SLPx Schedule


Thank you for attending slpx

We hope you enjoyed the sessions!  Missed the event? Good thing, we recorded it!  Check out all the SLPx sessions here. 


Creating a Curriculum Framework for Career Services Karen McCrank, Career Education & Exploration

How do you develop a curriculum framework for career services?  Learn how Career Exploration and Education at the University of Toronto St. George campus developed a process to establish a career learning framework composed of 4 domains and 16 distinct yet interrelated learning objectives.  See how this framework was used as a tool to: map on existing learning interventions; map curricular pathways of service; identify areas of development; and assess student learning.

CACUSS Competencies Covered: Strategic planning, research and assessment; Student learning and development

Expanding Job Search Support with the Digital World and Alumni Experiences Diana Kudla Byers, Career Exploration & Education

The Job Finding Club supports recent graduates in finding work, and we have created opportunities for attendees to learn and engage using video conferencing, online communities, technology and alumni networks outside of traditional sessions.

CACUSS Competencies Covered: Student advising, support and advocacy; student learning and development; technology and digital engagement

Introducing ... the Research Catalogue! Analise Anderson-Ma, Student Life

The Research Catalogue was officially launched in January 2018. The Research Catalogue seeks to be a comprehensive database of research projects that faculty across U of T are undertaking and that undergrad students support. At this talk, learn about the benefits to faculty/staff and students of using the Research Catalogue. Take a walk-through the Research Catalogue, and learn about the resources being created to help undergrad students engage in co-curricular research.

CACUSS Competencies Covered: Student advising, support and advocacy; student learning and development; technology and digital engagement

Career Chats: A New Learning Format for Group Advising Conversations Atifa F. Karim, Career Exploration & Education, Division of Student Life

Seeking to diversify our curriculum and to attend students' career needs in different ways, Career Exploration and Education at U of T has successfully implemented a group advising program – Career Chats. Learn about how the model innovatively combines Appreciative Advising and Solutions Focused Coaching theory in its design; peer-to-peer learning and student/staff co-facilitation in its delivery; and leverages Heron’s Six-Category Intervention Analysis Framework, and curriculum mapping in its assessment. You will leave with an understanding of how this model can be used to meet a variety of learning objectives in both advising and student affairs related learning contexts.

CACUSS Competencies Covered: Strategic planning, research and assessment; Student advising, support and advocacy; student learning and development;



Looking for Meaning Erika Bailey, Career Exploration & Education

The world of work is changing, and our students are looking for ways to meaningfully contribute. Yet they continue to explore careers by job title. What if they searched by WHY? Join me in thinking about how we support students to explore meaning, careers, and how they can leverage their U of T degree.

CACUSS Competencies Covered: Student advising, support and advocacy; student learning and development

 Concussions: Interdepartmental Processes to support student success Elsa Kiosses, Sobiya Syed, Tracey Beech-Gauthier, & Laura Boyko, Health & Wellness Centre UTSC

Concussions can have a direct impact on students' academic, physical, social and emotional functioning. The Health & Wellness Centre, AccessAbility Services, and Athletics and Recreation at the University of Toronto Scarborough collaborated to support students who have sustained a concussion. This interdisciplinary team created processes to identify students from point of injury to accessing timely health care and academic accommodations.  In addition, there was a primary focus to ensure students were provided with education, support and the necessary skills to manage their recovery. A process map, referral tear off sheet, interdepartmental protocols, and website, complete with educational tools, resources and forms were created. Next steps will explore strategies to roll out this project to stakeholders who advocate for students’ well-being across campus.

