Supporting Indigenous STEM Students

By: Noah Arney & Michelle Pidgeon

The disparity of post-secondary education (PSE) completion between Indigenous and non-Indigenous Canadians (40% vs. 55.3%) continues to persist (Statistics Canada, 2016). Unfortunately, the disparity is wider when we compare undergraduate degree completion between Indigenous (8.6%) and non-Indigenous Canadians (23.25%). The gap of post-secondary completion (certificate, diploma, degree, and above) specific to the Science, Technology, Engineering, and Math (STEM) fields is even wider. Indigenous people are half as likely to have STEM based PSE (4.1% vs. 10%), and for those with STEM Bachelors degree and above, the gap moves to being a fifth as likely (1.1% vs. 5.7%).

In 2012 Mount Royal University in Calgary, Alberta created the Aboriginal Science & Technology Education Program (ASTEP) to support the growth of Indigenous STEM students in the Faculty of Science and Technology. This program operated from 2012-2019 and represented one of three Indigenous specific STEM programs offered specifically at the university level in Canada.  To understand the impact and influence of this program an external review was conducted in 2017 following Indigenous research processes (Kovach, 2009; Pidgeon & Hardy Cox, 2002). This process included an analysis of institutional data, comparisons with similar programs, and interviews and sharing circles with students, staff, and faculty who were closely associated with ASTEP.

From the participants in the review, ASTEP was valued for its relationship building, wholistic student support, faculty support, and creating a sense of belonging for Indigenous students in the Faculty and more broadly at MRU. This was done through intentional programming and practices by the ASTEP coordinator, faculty, and staff from the Iniskim Centre at MRU all of who had a shared aim of supporting ASTEP students and broader Indigenous communities through programming for Indigenous youth.

Relational Student Services

Relationship building with students was the basis of most of the successes. This was accomplished by frequent interaction in person, electronically, and over the phone. These interactions were spread across the various events and supports offered by ASTEP. Relationship building across academic faculties and other units was accomplished by frequent interaction both formally and informally, both connected with ASTEP directly and as part of the broader University community.

Indigenous students specifically valued the academic advising, tutoring in Indigenous-centered spaces, Indigenous speaker series, Lunch and Learns, Dean’s lunches, and Elder support.  Faculty valued the professional development provided to them, assisting with curriculum development with Indigenous peoples, and organizing meetings with Elders and other knowledge keepers. Students and faculty involved in ASTEP valued the community and sense of support that was created through these various aspects of the program. The collaborations involved in ASTEP provided a welcoming and safe environment, and established relationships of trust and mutual respect.

Intergenerational mentoring with faculty, staff, and students was created through ASTEP that was another core theme emerging from the evaluation that as a program strength. Bringing role models to the institution through the Indigenous Science Speakers Series and other events and programming helped Indigenous students put themselves forward as role models for incoming university students and high school students. Through meeting Indigenous scientists and professionals, ASTEP students could go beyond imagining themselves as Indigenous STEM professionals but becoming such professionals through the meeting role models who were established in such careers. Their responsibility to give back and help the next generation continued for some ASTEP alumni who after they graduated continued to work with the Iniskim Centre and Faculty of Science to mentor the new students.

Successes Found

There was clearly value and impact of the program. From the review of institutional data, the Indigenous STEM student population doubled in five years, and now accounts for 4.2% of students in the Faculty of Science & Technology, up from 1.7% in 2011. Institutional data showed the average GPA remained in line with non-Indigenous students throughout the program while the retention rate of Indigenous students was higher than for non-Indigenous students at 87.4%. This was 10% higher than for non-Indigenous students. Pre-ASTEP retention was unable to be determined due to low student numbers. The ASTEP data challenges stereotypes about Indigenous students not being as committed or academically capable as non-Indigenous students. It also provides support for Indigenous specific programming that is aimed at supporting Indigenous student success and persistence in STEM related programming.

Challenges Faced

Two of the biggest challenges with a program like ASTEP are student time/engagement and sustainable funding. ASTEP worked on the first by having a full-time program administrator who was able to work one on one with students and adjust his schedule to better serve the student population. The coordinator acted as a liaison between the STEM faculty and the Indigenous student services, along with direct supports for Indigenous STEM students. While the program was initially funded externally through corporate funding, and when this source was not renewed, the ASTEP program was closed due to lack of institutional and/or external support. As an interim measure, many different groups on campus have taken up elements of ASTEP to ensure the students are supported until institutional funding can be secured.

