Integrity Community Respect

Transcription

1 Orientation Strategic Plan VISION Through exceptional orientation programming, students will maximize their individual potential in the classroom, on campus and as citizens of broader communities. PURPOSE Student Orientation at Western facilitates incoming students ability to thrive in university by fostering connections with peers, faculty and staff, expanding their knowledge of campus resources and developing their personal and academic skills. VALUES Diversity Collaboration Safe campus climate Integrity Community Respect Leadership Fun OUTCOMES As a result of participating in the Orientation Program, Incoming Students will: Understand and value the many facets of diversity found within Western community Become more engaged in their campus and broader communities o Have meaningful connections with peers, faculty, and staff o Become familiar with Western s campus and their physical surroundings o Understand Western s community expectations and values Be more confident in their ability to effectively navigate University and accomplish their goals o Know how to get involved in multiple facets of University life o Know about academic processes, policies, structures and expectations o Understand the range of supports and resources available on campus, and know how to access them Know how to support their peers and promote a safe campus environment p. 1

2 Acknowledging the history of the land and place Western University sits on: Western University is situated on the traditional territories of the Anishinaabeg, Haudenosaunee, Lunaapeewak and Attawandaron peoples who have longstanding relationships to the land and region of southwestern Ontario and the City of London. The local First Nation communities of this area include Chippewas of the Thames First Nation, Oneida Nation of the Thames, and Munsee Delaware Nation. In the region, there are eleven First Nation communities and a growing Indigenous urban population. Western values the significant historical and contemporary contributions of local and regional First Nations and all of the Original peoples of Turtle Island (North America). Context The Orientation Program at Western University (hereafter referred to as the Orientation Program or simply the Program) is a source of pride at Western. The program is a campus wide effort and is nationally regarded as a model of student orientation. The engagement of students in our Program is second to none, and is the most significant source of pride for the Program. The Orientation Program is a joint effort between multiple stakeholders on at Western University, Brescia University College, Huron University College and King s University College. The Program seeks to provide a robust orientation to the many facets of campus life for incoming students. In collaboration with staff, faculty, and students, the Program aims to facilitate a seamless transition to campus, provide the resources necessary to succeed, and provide intentional activities to support students in developing a sense of belonging at Western. The Orientation Program is an important element of a larger ecosystem of programs and services that support student transition to Western. Student affairs literature informs us of the difference between orientation and transition. The Orientation Program is heavily focused on orientation;; however, the Program also serves as a catalyst for the beginning of the lengthier, year-long transition, connecting students to learning and development resources at the university. In order to better understand how the Program supports student orientation and transition, the process of developing the Orientation Strategic Plan (hereafter referred to as the Plan) began. In the spring of 2015, the Orientation Governance Board (OGB) established a committee which was tasked with the development of a new strategic plan for incoming student orientation. A summit was hosted in June of 2015 to gather preliminary feedback on the program and to provide this committee with context and direction to initiate the process of developing a strategic plan. Numerous feedback mechanisms were employed, including focus groups with program stakeholders and online surveys, which generated an abundance of thoughts and opinions which have been p. 2

3 captured in this plan. Subsequent to gathering feedback, the Orientation Strategic Planning Committee drafted the following document, which contains input from a variety of Program stakeholders and is aligned with best practices articulated through the Council for the Advancement of Standards (CAS) in Higher Education. For more information on the development of this plan, please visit the Orientation Strategic Plan website. p. 3

4 Definitions Affiliated University Colleges (Affiliates): Western University is formally affiliated with three university colleges (sometimes referred within this document as affiliates ): Brescia University College, Huron University College, and King s University College. Community Engaged Learning (CEL) / Community Service Learning (CSL): Students collaborate with non-profit organizations on projects or placements that contribute meaningfully to community outcomes and foster student learning and development. CEL / CSL activities typically involve active work in the community combined with structured learning and reflection. Community: Any community to which a campus or community member may belong. This may include: Western, London, a local or home community, a regional community (i.e. provincial, national, or international). Diverse student body: The Program serves a student body that is defined by its diversity, inclusive of age, sex, gender identity and expression, sexual orientation, religion or faith tradition, nationality, ethnicity, language, physical and mental ability, socioeconomic status, physical appearance, and others. By employing the term diverse student body, the Plan seeks to refer to this broad spectrum of identities. Health and Wellness: A holistic term capturing the multidimensional factors that contribute to the the health and wellness of incoming students, and student leaders. This model identifies the dimensions of health and wellness referred to throughout this document: p. 4

