it here

Transcription

it here

Welcome to the 46th
Annual CSSHE
Conference
University of Calgary, Alberta
Canadian Society for the Study of
Higher Education (CSSHE)
0
May 28th-June 1st, 2016
@CSSHESCEES
#CSSHE2016
1
Navigating the Conference: Helpful Information………..Page 4
Session D ~ 1:00 - 2:00 PM………….……...........................15
Keynote Address: Linda Hawkins
Location: Sciences Theatres, Room 140
Big Thinking Sessions………………………………………..….. 6
Conference Schedule at a Glance………………………………. 7
Detailed General Conference Schedule…………..……….......... 9
Session E ~ 2:10 - 3:25 PM………….……......................16-18
Papers: Higher Education and Engagement- MS 217
Papers: Higher Education Policy- MS 527
Papers: Intercultural Experiences- MS 319
Papers: - MS 211
DAY 1: SUNDAY, MAY 29th 2016
Registration and Coffee ~ 7:30 - 8:20 AM
Mathematical Sciences (MS) Building, Room 205
Session F ~ 3:35 - 4:50 PM………….…….......................19-23
Posters and Roundtables - Descriptions
Location: Rozsa Centre- Husky Oil Great Hall
Session A ~ 8:30 - 9:45 AM …………..……….......................11-12
Blended and Online Symposium- MS 217
Governance Symposium- MS 527
International Symposium- MS 319
Student Services Symposium- MS 211
Session G ~ 5:00 - 6:00 PM………….……...........................23
Affinity Group Meetings in the Rozsa Centre
Community Engagement Affinity Group Meeting
Blended and Online Learning Affinity Group Meeting
Open Affinity Group Meeting
Session B ~ 9:55 - 11:10 AM…………..……….......................12-15
Papers: Community Engagement- MS 217
Papers: Higher Education Policy- MS 527
Papers: Internationalization at Institutions- MS 319
Papers: Researching Practice and Methods- MS 211
Session H ~ 6:35 – 8:00 PM………….……...........................23
Meet and Greet: On-campus at ‘Last Defense Lounge’
Graduate Student Pre-Conference Schedule…………………... 8
Session C ~ 11:20 AM - 12:45 PM………….……....................... 15
Welcome with CSSHE President Anne Charles and AGM
Lunch
Location: Sciences Theatres, Room 140
Updated April 22nd
2
DAY 2: MONDAY, MAY 30th 2016
Registration and Coffee ~ 7:30 - 8:20 AM – MS 205
DAY 3: TUESDAY, MAY 31st 2016
Registration and Coffee ~ 7:30 - 8:20 AM- MS 205
Session H ~ 8:30 - 9:45 AM…………..………............................. 24
International Symposium- MS 319
Open Symposium- MS 211
Session M ~ 8:30 - 9:45 AM…………..………................. 32-35
Papers: - MS 527
Papers: - MS 319
Papers: - MS 211
Session I ~ 9:55 - 11:10 AM…………..………............................ 25
Plenary Session: Inger Mewburn
Location: EEEL, Room 210
Session N ~ 10:00 - 11:30 AM……….……….................. 35
CSSHE and ASHE Presidential Closing Session
Session J ~ 9:55 - 11:10 AM…………..………............................ 25
Ignite Sessions – Descriptions
Lunch (CSSHE Registrants) ~ 12:15 - 1:20 PM
Awards Luncheon ~ 11:40 AM - 12:30 PM
Session O ~ 12:45 - 2:00 PM……….………......................36-38
Papers: Digital and Social Media- MS 217
Papers: Leadership- MS 527
Awardee Presentations- MS 319
Presidential Highlighted Session- MS 211
Session K ~ 1:30 - 2:45 PM…………..………............................ 27
Interdisciplinary CSSHE/CSSE/CASIE Symposium
Session L ~ 2:55 - 4:10 PM…………..……….........................28-31
Papers: Faculty and Students- MS 217
Papers: Transfer and Articulation- MS 527
Papers: International + Indigenous Student Transitions- MS 319
Papers: Student Mental Health Services- MS 211
Session P ~2:10 - 3:25 PM……….……….........................39-41
Papers: -MS 217
Papers: Faculty Development- MS 527
Papers: Instituting Internationalization- MS 319
Papers: Advising and Student Affairs- MS 211
Affinity Groups ~ 4:10 - 4:50 PM
International Affinity Group Meeting- MS 217
Governance Affinity Group Meeting- MS 527
Student Services Affinity Group Meeting- MS 319
Previous Award Winners……………………………...... 42
Thank You………………………………………………...43
Author Index…………………………………………….. 44
President’s Reception ~ 5:00 - 7:00 PM
Updated April 22nd
3
Registration
 You will need to register / sign-in with Congress as well as
CSSHE. Congress registration is taking place at the
Kinesiology Building- B.
 Link to register: http://congress2016.ca/register
 CSSHE registration is taking place at the Mathematical
Sciences Building room 205
Navigating the Conference: Helpful Information
CSSHE Conference Mobile Application
 Search for ‘Guidebook in the Apple, Google, or Amazon app
stores and download the “Guidebook” application.
 Open the Guidebook app, search for “CSSHE 2016,” and
then tap “Get this Guide” to download the guide.
Directions
 There is a campus map available at the back of your
program. An interactive campus map is also available at:
http://ucmapspro.ucalgary.ca/RoomFinder/
Networking and Relaxing Space
The University of Calgary is pleased to provide designated quiet
spaces around campus which will be open for the duration of
Congress.
 Education Tower - 202C
Professional Faculties – 1243 (lobby and study space)
TFDL – 150 A/B/C
TFDL – 210 A/B/C/G/H/J
TFDL – 260 B/C
MacEwan Hall – 275 – Student Club Space
 Mother-baby room
MacEwan Hall – 229 – Falstaff
Congress Events
Come and join us for an enriching and thought provoking experience
by participating in one of these free events brought to you by the
Federation and the University of Calgary.
 Big Thinking: Hear leading scholars and public figures from
around the globe present forward-thinking research, ideas
and solutions to the critical questions and issues of our time.
 Career Corner: Partake in a professional development
workshop series and learn about career advancement,
teaching techniques, lesson planning, publishing research and
careers beyond academia.
 Interdisciplinary Symposia: Attend this series organized
focused on interdisciplinary research on issues of national
and global importance in the humanities and social sciences.
 Congress Expo: Visit Canada's largest academic trade show
including 50 exhibitors, book launches, book signings, career
presentations and networking receptions.
Updated April 22nd
Audio-Visual Equipment
Rooms booked by the society for presentations and events 29 – 31
May 2016 will be equipped with the Basic Presentation (AV)
Package. It is recommended that participants who plan to use a
PowerPoint presentation should bring their electronic presentation
on a thumb/flash drive. The Basic Presentation (AV) Package in
each room includes: computer, data projector; projection screen;
Internet access; sound system.
4
Any questions can be directed to either the Program Chair, Michelle
Nilson (mnilson@sfu) or Program Co-Chair, Kathleen Moore
([email protected])
Accessibility
 Calgary Airport Accessibility Info
www.yyc.com/en-us/travellerinfo/accessibilityatyyc.aspx
Taxi
Checker Yellow Cabs and Associated Cabs offer accessible vehicles
and an online taxi booking service. This feature requires you to
create an account that will then allow you to specify pick-up time,
special requests such as a wheelchair accessible vehicle, or if you
would like a van or sedan. Most congress hotels are approximately a
$15-30 dollar cab ride away from the University of Calgary.
 Checker Yellow Cabs
Website: https://thecheckergroup.com/
Phone: 403-299-9999
 Associated Cabs
Website : www.associatedcab.ca/online_booking
Phone: 403-299-1111
Tourism
Named a cultural capital of Canada and one of the best places to live
in the world, Calgary is a city of leaders—in business, community,
philanthropy and volunteerism. Calgarians benefit from the strongest
economy in the nation and enjoy more days of sunshine per year
than any other major Canadian city. Calgary is less than an hour's
drive from the majestic Rocky Mountains and boasts the most
extensive urban pathway and bikeway network in North America.
For more information, visit Tourism Calgary
at www.visitcalgary.com. Find more tourism opportunities here:
http://congress2016.ca/plan-your-trip/tourism
Updated April 22nd
5

Calgary Transit
All buses and CTrains are low-floor equipped and 100%
accessible. See www.calgarytransit.com for more
information.

Mobility Assistance Shuttle
The University of Calgary is offering a complimentary oncampus shuttle to ensure equal access for all Congress
attendees. The goal of this service is to help assist those in
wheelchairs or those with motor, visual, hearing and/or
cognitive disabilities to navigate campus. This specialized
Mobility Assistance Shuttle will be available on-demand
only. To request service at their location, attendees can ask
Congress volunteers in any Info Kiosk, at shuttle stops, in
lobbies of Congress occupied buildings, or contact
the Information Centre. Alternately, for those with less
severe mobility needs, a standard on-campus shuttle is
available.

