Chris McGrath, Vice-President, Students + Senior Student Success Officer, George Brown College
With more than 20 years of leadership experience in Canadian student affairs, Dr. Chris McGrath has a deep commitment to access, anti-oppression and equity to his work. Currently the Vice-President, Students at George Brown College in Toronto, Chris has worked in senior roles in public and private post-secondary institutions in Canada and the US – with a range of experience across student affairs, strategic enrolment management, academic quality, and registrarial services. A former President of CACUSS, Chris sits on advisory groups for MyCreds and Colleges & Institutes Canada, and also served on committees with Colleges Ontario, ACPA, NASPA and other boards and agencies. is focused on widening access and inclusion for a diversity of learners. To that end, his scholarly work interrogates quality at the intersections of neo-liberalism and post-structuralism, to render a more complex understanding of how quality is represented across institutions. Chris is also interested in leadership as social performance, and in how leaders enact power within organizations to motivate social change. Further, he is interested in how tensions in personal and professional moral and ethical frameworks inform how leadership impacts the success and well-being of learners and communities.
Title of Presentation: Frame-bending quality: Leading through discourse towards equity and student success
Abstract: As communities world-wide contemplate a post-pandemic reality, the pressure on colleges and universities to drive economic recovery is intensifying. With many jurisdictions having shifted to models of performance-based funding, the current legislative context intensifies neoliberal and post-structural policy discourses of quality and accountability, which further relegates social inequities to the margins of post-secondary education. At the same time, burgeoning social movements have appealed to governments and post-secondary institutions to dismantle systemic barriers that impede students from equity-deserving communities from accessing and flourishing in college. This session explores a path forward for how colleges can reconcile neoliberal and post-structural representations of quality to develop a strategic approach to improving college-level outcomes that advances equity and promotes student success. Managing inherent tensions between government-defined quality and the college’s role in the public good is conceptualized using a hybrid social justice framework through lenses of moral leadership, transformative educational leadership, and tempered radicalism. Examining leadership through these lenses helps to articulate a path forward that reorients quality by organizational frame-bending and explores the roles of college leaders and organizations as tempered radicals for the public good.
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-109 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 the 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.
Jane Sitter, International Career Consultant, University of Minnesota
Jane (she/her) serves as the International Career Consultant at the University of Minnesota – Twin Cities, USA, where her work supports undergraduate international student career development. Jane is also a PhD student in Higher Education at the University of Minnesota -Twin Cities, interested in internationalization at home and career development through a global lens.
Title of Presentation: Collaboration to Support International Student Career Development in Higher Education.
Abstract: International Students are valued members of higher education communities around the globe. Many students expect that higher education will be a vector for connecting with career opportunities and growth in social mobility. Yet, the global career development process can be complicated for those who engage in higher education outside of their home countries. In the case of international students, student services professionals must support students’ consideration of multiple career pathways – in their host country, in their home country, and/or in a third country. Higher Education Institutions are able to support the development of graduate attributes to help best prepare international students for success by working collaboratively across functional areas. In this presentation, examples will be discussed of how a career development professional provides global career development support by working collaboratively across their university with units such as: Alumni Relations, English Language Support, Student Organizations, and the International Office to name a few. Global and U.S. case examples will be provided.
Jarell Alder Porgramme Coordinator The University of the West Indies, St. Augustine Campus
Jarell Alder is a quintessential Creative Artist and a contemporary Service/User Experience Designer whose professional work uses a human-centered approach to creative problem solving and innovation; by integrating the needs of people, the possibilities of technology, and the requirements for business success. He is proficient in Design Thinking, Experiential Design and Customer Experience Management and through his work, is purposed on transforming the way organizations develop products, services, processes, and strategy for ultimate customer satisfaction and business growth.
Jarell has both a unique and diverse combination of competencies and skills that allow him to thrive in multidisciplinary functions including Communications, Programme Design, Branding, Customer Experience and Events/Projects Lifecycle Management. He is an experienced practitioner and educator in the creative industries and a Higher Education professional who advocates passionately for service excellence, experiential learning, holistic development and the curation of an enriching experience for consumers. Jarell holds a Master of Arts in Creative Design & Entrepreneurship and over 12 years’ professional experience in the field of Customer Experience Management. He is recognized for his contributions to enterprise development, project collaborations in the creative sector and consultancy work with varying organizations particularly in the areas of design strategy, project & events management, brand development, customer engagement and customer experience. He is by nature an Arts and Culture enthusiast and a champion for the discipline known as Design Thinking. Jarell is particularly passionate about capacity building, experiential learning and holistic youth development and is committed to inspiring and creating positive experiences for all persons and audiences that he is given the opportunity to connect with, along his creative journey.”
