SWEL Annual Report 2023-2024 by HumberWellbeing

SWEL SWEL

LETTER FROM ASSOCIATE DEAN LETTER FROM ASSOCIATE DEAN

The Student Wellness and Equitable Learning (SWEL) team is pleased to present the SWEL Annual Report for the 2023-2024 academic year. Where last year saw us transition toward a return to increased on-site activity and engage in a process of rediscovering what our communities need to support learner success and wellbeing, this year saw us make great strides toward realizing this potential by clarifying our priorities and identifying strategies to remove barriers to access our programs and services to reach as many learners as we can while facilitating conditions for a health promoting college community. As part of this work, we’ve adapted Michael Porter’s (1980) work on organizational innovation and value proposition to articulate our value distribution.

In our context, we have adapted this framework to outline how our value proposition, organizational mandate, and broader system (postsecondary) determine our decision compass. All three corners of the value distribution triangle represent pillars of an effective organization

Student Success and Wellbeing

Magnetic Pull: Which options align with our leading value in points/moments of tension?

Organizational Wellbeing

Employee Success and Wellbeing

Each organization must determine which of these pillars have greater influence and impact on the organization. All three are important but there must be one pillar where, if we falter, the organization is imminently at risk. Adapting this approach, we see the three pillars for SWEL as being 1) student success and wellbeing, 2) employee success and wellbeing, and 3) organizational wellbeing and operational excellence. We think about the pillars as being magnetized so that when we need to make a decision where our pillars are pulling us in different directions, we move toward the pillar with the strongest force. For us, this is student success and wellbeing.

In our work, the primary focus is on facilitating conditions for learner success and wellbeing during their time at Humber College and the University of Guelph-Humber. We acknowledge that this is the core of our purpose and celebrate the opportunities to influence and support this dynamic population in our community. Keeping students at the centre, this magnetic pull, we begin to collectively think about what it means for learners to thrive at Humber College and the University of Guelph-Humber in and out of the classroom We’ve dedicated time and energy to diversifying our approach so that we are able to balance downstream and upstream initiatives that build capacity for learners, staff, and faculty to promote a community that anchors itself in a culture of care. Leveraging our award-winning Curricular Framework, the Wellbeing Strategy, the Student Success and Retention Framework, our Student Advisory Council, and the rich data sets that we maintain around utilization, success, and outcomes, we continue to redistribute our efforts to meet learners where they are for greatest positive impact. Successful upstream initiatives such as Recognize, Respond, and Support Students in Distress, 2SLGBTQIA+ Healthy Relationship video series, and Fostering Academic Resilience: Thriving in the Classroom Toolkit enable us to build capacity and confidence of the entire college community in fostering a caring and inclusive space for all.

Over the last academic year, we have added an additional priority to our strategic framework that focuses on employee engagement and experience. Too often the success and wellbeing of employees are lost in the shuffle of postsecondary institutions and we’ve begun articulating and measuring the impact of our efforts to ensure a positive working culture, foster developmental relationships between team members and their supervisors, and enhance capacity to enable us all to reach our collective goals We continue to perform well on key engagement metrics while still striving to grow and improve and are excited to share some of that information in this year’s report as well.

As you will see, we have continued to enhance awareness amongst the learner population with increased utilization across all services, positive outcomes in the domains of our curricular framework, and increased feedback loops that have enabled learners to directly influence and transform the services we offer to support them during their academic studies. The Annual Report ends with a preview of the year to come and how we’ll continue evolving our programs and services to meet the evolving landscape of postsecondary, students’ needs, and bold visions of the future.

We look forward to continuing to share the many ways we’re working collaboratively with the community to facilitate a thriving student community.

With warmest regards,

Dr. Sterling Crowe Associate Dean, Student Wellness and Equitable Learning

FUNCTIONAL CHART FUNCTIONAL CHART

YEAR IN REVIEW YEAR IN REVIEW

FALL 2023 FALL 2023

WINTER 2024 WINTER 2024

Learner: "I learned how to prioritize tasks, set goals, and manage my time efficiently, which has greatly improved my productivity and overall success."

Learner: "Whenever stressed out, it is always recommended to go to the SWAC for support. They are so helpful."

Learner: “Through the program, I was able to develop and enhance my communication skills. I learned how to effectively express my ideas and thoughts, both verbally and in writing. This has been incredibly helpful in various aspects of my life, from work to personal relationships.”

Learner: "I am better at self-advocating with instructors because I feel that my challenges don't completely define me at Humber."