Accessible parking
You are welcome to park in marked accessible stalls in
public parking lots on campus when displaying your
government issued accessible pass. Parking lots with
accessible stalls will be displayed in the Congress 2016 map.
Posted fees for parking remain in effect for all customers.
Chantal Hébert
Journalist, Toronto Star
Losing the thread of the conversation: Covering Canadian
politics in the social media era
Tuesday, May 31 - 12:15 - 13:15
Big Thinking
The Big Thinking lecture series is
held throughout Congress and is open
to all attendees and members of the
public. This series brings together
leading scholars and public figures
who
present
forward-thinking
research, ideas and solutions to the
critical questions and issues of our time. The 2016 Big Thinking
lecture series is organized by the Federation for the Humanities and
Social Sciences and the University of Calgary.
Leroy Little Bear
Educator, academic, author, former chair of the Native American
Studies Department, University of Lethbridge, and founding
Director of Harvard University’s Native American Program
Big Thinking and rethinking: Blackfoot metaphysics 'waiting in
the wings'
Wednesday, June 1 - 12:15 - 13:15
His Worship Naheed Nenshi
Jennifer Clapp
Canada Research Chair in Global Food Security and Sustainability;
Professor, Environment and Resource Studies Department,
University of Waterloo, and Trudeau Fellow
Navigating the global food fight: Trade, food security and the
battle for policy space
Thursday, June 2 - 12:15 - 13:15
Mayor, City of Calgary, Alberta
The power of change: Leadership, community and resiliency
Saturday, May 28 - 12:15 - 13:15
Naomi Klein
Award-winning journalist, syndicated columnist and New York
Times bestselling author
This changes everything: Capitalism vs. the climate
Sunday, May 29 - 12:15 - 13:15
Big Thinking Series Sponsors:
The Right Honourable Beverley McLachlin
P.C., Chief Justice of Canada
The rule of law in a multicultural society
Monday, May 30 - 12:15 - 13:15
Updated April 22nd
6
Conference Schedule at a Glance
General Conference
Monday, May 30th, 2016
07:30 AM – 8:20 AM
Coffee Hour & Registration
08:30 AM – 09:45 AM
Session H
09:55 AM – 11:10 AM
Session I- Plenary
11:20 AM – 12:15 PM
Session J
12:15 PM – 1:20 PM
Lunch
1:30 PM – 2:45 PM
Session K- Interdisciplinary Session
2:55 PM – 4:10 PM
Session L
4:20 PM – 5:00 PM
Affinity Group Meetings
5:00 PM – 7:00 PM
President’s Reception
Preconference
Saturday, May 28th, 2016
8:30 PM – 4:30 PM
Graduate Student Preconference
2:00 PM – 6:00 PM
CSSHE Board Meeting
General Conference
Sunday, May 29th, 2016
07:30 AM – 08:20 AM
Coffee & Registration Hour
08:30 AM – 09:45 AM
Session A
09:55 AM – 11:10 AM
Session B
11:20 AM – 11:50 AM
Session C- Welcome and AGM
12:00 PM – 12:45 PM
Lunch
1:00 PM – 2:00 PM
Session D- Keynote
2:10 PM – 3:25 PM
Session E
3:35 PM – 4:50 PM
Session F- Posters and Roundtables
5:00 PM – 6:00 PM
Session G- Affinity Group Meetings
6:30 PM – 8:00 PM
Meet & Greet
Updated April 22nd
General Conference
Tuesday, May 31st, 2016
07:30 AM – 08:20 AM
Coffee Hour & Registration
08:30 AM – 09:45 AM
Session M
10:00 AM – 11:30 AM
Session N- Presidential Session
11:40 AM – 12:30 PM
Awards Luncheon
12:45 PM – 2:00 PM
Session O
2:10 PM – 3:25 PM
Session P
3:30 PM
End
7
Graduate Student Conference Schedule – May 28th
Description of Session: Are you a graduate student intent on pursuing
an academic career? If so, you will be required to prepare a teaching
dossier for job applications. In order to prepare all of the components
for an excellent dossier, you need to begin building, developing, and
gathering evidence about your teaching during your graduate degree.
The most important part of the dossier is the teaching statement. This
workshop will assist you in developing your teaching statement, and
outline an effective structure for organizing your materials for your
dossier.
Developing Teaching, Research, and Publishing Skills
for your Academic Toolbox
Join other graduate students from across the country for an exciting
day networking and learning about teaching dossiers and
philosophies, publishing, and developing a research agenda. The day
will be focused on planning career development strategies for
academic careers.
Registration: https://cssheccgsepreconference.eventbrite.com
Location: Scurfield 268
12:15-1:00 PM
SCHEDULE
8:30-9:00 AM
REGISTRATION AND INTRODUCTIONS
1:15-2:15 PM JOINING SCHOLARLY CONVERSATIONS:
“Moving from Student to Published Author”
–Dr. Michelle K. McGinn, Brock University
9:00-10:30 AM KEYNOTE PRESENTATION
“How to Survive your PhD”
–Dr. Inger Mewburn, Australian National University
Description of Session: Writing for publication involves joining a
scholarly conversation with other authors and with potential readers.
Scholarly conversations require authors to cite or quote other authors
appropriately and effectively. At the same time, authors must take
ownership of their own ideas and develop a coherent writing voice.
There are differing expectations for course papers, theses, conference
presentations, and publishable articles. This interactive workshop will
focus on hands-on activities and evidenced-based strategies to
enhance your writing. To take full advantage of the session, you are
encouraged to bring your conference paper or some other writing that
you wish to rework into a publishable paper.
Description of Session: The PhD is too often talked about as a
daunting journey that ruins lives, but does it have to be traumatic for
you? Some PhD advice that will be offered to you will be helpful, but
there is a lot that will be useless – or even damaging. In this session
Inger goes through some of the commonly offered ‘advice’ and
separates what might be useful from what is just… not. She then
introduces you to some evidence backed strategies and tools for
success.
10:45-12:15 PM THE TEACHING DOSSIER
“Preparing for your Academic Career Now”
–Cynthia Korpan, University of Victoria
Updated April 22nd
Lunch (Included)
8
2:15-2:45 PM A CONVERSATION WITH A JOURNAL
EDITOR
–Dr. Michelle Pidgeon, Simon Fraser University
SPEAKER BIOS
Dr. Inger Mewburn, Australian National University
Associate Professor Inger Mewburn
has specialized in research education
since 2oo6, and is currently the
Director of Research Training at
the Australian National University.
She is responsible for coordinating,
communicating and measuring all
the centrally run research training
activities and doing research on
student experience to inform
practice. Aside from editing and
contributing
to
the
Thesis
Whisperer, she writes scholarly
papers, books and chapters about
research student experiences, with a special interest in the digital
practices of academics.
Description of Session: The publication process is often challenging
for graduate students. Students are sometimes unclear on what the
process entails and what is required in order to successfully achieve
the publication of a manuscript. Yet, publishing refereed journal
articles continues to be essential to success in the academy. The
purpose of this session is to clarify components of the publication
process. Dr. Pidgeon will review the types of papers that the Canadian
Journal of Higher Education (CJHE) and other outlets publish and
will also discuss the general submission protocols. Additionally, she
will provide some insight into the journal decision-making process,
including the role of the peer review process and the editorial board.
3:00-4:00 PM CRAFTING A RESARCH
AGENDA
–Dr. George Veletsianos, Royal Roads University
Cynthia Korpan, University of Victoria
Cynthia Korpan is the Professional
Development Programs and TA Training
Manager at the Learning and Teaching Centre
at the University of Victoria. Cynthia plans
and develops all ProD for graduate students
and co-facilitates Learning and Teaching in
Higher Education. Concurrently, Cynthia is a
PhD Interdisciplinary candidate researching
the learning process that TAs undergo as they
first begin teaching (as the lead instructor in
the classroom). Cynthia is chair of the
Teaching Assistant and Graduate Student
Advancement special interest group within
the Society for Teaching and Learning in
Higher Education.
Description: In this session, participants will investigate the
significance of developing a research agenda and its role in
professional development. Participants will explore how to craft and
refine their own research agendas. Participants are invited to bring
their research agendas (or statements of research interests) to
share/critique. Participants who are interested in their research
agendas (or statements of research interests) to be used in the session
for the various activities planned are invited to email them to Dr.
Veletsianos at least 7 days prior to the event.
Updated April 22nd
9
Dr. Michelle K. McGinn, Brock University
Dr. George Veletsianos
Dr. Michelle K. McGinn is Professor and
Associate Dean of Research and International
Initiatives in the Faculty of Education at Brock
University. Her research and teaching interests
focus on higher education, research ethics,
mentorship, graduate student development,
research teams, and researcher identity. She
began writing and publishing academic work
as a graduate student and regularly writes with
graduate students. A commitment to continual
development as writers and an appreciation for
writing as a social practice inform her
approach to co-facilitating annual academic
writing retreats and an interdisciplinary
graduate course on scholarly writing and
publishing.
Dr. Michelle Pidgeon, Simon Fraser University
Dr. Michelle Pidgeon is an Associate
Professor in the Faculty of Education at
Simon Fraser University. Her research
agenda focuses on the areas of higher
education and Indigenity. Her interests lie in
the intersections between student affairs and
services,
recruitment
and
retention,
Indigenous peoples, and student success in
post-secondary education. Dr. Pidgeon has
published several book chapters and refereed
journal articles. She is the Editor of the
Canadian Journal of Higher Education and an
Editorial Board Member of The Alberta
Journal of Education. Previously, she served as Co-Editor of the Canadian
Journal of Native Education.
Updated April 22nd
10
Dr. Veletsianos holds a Canada
Research Chair in Innovative
Learning and Technology and is an
Associate Professor at Royal Roads
University. His research has been
dedicated to understanding the
practices and experiences of learners,
educators, and scholars in emerging
digital environments. He studies
online social networks, open
scholarship/education, and emerging
technologies and has been designing,
developing, and studying digital
learning environments since 2004. He
authored one book and edited three
open access books. Individually and
collaboratively, he has published more than 50 peer-reviewed manuscripts
and book chapters and given more than 100 talks at conferences and events
worldwide.
____________________________________________________________
THANK YOU TO ALL THOSE WHO PROVIDED
FINANCIAL SUPPORT FOR THE PRECONFERENCE!
DETAILED GENERAL CONFERENCE
DAY 1: SUNDAY, MAY 29th
Registration and Coffee Hour
7:30 AM – 8:20 AM
Location: Mathematical Sciences Building, Room 205

GOVERNANCE SMYPOSIUM
LOCATION: Mathematical Sciences, Room 527
706: Energizing Higher Education Policy Research: Unpacking
Actors and Institutions in the Policy Process
Author(s):
Deanna Rexe, Simon Fraser University
Jens Jungblut, University of Oslo
SESSION A
Sunday, May 29th 8:30 AM – 9:45 AM
Panelists:
Theresa Shanahan, York University
Martin Maltais, Université du Québec à Rimouski
Eric Ness, University of Georgia
BLENDED & ONLINE SYMPOSIUM
690: Community of Inquiry Framework: New Directions and
Research Opportunities
Moderator: Walter Archer, University of Alberta
Abstract: This panel of international contributors will panel will draw
upon diverse intellectual traditions and represent a range of research
contexts to address the theme.
Panelists:
Martha Cleveland-Innes, Athabasca University
Randy Garrison, University of Calgary
Norman Vaughan, Mount Royal University

INTERNATIONAL SYMPOSIUM
LOCATION: Mathematical Sciences, 319
767: Exploring Academic Mobility Across the 49th Parallel:
Promoting dialogue between Canada and the US
Abstract: The Community of Inquiry framework has been instrumental in
helping researchers and practitioners appreciate the core elements of
collaborative learning and communities of learners. This session will focus
on new directions and research opportunities in regards to thinking and
learning collaboratively, educational design, and K to 12 educational
contexts.
Author(s): Bryan Gopaul, University of Rochester
Moderator: Christine Isselhard, University of Rochester
Panelists:
Bryan Gopaul, University of Rochester
Anita Gopal, University of Maryland
Glen A. Jones, University of Toronto
Updated April 22nd
11
Amy Scott Metcalfe, University of British Columbia
Sharon Stein, University of British Columbia
SESSION B
Abstract: The movement of academic labor within the global landscape
has received increasing attention from both scholars and policy makers.
This attention has been focused on mobility within US/UK contexts
(Cantwell & Lee, 2010), within the UK (McAlpine, 2012), across
European countries (Fumasoli, Goastellec, & Kehm, 2015).
PAPER SESSION: Community Engagement
CHAIR:
Paper 1
656: Examining the Research Base on Common Factors in
School-College Partnerships

STUDENT SERVICES SYMPOSIUM
750: From Admission to Graduation: Supporting Specific
Subpopulations of Postsecondary Students
Author: Rebecca Wakelin, University of Ottawa
Abstract: Dual credit programs have become increasingly
prevalent. However, there still remains a lack of research about these
programs. Using four premises as a basis, this study looks at the
commonalities that these partnerships exhibit in the current literature and
finds these premises studied in nine articles on the subject.
Moderator: Kathleen A. Moore, University of Toronto
Panelists:
Christine Helen Arnold, University of Toronto
Mahadeo A. Sukhai, NEADS
Stephanie J. Waterman, University of Toronto
Paper 2
667: Engaging for Impact: An Exploration of Global Trends
Affecting Academics' Connections to Community
Abstract: This symposium addresses how institutions support specific
student populations through tailored services. The session is framed by the
question of how to effectively meet the needs of the whole student
population as well as subgroups such as transfer students, graduate
students with disabilities, Native American/First Nations students, and
international students.
Author(s):
Wade B. Kelly, Charles Sturt University
Lisa M. Given, Charles Sturt University
Abstract: Academics are increasingly being asked to demonstrate the
impact of their research beyond the university’s walls. This paper will
review research on societal impact, globally, to consider how scholars who
participate in community engagement may be positioned to lead the way as
universities respond to a changing accountability landscape.

Updated April 22nd
12
PAPER SESSION: Higher Education Policy
PAPER SESSION: Internalization at Institutions
CHAIR:
CHAIR:
Paper 1
718: Achieving Innovation on Campus: Navigating the
Collegial and Governance Processes
Paper 1
694: Cultivating global mindedness scholars: Reflections on
designing and engaging in a collaborative international doctoral
research seminar series
Author: Vicki Lynn Squires, University of Saskatchewan
Author(s):
Janet Groen, University of Calgary
Jin Xin, Beijing Normal University
Karen Dooley, Queesland University of Technology
Sylvie Roy, University of Calgary
Mary Ryan, Queensland University of Technology
Abtract: While universities are encouraged to be innovative, the unique
governance structure and collegial processes can inhibit or delay
implementation. This qualitative case study examines these processes
influenced the development and implementation of an innovative program
on one university campus, and outlines the lessons learned in navigating
the processes.
Abstract: Faculties/Schools of Education at University of Calgary, Beijing
Normal University and Queensland University of Technology, as part of
their partnership, hold an annual international doctoral research seminar.
As faculty members who offered this seminar, at BNU in 2015, we explore
processes of engagement in order to cultivate global mindedness.
Paper 2
Understanding the Students’ Union: Perspectives on Purpose at
a Western Canadian University
Author: Josie Steeves, University of Saskatchewan
Paper 2
731: Freedom with restrictions? Academic freedom at
international branch campuses in China
Abstract: Universities are ”miniature political systems” where the
students’ union can play a powerful role (Baldridge, 1983; Jones, 1995).
This presentation will showcase the final outcomes of my doctoral
research, which explored the students’ union’s function at a Western
Canadian university using a political cultural theoretical frame (Baldridge,
1983; Tierney, 2008; Yin, 2009).
Author: Jing Xiao, University of Saskatchewan
Abstract: This paper explores how academic freedom is interpreted at
international branch campuses in China and what are the possible policy
restrictions. How to deal with these restrictions and maintaining the
standard of academic freedom could be an important factor for foreign
institutions to consider while collaborating with Chinese universities.