Integrating Into Your Practice

Other post-secondary institutions could utilize a similar Wholistic Support Model to support the Indigenous STEM students at their schools. The Indigenous Wholistic Framework (Pidgeon, 2014) utilized by Dr. Michelle Pidgeon in her review of the program is a good model example for Indigenous post-secondary student support. The key feature of Pidgeon’s (2014) model is the “interconnectedness of the intellectual, spiritual, emotional, and physical realms” (p. 10) which are themselves connected with the relational connection of the individual to their community and beyond.  

Indigenous Wholistic Framework (Pidgeon, 2014)
Figure 1. Indigenous Wholistic Framework (Pidgeon, 2014)

The following activities, as described in Figure 2, provide some examples of how to support Indigenous STEM students.

Wholistic Supports for Indigenous Stem Students
Figure 2. Wholistic Supports for Indigenous STEM students

As you can see in Figure 2, there are many opportunities for post-secondary institutions to increase their support for Indigenous STEM students. Many institutions support Indigenous students through advising and tutoring. But the intellectual domain is more than that. Students must be given examples of other Indigenous people who have succeeded at what they are accomplishing, and faculty and staff must learn about the perspectives and backgrounds of Indigenous students. The core though is integrating support for the whole person rather than simply supporting a student’s intellectual success. It is this focus on the whole person that led to the successes of ASTEP, and it can also lead to success in other post-secondary institutions.

The Whole Student

The support of students physically may be seen in two different ways. First the support of students’ physical needs such as ensuring that students don’t need to choose between accessing supports and eating. Second is the use of land-based events and activities which would vary by the region the post-secondary institution is in.

Supporting the emotional and spiritual growth of a student is something that can be done both in conjunction with a wellness centre on campus or could be done in Indigenous student supports. Many institutions have Elders in residence or visiting Elders. Connecting students between programs and between years to create peer supports can be very beneficial. Most important though is the concept of building relations between students and between students and staff and faculty. This creates a feeling of safety and a sense of belonging that helps support students as they progress through post-secondary. Supporting this feeling of belonging is ensuring students have access to cultural supports and ceremonies as they require. Separating the spiritual domain from the rest of the person is not something that is supported by Indigenous educational philosophy. Intellectually, Indigenous students can be supported through peer-tutoring, having faculty members who have been trained around culturally relevant pedagogy and curriculum, and having direct connections of what they are learning to their future career aspirations (e.g., co-op, mentorship with professionals).

Increasing the number of Indigenous students in STEM fields is a worthy goal for any post-secondary institution. Providing support specifically for Indigenous STEM students was shown to be beneficial at MRU. From this program, there are many sharable lessons to support Indigenous students in STEM fields and we hope other institutions take up this work and develop supports, programs, and services for their Indigenous students.

Noah Arney is Work Experience Coordinator – Bachelor of Computer Information Systems, Career Services at Mount Royal University. Dr. Michelle Pidgeon is Associate Professor in the Faculty of Education at Simon Fraser University and Director, Centre for the Study of Educational Leadership & Policy (CSELP) and SAGE (Supporting Aboriginal Graduate Enhancement).

References

Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Buffalo: University of Toronto Press.

Pidgeon, M (2014). Moving Beyond Good Intentions: Indigenizing higher education in British Columbia universities through institutional responsibility and accountability. Journal of American Indian Education, 53(2), 7-28.

Pidgeon, M., & Hardy Cox, D. (2002). Researching with Aboriginal peoples: practices and principles. Canadian Journal of Native Education, 26(2), 96-106.

Statistics Canada (2016). Census of Population, Statistics Canada Catalogue no. 98-400-X2016263. Ottawa: Statistics Canada.

More than a Degree

The school year is starting and students are thinking about what it means to be successful. For the most part, our society defines college success as degree completion. Drawing from conversations that took place as part of the Supporting Student Success research study, Dr. Tricia Seifert offers a definition that moves beyond completion and captures higher education’s value and promise. Check out the 1:45 minute audio clip as part of Inside Higher Ed’s “Academic Minute” series.
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Great Times #CACUSS15

The Supporting Student Success research team had an amazing time connecting with old friends and making new ones this past week in Vancouver. A big thank you to SFU and the #CACUSS15 conference planning team for putting together such a tremendous professional development event. Looking out what is arguably the most beautiful window in Canada, it gave attendees place and space to reflect on how the whole campus can support the whole student.

