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Student Success: Pushing Boundaries, Raising Bars

Network for Academic Renewal Conference
March 22-24, 2012
Seattle, Washington

Session Materials and Resources

AAC&U thanks this conference's session facilitators for sharing their work. Resources and materials are made available here at the discretion of the facilitators and are not available for all sessions.

Thursday, March 22

2:00 – 5:00 p.m.           Pre- Conference Workshops

Workshop 1: Creating Campus Cultures for Access and Success
What does a campus culture for student access and success look like? How is greater student access and success fostered and sustained? How do campuses determine where to set the bar for student expectations and allocate resources for achievement? This workshop will provide a set of framing questions that educators can use to develop strategies and practices for closing the achievement gap.Participants will consider how to use these questions along with data about their students to develop high-impact practices that help those most at risk achieve their highest educational aspirations. Participants will leave with key steps for better understanding their students and for coupling high expectations with high-impact practices to foster and sustain a culture of student success.
Geoffrey Chase, Dean of Undergraduate Studies—San Diego State University

Workshop 2: How to Hit a Moving Target: Assessing Engaged Learning in Changing Environments
Campuses are increasingly realizing the need to expand traditional notions of student learning to accommodate diversifying student populations, technology-rich environments, and resource deficits. Two solutions being implemented by campus educators are the use of rubrics and e-portfolios to capture and assess learning experiences across complex and often non-traditional settings. Participants will examine the role of Web 2.0 tools and new learning environments in shaping ways to assess engagement (e.g., social media and constructivist digital tools). Participants will discuss the utility of e-portfolios and rubrics in assessing engaged learning, especially with regard to developing intentional reflective practices that integrate meaningful assessment with experiential learning.
Randy Bass, Assistant Provost for Teaching and Learning Initiatives and Professor of English, Center for New Designs in Learning and Scholarship—Georgetown University and Ashley Finley, Senior Director of Assessment and Research—AAC&U

Workshop 3: Raising the Bar for Students: Providing Cross-Campus Support (ppt), Readings (pdf)
Effective teaching in the 21st century draws upon science and art to offer a definitive expression of integrative learning and successful problem solving. Across the country, faculty members are traversing disciplinary boundaries and experimenting with strategies that engage students, deepen their learning, and help them successfully complete their educational goals. This workshop invites a cross section of campus educators to discuss transcending traditional boundaries to raise expectations for students and foster their educational achievement. Participants will discuss how students learn and how best to engage them; how to introduce students, including underprepared students, to the essential questions and key concepts at the core of our disciplines; and how to help students cultivate habits of mind—including integrative thinking—that enable them to be effective problem solvers both in and out of school.
Emily Lardner and Gillies Malnarich, Co-Directors, the Washington Center for Improving the Quality of Undergraduate Education—The Evergreen State College

Workshop 4: Facilitating Seamless Transitions (ppt)
With a growing number of students—many being first-generation and underserved—entering college through two-year institutions, how can campuses assure that all students receive the support and learning experiences they need to seamlessly transition from secondary through post-secondary education? Participants will join with colleagues from a range of institutions to examine research and policy perspectives on the pipeline and transition issues they and their students face. They will discuss the components necessary for effective transfers and evidence for high-impact practices that are successfully advancing student achievement, from first-year seminars to capstone experiences.
Deborah A. Santiago, Vice President of Policy and Research—Excelencia in Education and John Michael Lee, Jr., Policy Director, Advocacy and Policy Center—The College Board

7:00 – 8:30 p.m.           Welcome Remarks and Keynote Address  

Podcast Recording

Welcome Remarks
Susan Albertine, Vice President, Office of Engagement, Inclusion, and Success, AAC&U

From Memorization to Imagination: Embracing a New Culture of Learning for Student Success (ppt)
Today’s students use technology to learn and produce new information in ways that are just beginning to be comprehended. Understanding how and what students are learning through digital media requires new systems of analysis to assure that these understandings evolve with actual experiences and effectively inform pedagogy and curricular designs that match new student demographics. Dr. Thomas will share his latest research findings about the ways in which students are learning in a digital world. He will offer insights for how higher education must change to provide students with the environments critical for success in today’s information-rich, technologically advanced, and globally connected society.
Douglas Thomas, Associate Professor, Annenberg School for Communication and Journalism—University of Southern California

8:30 –9:30 p.m.            Poster Session

Theme 1: Defining 21st century student success
Poster 1: Engagement with Undergraduate Research: A Multifaceted Approach
Cal Poly Pomona is transforming its approach to undergraduate research through multiple, coordinated initiatives. These include: active learning opportunities for lower-division and transfer students; university-wide celebration of research; and the coordination of various externally funded programs that provide undergraduate research opportunities. A description of these approaches as well as preliminary assessment of their effectiveness will be shared.
Winny Dong, Professor of Chemical and Materials Engineering—California State Polytechnic University-Pomona

Theme 1: Defining 21st century student success
Poster 2: Helping First-Generation College Students Become Teachers
Nationwide, first-generation college students (FGCS) are four times more likely to leave college after the first year. Teach First is North Central College’s program for first-generation college students who plan to pursue a career as a teacher. Launched in 2008, Teach First aims to recruit and retain FGCS and provide mentorship, experiences, and resources through an institutional network of peers, professors, staff, and alumni who were FGCS. In this poster session, presenters will specifically share: 1) how Teach First students are supported and mentored; 2) the structure and topics of monthly small-group sessions based on year in college; and 3) agendas for one-on-one meetings with the Teach First Director to set realistic academic goals, plan for campus involvement, and develop personal and professional goals.
Julie Carballo, Director of Teach First—North Central College