Updated April 22nd
13
Paper 3
753: A Study of Internationalized Classrooms From Instructors'
Perspectives: Challenges and Needed Supports
Paper 2
639: Self-Assessment of Student Services: A Case Study
Author: Alexandre Beaupré Lavallee, Université de Montréal
Authors:
Laura Autumn Servage, University of Alberta
Li Mao, University of Alberta
Duston Moore, University of Alberta
Abstract: This paper aims at two objectives. First, it describes the
institutional process through which new concepts were mobilized in order
to foster participation to an assessment process. Second, this paper
discusses the application of these concepts to management rather than
working teams.
Abstract: This research investigates the perspectives of undergraduate
instructors on the “internationalized classroom.” Instructors may struggle
to support international students as full and equal participants in learning.
Based on findings from faculty interviews and surveys, we propose
instructional and institutional supports needed to fully internationalize
classroom experiences.
Paper 3
702: Living the Curriculum Review: More than a Report
Authors:
Jennifer Lock, University of Calgary
Laurie Hill, St. Mary's University
Patti Dyjur, University of Calgary

PAPER SESSION: Researching Practice and Methods
CHAIR:
Abstract: This symposium examines frameworks, processes, and insights
gained from engaging in a curriculum review process for a Bachelor of
Education Program. Three academic staff members explore the process of
engaging in a review and identify strategies for ongoing program
improvement.
Paper 1
665: Supporting Instructors Efforts to Assess the Impact of New
Course Designs or Re-designs
Paper 4
650: Mixed Methods for Higher Education Research:
Opportunities and Challenges
Authors:
Lannie Kanevsky, Simon Fraser University
Cheryl Amundsen, Simon Fraser University
Author: Erika E. Smith, University of Alberta
Abstract: Instructors receiving small grants to research their teaching have
strong expertise in disciplinary research methods but often not with
methodologies suitable for teaching research. We describe how to design,
administer and analyze a post-pre learning survey, one method to assess
changes in students’ understandings, attitudes and aspirations.
Updated April 22nd
Abstract: This presentation examines the opportunities and challenges
offered by mixed methods approaches to higher education research. It
explores mixed methods research (MMR) as a methodology through a case
example of a recent research study in Canadian higher education
14
employing an exploratory MMR design with qualitative and quantitative
approaches.
SESSION D
Sunday May 29th
1:00 PM – 2:00 PM
LOCATION: Science Theatres, Room 140
SESSION C
Location: Science Theatres, Room 140
KEYNOTE ADDRESS: Linda Hawkins
Linda Hawkins is the co-founder and
director of the Community Engaged
Scholarship Institute and the Research
Shop at the University of Guelph. She
designs and facilitates interdisciplinary
community-university research
partnerships, and works with faculty,
students and community to create
innovative responses to institutional
challenges and other impediments to
quality engagement. She also serves as
co-chair of the Guelph Lab, a partnered
approach by the City of Guelph and the
university to convene policy-makers,
citizens (broadly defined), researchers,
students and civil society organizations towards greater public
participation, more open government, and a more open university.
Welcome with CSSHE President Anne Charles and Annual
General Meeting

LUNCH (Exclusively for CSSHE Registrants)
12:00 PM – 12:45 PM
LOCATION: Science Theatres, Room 140
Updated April 22nd
15
Paper 3
764: Nurturing authentic professional identities through
transformative higher education
SESSION E
Sunday, May 29th 2:10 PM – 3:25 PM
PAPER SESSION: Higher Education and Engagement
CHAIR:
Author: Carolin Kreber, University of Edinburgh
Abstract: The focus of this conceptual study is civic-mindedness in the
professions and how to promote it through university-based professional
education. Drawing on literature on social philosophy and higher
education, the key theme discussed is the contribution professionals can
make to civic life, civil society and greater social justice.
Paper 1
675: The Critical-Democratic University Space: Citizenship and
Student Engagement

Author: Marc Gurrisi, University of Toronto
PAPER SESSION: Higher Education Policy
CHAIR:
Abstract: Based on findings from NSSE and qualitative interviews of
undergraduates conducted by the author, this project proposes a
relationship between student and civic engagement, which offers
alternative, yet concrete, policy implications for Canadian universities to
consider and adopt.
Paper 1
772: Colleges, Culture and Leadership
Paper 2
749: Engaging with tradition? Connecting Universities'
Founding Missions to their Current Levels of Engagement with
their Local Communities: A Comparative Study of England and
Ontario, Canada
Author: Lane D. Trotter, Langara College
Abstract: The non-university sector (colleges and institutes) was
established to support local economic development. Government has been
changing the role of these institutions by allowing them to offer
degrees. The question this raises is whether these institutions can retain
their unique role and culture in the face of academic drift.
Author: Emma Sabzalieva, University of Toronto
Abstract: This comparative study of England and Ontario contrasts the
relative importance of historical context for universities’ current missions
using engagement with local communities as the lens for analysis. This
offers an important counterweight to the current domination of the study of
higher education by global and transnational trends.
Updated April 22nd
Paper 2
638: Crisis of Identity? New Universities in Canada
Author(s):
Marie Christine Martin, University of California, Riverside
John S. Levin, University of California, Riverside
16
Ariadna Isabel López Damián, University of California, Riverside
Tiffany Viggiano, University of California, Riverside
Raquel Monique Rall, University of California, Riverside
Marie Christine Martin, University of California Riverside
Tiffany Viggiano, University of California Riverside
Abstract: The authors contrast federal policies and policies in two
Abstract: This qualitative inquiry uses institutional theory to examine
organizational change at three universities—formerly community
colleges—in Canada. Through the analysis of interviews and provincial
policy documents we explain tensions between the logic of the community
college and the logic of the traditional university and suggest implications
for institutional identity.
provinces (British Columbia and Alberta) to explain the ways in which
post-secondary education policy in Canada is influenced by neoliberal
principles. Attention is given to how these principles are applied in the new
universities context.

Paper 3
643: Higher Education Policy Coordination in Federal Systems:
A Comparative Approach to Problems of Governance
PAPER SESSION: Intercultural Experiences
Author(s):
Paper 1
720: Witnessing Sustainable Well-being in the Finnish
Educational Model: Lived Experience from Two Pre-service
Teachers' Studying Abroad
Abstract: This contribution focuses on higher education policy
coordination in federal countries. Based on concepts of coordination in
knowledge policy-making the article uses archival research and data from
semi-structured interviews to analyses whether and to what extent higher
education policy coordination occurs in two case countries (Canada and
Germany).
Author(s):
Chris L. Yuen, SUNY University at Buffalo
Riikka Alanen, University of Jyvaskyla
Elizabeth Wright, Daemen College
Mark Brown, Daemen College
Abstract: This phenomenological study examined how an exchnage to
Finland impacted two U.S. based pre-service teachers. From their
observations, the study reveals that the Finnish educational model values
sustainable well-being by engendering learner's identity, cultivating
collaboration among teachers, and respecting a space in teaching to
promote generativity.
Paper 4
637: The Logics of Business and the Logics of Post-Secondary
Education: Neoliberal Policies in Canadian National and
Provincial Policy
Author(s):
Ariadna Isabel López Damián, University of California, Riverside
Raquel Monique Rall,University of California, Riverside
John S. Levin, University of California, Riverside
Updated April 22nd
17
Abstract: “Co-curricular records” are increasingly offered by Canadian
universities. The certification of co-curricular activities via formal records
marks an emerging form of credentialism. Drawing on “forms of capital”
proposed by Pierre Bourdieu, this work argues that CCRs, are likely to
deepen inequities within an already stratified system of undergraduate
education.
Paper 2
755: It is a "different" world: Immigrant students from Jamaica
encountering postsecondary education in Canada
Author: Paula DaCosta, University of Toronto
Abstract: This paper explores the theoretical idea of cultural identity as
“becoming”. This idea is expressed by Stuart Hall articulates the
possibilities that arise from immigrant encounters in a new country. Based
on research on immigrant students from Jamaica, the study considers
examples of their encounters in universities in Ontario.
Paper 3
729: From Undergraduate Music Degree to Employment:
Recent Graduates' Perceptions of Learning Transfer