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We were thrilled to share tips on survey design, findings from Phase 3 of the research study and opportunities to highlight innovative programs and initiatives on the Blueprints for Student Success website. In rooms that had people standing as well as sitting on the floor, conference attendees talked about developing better student surveys and improving outreach to faculty and other student affairs and services staff. Throughout the conference, folks stopped us in the hallways wanting to talk more and asking for our slides. We will post these in the coming week to the main portion of the blog as well as to the Publications/Presentations tab. So stay tuned!

If you came to one of our sessions and have suggestions on how we can better present the content, please “leave a reply.” We are putting together an infographic and would love to incorporate your thoughts and ideas.

Finally, we invite you to take a look at the awesome poster that Diliana Peregrina-Kretz and Kim Elias shared on how people feel encouraged to partner to support student success on their campus. CACUSS 2015 Poster Presentation_SSS

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It was a time of great celebration. Although some of our team members weren’t able to join us, they were definitely there in spirit. Thanks to all who made this such a special conference.

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Lessons from China: Education is Human

By Tricia Seifert

Recently Jeff Burrow invited our readers from around the world to share the great work they are doing to support student success by submitting an ACPA sponsored program proposal. There is so much we can learn from how colleagues in other contexts deal with issues and challenges in their work. In an effort to spark others to share, either in the form of a comment on our blog or with a sponsored program proposal, I would like to share my experience visiting and learning from staff who support students during my three week stay in China this past May.

I had the great fortune to spend time with colleagues at:

Beijing Normal University

Tsinghua University

Xi’an Jiaotong University

Yan’an University

Shanghai Jiaotong University

Xi’an Jiaotong-Liverpool University

I don’t speak Mandarin but I quickly learned the words for teacher (laoshi) and student (xuesheng). Although I was often looked to as the teacher, I was as often the student and learned a tremendous amount from my hosts.

“Education is not eastern or western. Education is human.”

                                                                       – Malala Yousafzai*

I came across this quote after I returned from China but it captures my feelings and thoughts as I walked around these five university campuses. Beijing is more than 10,000 km from Toronto and yet I was struck by how the following three ideas appeared as powerful in one place as the other.

  1. Give peers a chance.

At one of the institutions where I toured, an undergraduate student served as tour guide, interpreter and college ambassador. As we walked through the hallway of this residential college (shuyuan), our student guide shared that undergraduate and graduate students are key members of the shuyuan’s advising committee, which provides voice for student initiatives and appeals at both the residential and academic college levels. Our guide also enthusiastically showed us spaces, within the shuyuan, where more advanced students volunteer as peer mentors and academic tutors. In this particular instance, the Society of Mentors had recently celebrated their fifth anniversary and received an honour from the central government for their work orienting new students to the college.

As I stood in the courtyard of this residential college, thousands of miles from Canada, I was struck by the similarity between our tour guide and the many students I’ve met collecting data as part of the Supporting Student Success research project. In Canada as well as in China, students beam with pride when they share examples of how their peers supporting other students to be successful in their postsecondary pursuits. Whether it is the Sophs at Western University who are instrumental on move-in day and beyond or students involved in the Peer Helper Program at the University of Guelph, we have met countless students who take great pride in exclaiming how students help students on their campus.

What has been affirmed in both eastern and western contexts is that peer culture is powerful. So the question that begs to be asked is, “how are staff and faculty recognizing and valuing positive peer culture and supporting programs in which students help students?” This is not a rhetorical question; please “leave a comment” in the area below so that all who read the blog can learn from the good work being done at your institution.

  1. Students are whole people and have to be supported holistically.

Across public institutions in China, there are literally thousands of staff members who hold the title, fudaoyuan or “advisor” in English. There are so many fudaoyuan because every student is assigned to one and each fudaoyuan advises several classes of students (each class has about 30 students). The fudaoyuan advises students in terms of progress in their academic program of study, career exploration and opportunities, and personal well-being and development. The fudaoyuan also take an active role in students’ moral and ideological education. The fudaoyuan are tasked with knowing and caring for the students in their charge. Although there are elements of a fudaoyuan’s work that feels parental, the fudaoyuan are expected to know their students and advise them as whole people. I remember speaking with a group of fudaoyuan at one institution and thinking how their work reminded me of the work of a “family doctor” – someone who was familiar with my overall health and wellness and could refer when necessary to a specialist.

