The CACUSS Identity Project

What we have learnedOur future

About CACUSS

Founded in 19711500 members across the countryCurrent structure is by functional divisionYork is an institutional member (YEAH!)Member of AUCC and Council for the Advancement of Standards

What we have learned since "Leaders in Learning"

More about CACUSS

Annual conferenceOngoing PD—webinars/regional workshopsOver $25,000 in grants, bursariesCommuniqué magazine, published 3x yearHigh level of support for new professionalsJob boardCommunities of practice (learn.cacuss.ca)Support for major Canadian Student Affairs initiatives

Achieving Student SuccessNational Mental Health Working Group

What we have learned since "Leaders in Learning"

History of CACUSS/Identity Project

• 1971—CACUSS was formed• 1989—Mission of Student Services• Statement of Guiding Principles• 2008—a core group of professionals wanted

to review/update “Mission of Student Services”

What we have learned since "Leaders in Learning"

Goals

• Review and reflect– Consider current landscape of Student Affairs in

Canada• Consult– Get a wide range of member and professional

feedback• Renew– Be future focused/change oriented

What we have learned since "Leaders in Learning"

CACUSS Identity Project

• “Leaders in Learning; Student Affairs in the 21st Century & Implications for the Canadian Association of College & University Student Services”

• Outward AND Inward focus• Intended to be a living document, which is

utilitarian.• Published by CACUSS and ACPA

What we have learned since "Leaders in Learning"

Leaders in Learning

Context of Canadian Higher EducationHistorical contextPredominantly Public SystemShaped by geographyLimited Institutional DifferentiationInstitutional Autonomy

What we have learned since "Leaders in Learning"

Contemporary Issues

• Aboriginal Education• Access, Diversity & Inclusion• Globalization• Student Engagement• Accountability

What we have learned since "Leaders in Learning"

Purpose and Values of SA in Canada

Functions:Identify and address barriers or

impediments to participation and successFacilitate active participation in the campus

and wider communitySupport students in their pursuit of

academic and personal growth/well-beingBuild an environment that facilitates

learning, development and purpose.What we have learned since "Leaders in Learning"

Purpose and Values of SA in Canada

Core values• Responsibility to institutional mission• Appreciation of whole student• Respect for difference• Acknowledgement of student autonomy• Focus on student success• Dedication to experiential learning• An emphasis on the common good• Commitment to democratic principles• Orientation to social justice as an outcome

What we have learned since "Leaders in Learning"

Emerging trends

• Strategic Enrolment Management• Integration• Mental Health & Well-being• Built Environment• Support for Distance Learner• Information Technology

What we have learned since "Leaders in Learning"

Role and Future of CACUSS

Asked 5 questions:1. What role should CACUSS play in bring profile to our work

on a national scale?2. Does CACUSS have the capacity to organize multi-

institutional assessment activities?3. How can CACUSS use technology and social media more

effectively?4. Does the organizational structure of CACUSS support

collaboration in the most effective way?5. Should CACUSS actively support professionalization of

student affairs?What we have learned since "Leaders in Learning"

Membership Consultation

• Close to 250 professionals from across the country participated in discussions and gave feedback.

• Five CSAO roundtables in Atlantic, Quebec, Ontario, and the West.

• Published in “Developments” and reviewed by colleagues at ACPA.

What we have learned since "Leaders in Learning"

What we have learned

1. There is broad support for CACUSS to invest in the creation of a national research/assessment program.2. Members are looking to engage beyond the conference.3. Cautious investment in advocacy; start with strategic partnerships.4. CACUSS should play a role in defining professional competencies.

What we have learned since "Leaders in Learning"

What we have learned…

5. CACUSS should emphasize a Canadian approach but should support regional infrastructure.6. CACUSS should rethink divisions in favour of a network structure giving members multiple opportunities to engage.

What we have learned since "Leaders in Learning"

What else we have learned

• Engagement of college and other non-university professionals (technical colleges)

• Meeting the needs of francophone members

What we have learned since "Leaders in Learning"

Structure of CACUSS

• Potential for matrix type structure:– Area of Responsibility (what you do)– Level in the Organization (with what responsibility)– Region (where you do it)– Institutional Type (in what context)

More inclusiveEngaging senior leadership and new professionalsCross-functional rather than siloedOrganic and flexible

What we have learned since "Leaders in Learning"

The future of CACUSS

• Strategic PlanningBalance of inward and outward focus

Our two most important resources• Membership engagement• Annual conference

What we have learned since "Leaders in Learning"

Goals

• Professional Development• Research and Outcomes• Knowledge Source• Inclusive Membership• Organizational Development• Advocacy and Influence

What we have learned since "Leaders in Learning"

Opportunities to contribute

• Town Hall, Fall 2012• Webinars “Careers in Student Affairs”• Communiqué (fall, winter, spring)• Conference presentations• Committees/involvement• Apply for awards and grants

What we have learned since "Leaders in Learning"

Feedback/Comments

DiscussionWhat else should we be thinking about?

Given these findings, what should we be doing as an organization to support you as a professional?

What does this mean?

What we have learned since "Leaders in Learning"

What we have learned since "Leaders in Learning"

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