Author(s):
Sue Fostaty Young, Queen's University
Julie Brook, Queen's University
PAPER SESSION:
CHAIR:
Abstract: Current literature indicates that, in addition to musical
proficiency and skills, undergraduate music programs produce extramusical benefits such as increased self-discipline, creative and critical
thinking. This paper reports on music program alumni’s perception of their
acquisition of these skills and their ability to transfer them to contexts
outside music.
Paper 1
646: The meaning of job-readiness to some employers: A
Hermeneutic phenomenological study
Author: Kate J. Cassidy, Brock University
Paper 4
697: Quick, Slow, and Stagnant Mobility: Higher Education and
Occupational Prestige Over the Life Course
Abstract: There has been much debate recently about a perceived skills
gap, and greater clarity has been called for. This qualitative research
explores the meaning of work-place readiness as understood by employers
in one Canadian region. The results provide additional understanding to
help guide post-secondary education policies and programs.
Author(s):
Ashley Pullman, University of British Columbia
Lesley Andres, University of British Columbia
Paper 2
761: Co-Curricular Records as New Frontiers of Credentialism
Abstract: Building upon research concerning higher education trajectories
and labour market participation, we provide a detailed examination of the
nature of work and changes in occupational status over time through
examining gender differences in occupational prestige and their relation to
higher education engagement over the life course.
Author: Laura Servage, University of Alberta
Updated April 22nd
18
stringent regulations of curriculum and visual resources are intensified, the
portfolio must be re-contextualized. Deleuze and Guattari’s models of the
“rhizome” and “principle of multiplicity” are useful in considering this
unique case.
SESSION F
POSTER AND ROUNDTABLE PRESENTATIONS
LOCATION: Rozsa Centre- Husky Oil Great Hall
717: Profiling low-income mature students in Canadian postsecondary institutions
DESCRIPTION OF POSTERS
Authors:
Victoria A Fritz, University of Guelph
Tricia M van Rhijn, University of Guelph
676: Breaking new ground in criminal justice: Community
service learning, community engagement, and student success in
the field school to Rankin Inlet, Nunavut.
Author: D. Scharie Tavcer, Mount Royal University
Abstract: This descriptive study examines the low-income, mature, postsecondary student population in Canada. Using Labour Force Survey data
(Statistics Canada), this unique population is profiled by examining various
individual, family and institutional characteristics; comparing enrolment on
the basis of institution type (college/university) and gender; and examining
provincial differences in enrolment.
Abstract : The CRJS field school to Rankin Inlet Nunavut was the first of
its kind for the Criminal Justice Degree Program at Mount Royal
University (MRU) and arguably the first of its kind within any criminal
justice degree program in Canada.
670: Examining strategic planning processes in Student Affairs
769: Book Clubs as Opportunities for Reflective Practice and
Energizing Community for Ethical Leaders in Education
Author: Shermin Murji, Florida State University
Author: Elan Paulson, University of Western Ontario
Abstract: Strategic planning is inevitable in most institutions, but at the
Divisional level, the process is largely unknown. Divisions of Student
Affairs often engage in planning, but there is not an evidence-based,
appropriate model to apply. This study suggests exploring this gap in
literature by conducting a mixed methods inquiry.
Abstract: This session shares initial research findings of on role of
professional and social book clubs as communities of inquiry and
collaborative knowledge networks for educational and community leaders.
A constant comparative interpretivist method is used to examine semistructured interview data collected from 35 participants in 7 book clubs.
698: Cultivating Desert Roses in the Arabian Peninsula:
Practicing Multiplicity in the Visual Arts Teaching Portfolio
687: Why do Post-Secondary Students Go to Counselling? Has
this Changed over the Last 10 Years?
Authors:
Lisa Hendrickson R., Dar Al-Hekma University
Karima Hussein Hemida, Dar Al-Hekma University
Authors:
Sharon L. Cairns, University of Calgary
Marcus Kupila, University of Calgary
Abstract: Reinterpreting the artist’s/designer’s teaching portfolio is
necessary in the unique geo-political situation of the Arabian Peninsula. As
Updated April 22nd
19
Abstract: Counselling centre directors report the concerns students present
with have been increasing in severity and complexity over recent years
(Gallagher, 2014). This poster presents 10 years of data from a large
Canadian university and identifies trends in the types of concerns and their
severity.
713: StrengthsQuest at the University of Calgary: Evaluation of
a strengths-based student intervention
Authors:
Leah Beech, University of Calgary
Tiffany Beks, University of Calgary
Sharon Cairns, University of Calgary
Shannon Loewen, University of Calgary
Jelena Radan, University of Calgary
Abstract: A mixed-method approach was undertaken to evaluate multiple
factors involved in the experiences of students, educators, and studentservice professionals with a strengths-based intervention program on the
University of Calgary campus. Based on the findings, implications for
future implementation strategies for strengths-based programming on postsecondary campuses will be discussed.
770: Enhancing the Participation of Students with Disabilities in
Canadian Graduate Education: Findings and Recommendations
of the NEADS National Graduate Experience Taskforce
Author: Mahadeo Sukhai, National Graduate Experience Taskforce;
National Educational Association of Disabled Students
Abstract: NEADS’ National Graduate Experience Taskforce is a
nationwide unique collaborative effort focused on the issues faced by
research trainees with disabilities, across the spectrum of academic
disciplines, in order to highlight key challenges faced by this under-served
and under-represented population, as well as attitudinal and other barriers.
Updated April 22nd
20
636: International Student Access in North America
Author: Tiffany Viggiano, University of California at Riverside
Abstract: This session will discuss the insufficient diversity among
international students in the U.S. and Canada. Specifically, international
students from low GDP countries (i.e. sub-Saharan Africa) and low socioeconomic status backgrounds are underrepresented. Scholarship has yet to
analyze the influence of international student diversity on the benefits
associated with diversity.
DESCRIPTION OF ROUNDTABLES
652: Global Citizenship at Canadian Universities
Authors:
Roberta Lexier, Mount Royal University
Melanie Rathburn, Mount Royal University
768: Student2Scholar: Academic Literacies and Research Skills
for Graduate Students Learning Modules
Authors:
Elan Paulson, University of Western Ontario
Colin Couchman, University of Western Ontario
Abstract: Universities must encourage Canadians to become global
citizens, and this is a goal for many institutions. This roundtable will
generate discussion around how a new framework could be used by
Canadian universities and encourage universities to consider the
interconnected nature of global citizenship and understand it as a process.
Abstract: This session introduces a new instructional tool: 10 fully online
modules that develop graduate student research skills and information
literacies. Developed by three Ontario universities and funded by the
Ontario Online Initiative, these free modules offer interactive activities and
self-assessments. This session includes ideas for implementing S2S in
graduate courses and communities.
743: Comparative analysis of causal mechanisms and regulation
of the ethno-social conflicts in academe: Cases of Russia and
Ukraine, Canada and USA
Author: Andrey Rezaev, St. Petersburg State University and University of
Connecticut
651: Risks and Rewards of Exporting University Business
Programs
Abstract: The paper deals with a discussion of preliminary results of the
on-going research project developed and conducted in 2014-2016. The
study is oriented toward comparative analysis of the causal social
mechanisms that determine the ethnic/racial tensions and conflicts in
academe of the four countries.
Authors:
Ruth McKay, Carleton University
Randy Appel, Concordia University
Abstract: Universities are globally exporting their business programs. The
exporting university is faced with risks and obstacles in establishing and
maintaining an international program. This research explores key factors in
setting up a meaningful and lasting partnership for an international
program.
Updated April 22nd
655: Creating a culture of academic integrity: a case study
Author: Alyson King, University of Ontario Institute of Technology
Abstract: This case study examines the creation of an integrated academic
integrity website and learning modules designed to streamline how
students learn about academic integrity as a step towards creating a culture
of academic integrity and good academic practice in the university.
21
693: Teaching Development Through Formative Feedback
745: Conceptualizing Employability for PhD Graduates: An
Understanding of Academic Mobility and Cultural Capital
within the Discipline of Higher Education
Author: Cheryl Lynne Jeffs, University of Calgary
Abstract: Formative feedback is one means for teaching and learning
development. Much research focuses on how teachers give feedback to
students to enhance learning, not how teachers receive feedback to
improve teaching. This session will explore a formative feedback
framework and strategies for teachers in higher education to enhance their
practice.
Authors:
Kevin Graham, University of Rochester
Bryan Gopaul, University of Rochester
Abstract : This study explores the relationship between employability and
academic mobility, within the field of higher education. The tools of
Bourdieu’s theory of practice, specifically field and cultural capital, are
used as an important ways to interrogate where and how PhD graduates
secure employment.
726: A Critical Policy Discourse Analysis of Vocational
Education In Ontario
Author: Ramjeet Persaud Harinarain, York University
746: A conceptual basis for coalition formation in doctoral
education: Core concepts and theoretical frameworks
Abstract: Vocational education and training as currently articulated and
practiced in Ontario is problematic and will fail to attract and create
competent and qualified professionals to meet the needs of a globalised,
knowledge-based economy. This study is a critical policy discourse
analysis of two policy documents on vocational education in Ontario.
Author: Christine Marie Isselhard, University of Rochester
Abstract: This proposal is a theoretical exploration to better understand
and support particular aspects of doctoral education. Specifically, the
application of social network analysis, exchange theory, and game
theory to study doctoral education enriches our understanding of how
students approach the complex and underexplored balance of collaborating
and competing with peers.
741: From Margins to Centre through Education: Exploring the
Education Needs of Victims of Torture and Political Oppression.
Author: Jaswant Kaur Bajwa, George Brown College
635: Against "Impact" in the University
Abstract : In partnership with the Canadian Centre for Victims of Torture
(CCVT) and the CAMH, George Brown College is developing an
education innovation that will support the higher education goals of CCVT
clients. This discussion will explore the needs, barriers, and facilitators for
these individuals’ educational attainment.
Updated April 22nd
Author: Dennis Desroches, St. Thomas University
Abstract: This proposal critques the assumptions grounding the 2014
Federation of Humanities and Social Sciences report: Humanties, Social
Sciences, and Arts Research: A framework for identifying impact and
indicators. I am concerned to reject the rhetorical domain of “impact” and
its deleterious consequences for Humanities and Social Sciences Research.
22
751: Reflexivity and Visual Analysis Engage Creative Learners
in Higher Education
Author: Bernie Murray, Ryerson University
SESSION G
Abstract: Visual studies challenges students to develop ideas about
images and how this informs their concepts of the world. They make
connections to concepts and experiences so that skills are applied to
complex issues. Students make meaning using visual signifying systems
such as symbolism, iconography, and semiotics.
AFFINITY GROUP MEETINGS
LOCATION: Rozsa Centre- Husky Oil Great Hall
Community Engagement Affinity Group Meeting
759: A Review of Native American/First Nations Student Affairs
Units Mission Statements
Blended and Online Learning Affinity Group Meeting
Authors:
Stephanie J. Waterman, University of Toronto
Kathleen A. Moore, University of Toronto
Open Affinity Group Meeting

Abstract: In this Roundtable the authors share preliminary findings of a
document analysis of the mission statements of Native American/First
Nations Student Affairs (NASA) units. The missions and goals of the units
support student academic success and student growth beyond academics.
MEET AND GREET
LOCATION: Last Defence Lounge, at the University of Calgary
766: Understanding of the international graduate student
experience
Late night menu available. Will hold 100 seats until 7pm, at which
time, open seating will be available to general public.
http://www.lastdefencelounge.ca/
Author: Yolanda Palmer, University of Saskatchewan
Abstract: As the number of international graduate students entering
Canadian universities continues to increase, so does the need to better
understand their experiences. This round table presentation extends the
conversation of the experiences of international graduate students in
Canadian universities with the aim of better understanding the
phenomenon.
Updated April 22nd
23
DAY 2: MONDAY, MAY 30th
7:30 AM – 8:20 AM
SESSION A
Monday, May 30th 8:30 AM – 9:45 AM
Abstract: This panel explores how higher education can enact more
ethical and mutually beneficial international engagements in the midst of
global crises and shifting political/economic contexts. Specifically, we ask
what approaches to internationalization might enable people in Brazil and
Canada to negotiate asymmetries and pluralize possibilities for shared
futures.
710: Putting Online and Blended Learning in Line with
Institutional Strategy: Policy, Practice, and Research

OPEN SYMPOSIUM
Moderator: Kathleen Matheos, University of Manitoba
Panelists:
Martha Cleveland-Innes, University of Alberta
Heather Kanuka, University of Alberta
Alan Davis, Kwantlen Polytechnic University
742: Getting to University: Students' and Institutions'
Aspirations
Abstract: How far has Canadian higher education come in the pedagogical
confirmation and implementation of high quality online and blended
learning? Beyond arguments for greater access to education and
technology integration for learning, public support and increasing
competition have put online and blended learning on the agendas of senior
administration.

Moderator: Ruth A. Childs, University of Toronto
Panelists:
Roilui Sin, University of Toronto
Fatima Samji, University of Toronto
Grace Ryu, Unversity of Toronto
Ruth A. Childs, University of Toronto
Abstract:
This symposium explores students' and universities' perspectives on access
initiatives. Presenters will summarize their research on secondary students'
aspirations and expectations for attending postsecondary education, how
universities portray their commitments to equity and diversity, the role of
diversity offices, and the success of access initiatives, followed by a
discussion.
INTERNATIONAL SYMPOSIUM
725: Negotiating the Imperialistic Tendencies of
Internationalization: Initiating Dialogues between Canadian and
Brazilian Higher Education
Updated April 22nd
Moderator: Vanessa Andreotti, University of British Columbia
Panelists:
Simone Sarmento, Federal University of Rio Grande do Sul (Brazil)
Elisa S. Thiago, CAPES (Brazilian Agency for Higher Education)