Title of Presentation: CX: Students at the Heart of the System.
Abstract: It is official! Today’s world requires that universities offer much more than a degree as its primary selling product. Instead, the growing demand of higher education providers is that they offer memorable learning partnerships that deliver quality customer experiences. With this in mind, Student Services Professionals are identified as the ‘movers and shakers’ bestowed with the honor of serving as the ultimate ‘Experience Curators’ in Higher Ed.; particularly in institutions that value the concept of delivering a fully integrated campus life experience to their target audience.
Design Thinking becomes an increasingly critical competency and skill in the Higher Ed. landscape for it is through this iterative process that universities are able to transform the way they develop products, services, processes, and strategy for ultimate customer satisfaction and business growth. Crafting the customer experience (CX) requires Design Thinking and an intimate understanding of the of CX layers namely archetypes, activities, interactions and principles.
Why then is this important? When we begin to think of Education as a business, the student as the customer inevitably comes to mind and as we begin to think of our customers in relation to the current climate and begin to explore the possible futures of education amidst the disruptions, we begin to understand that customer centricity is the single most important sustainable model for business growth.
Joyce Holl, Executive Director NODA-Association for Orientation, Transition & Retention in Higher Education
Joyce Holl is the Executive Director of NODA-Association for Orientation, Transition and Retention in Higher Education. As NODA’s first Executive Director (since 2007), she has led the Association through strategic planning, governance restructuring, a name change and the development of Core Competencies for the profession. Throughout her career, Joyce has found jobs and opportunities to follow her passion of making a difference. At NODA, she is proud of the work that the Association does to support not only its members, but the students influenced by the work of its members. A graduate of the University of Minnesota, Duluth, Holl earned her Master of Arts in Public Administration from Hamline University, and earned a Certificate at the Institute for Executive Director Leadership from St. Thomas University. She has served several non-profit organizations in various capacities with 30 years of nonprofit management experience. She has also served as an independent consultant for nonprofit and government agencies.
Title of Presentation: Transforming Your Institutional Strategy toward a New Era of Student Success.
Abstract: During a global pandemic, racial reckoning, and political divisiveness impact on college campus, it is critical that institutions reexamine student success strategies that contribute to the experiences of students in orientation, transition, and retention programs. The dynamics and evolution of the traditional college student has evolved rapidly over that last year and half. The past challenges of student success are made more complex given the environmental contexts that students and professionals are experiencing today. This session will provide an opportunity for practitioners to re-engage in developing new institutional strategies that will assist in reframing student success in an era of transformation from the perspective of the Association for Orientation, Transition, and Retention in Higher Education (NODA).
Karla Fraser Higher Education Consultant Roseapple Global, LLC
Ms. Karla Fraser is a Higher Ed Professional, Higher Education Consultant, and Founder of Roseapple Global, LLC. Karla went from being a third culture kid (TCK) and a thriving expat while taking her career abroad. Since childhood, Karla has lived, worked, and succeeded in 10 countries in her education, career, and building a business. Karla is a strategist; she enjoys helping people and educational organizations create their desired goals and pathways. She merged her passion for global adventures with education and developed an expertise in student affairs administration. During her twenty (20) years in higher education administration, ten (10) have been international. She is skilled in strategic planning, student housing, staff engagement, and policy development. Karla’s years abroad have led her to help others make the international leap through expat coaching. She continued to execute her purpose through consulting for student affairs/services. Karla provides a collaborative approach with her individual, group, and institutional clients to ensure progress towards their desired outcomes. She has been to 50+ countries and enjoys beach locations, visiting historical sites, reading, movies, creativity in the kitchen, and conversing about trending current events.
Title of Presentation: A Workforce Skill Development Program Model – Global Readiness with Local Context .
Abstract: In recent years, a global call for advancing education at the tertiary level has come strongest from the UN Sustainable Development Goals (SDGs). Access to higher education globally has become increasingly necessary due to the globalization of markets and the workforce. As such, higher education has a significant role to play in career readiness and life skills. Moving beyond the classroom, it is essential to foster practical learning through problem-solving and local innovations for developing and emerging countries to grow. This session explores how building a career development series within local and cultural contexts can support youth development. Applying global perspectives, the session will provide one example of an institution striving within this context. Attendees will gain insight into programs and sessions to create for students.