Learner: “I started looking towards things more positively. I started feeling a belonging to the campus resources.”

LEARNER TESTIMONIALS LEARNER TESTIMONIALS

SWEL CURRICULAR FRAMEWORK | WINTER 2024 SWEL CURRICULAR FRAMEWORK | WINTER 2024

“Accessible Learning Services team was so compassionate when coming up with strategies to help me succeed in my courses and navigate school life as a student with new disabilities.”

“I contacted one of the student advisors at the Student Community Standards, when I was facing problems with my roommate in my accommodation.”

“Growing into a responsible young adult living near campus”

“Proximity of residence to campus helped in boosting grades, thanks to Residence Life.”

“Testing Centre created an environment to feel comfortable taking exams, reducing anxiety and promoting better performance.”

“Due to my disability, l met with learning difficulties, the Care Coordinator helped me find tutors and apply for financial aid for tutoring, which helped me a lot.”

“The Health Centre easily and quickly allowed me to meet my program's co-op medical requirements removing stress from finding external clinics outside the campus.”

“De-stressing and feeling a sense of support and advocacy despite bureaucratic barriers in receiving a positive outcome, thanks to Mental Health Counselling ”

“Working as a Consent Peer Educator (CPE) has allowed me to become more organized. Never in my life have I been able to keep up with an agenda or calendar.”

Disclaimer: Staff photos received and submitted for the President's Extra Mile Award (August 2023).

Award of Excellence by Colleges and Institutes Canada Silver in Excellence of Equity, Diversity and inclusion category.

Shout out to Jonathan Au, Jeffrey Chan, Karry Anne Daye, Bindia Darshan and Kayla Persaud for leading the Emotional Nurturing Workshops, a partnership between Mental Health, Counselling and Wellness Education and Programs.

Congratulations to Estefania Toledo and Ewnet Demisse for leading the work on curriculum infusion for “Wellbeing at Humber: Be There for Yourself and Others”. The mental health training is being embedded in the Early Childhood Studies program at UGH, and programs in the Faculty of Liberal Arts & Science, Faculty of Health Science and Wellness, and the Faculty of Social and Community Services.

Residence Life department, led by Alicia Clarke launched the Residence Curriculum

SWEL Curricular Framework named recipient of 2023 CACUSS Innovation Award.

President’s Award 2023

Recipients l Extra Mile Award

BEYOND HUMBER BEYOND HUMBER

Webinars Webinars

Appreciative Onboarding: Utilizing Appreciative Education in Onboarding Practices.

Presenter: Dr. Sterling Crowe

Podcasts Podcasts

Futurity of Student Wellbeing – CACUSS50 Podcast.

Guest: Dr. Sterling Crowe

Future of the Student Affairs Profession – CACUSS50 Podcast.

Guest: Ewnet Demisse

6 6

Guest Lectures and Panels Guest Lectures and Panels

Leadership in Student Affairs - Organizational Culture; Assessment, Evaluation, and Research

Guest Lecturer: Dr. Sterling Crowe

Student Development Theories in Higher Education – Trauma Informed Student Affairs Practice and Self-Authorship.

Guest Lecturer: Dr. Sterling Crowe

Student Development Theories in the Canadian Context.

Guest Lecturer: Dr. Sterling Crowe

Radical Care and Inclusion for Students Living with Disabilities.

Guest Lecturer: Estefania Toledo

Latine Student Development in Canada.

Guest Lecturer: Estefania Toledo

Advancing Equity through Assessment and Program Design.

Guest Lecturer: Estefania Toledo

Panels And Conferences Panels And Conferences

Presentations and Workshops Presentations and Workshops

to the Humber, University of Guelph-Humber and external communities by SWEL team.

Innovative Learning

Part-time Teaching Conference - Fostering academic resilience: Thriving in the classroom toolkit practice session toolkit practice session.

Part-time Teaching Conference - Fostering academic resilience: Thriving in the

Presenter: Estefania Toledo

Showcase - Student Mental Health: Photovoice Exhibit.

Presenter: Estefania Toledo.

Talking Circle: Wellbeing Strategy.

Talking Circle: Wellbeing Strategy

Presenters: Leah State and Jin Lee

Faculty Orientation - SSE Presentation: Overview of SWEL highlighting Faculty Orientation - SSE Presentation: Overview of SWEL highlighting accommodations processes and Wellbeing Strategy. accommodations processes and Wellbeing Strategy.