24
SESSION I
Monday May 30th 9:55 AM – 11:10 AM
LOCATION: Energy Environment Experiential Learning
(EEEL), Room 210
Associate Professor Inger
Mewburn has specialised in
research education since 2oo6. She
is currently the Director of
Research Training at the Australian
National University where she is
responsible for co-ordinating,
communicating and measuring all
the centrally run research training
activities and doing research on
student experience to inform
practice. Aside from editing and
contributing to the Thesis Whisperer, she writes scholarly papers,
books and book chapters about research student experiences, with a
special interest in the digital practices of academics.
PLENARY SESSION: Inger Mewburn (Australian National
University)
Using Machine Learning to Predict the Future Research
Workforce
In many countries it is now more common for PhD graduates to leave
academia than to stay on and become the next generation of lecturers. We
know very little about these career destinations as data is scarce. One
report from the Royal Society in the UK showed that more than half of all
PhD science graduates in the UK leave straight after their PhD and the
exodous continues through the post doc years until only 3.5% remain.
Based on academic workplace trends in countries like the UK, USA,
Australia and Canada, the number of humanities graduates seeking work
outside academia may be much higher.
What sort of jobs can these PhD graduates do and how might might they
affect future workplaces and the communities that they serve? Inger will
report on a project to teach machines to read job advertisements to gauge
the demand for high level knowledge workers. This work will enable us to
think about what skills and attributes graduates need to prepare themselves
for life outside academia, but it also has implications for employers and
communities. Economies all over the world are in a state of transition. We
are all living on what Giddens called the 'wild technolgical frontier' which
none of us really understand. The research skills of graduates are
desperately needed to deal with the complexity of places like contemporary
cities and the health of natural eco-systems. Inger will reflect on the
impacts of these changes on governments, policy makers, universities and
research candidates themselves.
Updated April 22nd
25
758: Employees, Students, or Both? The Precarious Ethical
Positions of Graduate Research Assistants
SESSION J
Monday, May 30th 11:20 AM – 12:15 PM
(EEEL), Room 210
Author: Michelle K. McGinn, Brock University
Abstract: Graduate students often engage as research assistants. These
positions have tremendous potential for positive outcomes for students and
their supervisors, yet they may also be fraught with challenges and
possibilities for exploitation. This presentation is intended to raise
awareness and prompt reflections about ethical complexities in graduate
research assistantships.
IGNITE SESSIONS
Ignite sessions will have 5 minutes to present and the session will end with
a Q&A session. Authors should bring their presentations on a flash (usb)
drive for uploading in advance of the presentation.
Moderator: TBA
701: The Role of Health Services in Dealing with Mental Health
Issues in Higher Education
721: Distance Education in Quebec colleges
Author: Hany Soliman, University of Toronto
Abstract: This Ignite session discusses inefficiencies in current student
health programs with respect to mental health, and presents examples of
successful models and their potential for adoption in Canadian universities.
This presentation will also highlight the prevalence of post-secondary
mental health issues, and their influence on well-being and academia.
Author: Sawson Lakhal, Université de Sherbrooke
Abstract: Distance courses could be classified into three broad categories:
online, hybrid and blended. These later courses could take on numerous
forms. Several of these courses are being implemented in Quebec colleges.
We propose a classification of these courses based on practices commonly
used in these colleges.
715: Constructive Academic Advising
644: Elite Interviewing: Lessons from Fieldwork in Policy
Research
Author: Craig Cameron, Trent University
Abstract: In combination with myriad social influences the educational
‘system’ places ever increasing pressure on students to find and build a
particular ‘pathway’. Constructive Academic Advising can provide
additional building blocks, liberating students from strictly linear paths and
setting the stage for a real exploration of the future.
Author: Deanna Rexe, Simon Fraser University
Abstract: The session will present approaches and pitfalls in policy
research fieldwork and a set of principles for conducting elite interviews.
757: No Longer a "Consolation Prize": Embracing Alternative
Academic (Alt-Ac) Opportunities
765: Poetic forms in universities as research therapy
Author: Jacqueline L. Beres, Brock University
Abstract: Many recent graduates are pursuing alternative academic (altac) careers. Unfortunately, doctoral student socialization may not prepare
students for careers outside of traditional faculty positions. Individual
doctoral supervisors, and higher education as a whole, must reconsider
doctoral student socialization processes to prepare students for a wide
variety of careers post-graduation.
Updated April 22nd
Author: Yolanda Palmer-Clarke, University of Saskatchewan
Abstract: This ignite presentation explores the use of poetic forms in
universities as research therapy. Through shared self-authored poems the
author hopes to highlight and explore the therapeutic benefits of
poetry. Further, I will demonstrate how poetry may be used as a means of
re-energizing and re-engaging communities within post-secondary
institutions.
26
Invited Panelists:
LUNCH (Exclusively for CSSHE Registrants)
12:15 PM – 1:20 PM
(EEEL), Room 210
Kevin Lamoureux, Instructor, University of Winnipeg
Dwayne Donald, Associate Professor, University of Alberta

Jacqueline Ottmann, Director of Indigenous Education, University
of Calgary
SESSION K
1:30 PM – 2:45 PM
(EEEL), Room 210
Marie Battiste, Professor, University of Saskatchewan
A. Blair Stonechild, Professor, First Nations University of Canada
INTERDISCIPLINARY CSSHE/CSSE/CASIE SESSION
Cynthia Wesley-Esquimaux, Vice Provost, Aboriginal Initiatives,
Lakehead University
Addressing the Truth and Reconciliation Recommendations in
Education: K-12 and Postsecondary Responses and Possible
Futures
Session Description:
Session Organizers:
Financial support for this session was provided by the Federation for
the Humanities and Social Sciences.
Updated April 22nd
27
Paper 3
740: Workload Creep: An Environmental Scan of Faculty
Workload at Canadian Faculties of Education
SESSION L
Monday, May 30th 2:55 AM – 4:10 PM
PAPER SESSION: Faculty and Students
CHAIR:
Author(s):
Sandra Kouritzin, University of Manitoba
Robert Mizzi, University of Manitoba
Joanna Black, University of Manitoba
Orest Cap, University of Manitoba
Karen Smith, University of Manitoba
Paper 1
736: Energizing Relationships: Learning from Indigenous
Doctoral Students' and Faculty Experiences of Supervision and
Mentorship
Abstract: This paper reports on an environmental scan and proposed
research addressing “workload creep” in faculties of Education in Canada,
specifically focused on teaching and research, the core missions of the
university. The purpose is to share this information within an emerging
community of concerned workers in higher education.
Author(s):
Amy M. Parent, Simon Fraser University
Abstract: The purpose of this research is to collaborate with faculty,
Indigenous education doctoral students and Indigenous doctoral alumni in
British Columbian universities in order to understand exemplary
mentorship and supervisory practices. This presentation will share initial
findings from the study.

Paper 2
680: Hard Working Hope: Learner Success and Faculty
Renewal
Author(s):
Linda Pardy, University of the Fraser Valley
Abstract: This paper draws on Butler’s (2009) suggestion that how we
frame our teaching practice has significant epistemological and ontological
dimensions that impact vulnerability, power dynamics, and what is
recognized as success. It combines Freire’s (1992) and Lear’s (2006) work
on hope to explore learner success and faculty renewal.
Updated April 22nd
28
being under used by students, and for the students who do transfer, most
are coming from institutions within commutable range.
PAPER SESSION: Transfer and Articulation
CHAIR:
Paper 3
727: Qualifications in Canada: Links between Educational and
Occupational Pathways Provincially and Nationally
Paper 1
658: Democratizing Policies and Programs: Ensuring Equity for
College Transfer Students
Author(s):
Jean-Claude Taylor-Cline, University of Toronto
Amanda Brijmohan, University of Toronto
Jacqueline Beaulieu, University of Toronto
Gavin Moodie, University of Toronto
Ruth Childs, University of Toronto
Leesa Wheelahan, University of Toronto
Author(s):
Megan Cotnam-Kappel, University of Ottawa
Sylvie Lamoureux, University of Ottawa
Abstract: This paper presents the results of a mixed-methods study
designed to 1) identify barriers and challenges experienced by college
transfer students (CTS) at a Canadian University, 2) identify the services
that would most benefit CTS, and 3) create solutions to ensure a more
equitable academic and social transition experience.
Abstract: This research investigates the nature of pathways within
postsecondary education and between postsecondary education and the
labour market. Overall, the data reveal that educational pathways within
fields of education in Canada are modest and are ultimately differentiated
by the type of relationship they have to the labour market.
Paper 2
722: The Under-use of Transfer Pathways in Ontario PostSecondary Education
Paper 4
699: A Framework for Decision Making in Credit Transfer and
Pathway Articulation Agreements
Author(s):
Jinli Yang, University of Toronto
Ruth Childs, University of Toronto
Mary Catharine Lennon, University of Toronto
Eric Lavigne, University of Toronto
Author(s):
Eric Lavigne, University of Toronto
Abstract: This paper presents data on transfer pathways of receiving and
sending institutions, student transfer rates, and the geographical proximity
of transfer partners. Findings suggest that most articulation agreements are
Updated April 22nd
Abstract: This session presents principles and criteria to support student
mobility through credit transfer and articulation agreements. It unveils a
29
‘decision-making tool’ to support choices on the nature and type of
educational pathways needed, and types of policies and practices that
support student access, transfer, transition and success.
internationalization of a university. The authors will make a case for how
staff can be conceptualized as ‘third space professionals’ as they navigate
their everyday work in a globalizing campus.

PAPER SESSION: International and Indigenous Student
Transitions
CHAIR:
Paper 3
663: International student mobility and public policy: lessons for
the Canadian provinces
Author(s):
Creso Sá, University of Toronto
Emma Sabzalieva, University of Toronto
Paper 1
709: From High School to Graduation and Beyond: Pathways of
Young Immigrants in a Toronto College
Abstract: The paper explores how Canadian provinces can become more
attractive to international students based on a comparative review of the
policy tools and programs of competing provincial/international
jurisdictions. Using Ontario as a case study, the paper recommends policy
levers to enhance provinces’ global positioning as destinations for foreign
talent.
Author(s):
Ursula R. McCloy, Seneca College
Mitchell Steffler, Seneca College
Henry Decock, Seneca College
Abstract: Immigrant families come to Canada with high education levels,
with the Greater Toronto Area a primary destination. This study will
investigate the pathways of immigrant youth at a large multi-cultural
Toronto college through their English language skill development and
integration into postsecondary education and the labour market.
Paper 4
689: Indigenous University Students: Patterns in Demographics,
Academic Progression, and Persistence
Author(s):
Lori Wallace, University of Manitoba
Rod Lastra, University of Manitoba
Paper 2
748: Working for the Internationalizing Campus: Staff as 'Third
Space Professionals'
Abstract: Presentation of the initial results of a longitudinal, quantitative
investigation of the demographics and educational outcomes of 6,000 selfidentified Indigenous students at a large Western Canadian university
(2006 to 2015). Results will include trends (student demographics,
academic choices, and academic progress), and factors associated with
academic progression and success.
Author(s):
Kumari Beck, Simon Fraser University
Chelsey Laird, Simon Fraser University
Abstract: This paper presents data from a qualitative dominant mixedmethods study on the everyday experiences of staff engaged in the
Updated April 22nd

30
Abstract:
There has been increasing concern about the psychological health of postsecondary students. This paper describes a 7-week resiliency group for
students with mild to moderate depression and presents accumulated
findings of two years of group offerings. Preliminary findings suggest
significant improvements in resiliency, anxiety, depression, and wellness
post group.
PAPER SESSION: Student Mental Health Services
CHAIR:
Paper 1
760: Mental Health Disabilities and Well-Being in Graduate
Education
Paper 3
668: Counsellor-in-Residence: Evaluation of a Residence-Based
Initiative to Promote Student Mental Health
Author(s):
Nicole Gibson, National Graduate Experience Taskforce, National
Educational Association of Disabled Students (NEADS)
Shelley Clayton, NEADS
Mervyn Horgan, NEADS
Emily Duffett, NEADS
Ainsley R. Latour, NEADS
Anuya Pai, NEADS
Chelsea E. Mohler, NEADS
Author(s):
Tiffany Beks, University of Calgary
Serena Smygwaty, University of Calgary
Ana Miranda, University of Calgary
Sheldon Hill, University of Calgary
Abstract:
The Counsellor-in-Residence program is aimed at addressing students’
mental health needs through the provision of residence-based mental health
services and programming. The purpose of the current study is to evaluate
the efficacy of this program in improving students’ mental health literacy
and their resiliency in the face of stressors.
Abstract:
Faculty and professionals in graduate education identify mental health as a
significant and growing challenge in the field. In this paper, we explore the
impact of mental health on the experience of graduate students with
disabilities, and vice versa, and highlight policy and practice changes to
enhance student success.
Paper 2
723: Resiliency Training Helps Post-Secondary Students with
Mild to Moderate Depression and Anxiety?
Author(s):
Jennifer E Thannhauser, University of Calgary
Sharon L Cairns, University of Calgary
Russell Thomson, University of Calgary
Updated April 22nd
31
DAY 3: TUESDAY, MAY 31st
AFFINITY GROUP MEETIGS
7:30 AM – 8:20 AM
International Affinity Group Meeting
– Mathematical Sciences, Room 217
SESSION M
Tuesday, May 31st 8:30 AM – 9:45 AM
Governance Affinity Group Meeting
-Mathematical Sciences, Room 527
673: The Quest for the Finest Blends of Text and Voice in Online
Graduate Education: Establishing a Canadian Research Agenda
Student Services Affinity Group Meeting
-Mathematical Sciences, Room 319

Panelists:
Gale Parchoma, University of Calgary
Michael Power, Université Laval
Jay Wilson, University of Saskatchewan
Marlon Simmons, University of Calgary
Marguerite Koole, University of Saskatchewan
Sawsen Lakhal, Université de Sherbrooke
Jennifer Lock, University of Calgary
PRESIDENT’S RECEPTION
(EEEL) Building
Abstract:
This symposium is designed to open a Canadian conversation on the use of
voice and text in online graduate education. The symposium will begin
with a series of brief presentations on research, design, and practice to
spark a discussion. It will conclude with drafting a Canadian research
agenda.