5 Incoming student: Any undergraduate student, regardless of their age or background, who is new to the institutions of Western or any of its three affiliated University-Colleges. Incoming students will follow a plan of orientation and transition as outlined in this Plan. OGB: Orientation Governance Board. OGB is the highest governing body of the Program and is responsible for providing vision and broad direction to its executing body, OPC. OPC: Orientation Planning Committee. OPC is a joint effort of multiple departments and is the tactical governing body responsible for planning and implementing the majority of Orientation Week activities. Orientation governance: This term is used to refer jointly to OPC and OGB. Orientation Program: Refers to the program planned by OPC and OGB and facilitated by student volunteers to support the transition of incoming students into Western University. Orientation Staff: The group of students charged with overseeing the student planning branch of the Orientation Program. The group includes the Orientation Coordinator (OCO), the Residence Orientation Coordinator (ROC;; Housing), the Academic Orientation Coordinator (AOC;; Student Success Centre), and a team of student volunteers. Also referred to as O-Staff. Orientation Week: Refers to the week in September beginning the Sunday preceding Labour Day, and ending the Saturday of the same week. Also referred to as O-Week. Orientation: The process by which incoming students are welcomed to the institution and are integrated into the intellectual, cultural, and social climate of the campus. Orientation includes deliberate programmatic efforts designed to prepare incoming students for Western s educational opportunities and student responsibilities. Student leader: This term captures all of the students who contribute to the planning efforts and implementation of the Program (including Sophs, Orientation Staff, Students Council members, etc.). Transition: The process through which incoming students are integrated into the academic, social, and institutional climate of the University. Student transition to university is a longer term (one year or more) process involving a number of internal (thoughts and attitudes) and behavioural changes students experience as they adapt to life as a University student. p. 5

6 Broad Strategic Directions This strategic plan identifies eight strategic directions to which goals, strategies and activities of the orientation program will be aligned over the next number of years. Please note that broad directions, goals and strategies are not in priority order: Enhance academic outcomes of the Orientation Program to assist incoming students in preparing for academic success in their first year Recognize the diversity within the incoming student body and enhance programming and supports to meet diverse student needs p. 6 p.7 Promote student health and wellness through all elements of the Orientation Program p. 8 Enhance the sense of community and civic engagement among incoming students and student leaders p. 9 Identify role of the Orientation Program in fostering streamlined transitional supports for students attending Western from admission through to graduation p. 10 Create meaningful connections among peers, faculty and staff p. 11 Streamline coordination and planning efforts to maximize resources available for student orientation planning and program delivery p. 12 Goals and Strategies Broad Direction Goals Strategies Enhance academic outcomes of the Orientation Program to assist incoming students in preparing for academic success in their first year Increase faculty engagement (dean s offices, academic counsellors, stakeholders within faculties) in planning and execution of faculty student leader team programming Increase involvement (event attendance, programming, etc.) of faculty members throughout the Orientation Program, with emphasis on Identify roles and effective means of collaboration among faculty student leaders, faculty student councils, and faculties (deans offices, academic counsellors, faculty members) Emphasize faculty and department-specific student needs through decentralized programming specific to each area Leverage Leadership and Mentorship Program (LAMP), and Residence Academic & Leadership Program resources to p. 6

7 professors teaching first-year courses Increase engagement of Faculty Student Councils in orientation planning and programming Conduct an in-depth assessment of current orientation academic programming and develop strategies for improvement. This review will include engagement with faculty dean s offices, academic counsellors, Faculty Student Councils, The Student Success Centre, Learning Skills Services, and Residence Academic and Leadership Programming. Increase profile and appeal of academic programming that occurs during Orientation Week and continues throughout the fall Enhance academic supports for student leaders to maintain their academic success provide support for training and programming for faculty student leaders, and enhance supports and resources available from The Student Success Centre for faculty student leaders. Engage peer support programs from across campus (Academic and Leadership Programmers in residence, Peer Guides for International Students, the Peer Support Centre, Athlete Peer Support Program (confirm name), Out of Province Student Association) in academic programming during Orientation Week Facilitate meetings between orientation governance and Deans/Associate Deans (Academic) once per term to discuss strategies for academic programming Create an enhanced programming guide, which will include best practices for faculty programming and standard outcomes that should be accomplished across academic orientation programming Draw intentional connections between academic supports available through Western 1010 and faculty academic counselling, all while considering student needs according to the rhythm of the academic year Recognize the diversity within the incoming student body and enhance programming and supports to meet diverse student needs Increase and enhance diversity-related learning and development opportunities for student leaders and incoming students Enhance representation of the diverse student body found at Western within student leaders Increase representation of the diverse student body through the presence of prominent individuals throughout the week (performers, speakers, etc.) Provide intentional and tailored academic supports to student leaders (eg. learning skills supports, academic mentorship senior student leaders support incoming student leaders with training from learning skills). In partnership with Equity and Human Rights Services, conduct a comprehensive review of diversity and equity within the Program. The review will include engagement with key stakeholders (Indigenous Services, Services for Students with Disabilities, Western International, Ally Western, and student clubs representing traditionally marginalized identities). The review will address: Student leader representation, Perceptions of access p. 7