Presenters: Leah State, Jeff Szmyr, and Desta McCalla

CSSHE Conference - Empowering Students and Cultivating Student Wellbeing Through Photovoice

CSSHE Conference - Empowering Students and Cultivating Student Wellbeing Through Photovoice.

Presenter: Estefania Toledo Presenter: Estefania Toledo

Humber Advising Conference - Vulnerability at

Humber Advising Conference - Vulnerability at Work.

Presenter: Tuba Chishti

OACUHO New Professionals Institute - Housing Services conference for within 1-3 years.

OACUHO New Professionals Institute - Housing Services conference for professionals within 1-3 years.

Organized by Tuba Chishti and Residence Life team.

Organized by Tuba Chishti and Residence Life team

CACUSS CACUSS

Designing Co-Curricular Framework.

Designing a Co-Curricular Framework.

Presenters: Estefania Toledo, Chris Mahon, Sara Varvaris, and Alicia Clarke.

Showcase Exhibit: Engaging Students/Learners as Co-knowledge Producers.

Presenters: Estefania Toledo.

CACUSS Engage Keynote Session

Panelist: Tuba Chishti Panelist: Tuba Chishti

York Mini PD

Co-designing healthy relationship resources for 2SLGBTQIA+ Learners. Co-designing healthy relationship resources for 2SLGBTQIA+ Learners.

Presenters: Bindia Darshan, Chris Mahon and Estefania Toledo

Designing a Co-Curricular Framework. Designing a Co-Curricular Framework.

Presenters: Estefania Toledo, Chris Mahon, Sara Varvaris, Alicia Clarke, and Stacie Stuart.

Empowering Students and Cultivating Student Wellbeing Through Photovoice. Empowering Students and Cultivating Student Wellbeing Through Photovoice.

Presenter: Estefania Toledo Presenter: Estefania Toledo

Centre for Innovation in Campus Mental Health (CICMH)- Co-designing Healthy Relationship Resources for 2SLGBTQIA+ Learners. Resources for 2SLGBTQIA+ Learners.

Centre for Innovation in Campus Mental Health (CICMH)- Co-designing Healthy Relationship

Presenters: Bindia Darshan, Chris Mahon and Estefania Toledo

Presenters: Bindia Darshan, Chris Mahon and Estefania

Humber College – Support Staff Professional Development (SSPD) week

Recognize, Respond and Support Learners in Distress

Recognize, Respond and Support Learners in Distress.

Presenters: Bindia Darshan, Sara Varvaris, Eunice Atokomach, and Aynur Rabbani.

Boost Your Resilience: Building Capacity for Thriving as Faculty and Staff.

Presenter: Ewnet Demisse Presenter: Ewnet Demisse

KEY INITIATIVE HIGHLIGHTS KEY INITIATIVE HIGHLIGHTS

Recognize, Respond and Support Learners in Distress

Our team leveraged the success of the synchronous Recognize, Respond and Support Learners in Distress (RRS) training and redesigned the training to offer an interactive asynchronous educational experience to the entire Humber ecosystem. A pilot was conducted with the International Graduate School in November 2023, and the Student Success and Engagement and the Pathways, Faculty of Liberal Arts & Sciences teams in February to March 2024. Additionally, a flipped-classroom pedagogical approach was adopted to create a 1-hour learning experience where online participants can further practice the RRS framework through case studies and role play. To date, 192 staff and faculty completed the training and reported that:

would recommend their colleagues to complete the training.

increase in their comfort level with having a conversation with a learner about mental health.

increase in their awareness of campus resources.

Here are a few participants testimonials that speak to the effectiveness and impact of the asynchronous training:

“I believe the module was great. Informative and interactive with many resources that we can share with students.”

“I liked the interactive questions which provide honest and critical feedback to help you understand why that is the idea response or how you can improve.”

“I wanted to express my satisfaction with the training material which you are provided as it is easy to understand, well-structured. Thank you for the valuable training program.”

We are currently working with our executive sponsors to determine the next steps for this roll out.

Wellbeing in Learning Environments Wellbeing in Learning Environments

Wellbeing in the learning environment is a pedagogical approach that introduces inclusion and equityminded practices to teaching and learning In 2022, we launched the Thriving in the Classrooms Toolkit to provide faculty tools to embed wellbeing in their teaching practice This past year, we built on the success of the toolkit and designed an interactive workshop on how to apply the toolkit into practice and introduced new professional development opportunities on inclusive pedagogies that promote wellbeing. Our team submitted an Academic Plan P3 Proposal in collaboration with the Pathways, Faculty of Arts & Science, and the Centre for Innovation, Health & Wellness to document promising practices already taking place at the college. Unfortunately, the proposal was not selected for the 2023/2024 award cycle.

