Upcoming Events

June 1, 2021

12:00 pm - 5:00 pm

2021 Pre-Conference Sessions

Info

Pre-Conference workshops are an opportunity to dive deeper into a topic and develop identified competencies. Pre-conference workshops will take place on Tuesday, June 1, 2021*online via Zoom. *Note Pre-conference #1 Inclusive Design Approaches will be split into 2 days, Tuesday, June 1 AND Tuesday, June 8.

  1. Inclusive Design Approaches in Post-Secondary Education
  2. Exploring Experiential, Work-Integrated and Community Engaged Learning in Student Services
  3. The [Student] User Experience Institute: How User Research Can Help Higher Education Understand Our Students and their Experiences.

For futher information, visit the conference site

Pre-Conference Workshop Fees:

CACUSS Member: $39                   Non-member: $69

 


1. Inclusive design approaches in post-secondary education

Tuesday, June 1, 2021, 12:00-2:00 ET and

Tuesday, June 8, 2021, 12:00-1:30 ET (total time 3.5 hours including breaks)

Facilitators:

Sepideh Shahi, Senior Inclusive Designer, OCAD University’s Inclusive Design Research Centre.

Lisa Liskovoi, Inclusive Designer/Accessibility Specialist, Inclusive Design Research Centre at OCAD University.

Jutta Treviranus, Director of the Inclusive Design Research Centre/Professor at OCAD University

For Facilitator/Presenter Bios click here.  (coming soon)            

Using inclusive design frameworks to infuse intercultural perspectives and an EDI lens to program development, design, and evaluation. As student affairs professionals, we spend many hours in our roles designing, implementing and evaluating programs that support learners. As post-secondary education becomes more internationalized and diverse, a conscious effort to include the intercultural, equity, diversity and inclusion frameworks in the design of programs becomes paramount.

In this interactive workshop, participants will apply an inclusive design framework to design challenges they encounter in their work. The workshop will model processes that support diverse perspectives and social cohesion. Recognizing the intersectional nature of humans, the workshop will provide tools and resources to build the foundation for greater innovation through diversity and inclusion. This interactive session will establish a learning community to put into practice and continuously refine an EDI framework that reflects the diversity and uniqueness of the evolving institutions.

Workshop Details (Learning Outcomes):

The workshop will be structured as an interactive co-design session. Participants are invited to bring relevant challenges to the workshop. Participants will leave with transferable skills and approaches to addressing the challenges and catalyzing the benefits of inclusive design. The workshop will also encourage a generative learning community that will support inclusive design strategies within CACUSS.

The learning outcomes include:

  • Understanding the intersection of design, equity and internationalization
  • Describe the inclusive design framework and identify the role of equity in design
  • Ability to engage in the inclusive design process with radical collaboration
  • Build a program or service within the construct of equity centred design
  • Articulate the broader benefits of co-designing services with diverse perspectives

CACUSS Competencies:

Equity Diversity and Inclusion, Intercultural Fluency, Emotional and Interpersonal Intelligence,

Communication

 


2. Exploring Experiential, Work-Integrated and Community Engaged Learning in Student Services

Tuesday, June 1, 2021

12:00-4:30 ET (includes breaks)

Facilitators: 

Alysha Ferguson, Manager, Community Engaged Learning, University of Toronto Mississauga; Kelly Hollingshead, Community Engaged Learning Coordinator, Western University.

Panelists:

Erin Kaipainen, Senior Specialists, Experiential Learning, Taylor Institute for Teaching & Learning, University of Calgary; Jennifer Esmail, Director, Centre for Community Partnerships, University of Toronto; Shannon Snow, Faculty Liaison, Work-Integrated Learning, University of PEI; Anny Chen, Lead CEL Coordinator, University of Manitoba; Gillian Kemp, Director Careers & Experience, MacEwan University.       