Certainly, as higher education institutions have grown, student affairs and services divisions have spread out literally and figuratively across postsecondary campuses. To students, our offices might appear to be many specialist doctors – each focusing on their specific area. I recall during data collection for the Supporting Student Success research project visiting a campus where student affairs and services functions operated out of 17 locations on campus.

Interestingly, on the second visit to this institution, the many locations had been condensed considerably and embodied more of the “one stop shop” model in which students can register for classes, pay tuition, pick up financial aid, and perhaps meet with an academic advisor all in one place. Beyond the idea of a “one stop shop” location is the “family doctor” model that seems similar to the fudaoyuan approach I saw in China. The University of British Columbia has pioneered this notion within the Canadian context through their development of enrolment services professionals. Rather than being shuttled from one office to another, ESPs provide personalized support and a single point of contact to introduce students to the network of support available on campus.

Again, in eastern and western contexts, despite growing populations of students, there are opportunities to create positions (fudaoyuan or ESPs) within our organization and spaces within our organization’s physical landscape where students and their needs and development are recognized and addressed holistically. This blog is a space where people can share ideas and learn from others. Please “leave a comment” in the area below and share how you and your colleagues advise students from a holistic perspective.

  1. Supporting students requires professional development for staff.

Currently, China has few graduate programs preparing students to take on student affairs and services roles, whether these are fudaoyuan positions or in a more centralized student services functional area like counselling or career development. There was great interest in learning more about the kinds of coursework that graduate students in the U.S. and Canada would complete.

But beyond specific kinds of credentials, the work of fudaoyuan was acknowledged for the wide range of skills and abilities it requires. Not unlike the changing student demographics in North America, the student population in China is also changing. There was great interest in having more professional development opportunities to prepare staff members to work in meaningful, respectful and intentional ways with today’s student body.

Hearing the call for increased professional development could have been issued as quickly from colleagues in North America as China. Whether the challenges are around mental health or addressing internet usage and the role social media plays in creating community, having the professional support to gain knowledge and skills to address contemporary issues can not be overstated. This is an opportunity to crowdsource professional development (PD) opportunities that you have taken advantage of that you have found to be particularly useful. Please “leave a comment” in the space below so that others may learn from your PD experiences.

 

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These three ideas illustrated that while the world is vast, many of education’s roots and values transcend geopolitical boundaries. Students in China like students in Canada and North America have the capacity and compassion to be positive peer role models and educators in their own right. Students are whole people and the challenges they face in their personal life may have direct bearing on their ability to do well in the classroom. Yet, it is difficult for staff to educate in a holistic fashion without continuing education, training and professional development.

The university campuses that I visited looked simultaneously nothing like a North American university (how many North American residence hall balconies serve as clothes lines?) and everything like a North American university (students studying at the library). It was a trip of embracing both the similar and the distinct.

Learning from colleagues in China ignited a passion to gain even greater insight about how student affairs and services work is practiced in different international contexts. In an effort to learn from each other, I invite you to “leave a comment” of what you have learned from your international colleagues below. I close by re-iterating the invitation to share your good work and contribute to the global conversation. Submit a sponsored program proposal to ACPA’s Commission for Global Dimensions of Student Development (proposals are due Sept. 4, 2014) or NASPA’s International Education Knowledge Community (proposals are due Sept. 5, 2014).

*Malala Yousafzai is a young girl who stood up for girl’s educational rights in Pakistan and was shot by the Taliban. She lived and has written a poignant autobiography titled, “I Am Malala

 

Post-secondary Student Identity and Success

This is a guest blog from Dr Nicholas Bowman. He is an assistant professor in the Department of Higher Education and Student Affairs at Bowling Green State University. 

Higher education scholars and practitioners have attempted to determine what contributes to post-secondary student retention, persistence, and graduation. Unfortunately, some of the most common factors that have been examined (such as integration into the social and academic environment) have a surprisingly modest relationship with student persistence. It appears that current theories may be missing some important piece or multiple pieces of the “student departure puzzle” (to borrow a phrase from John Braxton).

In trying to figure out what this missing piece might be, I considered the concept of identity centrality from social psychology. As described by Robert Sellers and others, identity centrality conveys how important some aspect of one’s identity is to their overall self-image or who they perceive themselves to be. These identities may pertain to our life roles (such as being a parent or working in a certain occupation) and our demographic characteristics (such as race, gender, or sexual orientation). Drawing upon this framework, I suspected that students who see their identity as post-secondary students as central to their self-definition might be more likely to remain committed to staying in college or university and more likely to eventually complete their credential.  Among those who are high in student identity centrality, persisting as a post-secondary student is critical for maintaining and actualizing an integral part of oneself.