SWEL has collaborated with various campus partners, including Innovative Learning, the Faculty of Liberal Arts & Science and University of Guelph-Humber to bring the following training sessions and workshops for faculty development:

Innovative Learning’s Showcase, Faculty Orientation, and Part-time Teaching Conference: Cultivating Wellbeing in Learning environments, Building Inclusive Learning Environments - Using Active Learning Strategies to Enhance Learner Wellbeing, and Student Mental Health: Photovoice Exhibit, Talking Circle on Wellbeing Strategy.

Faculty of Liberal Arts & Science: Applying the Thriving in the Classroom Toolkit, Fostering Belonging and Academic Resilience in Learning Environments

University of Guelph-Humber: Enhancing Wellbeing in Learning Environments; Applying the Thriving in the Classroom Toolkit

People(s) and Culture: Boost your Resilience, and Recognize, Respond and Support Learners in Distress

Additional presentations and sessions on mental health supports and upstream initiatives were delivered at Humber’s Advisor Conference (HAC), Early Childhood Studies (UGH) faculty, ITS Department, Centre for Education, Languages and Professional Practice, WIL Faculty of Media & Creative Arts, and the Associate Dean Council and PC Forum organized by the Associate Vice-President, Teaching and Learning.

Student Advisory Committee (SAC) Student Advisory Committee (SAC)

Launched in Fall 2023, the Student Advisory Committee serves a dynamic, diverse, and collaborative team of learner voices at Humber College and University of Guelph-Humber. The goal of SAC was to gather student viewpoints on the progress we are making towards the goals established in the Wellbeing Strategy. Students applied for membership each semester and offered feedback and input on the services and activities on campus which impact their physical, mental, financial, and social health and wellbeing

Meetings alternated between North and Lake campus, and SAC members met monthly both in-person and virtually. Each month the team focused on different pillars of wellbeing identified in Humber’s WellBeing Strategy (social, mental, financial, physical health and wellbeing). In each session, students reviewed section on the WellBeing Strategy related to the pillar of focus. This was followed by a review of the Healthy YOU Hub. Students then individually answered 4 questions on Padlet followed by a whole group discussion about how they are experiencing the goals of the strategy, the services and resources being offered and what their feedback is.

Over the past year, the Student Connection & Community Care team adopted Advocate, an online case management system. The fully customizable system allows the team to effectively collect and utilize key data in real time, utilize custom workflows to manage cases, streamline reporting, and generate data reports. Advocate improved efficiencies for the team, particularly in tracking information and pulling reports, and can be easily adjusted to address evolving needs. The system allows us to easily manage who has access to what information, to share and escalate reports as required, and to easily check what supports have been provided to a specific learner It moved all case notes and documentation to the platform which eliminated the need for paper files in our offices The online reporting feature allows Humber/UofGH community members to easily refer a learner to our team and improved the workflow of communication by requiring necessary information to be submitted with each report.

2SLGBTQIA+ Healthy Relationships Project 2SLGBTQIA+ Healthy Relationships Project

This was our second year of our partnership with the Canadian Centre for Gender and Sexual Diversity for the 2SLGBTQIA+ Healthy Relationships project. This collaboration and learner-driven initiative created meaningful experiential learning opportunities for learners to practice skills developed in the classroom specifically for:

8 work-study students from Humber residence and the 2SLGBTQ+ Centre were engaged in feedback sessions to influence the content featured in the videos

4 Humber students from the 2SLGBTQIA+ community were hired to portray the scenes in the videos; and

4 alumni from Humber’s TV and Film Production program were recruited to produce, edit and record the videos

We built on the learning outcomes and content developed in 2022/2023 to design the scripts and film content throughout 2023/2024. The videos were launched on the Student Life at Humber YouTube Channel for open access: https://www.youtube.com/watch?v=HdB23O4 gDk

GOAL 1 GOAL 1

wellbeing and belonging

Empower Humber learners to understand that success can relate to any, and all, aspects of a whole person.

GOAL 2 GOAL 2

retention and employability

Support learners to be persistent as they pursue their personal goals at Humber and beyond.

GOAL 3 GOAL 3

purpose and development

Facilitate an employee experience that cultivates growth, leadership, and morale.