8 Increase accessibility of student leader selection process for the diverse student body Increase involvement of cultural-, diversity-, and ally-based groups on campus in planning and execution of the Program (consultations with OPC, involvement in student leader training, etc.) Accessibility and availability of programming Language use Selections processes and recruitment tools Policies, procedures and practices Provide anti-oppression awareness and skills-building learning and development opportunities to student leaders and incoming students Promote student health and wellness through all elements of the Orientation Program Promote help-seeking behaviours that foster early access to support services such as mental health supports, Services for Students with Disabilities, academic advising, Learning Skills, international student supports, etc. Ensure student leaders are well supported in maintaining their health and wellness throughout the full course of the Orientation Program Promote and normalize healthy behaviours (sleep, nutrition, exercise, etc.) among incoming students and student leaders Enhance learning and development regarding health and wellness for student leaders Enhance and streamline crisis supports for all incoming students and student leaders Promote awareness of various campus mental health resources and how students can access them Increase dialogue and conversation to actively Within and among student leader teams, foster cultures that are welcoming and inclusive of the diverse incoming student body Offer programming that meets the diverse interests and needs of the incoming student body Align orientation activities with a resilience building framework in collaboration with the work of Western s Mental Health Advisory Committee. Utilize supports and resources offered by the Peer Support Centre and the Student Development Centre to provide mental health training for student leaders Provide more in-depth mental health learning and development opportunities for student leaders Build O-Week schedules with student leader and incoming student wellness in mind (i.e. opportunities for rest, self-care, breaks) Promote culturally safe and responsive wellness services available on campus (Indigenous Services & Elder in Residence, Western International, Chaplaincy). Utilize the Wellness Education Centre and identify additional resources and spaces for student leader wellness centres (consider distance-based barriers eg. affiliate students) Establish comprehensive crisis referral protocols for the p. 8

9 destigmatize mental health challenges students may experience Generate awareness and shift attitudes regarding issues of sexual violence Actively promote responsibility of all members of our campus community in preventing sexual violence Increase knowledge of supports available to students who have experienced sexual violence Mitigate barriers to accessing support services and enhance the capacity of all support services during Orientation Week Orientation Program Provide access to 24/7 on-call crisis support from Campus Police and mental health professionals at Western University during Orientation Week Coordinate awareness programming with the Wellness Education Centre, Student Health Services, Residence Counsellors and the Student Development Centre Focus on destigmatizing mental health challenges with an intercultural lens Advocate for policies and practices across campus departments supporting mental health to ensure maximum capacity from late- August through mid-september Enhance the sense of community and civic engagement among incoming students and student leaders Develop more intentional Community Service Learning (CSL) and Community Engaged Learning (CEL) activities that are aligned with needs of the broader community Ensure that community engaged activities (CSL, CEL) have mutually beneficial impacts on students and the community Provide opportunities for students to learn more about and integrate into the local community Build awareness of students responsibilities as citizens of their Western and broader communities Provide sexual violence education, prevention and intervention training to all student leaders Invite speakers who address issues of sexual violence with incoming students and student leaders Embed environmental wellness and sustainability into all elements of orientation planning and implementation. Streamline community engaged activities (CSL, CEL) by partnering with the Community Engaged Learning Team and Western Serves Network Conduct community-based programming that promotes awareness of and integration in London community, in partnership with the Off-Campus Advisors team, Community Engaged Learning Team, and local community partners Reduce fundraising initiatives that ask incoming students and student leaders to donate Shift focus away from fundraising activities to community engaged learning opportunities and programming that involves p. 9