Student identity centrality may also serve to buffer the potentially negative effects of challenges that may deter students from achieving their goal of completing a post-secondary credential. For example, students who face substantial stress from family or financial difficulties may be likely to drop out if being a student isn’t important to who they are, but those with high student identity centrality should be more likely to do whatever they can to remain in school and maintain this important aspect of themselves.

To explore this possibility, one of my students and I collected data from over 400 undergraduates at a large, public university in the United States; this institution is largely residential, and it primarily contains traditional-age, full-time students. Some of the findings from this initial study are intriguing, and a colleague of mine is currently collecting data at another institution to corroborate these results. In our questionnaire, we included some of the “usual suspects” of student success research (such as demographics and high school GPA) as well as some concepts that are understudied in higher education (such as stress from external sources and validation received from faculty and staff members, drawing upon the work of Laura Rendón and others).

In this study, student identity centrality was positively related to one’s commitment to the goal of receiving a university degree; this relationship was actually as strong for identity centrality as for social integration and academic integration, which are two of the most widely used concepts in research on student success.  Student identity centrality was also associated with greater commitment to their current university and intent to persist until graduation. These patterns occurred even when statistically accounting for various precollege characteristics, college experiences, and social and academic integration. In addition, the effects of external stress, campus climate, social integration, and academic integration on goal commitment were all weaker among people who were high in student identity centrality. This finding is intriguing, because it suggests that students who are facing challenges on or off campus may be less affected if being a student is central to their sense of self.

So how can we promote student identity centrality on our campuses? This study’s findings show that campus climate and social integration are positively associated with identity centrality, so efforts toward those bolstering those attributes would be a good start. Encouraging certain forms of student engagement may also be helpful, since some roles on campus involve directly helping other students develop and flourish, including resident advisors, peer mentors, academic tutors, orientation leaders, and student government officers. By actually “seeing” themselves help with the post-secondary transition, these students will likely believe that being a student is important and hold it as more central to their own identity.

Finally, in many discussions of theories about student retention and persistence, people have debated whether the proposed factors that lead to student dropout are the “student’s fault” or the “institution’s fault.” In the case of student identity centrality, I believe that this is largely outside of students’ conscious control. As a thought experiment, is there a major part of your own identity that was previously unimportant, but you consciously decided to make it important?

Incoming undergraduates may be predisposed toward student identity centrality through various socialization processes that involve family members, peers, schools, neighborhoods, and media exposure. In addition, both before and during college and university, students from marginalized identity groups may receive frequent messages—whether explicit or implicit—that they may not be valued as students to the same extent as others, which could certainly affect identity centrality. And one could argue that post-secondary education is objectively more central to the lives of traditional-age, full-time students who live on campus than for part-time students with full-time jobs and substantial family responsibilities. It is very likely that many students who attend college or university part-time are high in student identity centrality, but having other life roles that are time consuming and personally important may decrease the likelihood of holding this particular identity as central. More potential factors may be involved in shaping this form of identity, and the ones listed here are speculative and have not been directly supported by research evidence.

Clearly, there is much more to discover about student identity centrality. However, this concept seems promising, and it may ultimately prove useful when seeking to understand and improve student success.

 

Encouraging and Fostering a Positive Peer Culture to Promote Student Success

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Posted by Diliana Peregrina-Kretz

Academics and professionals have documented the role of peers in the academic and personal success of students in post-secondary education. There is a consensus in the literature that peers are one, if not the most influential group supporting students succeed in post-secondary education. The role that peers play in the lives of students is integral to their socialization – they provide students with a unique lens from which to examine their academic and personal success; they provide personal insight and advice that students can relate to; and can provide encouragement and guidance that helps students push through in difficult situations. The power of peer relations is so strong in part because they are engrained in every aspect of the student experience; from taking courses together to living in the same tiny room in the residence halls. Peers are in every corner of the institution and whether their role is a formal one (e.g. being a Don or a peer mentor) or informal (e.g. classmate or roommate), they can have a very positive impact on students’ success. Encouraging and fostering a peer culture that enhances peer relations and interactions is a critical step in supporting student success.