Updated April 22nd
32
PAPER SESSION:
CHAIR:
Paper 3
678: Implications of League Tables for the "Shape" of Higher
Education. Evidence from the Academic Ranking of World
Class Universities
Paper 1
657: The Role of Expectations in Shaping Research Policy: A
Historic Case Study of Genome Canada
Author(s):
Abstract:
This paper tests whether claims about the effect of world university ranks
on the ‘shape’ of countries’ higher education systems is supported by
evidence by examining whether countries’ performance in the academic
ranking of world universities 2013 is related to the shape and diversity of
their higher education systems.
Author(s):
Margaret A Lemay, University of Toronto
Abstract:
Using the sociology of expectations as a conceptual framework, this
historic case study of Genome Canada looks at how expectations of
genome research shaped research policy. Expectations of genome research
can be characterized by eleven dimensions of research impacts that
coalesce into dominant narratives such as revolution, sovereignty,
competitiveness.
Paper 4
700: Expectations and Realities of Learning Outcomes Policies
in Higher Education Quality Assurance
Author(s):
Paper 2
661: Micro-credentialing in Professional Learning Development
in Higher Education
Abstract:
This presentation considers the value of learning outcomes policies in
higher education regulation. A global survey of 74 regulatory agencies, 9
case studies and a meta-evaluation were used to triangulate objective
information on the impact of the policies, leading to the conclusion that
policies are not achieving their goals.
Author(s):
Gabrielle Ellen Lindstrom, University of Calgary
Patti Dyjur, University of Calgary
Abstract:
This session will offer a presentation on research and preliminary findings
of a study that seeks to understand how a micro-credentialing initiative
affects learner participation and motivation in a higher education
professional development setting. The study focuses on how digital badges
are perceived and used in non-credit learning opportunities.
Updated April 22nd

33
PAPER SESSION:
CHAIR:
Paper 3
674: Instructor Professional Learning in Professional and
Vocational Education
Paper 1
681: "Cheaper than therapy": The Unexpected Benefits and
Challenges of an Academic Writing Group
Author(s):
Annemarieke Hoekstra, Northern Alberta Institute of Technology
Paul M Newton, University of Saskatchewan
Author(s):
Karen Julien, Brock University
Jacqueline L. Beres, Brock University
Abstract: In this presentation, we explore the process of creating and
maintaining a writing group. We describe our experiences and highlight
the unanticipated benefits, which extend beyond simply engaging in the act
of writing to include significant social support and insight into
accomplishing our academic goals.
Paper 2
754: Universal Design Principals in Graduate Education
Paper 4
672: Leading Teaching Excellence in Vocational and
Professional Education
Author(s):
Annemarieke Hoekstra, Northern Alberta Institute of Technology
Ewa Wasniewski, University of Alberta
Paul M. Newton, University of Saskatchewan
Author(s):
Anuya Pai, National Graduate Experience Taskforce, National
Educational Association of Disabled Students (NEADS)
Emily Duffett, NEADS
Nicole Gibson, NEADS
Ainsley R. Latour, NEADS
Chelsea E. Mohler, NEADS
Abstract: This paper explores how department chairs in institutes for postsecondary PVE conceptualize and enact their role as leaders of teaching
excellence. The results of this study reveal how leadership by department
chairs is 1) constrained by institutional structures, and 2) deeply connected
to the trade/profession taught in the program.
Abstract: We investigated the factors influencing student success in
graduate education using data from a Canada-wide survey of graduate
students with disabilities, and identified principles for consideration when
evoking Universal Design Principles at the graduate level so as to better
understand its potential impact on all stakeholders in higher education.
Updated April 22nd
Abstract: This paper explores professional learning activities of
instructors in professional and vocational education (PVE). Analysis of
interviews with instructors from five PVE programs from three institutes
reveal differences in ways departmental practices impact instructor
learning. These differences could be related to the profession/trade that is
taught in the program.

34
PAPER SESSION:
CHAIR:
SESSION N
Tuesday, May 31st 10:00 AM – 11:30 AM
(EEEL), Room 210
Paper 1
762: Epistemic Injustices Against Marginalized Students in
Their Access of Services for their Identity Group
CSSHE and ASHE Presidential Closing Session on Higher
Education and the Public Good
Author(s):
Melanie Carroll, University of Calgary
Panelists:
Anne Charles (Immediate Past CSSHE President)
Rob Shea (Incoming CSSHE President)
Scott Thomas (ASHE President)
Abstract:
This paper advances understanding of everyday practices of epistemic
injustices towards marginalized students accessing service centres for their
identity group. Cultural backlash against these students is internalized by
administrators as implicit biases which then impede the provision of these
services and subsequent success of marginalized students.

Paper 2
711: Providing Opportunities: Enlightening and Expanding
STEM Graduate Students Knowledge Base
AWARDS LUNCHEON
11:40 AM – 12:30 PM
(EEEL), Room 210
Author(s):
Christine Marie Isselhard, University of Rochester
Marcella Lambrecht, University of Rochester
Abstract:
NSF IGERT provides STEM Ph.D. students exposure to skills,
relationships, and experiences. A mixed method study was employed to
explore participant experiences and to understand educational outcomes
associated with the Upstate New York IGERT program. In addition to the
survey, in-depth interviews were conducted to better understand program
benefits.
Updated April 22nd
35
Abstract:
This research describes the activities and experiences of an Athabasca
University Massive Open Online Course (MOOC) targeted at novice
online learners. The Learn to Learn Online (LTLO) MOOC, a five week
course delivered in the Canvas platform, was delivered to 1825 participants
in early 2015.
SESSION O
Tuesday, May 31st 12:45 PM – 2:00 PM
PAPER SESSION: Digital and Social Media
CHAIR:
Paper 3
773: Large Classes: Moving beyond the Barriers to Quality
Learning and the Role of Digital Media
Paper 1
692: Successful, Sunny, and Smiling: The Misleading Ways that
Student Life and Faculty are Represented through Canadian
University Twitter Accounts
Author: Heather Kanuka, University of Alberta
Author(s):
George Veletsianos, Royal Roads University
Royce Kimmons, Brigham Young University
Ashley Shaw, University of British Columbia
Abstract:
As funding by governments continues to decrease, alongside imposed
tuition increase restrictions, large(r) enrolment courses will continue to
characterize undergraduate programs in most Canadian universities. There
is a need to gain a better understanding of a quality education that
facilitates engaged learning, and is scalable for high enrolment courses.
Abstract:
Canadian institutions of higher education use Twitter universally. Yet,
little research examines the narratives around college life constructed in
their tweets. In this research, we used data mining and thematic analysis
methods to examine this issue. Findings suggest institutions construct
overwhelmingly positive representations that are incomplete and
misleading.
Paper 4
645: Social Media Technologies in Undergraduate Learning: Are
Students in the Health Sciences Unique?
Author: Erika E Smith, University of Alberta
Paper 2
733: Learning to Learn Online: Experiences of Novice Learners
in a High Quality MOOC
Abstract:
This mixed methods study investigates social media technologies (SMTs)
in a Canadian undergraduate context, addressing the following question:
regarding undergraduate perceptions and uses of SMTs in learning, are
there disciplinary differences? Findings illustrate why and how there are
differences between the health sciences and other disciplines for specific
SMTs.
Author(s):
Nathaniel Ostashewski, Athabasca University
Marti Cleveland-Innes, Athabasca University
Nancy Parker, Athabasca University
Updated April 22nd

36
PAPER SESSION: Leadership
CHAIR:
Paper 3
735: Hiring Practices of Sessional Faculty in Canadian
Universities
Paper 1
738: Improving Leadership Education
Author(s):
Cynthia Field, University of Toronto
Author(s):
Kanina Blanchard, Western University
Abstract:
Non-tenure-track faculty fall outside of the scope of most large-scale
studies of faculty life in Canada. This study provides qualitative data
regarding the hiring practices of Sessional, non-tenure track and nonpermanent instructors in Canadian universities.
Abstract:
With new and updated leadership courses being launched in Canadian
institutions to address the leadership crisis, the concern remains that
entrenched preferences and practices that privilege the masculine
stereotype of leadership will continue to hasten progress toward the
changes being called for.
Paper 4
747: What Role Do Faculty Subcultures Play in Shaping
Campus Culture and Student Success?
Author(s):
Kathleen A. Moore, University of Toronto
Tricia Seifert, Montana State University
Paper 2
679: Journey Into Academic University Administration
Author(s):
Laurie-ann M Hellsten, University of Saskatchewan
Lemisko Lynn, University of Saskatchewan
Abstract:
Using a Canadian multi-institutional sample, we examine the extent
to which differences exist between faculty by academic rank with
regards to perceptions of departmental and institutional
undergraduate student retention efforts. Overall, the data reveal the
various roles faculty subcultures may play in shaping campus culture
and student success.
Abstract:
There is little research on female academics who acquire leadership
positions. Using modified duoethnography, we explored our journeys as
post-tenure females in university faculty administrative positions. In
addition to the historical and institutional context, our dialogic exchange
included the challenges and benefits resulting from these administrative
roles.
Updated April 22nd

37
AWARDEE PRESENTATIONS
CHAIR:
PRESIDENTIAL HIGHLIGHTED SESSION
HEQCO: DRIVING FUNDAMENTAL CHANGE IN
POSTSECONDARY EDUCATION
Research Award
Doctoral Award
Presenter:
Richard Wiggers, HEQCO
Sheffield Award
Abstract:
Updated April 22nd
38
Paper 2
666: Faculty Perspectives on Teaching with New Technology
SESSION P
Tuesday, May 31st 2:10 PM – 3:25 PM
Author(s):
Martha Cleveland-Innes, Athabasca University
PAPER SESSION:
Paper 1
664: Enhancing Student Engagement in an Online Doctoral
Research Methods Course: An Applied Ethnographic Study
Abstract:
Online and blended teaching and learning requires teaching expertise and
time commitments that may not fit into the current role of faculty. Data
from 75 faculty from 15 institutions provide evidence of changing faculty
activities in reference to teaching, whether they are engaged in online
teaching or not.
Author(s):
Gale Parchoma, University of Calgary
Marlon Simmons, University of Calgary
Michele Jacobson, University of Calgary
Dorothea Nelson, University of Calgary
Shaily Bhola, University of Calgary
Paper 3
696: From Concept to Implementation: Tracing Meaning in a
Blended Learning Development Project
CHAIR:
Author(s):
Wendy Freeman, Ryerson University
Monica Batac, Ryerson University
Abstract:
This presentation outlines preliminary outcomes of a study of purposeful
sequencing of voice-based, less formal learning activities and text-based,
more formal learning activities in an online graduate research course. The
research design, data collection and analysis procedures and preliminary
findings will be discussed. Recommendations for practice will be shared.
Abstract:
We present preliminary findings from a study following faculty members
from conceptualization to implementation of blended learning course
content. Using the domestication framework allowed us to trace changes in
socio-material meaning over time, providing insight into the mutual
shaping of technology and teaching that occurs in development projects.