GOAL 1 GOAL 1

Our team established 3-year performance indicators using data from our annual Co-Curricular Survey data. We will track our progress for Sense of Capability and Sense of Connection using the indicators below.

Wellbeing Wellbeing

Enhance learner capacity toward success and wellbeing.

Sense of Capability: Increase learner ability to develop self-care strategies to support holistic wellbeing from 68% to 78% by April 2027.

Belonging Belonging

Increase learner sense of belonging and community

Sense of Connection: Increase learner sense of belonging and community from 62% to 75% by April 2027.

Wellbeing Wellbeing

Wellbeing at Humber: Be There for Yourself and Others

Launched in Fall 2023, the Wellbeing at Humber: Be There for Yourself and Others training is the companion training to the Recognize, Respond and Support Learning in Distress redesigned for a learner audience. Wellbeing at Humber is a 90-minute synchronous training to assist Humber College and University of Guelph-Humber learners to better support a peer in distress, recognize the signs that a peer needs help, and strategies and skills for having a supportive conversation Participants are also provided with strategies for managing their own wellbeing and a list of on- and off- campus resources

To date, the training has been delivered 33 times with 598 Humber/UGH learner participants across various Faculties and programs. Learners who completed the training reported a:

47% increase in their confidence in coping with stressors.

35% increase in their confidence levels when supporting a peer in distress.

61% increase in awareness of on- and off-campus resources.

Learner feedback:

It was amazing - an eye opener that others around me are also battling their own fights and that I have resources that assist me with creating plans to help me focus on my education.”

It helped me with stressors because I didn't know all the resources available and also helped me realize that sometimes I'm not listening to my friends and providing them with the support they need.”

Additionally, learners identified the following skills gained through the training: Personal Growth, Increased Knowledge, Increased Confidence, Supporting Others, Empathy, Stress Management, General Satisfaction, Resource Awareness, and Understanding the differences between Empathy vs Sympathy. Impact on the training has been tremendous, and as a result will be scaled through the creation of an asynchronous module to be delivered in Fall 2024.

Wellbeing Wellbeing

Learner’s Stories

An international learner was devastated by a breast cancer diagnosis but received immediate emotional support from the MD and nurse. Despite the MD’s efforts to find a surgeon, she faced rejection due to her international student status and was advised to return to back home.

Empowered by SWAC’s support, she selfadvocated at a downtown hospital, which referred her to another hospital that accepted her case. By March 2024, she was in good care, in better spirits, and connected to the necessary resources, highlighting the power of self-advocacy.

A mature international student from Nigeria, accessed our services with severe depression, struggling financially and living alone in Canada. Unable to afford the dispensing fee for her prescribed anti-depressants, the MD and nurse sought support from the Associate Dean, who agreed to cover the cost. Additionally, the CARE team provided financial resources and counseling. With the medication and support, her mood improved significantly, helping her better cope and focus on her studies and future.

GOAL 2 GOAL 2

Our team established 3-year performance indicators using data from our annual Co-Curricular Survey data. We will track our progress for Sense of Resourcefulness using the indicator below.

Employability Employability

Increase awareness of SWEL programs, initiatives, and services.

Sense of Resourcefulness: Increase learner confidence in ability to access programs and services to support their needs from 75% to 86% by April 2027.

Reduce operational barriers learners face engaging with programs, initiatives, and services.

Retention Retention Support Learner Persistence in Achieving Personal Goals at Humber & Beyond

In Winter 2024, Accessible Learning Services led the consultations on the draft of the Academic Accommodations Policy and Procedures. The review was accelerated in response to the upcoming release of the ‘Postsecondary Education Standards’ under The Accessibility for Ontarians with Disabilities Act, 2005, (AODA) The policy and procedures acknowledge that the provision of academic accommodations is a shared responsibility between the Humber and Guelph-Humber community and the learner Our proactive approach supports and reinforces institutional efforts towards alignment of strategic priorities and collective commitments towards advancing our values of Courage, Equity, and Health and Wellbeing. Consultations were held throughout February 2024 with learners, faculty, and staff. We received a total of 100 participants who attended focus groups and submitted responses on our online feedback form.

The policy and procedures will apply to all members of the Humber and Guelph-Humber community (i.e., employees and learners at Humber and Guelph-Humber) engaged in the delivery of academic programs and courses. It will also apply to contractors, third-party service providers, and partners associated with academic programs and courses (e.g., Work Integrated Learning, hereafter referred to as “WIL”).