During phase II of the Supporting Student Success research study, we interviewed students from a variety of years and majors across 13 institutions (nine universities and 4 colleges); there was a strong consensus that peers played a very important role in the success of students at every institution. Students explained that their peers served as confidants, teachers, counselors and academic advisors, even relationship experts. Students sought their peers to get help with academic work, to seek advice on how to get involved on campus, to navigate the organizational structure of their institution, and often to get a little “kick” of encouragement to help them get through. Peers were influential in every aspect of students’ experience and their support was cited as instrumental in our participants’ success.

As student affairs and services staff and faculty working directly with students, we can be intentional about how we enhance and support a peer culture that cultivates positive interactions and relationships. Peer support thrives in an environment that is supported by faculty and staff that encourage and reward peer support. In the classroom, this is exemplified in structuring courses that involve group work or that encourage the formation of study groups to get the best learning experience. Even beyond the group work dynamic, faculty can encourage students to be responsible for co-teaching their peers a particular module of the course that is assigned to them or encouraging senior students who have taken the course to return as tutors. In a student affairs capacity, cultivating a peer culture that enhances peer relationships extends beyond a formal capacity such as peer mentorship, Dons, and other para-professional positions. It is also about reminding students in our everyday work that peers, all peers, can play a crucial role in student success and that making intentional efforts to work and help one another is critical for their success. Cultivating a peer culture that fosters positive peer support extends beyond formalized programs, it is about the attitudes and messages that we send to our students in our everyday work.

The Supporting Student Success research team will be discussing the important role of peers in more detail at the upcoming ACPA conference on Wednesday, April 2nd, in a presentation titled: Finding Their Way: The Role of Peers in Post-Secondary Experiences. The presentation will take place at the Indiana Convention Center, room 142 from 8:30am to 9:30am. In this presentation we will be discussing a theoretical model that examines how we can understand peer culture and the important role that peers play as connectors, partners, and supporters in supporting student success. If you cannot join us at ACPA, be sure to come back to our blog as we will be uploading our presentation.

 

Share Your Blueprint: Student Experience Video Competition

We are officially launching our ‘Share Your Blueprint’ student experience video competition! We know that you interact with postsecondary students on a daily basis, and as such we invite you to encourage them to create videos showcasing the blueprints they have developed throughout their education. 

Please share the following call for submissions with students who you think would be willing to share their college and university involvement experiences.

Thank you for your support.

Tricia Seifert & Christine Helen Arnold (Youth Outreach Coordinator)

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Share Your Blueprint

Student Experience Video Competition

The Supporting Student Success research team invites submissions for our 2014 ‘Student Experience Video Competition’. In the format of a short 4-5 minute video, we would like students to depict and discuss the blueprints they have created for themselves during their time at college and/or university. What initiatives and programs have you participated in, who have you engaged with, how did you get involved and how do the pieces fit together to support your success? Student blueprints may include but are not limited to: interactions and/or relationships with college and university staff, advisors, counsellors, faculty and peers; study groups; learning skills workshops/programs; career training; community outreach; leadership opportunities; peer helper programs, employment on campus; residence life; student government; clubs and sports.

The contest carries a first prize of a $75.00 Pizza Pizza gift certificate and a second prize of a $50.00 Starbucks gift certificate. The top 5 videos will be featured on the Supporting Student Success research team’s new youth outreach website, entitled Blueprints for Student Success. The website is dedicated to educating high school students about the services and programs offered on college and university campuses.

Contest Rules:

  • Video creators must be current students in a college and/or university.
  • Students are to be creative, humorous, ingenious and authentic in conveying the blueprints they have created.
  • The video must be original material between 4-5 minutes in length and not submitted previously for any event or contest. The content must not infringe on any person’s third party rights.
  • Individual students or groups may submit videos.
  • Prizes apply to both individual and group submissions (groups are responsible for determining how to distribute/share winnings).
  • The Supporting Student Success research team reserves the right to disqualify any videos that contain advertisements or contain any unlawful, misleading, malicious, discriminatory, sexually explicit or other objectionable content.

Submissions:

  • Please upload your completed video to YouTube. Once successfully uploaded, please submit the following items to shareyourblueprint@gmail.com:                 1) Title of submission, 2) Names of all participants and 3) YouTube video link.
  • The deadline for all submissions is Friday, March 14th 2014.
  • Any inquiries can be directed to Tricia Seifert tricia.seifert@utoronto.ca or Christine Helen Arnold c.arnold@utoronto.ca.