disabilities or special needs.  Yet, what can student service providers do for those who are both foreign and vulnerable?  Universities assume that international students have a legal status in the host country. In case of student exchanges, the host institution is at liberty to cooperate with the sending institution (inter-institutional agreements, are after all, usually multi-annual). However, over the past decade waves of refugee influxes  – the latest from Ukraine – must force us to confront this question. Moreover, the occupation of Ukraine poses a further twist to the problem. With earlier migrations caused by war and poverty the question was typically how to support refugees who flee their country and seek  chances to study elsewhere. The Ukrainian crisis has added the question of the many thousands of students, both Russian and Ukrainian, who are already settled in third countries and find themselves overnight in a “legal limbo”, often having lost much or all of their livelihoods, their institutions often banned from international cooperation agreements. This session will address these difficult questions and discuss possible options to address this conundrum. 

Lisa Bardill Moscaritolo  Executive Director of Student Experience & IASAS Secretary General American University of Sharjah

Lisa Bardill Moscaritolo, Ph.D., is the Executive Director of Student Experience, Office of Students Affairs, at the American University of Sharjah in the United Arab Emirates. Lisa teaches graduate classes in management and leadership for Purdue Global University. She is a founding member and secretary-general for the International Association of  Student Affairs and Services (IASAS) and was instrumental in creating the Global Summit for Student Affairs and Services in its 6th reiteration. Lisa’s research and writing interests are in international student affairs and services.

Title of Presentation: Global Study of Student Affairs & the United Nations Sustainable Development Goals          

Abstract: The United Nations Sustainable Development Goals (SDGs) provide a noble view of student affairs and services (SAS) commitment to student success, justice, life-long learning, compassion, and global citizenship. Facilitators share the momentum created from the 5th International Association of Student Affairs and Services Global Summit on advancing SDGs, resulting in a research project. The session will share the result from 318 colleague from 53 different countries covering seven regions on trends, opinions, and knowledge, and how SAS/HEI support SDGs and develop and educate students. This session will help to inform SAS work towards the advancement of the SDGs and specifically our small group discussions at the summit.

Louise Crowley, Professor of Law, University College Cork             

Professor Louise Crowley is a family law expert at the School of Law, University College Cork, Ireland, where she is the Director of the LLM (Children’s Rights and Family Law). Louise is the author of the leading Irish text Family Law (Roundhall Thomson). Her research focusses on the regulation of family formations in a modern and diverse Ireland, in the context of a restricted application of Constitutional protection, limited exclusively to families based on marriage. Louise is a national voice on intimate partner violence having published widely on the adequacy of legal responses to the challenges of gender based violence and works with service providers and state agencies to highlight the need for greater and targeted investment in service provision. Louise was a member of the Government appointed expert group that developed the National Framework to end Sexual Harassment and Violence at Third Level and continues to advise on law and policy reform. At UCC, Louise has developed the campus-wide Bystander Intervention initiative which seeks to educate and empower staff and students to challenge the normalisation of sexual abuse and to recognize their role as pro-social bystanders to effect change and bring about a new normal of safety and respect.         

Title of Presentation: Bystander Intervention at UCC       

Abstract: The overarching aim of the UCC Bystander Intervention programme is to cultivate a culture of zero tolerance of all forms of sexual hostility, harassment and violence by empowering students and staff to actively contribute to a safe, supportive environment. Specifically, by developing their capacity to effect change through pro-social behaviour and attitudes, the programme contributes to a visible commitment to the delivery of a safer learning and working environment which impacts positively upon the broader social context.

The UCC Bystander Intervention programme is expressly recognised in the National Framework to Ends Sexual Harassment and Violence at Third Level as a leading educational initiative to support cultural change across the sector. The programme is available to all staff and students at UCC and is being piloted in Third Level instiutions nationwide. Additionally, the bespoke UCC Bystander Intervention Orientation training is utilised across the sector for incoming first year students. Separately an Irish Research Council funded second level pilot has recently commenced, with 140 teachers from 48 schools nationwide receiving dedicated training in March 2022.

Matthias Anbuhl Secretary General German National Association for Student Affairs (Deutsches Studentenwerk – DSW)    

Matthias Anbuhl is the new secretary general and chairman of the Board of Deutsches Studentenwerk (the German National Association for Student Affairs) since October 2021. He grew up in Eckernförde in the North of Germany. He graduated as a teacher at Christian-Albrechts-University in Kiel. From 2003 to 2008, he headed the parliamentary liaison office of the German Education Union (GEW) in Berlin. Since 2009, he has been head of the Education Policy and Educational Work Department of the German Trade Union Confederation (DGB). Anbuhl is an expert in all areas of the education system, from early childhood education to higher education and vocational training.  

