Student Affairs Retreat

Wednesday, May 23, 2018

 

Schedule

8:00:        Doors open/Breakfast begins:  400ABC TUC

8:30:        SA video, welcome by planning committee

  •         Ice Breaker
  •         State of Division, Debra Merchant
  •         Strategic Plan Update, SALT

9:45:        Concurrent Session 1

 

(Communication)

Hashtags, Follows, and Likes, Oh My! How to Maximize Your Social Media and Web Presence to Enhance Your Office’s Goals

(Lori Bishop-Ley, Sarah Blanton, Erin Mulligan)

425 TUC

With over 2,000 followers on Twitter and an engaging website, The Student Wellness Center utilizes a strong web presence on a daily basis to tell our office’s story, educate students, and promote upcoming events. Join us as we share the strategies that we implement to reach students where they are on a variety of digital platforms (google analytics, twitter analytics, facebook analytics, and buffer) and offer tips on how your office can do the same.

 

(E&I)

An accessible, inclusive UC Experience: It’s on us

(Heidi Pettyjohn, Brice Mickey)

419 TUC

In this workshop, participants will explore concepts and gain a better understanding of accessibility and inclusion. The workshop has a particular focus on ability, but other areas are also part of the discussion. Participants can expect to engage in interactive dialogue around making our environment more inclusive as employees of the university, especially within our division.

 

(PD)

Everyone can have an impact: Evidence informed ways for helping students after traumatic events

(Christopher Hanes, Shane Gibbons)

427 TUC

This presentation will discuss best practices in disaster mental health and provide a review of the key principles and techniques in psychological first aid. As a university community, we are committed to providing a student centered experience for students that promotes their development and success at UC. This information allows us to feel more informed, capable, and collaborative in providing the most helpful support to students after they cope with difficult experiences.

 

(Assessment)

Developing meaningful student learning outcomes

(Trent Pinto, Aleia White)

417 TUC

The summer is always a great time to update student learning outcomes. Come to this session for a refresher on developing meaningful student learning outcomes that can be included in the upcoming annual report!

 

10:55:        Concurrent Session 2

 

Re-shift your default

(Peyton Wu, Jayson Douglas, Deb Marke)

425 TUC

Identity spaces are integral to the development of students, but often times limited to merely just the title and bring about this fragmentation of identity when we do not make space for an intersectional framework. As QTPOC (Queer Trans People of Color), who are also program coordinators who work in identity specific spaces, this session seeks to challenge, complicate, and redefine the default assumptions associated with identity specific spaces. Through this session, we will debunk common stereotypes and assumptions about identity spaces, develop strategies and skills that move towards a narrative of intersectionality through intentional dialogue, and re-shift our cognitive defaults. 

 

(Assessment)

Dollars and Sense: Connecting goals and student learning to departmental budgets

(Renee Hargrove, Nicole Mayo)

417 TUC

In this session, participants will learn how to connect unit-level assessment data to budget planning. This will be a useful session for those who have primary responsibility for the annual report. 

 

(PD)

Understanding the survivor experience: Advocacy beyond disclosure

(Nora McVey and Kendra Massey)

419 TUC

The first response a survivor receives when they choose to disclose shapes their healing process, as well as their decision to seek out other support services. This presentation will explore campus advocacy and the survivor experience after disclosure. We will discuss campus policies, procedures, and how support for survivors of gender-based violence evolves over time. Using case studies, we will identify challenges and successes, and how advocacy plays a role in navigating various options.

 

(E&I)

How health disparities affect student success: understanding student affairs’ role in health promotion

(Tara Scarborough, Brice Mickey, Kim Miller)

427 TUC

Health Disparities can affect the holistic development of students and academic success across college campuses. We will examine health disparities as an opportunity to promote social justice and intentional student advocacy that promotes a culture of equity and inclusion for all UC students.

 

12:05:        Lunch:  400ABC TUC

12:50:        Team building activity

1:30:          Concurrent Session 3

(PD)

Don’t set yourself on fire to keep others warm: Mindful self-compassion for Student Affairs professionals

(Julie Lineburgh, Elise Romines, Lori Bishop-Ley, Betsy Lehman)

419 TUC

This presentation will highlight common concerns for student affairs employees in working with students dealing with identity based trauma, history of personal trauma and or mental health concerns. The impact of burnout, secondary trauma and compassion fatigue on employee effectiveness, student experience, and employee retention/satisfaction will be explored. Participants will learn how to identify their "red flags" of needing institutional/systemic (EAP program, Be Well Initiatives, Vacation/Sick Time, FML, flex schedules), peer (peer mentorship, self-care buddies, Inreach) or self-care (personalized self-care plan, self-care assessment). Presenting will highlight local and UC resources for providing support at these various levels.

 

(Communication)

It’s all your fault! Engaging workplace conflict in a constructive way

(Kim Fulbright)

425 TUC

Learning to engage constructive conflict in the workplace is an important professional skill to have as we all experience conflict. Sometimes we find the strategies we have in our toolboxes don't work with certain people or situations and frequently we want to blame the other person for the situation. After learning about conflict, in general, and some tools for engaging healthy conflict, the rest of the session will be dedicated to the opportunity to practice applying some of these skills by working in small groups on a scenario. This session is based off of Bill Eddy’s work.

 

(E&I)

The impact of racism on the student affairs professional

(Trent Pinto, Calisha Brooks)

427 TUC

Racism on campus has far reaching implications. This dissertation study, conducted out the Phd in Leadership and Change program at Antioch University, is taking a mixed methods approach through a Critical Race Theory lens to examine the impact of racism on student affairs professionals. We know of the many effects on students and faculty, but very few studies have looked at how these incidents impact the personal and professional lives of student affairs professionals. How do SA pros respond? How supported do they feel by their institution? How do they support one another as well as students through activism? What is Race-Based Stress and Trauma? What steps are needed to healing and recovery? What can and should be done by the SA pro community to improve the lives of one another? This research is in-progress so updates on data collected will be shared along with the road-map for completion.

 

(PD)

Best practices in student employment onboarding

(Renee Hargrove)

417 TUC

The Division of Student Affairs hires hundreds of student workers and graduate students each year. This session will discuss best practices related to student hiring and onboarding and will be most useful for those with that responsiblity. 

 

2:40:        Concurrent Session 4

Innovation and Collaboration to enhance the Division of Student Affairs

(Juan Guardia, Tara Scarborough, Nicole Ausmer, Whitney White)

400ABC TUC

This session will provide attendees the opportunity to elevate the student experience through communication, collaboration and calendar building.

 

3:50:        Snack, Closing Charge, Break into Functional Units

  • AESS: 419 TUC
  • Dean of Students: 425 TUC
  • Heath & Wellness: 417 TUC
  • Leadership & Engagement: 427 TUC

 

4:30:        Optional Divisional social