For Facilitator/Presenter Bios click here.  (coming soon)            

Student involvement both in and outside the classroom has been a core principal in student services. Experiential Learning (EL), Work-Integrated Learning (WIL) and Community Engaged Learning (CEL) all have unique perspectives on how students can develop skills both on and off campus through the participation in programs in partnership with employers, community organizations and through university lead partnerships. This session will highlight a panel of four professionals from across the country that specialize in different forms of Experiential Learning.  Participants will have a chance to hear from the panelists about their work and ask questions. Participants will then be divided into groups based on province of Experiential Learning stream or geographic region to dive deeper into the dialogue of potential challenges and opportunities which exist within each area. The session will end with an opportunity for colleagues to connect as a large group to share key themes of conversation and ideas for ways to successfully bring these ideas to their own campuses, and continue to work together with the membership to support others in the work of EL in Canadian post-secondary institutions.

The Community Engaged Learning COP invites participants from across Canada to discuss and explore the growing interest and impact of experiential learning on college and university campuses. This half-day pre-conference will focus on the common concerns and experiences of CEL professionals in adapting to the need for more EL opportunities, based on internal and external pressures to define the value of a degree, through student involvement both in and outside the classroom.

Learning Outcomes

By the end of this session, participants will:

  • Have a better understanding of the differences and similarities of EL, WIL and CEL
  • Gain knowledge from subject experts, including Experiential Learning, WIL, and CEL
  • Build connections with colleagues within institution’s province/territory and Experiential Learning stream

CACUSS Competencies

Post-secondary acumen, Student advising, support and advocacy, Student learning and development


3. The [Student] User Experience Institute: How User Research Can Help Higher Education Understand Our Students and their Experiences.

Tuesday, June 1, 2021

12:00ET-3:30ET (includes breaks)

Facilitators: Anna Ghoneim, Centennial College; Teresa Lee, Accessibility and UDL Lead at Centennial College; Madina Siddiqui, Program Assistant, Centennial College.

For Facilitator/Presenter Bios click here.  (coming soon)       

This three-hour “institute” is designed to support those whose roles include assessment and evaluation as well as those who conduct assessment off the side of their desks. During the Institute attendees will be introduced to user research - an established field that focuses on understanding user experiences, typically in a virtual environment. Attendees will have the opportunity to attend two introductory workshops where they will learn two specific user research methods - the System Usability Scale (SUS) survey and usability tests. The Institute will provide an opportunity to examine this new-to-higher-education but established field to support the membership’s work in a changing post-secondary-political landscape.

The first hour will be an introduction to user experience thinking and the field of user research. Attendees will learn about user research methods and how this established field can support their work of assessing and evaluating the student experience in the context of online learning and service delivery.

The second and the third hours will take the form of introductory workshops.

The second hour will introduce participants to the System Usability Scale (SUS) survey, provide templates for analysis and reporting. Here participants will learn to use the SUS survey to measure their students’ experience online, how to analyze their data using basic statistical analysis, and report on the data to stakeholders. Attendees will be provided with templates, resources for further learning, and the last 10 minutes will be used for questions. Attendees will also have opportunities to ask questions throughout the workshop.

The third hour will introduce participants to usability tests, and provide templates for analysis and reporting. Here participants will learn when to conduct one-on-one remote moderated interviews, take observation notes, analyze data and report on key findings. Attendees will be provided with templates, resources for further learning, and the last 10 minutes will be used for questions. Attendees will also have opportunities to ask questions throughout the workshop.

There will be a 15-minute break between each topic.

Participants do not require prior knowledge of user research, qualitative or quantitative research methods. However, a basic knowledge of qualitative and/quantitative research can be useful. 

Learning objectives:

  • Examine innovative practices for evaluating & assessing the student experience in the context of online learning and virtual service delivery.
  • Understand how user research can be used as a methodology for assessing & evaluating the student experience
  • Identify when to use specific user research methods based on context and need

CACUSS Competencies:

Strategic planning, research, and assessment

 


Cancelation Policy:

Cancelations received in writing by May 15, 2021 will be refunded minus a $10 administration fee. Registrations may be transferred to another delegate in writing by May 15, 2021 with no fee.

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