Maria Angeles Hinosolango , Vice Chancellor for Student Affairs and Services, University of Science and Technology of Southern Philippines
Dr Maria Angeles Hinosolango serves as the Vice Chancellor for Student Affairs and Services of the University of Science and Technology of Southern Philippines – Cagayan de Oro City. She is also the current National Vice President for State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) in the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS) Inc. She also assisted in organizing the 1st Council of the Student Affairs and Services Practitioners (CSASP) in Region X serving as the Vice President and the 1st Mindanao Association of State Tertiary Schools (MASTS) Inc. Student Affairs and Services Practitioners for the SUCs elected as the President.
She would like to realize that shared purposed to deliver efficient and effective student services towards global standards and internationalization. She believes that working together would bring out positive challenges and could also give out the best ideas.
Title of Presentation: Healthcare Information Management System (HIMS): Students’ Experiences on Online Tele-consultation Ensuring Delivery of Health Services in the New Normal .
Abstract: Ensuring the delivery of health services to students in this new normal plays a significant role at this time of pandemic. With this, the University of Science and Technology of Southern Philippines created a tele-consultation platform to ensure access to licensed nurses and medical doctors amidst limited mobility and resources. Through the Healthcare Information Management System (HIMS), students, COVID-19 cases, and health-related concerns were addressed and monitored in their respective homes and isolation units. Thus, students’ experiences feedback was important to continually improve its services as part of its student support development program of the university. Findings revealed that they found the platform helpful because e-prescription could be provided. Those who experienced COVID-19 felt they were safe and secured with the guidance of health practitioners (i.e., licensed nurses and doctors) in order to survive the pandemic due to hospital scare. One notable feedback from the students was the kind and emotional support of the health practitioners by calling the students via mobile phones as part of the monitoring stage. Hence, this online platform which started as an institutional funded project could be sustained by the university as part of its students’ services adapting to the new normal.
Maria Corazon Andoy, Head Student Affairs Office , Centro Escolar University
Dr. Maria Corazon L. Andoy is an academician, a licensed Chemical Engineer and a certified student affairs practitioner.
Maria teaches at the Department of Physical Sciences and Mathematics Department, currently the Head of the Student Affairs Office and adviser of the University Student Council of Centro Escolar University, Makati Campus, Philippines. She has dedicated twenty seven years of service in the practice of student affairs and services. Sections under her auspices are the Guidance and Counselling, Community Outreach, Security, Health Services, and University Ministry. She has been a co-author of the university’s Student Handbook since 2004 up to the present and the consultant and editor of the school paper, The Academe, since 2013. She has also written policies and procedures contained in the Student Affairs Manual of the university since its first publication in 2000. True to student affairs vision-mission, the university has produced graduates who are globally competitive, upright and disciplined individuals.
Moreover, Maria is also an accreditor of the Philippine Association of Colleges and Universities Commission on Accreditation assigned to audit the areas on student services and university social responsibility. She is also an Internal Quality Auditor of ISO 9001, version 2015.
Title of Presentation: Evaluation of the University Student Council Online Co-/Extracurricular Activities: The Centro Escolar University-Makati Experience
Abstract: This paper presents the results of the evaluation of the activities of the University Student Council-Makati, the highest governing body of the institution, during the pandemic. Evaluation included the achievement of the objectives, relevance, flow, accessibility of the online platform including its audio and visuals, speaker/s, impact and the overall assessment of the activities. Comparison of the evaluation of speaker/s, impact of the activities and the overall assessment of the activities when the participants were grouped according to their councils and organizations was conducted, the relationship of the assessment of the speaker/s and the impact of the activity with its overall assessment was determined. Frequency and percentage distribution, mean, standard deviation, and analysis of variance were used. Results showed that the participants across all the activities agreed that objectives were achieved, relevant, structured and well-organized, online platforms were accessible and audio and visuals were good. Comparison of the evaluation of the participants from the different councils and organizations regarding the speakers, impact of the activities and overall evaluation showed that there was no significant difference except for the Job Hunting and the Dialogue. A substantial to very high correlation was found between the evaluation of the speakers and the impact of the activity with its overall assessment
Raed Marabeh, Teaching Assistant Foundation Program, Qatar University
Raed Marabeth is a teaching assistant in Math Department- Foundation Program at Qatar University, and I am chairing the Math success Zone team to support the Math students in the Foundation Program. My educational background includes a Master’s degree in Applied Math from the University of Saskatchewan in Canada, and an MSC in Mathematics from KFUPM in Saudi Arabia. I have a Bachelor’s in Mathematics from An-Najah National University in Palestine.