Updated April 22nd
39
PAPER SESSION: Faculty Development
CHAIR:
Paper 1
704: Shaping the Consciousness of the Professoriate
Paper 3
708: Identifying Issues on the Journey to Tenure
Author(s):
Rahul Kumar, Brock University
Coral Mitchell, Brock University
Author(s):
Victoria Handford, Thompson Rivers University
Timothy Sibbald, Nipissing University
Abstract:
The unmuzzling of scientists, as announced by the new federal
government, is an important symbolic gesture. However, it is unlikely to
achieve the kind of critical engagement of faculty members because of the
altered professorial identity that is being shaped by new managerial
techniques currently operating within universities.
Abstract:
This paper identifies several common issues tenure-track professors
encounter at early, middle and late stages of the journey. Some
recommendations for supporting individuals to make the adjustment to
tenure-track and gain effectiveness in their new roles are provided.
Paper 4
732: Mid-term Teaching Assessment : An Input to Change
Governance?
Paper 2
739: Begin at the Beginning: Long-term Faculty Development
Author(s):
Alain Huot, Université du Québec à Trois-Rivières
Author(s):
Cynthia Korpan, University of Victoria
Abstract :
Abstract:
When should an individual intent on pursuing a faculty career undertake
professional development to teach in higher education? Does it matter?
Results from my doctoral research show that it does matter; an individual's
disposition determines how he or she approaches teaching.
Universities have established mechanisms that collect data on teaching
feedback during the semester. Studies have explored usefulness of this
feedback by looking at the perspective of teachers or students, but how the
results from these assessments are used by managers in a decision-making
process? Preliminary results will be presented.

Updated April 22nd
40
PAPER SESSION : Instituting Internationalization
Abstract: Education aimed at building intercultural competency
CHAIR:
competences and social, civic, and global citizens draws on empathy to
encourage learners to consider, understand, and appreciate the perspectives
of others. This paper examines how empathy is defined, used, and
evaluated in a post-secondary teaching and learning environment.
Paper 1
703: The Ethics of Internationalization in Canada and Beyond:
Empirical Findings and Conceptual Insights

PAPER SESSION: Advising and Student Affairs
CHAIR:
Author(s):
Vanessa Andreotti, University of British Columbia
Abstract: In this paper we share findings from a large multi-national
research project about the ethics of internationalization. We address the
empirical results related to Canadian institutions, and present the project’s
conceptual framework as one example of an effort to agonistically
pluralize conversations about possible futures for higher education.
Paper 1
682: Academic Advising in the Canadian Context
Author: Linda Pardy, University of the Fraser Valley
Abstract: This paper examines the current discourse, emerging trends, and
pressure points in British Columbia (BC) post-secondary academic
advising. It attempts to open dialogue designed to define advising and
provides an opportunity for advisors to provide insight. While in a BC
context, this project contributes to the Canadian advising discourse.
Paper 2
640: Building a Norm of Internationalization: The Case of
Estonia's Higher Education System
Paper 2
669: Just don't do it: Recognizing the differences between American
and Canadian Student Affairs and Services
Author: Merli Tamtik, York University
Abstract: This study demonstrates that internationalization of higher
education can be regarded as a norm-building process facilitated through
the active behavior of institutional agents. Through empirical study, the
paper identifies how local norm-advocates (universities, politicians,
government stakeholders) play a crucial role in establishing
internationalization practices in Estonia’s higher education system.
Author(s): Shermin Murji, Florida State University
Abstract: Why do we, as Canadians, compare ourselves to the U.S.? This
happens frequently, and in the case of Student Affairs, inappropriately.
This paper argues that our inclination to model our philosophy, programs,
and systems after the Americans should be discouraged and challenges
Canadian practitioners and leaders to take action
Paper 3
714: Cognitive Empathy: Defining its Role in Social Justice,
Intercultural, and Peace Education
END OF CONFERENCE
Tuesday, May 31st 3:30 PM
Author: Brett Pardy, Simon Fraser University
Updated April 22nd
41
Research and
Scholarship Award
2015 Creso Sa (University of
Toronto)
2014-2010 Not Awarded
2009 Lesley Andres (University
of British Columbia)
2008/07 Not Awarded
2006 Lynn McAlpine (McGill
University)
2005 Not Awarded
2004 D. Randy Garrison
(University of Calgary)
2003/02 Not Awarded
2001 Glen A. Jones (University
of Toronto)
2000 John S. Levin (University
of Arizona)
1999 Rodney A. Clifton
(University of Manitoba) & Paul
Grayson (Akinson College/York
University)
1998 Sandra Acker (University
of Toronto)
1997 Philip Abrami (Concordia
University) & Giles Nadeau
(Universite de Moncton)
1996 A.B. McKillop (Carleton
University)
1995 Not Awarded
1994 Janet Donald (McGill
University)
1993 Harry Murray (University
of Western Ontario)
1992 Paul Axelrod (York
University)
1991 Raymond Perry (University
of Manitoba)
1990 Michael Skolnik
(University of Toronto)
Updated April 22nd
PREVIOUS AWARD WINNERS
CJHE Sheffield Award
Distinguished
George L. Geis Dissertation Award
Member Award
2015 Michelle Pidgeon, JoAnne
Archibald,
Colleen Hawkey
2014 Patrick Pelletier
2013 Emery J. HyslopMarginson, Hugh A. Leonard
2012 Rozzet Jurdi, H. Sam Hage,
Henry P.H. Chow
2010 Laura Seervage
2009 David Marshall
2008 Michael Ornstein, Penni
Stewart, & Janice Drakich
2007 Julia Christensen & Donald
McCabe
2006 Charles Belanger, Joan
Mount, Paul Madgett, & Ivan Filion
2005 J. Paul Grayson
2004 John Levin
2003 Art Budros
2002 Lesley Andres
2001 Mathieu Albert
2000 L. McAlpine, C. Weston,
C. Beauchamp, C. Wiseman, J.
Beauchamp
1999 Derek Hum
1998 Lena McCourtie & Peter
Miller
1997 Irene Karpiak
1996 E.L. Donaldson & E.A.
Dixon
1995 James Dean & Rodney
Clifton
1994 Allen Macdonnell, Charles
Bowman
1993 Steve O. Michael, E.A.
Holdaway, Brent McKeown
2015 William (Bill)
Bruneau
2014 Alan Davis
2013 Daniel Lang
2013 Lesley Andres
2012 James Turk
2011 Glen Jones
2009 Hans Schuetze
2007 Raymond Perry
2006 Sheila Brown
2005 Michael B.
Andrews
2004 Gwenna Moss
2003 Charles Bélanger
2002 Kenneth-Roy Bonin
2000 Edward A.
Holdaway
1999 Cicely Watson
1998 Janet G. Donald
1997 Kenneth Clements
1996 Jeffrey Holmes
1995 Alexander Gregor
1994 Norman P. Uhl
1993 Naomi L. Hersom
1992 John D. Dennison
1991 John S. Daniel
1990 Sam Smith
1989 Bernard S. Sheehan
1988 Ronald J. Baker
1987 William M. Sibley
1986 Robin S. Harris
1985 T.H.B. Symons
1983 Miles Wisenthal
1977 E. F. Sheffield
42
2015 Deanna Rexe (Simon Fraser University)
2015 Leslie J. Wardley (Laurentian University)
2014 Kyra Garson (Simon Fraser University)
2013 Isabeau Iqbal (University of British
Columbia)
2012 Cathering Larouche (Université Laval)
2011 Mia Quint-Rapoport (University of Toronto)
2010 Lydia Boyko (University of Toronto)
2009 Valerie Lopes (University of Toronto)
2008 Not Awarded
2007 Pierre Canisius Kamanzi
(Université Laval)
2006 Théophile Maganga (Université Laval)
2005 Rachel Langford (University of Toronto)
2004 Veryl Tipliski (University of Manitoba)
2003 Cindy Ives (Concordia University)
2002 Garnet Grosjean (University of British
Columbia)
2001 Arshad Ahmad (Concordia University)
2000 Not Awarded
1999 David Sheridan (University of Toronto)
1998 Diana M. Royce (University of Toronto)
1997 Emily Etcheverry (University of Manitoba)
1996 Frank Hechter (University of Manitoba)
1995 David Mandzuk (University of Manitoba)
1994 Nancy Marie Arthur (University of Calgary)
1993 Lesley Andres (University of British
Columbia)
1992 Barbara L. Paterson (University of Manitoba)
1991 Dianne Bateman (McGill University)
1990 Jamie-Lynn Magnusson (University of
Manitoba)
1989 Don Tunstall (University of Alberta)
1988 Real Samson (Dalhousie University)
1987 Paula Brook (University of British Columbia)
1987 William Glanville (University of Alberta)
1986/85 Gisèle Thibault (Dalhousie University)
1984 Jenniece Larsen (University of Alberta)
Masters
Thesis/Project
Award
2015 Erica Jung
(University of
Manitoba)
2014 Kathryn
Hansen (Western
University)
2013 Janine
Jongbloed (University
of British Columbia)
2012 Rhonda Friesen
(University of
Manitoba)
2012 Isabelle Skakni
(Université Laval)
2011 Not Awarded
2010 Monique
Bourgeois (Memorial
University)
2010 Albert Johnson
(Memorial University)
2009 Not Awarded
2008 Not Awarded
2007 Blanca
Minerva Torres-Olave
(University of British
Columbia)
2006 David Vincent
Ruffolo (University of
Toronto)
2005 Michelle HDuke (University of
Lethbridge)
2004 Maria AdamutiTrache (University of
British Columbia)

OTHER OPPORTUNITIES
Service Learning Opportunities. Register here: http://goo.gl/forms/nDF73Vw6mw
Banff workshop, A Conversation on Global Citizenship in Canada: Finding a Way Forward for Higher
Education Registration: http://goo.gl/forms/YYO7xuxZWA For more information, please contact
Melanie Rathburn ([email protected]) or Roberta Lexier ([email protected])