10 Build a sense of civic-mindedness during the course of the Orientation Program that will foster life-long community engagement Build awareness of land and place on which Western is situated, and of connection to local Indigenous communities awareness building, volunteerism, and intentional reflection Partner with community based groups (clubs, volunteer teams) associated with the University Students Council in enhancing community based programming during Orientation. Increase partnerships with local community organizations to provide CEL opportunities for students Promote range of local and international opportunities available to students during their time at Western Identify role of the Orientation Program in fostering streamlined transitional supports for students attending Enhance communications to incoming students regarding the wide array of programs and services across campus which will support their transition. Streamline collaboration and integration between the Orientation Program and other Promote range of funding opportunities available to support international experiential learning opportunities Educate students about Western s commitment to diversity practiced by all members of the campus community through continued and consistent messaging (i.e. constituency-specific programming, One Love Rally, Opening and Closing Ceremonies, and Residence Rally) Educate students about expectations and norms of behaviour among community members (i.e. Student Code of Conduct, Residence Contract, Student Athlete Code of Conduct, expectations regarding university communications) Involve Indigenous Services throughout the planning and execution of the Orientation Program Partner with Indigenous community leaders to provide a formal opening and closing during the week Acknowledge land and place at major events throughout the Orientation Program Improve online tools supporting student transition, needs assessments and links to services: Promote use of Western 1010 Academic Orientation online modules Learning skills online modules p. 10

11 Western from admission through to graduation Create meaningful connections among peers, faculty and staff supports/services Provide intentional, individualized packaging for students regarding transitional programming and supports available to students beyond the Orientation Program Establish central promotions and communications for transitional programming Promote student supports available to students over their year(s) at Western Increase faculty member involvement in faculty day and throughout the week and month (see Enhance academic focus of the Orientation Program to assist incoming students in preparing for academic activities above) Enhance social integration of students across faculties, residences, and campuses Actively promote intersectionality in peer-to-peer connections through diverse programming Support off-campus students in their ability to build connections with members of the campus community (consider expanded programming for off-campus international students as well). Review programming and supports available for mature and transfer students, and integration into the Orientation Program Career fundamentals online modules Conduct a campus inventory of programs and services supporting student transition Regularly engage key stakeholders involved in supporting student transition through the Program s planning process Further develop and enhance tools currently housed in Guidebook Explore tools to systematically track student engagement and evaluate the efficacy of transitional programs and services Partner with Western s Co-Curricular Record to enhance involvement in the Program Provide increased resourcing and support for diverse programming throughout the week (shift primary resourcing emphasis on large group, main stage events that are not appealing to all student demographics) Actively promote range of concurrent programming available to students Review venue allocations for various programming to ensure appropriate fit Consider venues that are suited to more relaxed programming and that are less impacted by weather (i.e. McKellar Room, Music Building) Coordinate with the Student Success Centre to provide more robust mature student programming during Orientation Week;; identify and communicate the most relevant programming to mature students Enhance peer-to-peer mentorship supports for mature students in collaboration with the Student Success Centre and Community Development Leaders living in housing tailored to p. 11

12 Streamline coordination and planning efforts to maximize resources available for student orientation planning and program delivery Enhance governance structures Streamline and increase transparency of financial decision-making processes through a formal review Review direct and indirect costs associated with student leadership in the Orientation Program to increase financial accessibility of participation Enhance communication tools between orientation governance and other stakeholders (i.e. student leaders, students, faculties, and other departments) Reduce overlap of programming between the Program and programs / services offered by other groups on campus through effective collaboration Explore strategies to increase faculty engagement in all elements of Program coordination and planning mature students Work with Western International, Indigenous Services, Equity and Human Rights, Chaplaincy, and other campus partners to offer more inclusive programming promoting tailored supports, awareness, and intersectionality of peer-peer, peer-staff and peer-faculty connections Align financial and human resources around priorities, goals, and outcomes identified in the strategic plan Conduct analysis of staffing resources allocated to Orientation Ensure orientation governance and key stakeholders are actively engaged in making major budgetary decisions (eg. programming, providing food for student leaders, etc.) Establish and promote public communication portals between orientation governance and the campus community. Review and enhance Terms of Reference of orientation governance to maximize their efficacy, and implement other review tools (i.e. CAS Self-Assessment Survey, Focus Groups) Foster ongoing collaboration and representation of key campus stakeholders in the planning of the Program Establish mechanisms through the updated Orientation Governance and Planning Structures accountable for monitoring the implementation of this plan Increase membership of staff from a number of campus departments on various working groups Streamline coordination of Summer Academic Orientation and Fall Orientation through staffing models that foster collaboration p. 12