My professional interests lie primarily in the fields of students affair, applied Mathematics, and methods of education.
Title of Presentation: Echo360 Lecture Capturing System Video: New Opportunity to Enhance Digital Learning Content
Abstract: Once the period of Covid-19 began, Math Success Zone (MSZ) in Foundation Program strived to overcome the challenges of the COVID19 pandemic by using numerous online tools to learn and develop. Online learning depends mainly on video to create an effective alternative for the classroom and make learning more equitable. lecture-recording and Screencast technology has been adopted by MSZ to enable a smooth shift from face to face delivery of teaching and tutoring to online delivery. In response to facilitate this change, Echo360 video platform were adopted. Echo 360 is a visual-capture software program that records what is shown on the computer screen and records audio through an internal or external microphone. The Video is available for users as a link rather than large videos. In this talk, the experience of using the echo 350 platform (lecture recording, Screencasting, and flipped classroom) will be presented, the effects of using Echo360 on teaching, the benefits and challenges of using Echo360
Renee Bowling, PhD Student, Ohio State University
Renee L. Bowling is an international educator and third-year Ph.D. student in the Higher Education Student Affairs program at The Ohio State University, USA. She has served in U.S. student and academic affairs and in K-12 international school leadership in South Asia. Renee has led strategic planning, curriculum design, and decolonizing religious education projects and has served as a researcher for the INSPIRES Index and as a consultant to the IDEALS U.K. project. Renee holds a B.A. in Sociology from The University of Akron, a M.A. in Counseling and Human Development from Walsh University, and a postgraduate certificate in Religious Studies and Education from Harvard University. She is a member of IASAS, CIES, and AIEA, serves as a Spirituality and Religion Knowledge Community representative for NASPA, is part of the Critical Studies in Religion and Higher Education network and has held multiple roles in International ACAC. Her research interests include comparative international education, educational leadership, critical internationalization studies, religious literacy and diversity, global liberal arts, and international education policy.
Title of Presentation: Cultivating Capacity to Engage with Religious, Secular, and Spiritual Diversity.
Abstract: Engaging positively with difference is a skill student affairs practitioners seek to help students develop in many areas of life, including political, racial, ethnic, linguistic, social class, and cultural difference. Engagement with religious diversity, however, can be an underdeveloped area of student affairs practice, despite the field’s commitment to supporting students’ holistic development. This session will bring religious, spiritual, and secular diversity into conversation with current topics in our field and explore implications for global student affairs practice. Participants will be introduced to student affairs’ spiritual and worldview development theory and current research, and will have an opportunity to reflect on their own context and practice.
Thierry M. Luescher, Research Director, Human Sciences Research Council
Thierry M. Luescher is a research director in the Human Sciences Research Council and an Associate Professor in Higher education Studies affiliated with the University of the Free State in South Africa. Thierry is an NRF-rated researcher with expertise in the politics of higher education; higher education development in Africa; the student experience and student affairs. Theirry has extensive experience in the editing of journals and books and is a founding editor of the Journal of Student Affairs.
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 colleagues 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.
Tony Reed and Creole Wihongi
Tony Reed Academic Registrar & Director, Student Services and Student as Partner , University of the Sunshine Coast and ANZSSA
Creole Wihongi is a biomedical student at USC who is also employed as a student as partner (SaP) staff member within the Student Services & Engagement department. Her role is to provide support to the various student committees, provide support for the students as leaders program and support various student-led events.
Tony Reed is USC’s Academic Registrar and has been at the University for over 6 years. He is also on the Board of Directors, for the Australian & New Zealand Student Services Association (ANZSSA) and Heads of Student Administration (HoSA). Tony continues to be amazed by the energy, ideas and goodwill shown by USC students.
Title of Presentation: A Student’s view of a Students as Partners Model
Abstract: In this session we will focus on presenting findings from assessment of campuses initiatives in undergraduate research. In the last decade the institution has developed a series of initiatives aimed at opening access for all students to participate in undergraduate research, including a first-year research experience (FYRE), support for undergraduate research and creativity awards (SURCA), interdisciplinary minority student research group (IMSRG) and community college undergraduate research experience (CCURE). Findings will be shared from both qualitative data (i.e., student and instructor reflections) and quantitative data (i.e., survey and institutional data) collected over time. We will also discuss how we provided support for faculty development to engage in high impact undergraduate research as well as an evolving mentoring model for supporting historically underserved students’ engagement.