THANK YOU!
Reviewers
CSSHE uses a volunteer review process to evaluate conference proposal submissions. We
recognize that reviewing proposals and providing feedback is a significant time commitment
and your dedication is greatly appreciated. Thank you for your time and energy, and we look
forward to seeing you in Calgary!
Volunteers
In addition to reviewers, several people volunteer their time and technical support throughout
the year to make this event possible. We are grateful for your insight, time, and expertise.
Save the dates!
CSSHE 2017 Annual Conference at the Congress of the Humanities and Social Sciences May 27 –
June 2, 2017 at the Ryerson University, in Toronto, Ontario.
Look for the Call for Proposals and request for volunteers to come out in early October 2016. We
hope to see you there!
Michelle Nilson & Kathleen Moore
2016 CSSHE Program Chair & Co-Chair
Updated April 22nd
43
Dooley, Karen (Queensland University of Technology)……………… 13
Duffett, Emily (NEADS)……………………………………………… 31, 34
Dyjur, Patti (University of Calgary)……………………………………14, 33
Field, Cynthia (University of Toronto)…………………………………37
Fostaty Young, Sue (Queen's University)…………………………….. 18
Freeman, Wendy (Ryerson University)………………………………...39
Fritz, Victoria A. (Univeristy of Guelph)……………………………… 19
Garrison, Randy (University of Calgary)……………………………… 11
Gibson, Nicole (NEADS)……………………………………………… 34
Given, Lisa M. (Charles Sturt University)…………………………….. 12
Gopal, Anita (University of Maryland)……………………………….. 11
Gopaul, Bryan (University of Rochester)………………………………11, 22
Graham, Kevin (University of Rochester)…………………………….. 22
Groen, Janet (University of Calgary)………………………………….. 13
Gurrisi, Marc (University of Toronto)………………………………… 16
Handford, Victoria (Thompson Rivers University)…………………… 40
Harinarain, Ramjeet Persaud (York University)……………………… 22
Hawkins, Linda (Guelph University)………………………………….. 15
Hellsten, Laurie-ann M. (University of Saskatchewan)………………..37
Hemida, Karima Hussein (Dar Al-Hekma University)……………….. 19
Hendrickson R., Lisa (Dar Al-Hekma University)……………………..19
Hill, Laurie (St. Mary's University) …………………………………… 14
Hill, Sheldon (University of Calgary)…………………………………. 31
Hoekstra, Annemarieke (Northern Alberta Institute of Technology)…. 34
Horgan, Mervyn (NEADS)……………………………………………. 31
Huot, Alain (Université du Québec à Trois-Rivières) …………………40
Isselhard, Christine (University of Rochester)………………………... 11, 22, 35
Jacobson, Michele (University of Calgary)…………………………… 39
Jacqueline Beaulieu (University of Toronto)…………………………. 29
Jeffs, Cheryl Lynne (University of Calgary) ………………………….. 22
Jones, Glen A. (University of Toronto)……………………………….. 11
Julien, Karen (Brock University)……………………………………… 34
Jungblut, Jens (University of Oslo) …………………………………… 11, 17
Kanevsky, Lannie (Simon Fraser University)…………………………. 14
Kanuka, Heather (University of Alberta)……………………………… 24, 36
Kelly, Wade B. (Charles Sturt University)……………………………. 12
Kimmons, Royce (Brigham Young University)…………………..........36
King, Alyson (University of Ontario Institute of Technology)……….. 21
Koole, Marguerite (University of Saskatchewan)…………………….. 32
AUTHOR INDEX
Alanen, Riikka (University of Jyvaskyla)…………………… 17
Amundsen, Cheryl (Simon Fraser University)………………. 14
Andres, Lesley (University of British Columbia)…………… 18
Appel, Randy (Concordia University) ………………………. 21
Archer, Walter (University of Alberta) ……………………… 11
Arnold, Christine Helen (University of Toronto)……………. 12, 29, 37
Bajwa, Jaswant Kaur (George Brown College)……………… 22
Batac, Monica (Ryerson University)………………………… 39
Battiste, Marie (University of Saskatchewan)……………….. 27
Beaupré Lavallee, Alexandre (Université de Montréal)…….. 14
Beck, Kumari (Simon Fraser University)…………………… 30
Beech, Leah (University of Calgary)……………………….. 20
Beks, Tiffany (University of Calgary)……………………….. 20, 31
Beres, Jacqueline L. (Brock Univeristy)……………………... 26, 34
Bhola, Shaily (University of Calgary)……………………….. 39
Black, Joanna (Univeristy of Manitoba)………………………28
Blanchard, Kanina (Western University) …………………… 37
Brijmohan, Amanda (University of Toronto) ……………….. 29
Brook, Julie (Queen's University) …………………………… 18
Brown, Mark (Daemen College) …………………………….. 17
Cairns, Sharon L. (University of Calgary) ………………….. 19, 20, 31
Cameron, Craig (Trent University) …………………………. 26
Cap, Orest (University of Manitoba).. ………………………. 28
Carroll, Melanie (University of Calgary) …………………… 35
Cassidy, Kate J. (Brock University) ………………………… 18
Charles, Anne (CSSHE President; Conestoga College)…….. 35
Childs, Ruth A. (University of Toronto) …………………… 24, 29
Clayton, Shelley (NEADS) …………………………………. 31
Cleveland-Innes, Martha (Athabasca University)…………… 11, 24, 36, 39
Cotnam-Kappel, Megan (University of Ottawa)……………...29
Couchman, Colin (Univeristy of Western Ontario)………….. 21
Dacosta, Paula (University of Toronto)……………………… 18
Davis, Alan (Kwantlen Polytechnic University)…………….. 24
Decock, Henry (Seneca College)……………………………. 30
Desroches, Dennis (St. Thomas University)…………………. 22
Donald, Dwayne (University of Alberta)…………………….. 27
Updated April 22nd
44
Korpan, Cynthia (University of Victoria)…………………………….. 8, 40
Kouritzin, Sandra (University of Manitoba)…………………………. 28
Kreber, Carolin (University of Edinburgh)…………………………… 16
Kumar, Rahul (Brock University)…………………………………….. 40
Kupila, Marcus (University of Calgary)………………………………. 19
Laird, Chelsey (Simon Fraser University)…………………………….. 30
Lakhal, Sawson (Université de Sherbrooke) ………………………….. 26, 32
Lambrecht, Marcella (University of Rochester)………………………. 35
Lamoureux, Sylvie (University of Ottawa)……………………………. 29
Lamoureux, Kevin (University of Winnipeg)…………………………. 27
Lastra, Rod (University of Manitoba)…………………………………. 30
Latour, Ainsley R. (NEADS)………………………………………….. 31, 34
Lavigne, Eric (University of Toronto)………………………………… 29
Lemay, Margaret A. (University of Toronto)…………………………. 33
Lennon, Mary Catharine (University of Toronto)…………………….. 29, 33
Levin, John S. (University of California- Riverside)…………………. 16, 17
Lexier, Roberta (Mount Royal University)……………………………. 21
Lindstrom, Gabrielle Ellen (University of Calgary)………………….. 33
Lock, Jennifer (University of Calgary)……………………………….. 14, 32
Loewen, Shannon (University of Calgary)……………………………. 20
López Damián, Ariadna Isabel (University of California-Riverside)…. 17
Lynn, Lemisko (University of Saskatchewan)………………………… 37
Maltais, Martin (Université du Québec à Rimouski) …………………. 11
Mao, Li (University of Alberta)………………………………………. 14
Martin, Marie Christine (University of California-Riverside)………… 16, 17
McCloy, Ursula R. (Seneca College)………………………………….. 30
McGinn, Michelle K. (Brock University)…………………………….. 8, 26
McKay, Ruth (Carleton University)………………………………….. 21
Metcalfe, Amy Scott (University of British Columbia)……………….. 12
Mewburn, Inger (Australian National University)……………………. 8, 25
Miranda, Ana (University of Calgary)……………………………….. 31
Mitchell, Coral (Brock University) …………………………………… 40
Mizzi, Robert (Univeristy of Manitoba)………………………………. 28
Mohler, Chelsea E. (NEADS)………………………………………… 31, 34
Moodie, Gavin (University of Toronto)………………………………. 29, 33
Moore, Duston (University of Alberta)……………………………….. 14
Moore, Kathleen A. (University of Toronto) …………………………. 12, 23, 37
Murji, Shermin (Florida State University)……………………………. 19, 41
Murray, Bernie (Ryerson University)…………………………………. 23
Updated April 22nd
Nelson, Dorothea (University of Calgary)…………………………………….. 39
Ness, Eric (University of Georgia)……………………………………………… 11
Newton, Paul M. (University of Saskatchewan)……………………………….. 34
Ostashewski, Nathaniel (Athabasca University)……………………………….. 36
Ottmann, Jacqueline (University of Calgary)………………………………….. 27
Pai, Anuya (NEADS)…………………………………………………………31, 34
Palmer- Clarke, Yolanda (University of Saskatchewan)……………………..23, 26
Parchoma, Gale (University of Calgary)……………………………………..32, 39
Pardy, Brett (Simon Fraser University)………………………………………… 41
Pardy, Linda(Univeristy of the Fraser Valley)……………………………….28, 41
Parent, Amy M. (Simon Fraser University)……………………………………. 28
Parker, Nancy (Athabasca University)…………………………………………. 36
Paulson, Elan (University of Western Ontario)………………………………19, 21
Pidgeon, Michelle (Simon Fraser University)………………………………… 9
Power, Michael (Université Laval) ……………………………………………. 32
Pullman, Ashley (University of British Columbia)…………………………….. 18
Radan, Jelena (University of Calgary)…………………………………………. 20
Rall, Raquel Monique (University of California-Riverside)…………………… 17
Rathburn, Melanie (Mount Royal University)…………………………………. 21
Rexe, Deanna (Simon Fraser University)………………………………..11, 17, 26
Rezaev, Andrey (St. Petersburg State University/University of Connecticut)…. 21
Roy, Sylvie (University of Calgary)……………………………………………. 13
Ryan, Mary (Queensland University of Technology)………………………… 13
Ryu, Grace (University of Toronto)…………………………………………….. 24
Sá, Creso (University of Toronto)…………………………………………….. 30
Sabzalieva, Emma (University of Toronto)………………………………….16, 30
Samji, Fatima (University of Toronto)………………………………………… 24
Sarmento, Simone (Federal University of Rio Grande do Sul (Brazil))……….. 24
Seifert, Tricia (Montana State University)………………………………………37
Servage, Laura Autumn (University of Alberta)…………………………….14, 18
Shanahan, Theresa (York University)……………………………………………11
Shaw, Ashley (University of British Columbia)……………………………….. 36
Shea, Robert (Incoming CSSHE President; Memorial University)……………. 35
Sibbald, Timothy (Nipissing University)………………………………………. 40
Simmons, Marlon (University of Calgary)…………………………………..32, 39
Sin, Roilui (University of Toronto) ……………………………………………...24
Smith, Erika E. (Univeristy of Alberta)………………………………………14, 36
Smith, Karen (University of Manitoba)………………………………………….28
Smygwaty, Serena (University of Calgary)…………………………… ……….. 31
45
Soliman, Hany (University of Toronto)………………………………. 26
Squires, Vicki Lynn (University of Saskatchewan)…………………… 13
Steeves, Josie (University of Saskatchewan) …………………………. 13
Steffler, Mitchell (Seneca College) ………………………………….. 30
Stein, Sharon (University of British Columbia)………………………. 12, 24, 41
Stonechild, A. Blair (First Nations University of Calgary)…………….27
Sukhai, Mahadeo A. (NEADS)……………………………………….12, 20, 31, 34
Tamtik, Merli (York University)……………………………………… 41
Tavcer, D. Scharie (Mount Royal University)………………………… 19
Taylor-Cline, Jean-Claude (University of Toronto)……………………29
Thannhauser, Jennifer E. (University of Calgary)…………………….. 31
Thiago, Elisa S. (CAPES (Brazilian Agency for Higher Education))… 24
Thomas, Scott (ASHE President)…………………………………….. 35
Thomson, Russell (University of Calgary)……………………………. 31
Trotter, Lane D. (Langara College) …………………………………… 16
van Rhijn, Tricia M. (Univeristy of Guelph) ………………………….. 19
Vaughan, Norman (Mount Royal University)………………………… 11
Veletsianos, George (Royal Roads University)……………………….. 9, 36
Viggiano, Tiffany (University of California- Riverside)……………… 17, 20
Wakelin, Rebecca (University of Ottawa)…………………………….. 12
Wallace, Lori (University of Manitoba)………………………………. 30
Wasniewski, Ewa (University of Alberta)…………………………….. 34
Waterman, Stephanie J. (University of Toronto)………………………12, 23
Wesley-Esquimaux (Lakehead University)…………………………… 27
Wheelahan, Leesa (University of Toronto)……………………………. 29
Wiggers, Richard (HEQCO)………………………………………….. 38
Wilson, Jay (University of Saskatchewan)…………………………… 32
Wright, Elizabeth (Daemen College)…………………………………. 17
Xiao, Jing (University of Saskatchewan)……………………………… 13
Xin, Jin (Beijing Normal University)…………………………………. 13
Yang, Jinli (Univeristy of Toronto) …………………………………… 29
Yuen, Chris L. (SUNY University at Buffalo)……………………….. 17
Updated April 22nd
46

it here

Transcription

Similar documents

Movato Kitchen Issue 2016

Linens-n-Things Info Sheet

Bob Rae-Levine: Confirm or Deny

Toronto,Canada Toronto,Canada - Toronto District School Board

Public Policy and Administration

CrossLink - Canadian Red Cross

Porpidex 2011 User Group Program

Working with the Media

Kris Demeanor - Calgary Arts Development

the 2015 Wavemakers Annual Report