CACUSS Competencies Covered: Student advising, support and advocacy


 Community Kitchen: Learning from Community Lydia Li, Health and Wellness Centre

Community Kitchen is a student and community members facing program created collaboratively among Hart House, Health and Wellness Centre, Centre for Community Partnership and New College.   With small budget and portfolio, we hosted 5 Community Kitchen events during 2017-2018 with following themes: Food and First Nations Food Sovereignty; Food, Race and Power; Food and Gentrification; Nourishment and Black Communities; and Accessibility; Food Justice and Disability Justice. To avoid cultural appropriation and tokenism, we intentionally built partnerships with chefs and speakers who are from culture owning recipes, who are advocating for food justice, and whose culinary expertises are recognized by their own community.   By centring voices with lived experience and practicing intentional outreach, we engaged students and community members who usually don’t see themselves reflected in regular programming. Community Kitchen provided hands-on cooking experience, storytelling by marginalized groups in the food industry and beyond, active interaction and semi-facilitated discussions, and collectively-built safer space for participants to share their experience as being marginalized.   We supported student leaders and a placement student on experiential learning by advising and demonstrating how to plan, implement and assess the program with respect and sensitivity.   We would love to share our learning, experiences and knowledge on how to work with and learn from communities to make sure it is respectful and culturally relevant. Currently we are assessing the whole program and looking for more opportunities to explore different ideas, spaces and connections.

CACUSS Competencies Covered: Intercultural fluency; Equity, diversity and inclusion;Student learning and development



Role Model Moms Post-Secondary Academy: Convening a Cross-Campus/Cross-Institution Team for Responsive Community Programming Roxanne Wright, MD Program, Faculty of Medicine

The Role Model Moms program offers supportive classrooms for women who want to complete their interrupted high school educations and obtain their GEDs. In 2016, 42 RMM students and their children came to Hart House to participate in the first annual Role Model Moms Post-Secondary Academy event. This event was intended to welcome the RMM students and their children to campus, and provide them with information tailored their unique circumstances to help encourage them to see how post-secondary dreams could be made possible. This talk will describe how a team was assembled across departments and units, and across institutions to respond to a community-identified need, and how this cross-functional model can be implemented in other situations.

CACUSS Competencies Covered: Emotional and interpersonal intelligence; Equity, diversity and inclusion; Student advising, support and advocacy

Hart House Global Commons: Co-Curricular Internationalization through Globally-Networked Learning Environments Marco Adamovic, Hart House

The Hart House Global Commons is an interdisciplinary co-curricular space for students from the 3 University of Toronto (U of T) campuses to engage in real-time dialogue with each other and with students participating virtually from international partner locations.   Exploring fundamentally global issues such as Rising Nationalism and Populism, and Achieving Peaceful and Justice-based Pluralism, the Global Commons has connected students from U of T with students and faculty from following locations:  Sciences Po, France; Indiana University Bloomington, U.S.A.; the Universidad de los Andes, Bogotá, Colombia; and the University of Cape Town, South Africa. By utilizing principles of dialogue and democratizing the concept of expertise, the Global Commons provides an inclusive opportunity for internationalization at home, through which students are able to value different ways of being and knowing, develop skill in intercultural competency, and explore the myriad perspectives and worldviews informed by the different cultural and geographical realities of students from around the world. In addition to participation in the sessions, the Global Commons provides for-credit, paid, and volunteer student engagement and leadership opportunities through which students have a direct impact on the design, implementation, and facilitation of the program itself. This type of collaborative engagement centered on diversity and global learning demonstrates the kind of high-impact educational practice that benefits our students tremendously. This presentation will provide a program overview, guiding principles, lessons learned, and a brief preview of the 2018-2019 series.

CACUSS Competencies Covered: Intercultural fluency; Equity, diversity and inclusion; Technology and digital engagement

Parenting in today’s world Mairi McKenna Edwards and Mikaela Gabriel, Student Life:  Student & Campus Community Development

We believe that as settlers, immigrants and refugees, that we need to be in action reaching towards reconciliation with First Nation, Metis and Inuit communities.  We want our children to be equipped with knowledge of and respect for Indigenous history, cultures and knowledge. But many of us wonder about how to teach our children about things we don’t feel equipped to teach about.  So many of us feel alone in our efforts to figure this out, indeed we might be along within our communities or families. We may read books or take courses even. We may have read the Truth & Reconciliation and taken a trip to a Residential School.  But how do we bring this value into our parenting? How do we show them how important this is while we are still learning ourselves? This course offers a community in which to learn and think together about both what and how we can teach our children about the colonial history of Canada past and present, its impacts and ways for us to be in action as families towards reconciliation.

CACUSS Competencies Covered: Intercultural fluency; Indigenous cultural awareness; Equity, diversity and inclusion


This event has been generously sponsored by the Career Education and Education Team in the Division of Student Life. Many thanks for your help!