Title of Presentation: Supporting refugees from Ukraine – the perspective of student service organisations (STWs) in Germany            

Abstract: The war in Ukraine has led to millions of refugees to neighbouring countries, mostly to Poland, but also in transit to other countries such as Germany. Based on their experiences during the Syrian crisis in 2015, the STWs have rapidly supported refugees with emergency accommodation, free food, and other activities in their local or regional context, overcoming organizational, legal and financial challenges. However, the war has also stressed out the roughly 6.000 Ukrainian and 15.000 Russian international students who were already in Germany, with increasing demands on counselling, conflict resolution, and securing emergency financial aid. Finally, domestic and international students from Ukraine have fled the country, some of them stranded in Europe and looking for other educational perspectives in their new host countries. The presentation will share the experiences of the STWs in student and refugee support and present some of the good practices in the STW.

Micheal Byrne, Head of Student Health Department, University College Cork

Dr. Michael Bryne (MB BCh BAO BSc DCH FRCGP MICGP DAIR) has had a leadership role in a variety of university and national initiatives including: The development of University College Cork’s; Student Mental Health: Policy for Staff; Fitness to Practise Policy; Fitness to Continue in Study Policies; Delivering initiatives to reduce alcohol and drug- related harm amongst students; and The University response to the COVID Pandemic.

Michael has led the REACT Project (Responding to Excessive Alcohol Consumption in Third level) to develop a national awards and recognition scheme for 3rd level institutions that target alcohol-related ham in their colleges. He is Principal Investigator on the MiUSE Project (My Understanding of Substance Experiences), to develop an on-line behavioural change tool for students to help reduce harm from drug use amongst students, and on the DUHEI study, the Drug Use in Higher Education in Ireland Study, which has just been published. Higher Education. Higher Education. He was lead member of the Rapid Response Group convened by the Minister of Higher Education to develop the Framework for Response to the Use of Illicit Substances within Higher Education.

Title of Presentation: Drug Use in Higher Education in Ireland

Abstract: Recreational drug use can result in adverse physical and mental health, legal, financial, and academic consequences for students, impacting directly on goals SDG 3 and SDG 4, Good Health and Wellbeing, and Quality Education, respectively. There is a lack of recent detailed data on the issue of drug use in Higher Education worldwide. There is a lack of understanding on students’ motivations to start using drugs, their desire and capacity to change use or stop using drugs, and a lack of data on the effects and adverse consequences experienced by students resulting from drug use. 

We present the results of the 2021 DUHEI (Drug Use in Higher Education in Ireland) survey, a very large representative with over 11,500 respondents, which shows very concerning trends in the prevalence of drug use among students, and has detailed data on the level and range of harms experienced by these students, their motivations not to use, use, or stop using drugs, their use of smart drugs as study aids, and their views as to the interventions likely to be of use in reducing harms. These findings will help inform policies and practices on drug use among students in Higher Education Institutions worldwide

Patty Witkowsky, Assistant Professor , University of Colorado, Colorado Springs              

Dr. Patty Witkowsky is an Assistant Professor and the Program Coordinator for the Student Affairs in Higher Education program at the University of Colorado Colorado Springs. Dr. Witkowsky teaches leadership, college student development theory, research methods, internationalization, and supervised practicum courses in the M.A. in Leadership with a concentration in Student Affairs in Higher Education program and in the Educational Leadership, Research, and Policy Ph.D. program. She received her Ph.D. in Higher Education and Student Affairs Leadership with a minor in Applied Statistics and Research Methods from the University of Northern Colorado and has held administrative positions in higher education for 12 years prior to joining the faculty in areas such as new student orientation, student activities, student organizations, leadership programs, residence life and housing, career services, academic advising, and graduate student support. Dr. Witkowsky’s research focuses on the experience of graduate students in student affairs graduate preparation programs, student transitions, and the experiences of student affairs professionals. Additionally, Dr. Witkowsky serves the Association for Orientation, Transition, and Retention as an Associate Editor of the Journal of College Orientation, Transition, and Retention. At UCCS, Dr. Witkowsky serves as the Director of the Global Intercultural Research Center (GLINT).      

Title of Presentation: The Experiences of Resident Advisors (RAs) Facilitating Social Justice Interactions in the Residential Curriculum Model   

Abstract: The adoption of curricular approaches to strengthen student learning is spreading rapidly within U.S. residence halls through the development and implementation of the Residential Curriculum Model (RCM). Institutions structure their RCM to meet their unique campus needs, but most all include an outcome related to learning about social justice. Resident Advisors (RAs) who contribute to the implementation and delivery of the curriculum to residents are an integral component of the RCM.

Formerly, RA roles included a focus on community building, and planning educational and/or social programs. However, the RCM has transformed the traditional RA role, with some campuses shifting towards “intentional interactions” with residents, or scripted coaching conversations with defined learning outcomes. This shift requires different skills for RAs in facilitating interactions with their residents that include more counseling, listening, and facilitating, particularly if the outcomes are related to social justice and diversity.

This session presents finding from a nation-wide exploration of the lived experiences of RAs involved in the delivery of an RCM, with a particular focus on resident interactions related to social justice/diversity outcomes. The findings inform how to approach training and supervising RAs to ensure effectiveness in their social justice education role.