Key themes from the consultations included how to improve the process for requesting academic accommodations, resolving conflicts between faculty and learners, and providing educational resources to support faculty and learners with implementing accommodations and designing inclusive learning environments. Over the next few months, the policy and procedures will be shared with Senior leadership for adoption

GOAL 3 GOAL 3

Facilitate an employee experience that cultivates growth, leadership, and morale.

Purpose Purpose

Enhance team engagement, morale, and connection.

Development Development

Participate in activities to support personal and professional growth and development

Facilitate conditions to develop and grow a culture of evidenceinformed, student centered practice

SWEL Staff Engagement Survey Analysis

The SWEL Staff Engagement Survey at Humber College was designed to capture a comprehensive snapshot of staff engagement, satisfaction, and alignment with the team's values and culture within the Student Wellness and Equitable Learning (SWEL) team. Focused on understanding the dynamics within three key clusters Student Wellbeing, Operations and Development, and SWEL Leadership.

Demographic: Response Rate

Net Promote Score Net Promote Score

Statement Analysis Statement Analysis

Scale ranges from describing me very well (4) to does not describe me at all (0)

Feedback that I provide to my supervisor is taken into consideration.

I feel comfortable expressing my ideas, concerns, and opinions at work without fear of negative consequences or judgment I feel like I am able to bring my most authentic self to work in my team/SWEL

I feel supported by my direct supervisor

I feel that I can openly provide feedback to my direct supervisor

I get enough feedback from my direct supervisor to grow and perform in my role

I feel that SWEL promotes a culture of empathy and support, which positively impacts my overall wellbeing.

I see a future for myself at Humber College

I see a future for myself working within SWEL

My immediate supervisor provides me with the necessary resources and guidance to effectively handle mystress

My immediate supervisor provides me with the necessary resources and guidance to effectively handle my workload

Average: 2.85

WHAT OUR TEAMS TOLD US WHAT OUR TEAMS TOLD US

The open-ended responses highlight several themes related to workplace wellbeing, support, professional development, and work-life balance. The following are key points expressed by the respondents:

Support from Colleagues and Management: There is a recurrent mention of feeling supported by colleagues and direct managers, which is crucial for the employees’ sense of belonging and morale

Professional Development: Numerous opportunities for professional growth, such as PD days, book clubs, and guest speakers, are highly valued, enhancing job satisfaction and professional capabilities.

Wellbeing and Workplace Initiatives: Respondents appreciate wellbeing initiatives like the availability of spaces such as gyms and natural environments, as well as events like SWEL Connect Day and outdoor activities that boost morale and promote team bonding. The wellbeing strategy, especially the support for financial, social, and mental health, is well-received.

Social Connections and Flexibility: Social interactions and flexible work arrangements, including hybrid work, are highly valued, fostering a positive work environment and enhancing work-life balance.

Collaboration and Inclusivity: Effective cross-departmental collaboration and a commitment to equity, diversity, inclusion, and belonging (EDIB) are appreciated, alongside a positive and collaborative team spirit that promotes continuous development.

The survey was collected in Fall 2023 (October 5 to October 25) and Winter 2024 (February 2 to March 6).

Development Development

Facilitate an employee experience that cultivates growth, leadership, and morale.

Leads Training and Development Leads Training and Development

Leads and each team completed the exercises and trainings over the course of the 2023-2024 academic year:

Appreciative Administration Course- 6-week course (all leads)

Psychological Safety Playbook book club

Upstream book club – Dan Heath

The 6 Types of Working Genius – Individual assessment and team mapping work

Accessibility and Accommodations Training for Management (Peoples and Culture, Human Rights)

Student Success and Retention Framework – Training and Mapping

Presentation and Workshops

Risk management and documentation presentation from HIROC

Trauma-Informed Care Workshop by Dr.Chantelle Lloyd

During this workshop, Dr Chantelle Lloyd led an informative and practical workshop focused on helping participants develop a fuller understanding of Trauma Informed Care (TIC)

Trauma-Informed Practice Workshop by Dr.Tricia Shalka

In winter 2024, SWEL invited Dr.Tricia Shalka for a Trauma-Informed Practice Workshop for a presentation with some interactive activities on:

Trama 101- to frame conversation around what trauma is, why it matters in our work with students, and how it might show up in the lives of post-secondary students

Principles of trauma-informed practice with postsecondary student

Application of what this looks like in practice in work with postsecondary students

CONTACT US CONTACT US

NORTH CAMPUS:

2ND Floor, Learning Resource Commons 205 Humber College Blvd, Toronto, On M9W5L7