Theme 1: Defining 21st century student success
Poster 3: Educational Equity through Community Engagement
This session will share findings and best practices from an urban university-community partnership: the Seattle University Youth Initiative (SUYI). In particular, presenters will share the process of community engagement in the first two years of this decade-plus-long initiative. Participants will have the opportunity to examine the SUYI model and explore ways to enhance their own institutional engagement efforts.
Erica K. Yamamura, Assistant Professor, Student Development Administration and Ethan DeCoster, Graduate Research Assistant—both of Seattle University

Theme 1: Defining 21st century student success
Poster 4: Tootsie Pops, Toilet Paper, Vampires, and Zombies: Making Research Fun
Many students arrive at colleges and universities with highly-developed skills of disinterest. They know how to feign interest in school, but they don’t necessarily know what it feels like to be genuinely intellectually engaged. Based on two decades of research into fun in learning, the presenter has developed a culturally sensitive research methodology that teaches students basic inquiry skills while they research something of interest to them. Visit this poster to discover the six skills of interest and success related to the themes of fun in learning, take a fun survey, view samples of student work, and access materials adaptable for use in multiple disciplines.
Wilkins-O'Riley Zinn, Professor of Education, Faculty Director of Teaching and Learning—Southern Oregon University

Theme 1: Defining 21st century student success
Poster 5: Transfer Students in Minority-Serving Institutions: What Factors Matter at What Time?
Studies of transfer-student success have largely focused on the point of transition, but what happens to students after they transfer? To address this question at minority-serving institutions, this study tracks multiple cohorts of students who transferred to a large minority-serving research university. In contrast to conventional models that only focus on the “final” outcome of graduation, it also examines the timing of multiple outcomes (e.g., students who transferred from a minority-serving community college in the same metropolitan area were more successful than other transfer students). The presenter will discuss findings and their policy implications, and provide recommendations for institutions and policymakers.
Yan Xie, Research Associate and Anthony Abrantes, Research Assistant—University of Texas at El Paso

Theme 1: Defining 21st century student success
Poster 6: NUCLEUS (The Network of Undergraduate Collaborative Learning Experiences for Underrepresented Scholars)
The Network of Undergraduate Collaborative Learning Experiences for Underrepresented Scholars (NUCLEUS) is a program in the College of Arts and Sciences at the University of Delaware that helps recruit and retain underrepresented, first-generation, and low-income undergraduates. For the first 18 years services were provided exclusively to STEM disciplines. In the fall of 2010 the University of Delaware expanded the program to provide services to all majors within the College of Arts and Sciences. This session will focus on the ways in which UD has used the program to improve recruitment, retention, graduation rates, and job placement for historically underrepresented students.
Rosalind B. Johnson, Director and Jacqueline Aldridge, Assistant Dean—both of University of Delaware

Theme 1: Defining 21st century student success
Poster 7: Asian American and Pacific Islander Student Leadership Perspectives
Developing the leadership potential of today’s college students requires new methods for teaching leadership skills, thinking about leadership as a collaborative process, and broadening the idea of who is a leader. This poster session will highlight the key findings from a qualitative case study that explores the leadership perspectives and experiences of 14 Asian American and Pacific Islander college students. By bringing the voices of students from this understudied and often misunderstood group to the forefront, this study challenges and expands the current leadership discourse in higher education institutions. Further, it encourages campus personnel to more effectively foster an institutional culture that supports all students in their leadership development processes.
Francesca C. Lo, Assistant Director, Pipeline Project—University of Washington-Seattle

Theme 1: Defining 21st century student success
Poster 8: AAC&U’s Liberal Education and America’s Promise
AAC&U’s Liberal Education and America’s Promise (LEAP) initiative is designed to champion the value of a 21st century liberal education for all students. LEAP addresses the demands of a globally interdependent world, intending to match ambitious goals for college access and completion to a 21st-century vision for learning. Participants are invited to visit this poster to learn more about the LEAP vision and the many activities of the LEAP campaign.
Susan Albertine, Vice President, Office of Engagement, Inclusion, and Success and Karen Kalla, Director, Network for Academic Renewal—AAC&U

Theme 2: Designing and assessing high-impact practices
Poster 9: Tailoring High Impact Practices for Success in a Non-Traditional Setting
At colleges and universities with a high proportion of non-traditional and first-generation college students, high-impact practices can be successfully employed with a creative approach. This presentation will describe how Austin Peay State University, a state university in a non-metropolitan environment, has developed undergraduate-research and first-year programs to foster student success and engagement. By supporting flexible research opportunities and offering relevant first-year experiences, APSU has made significant progress in a setting that does not immediately appear to offer itself to engaged learning practices. The presenter will identify challenges and solutions and describe practices which may be applied to other learning environments.
Dixie Webb, Dean, College of Arts and Letters and Lori Buchanan, Coordinator of Research and Instruction and Professor—both of Austin Peay State University; and Rebecca M. Jones, Assistant Director, Office of Student Scholarship Creative Activities and Research—George Mason University

Theme 2: Designing and assessing high-impact practices
Poster 10: Freshman Transition Models and their Impact on Underrepresented Students
For nearly three decades, Cal Poly Pomona’s Educational Opportunity Program (EOP) has been providing a high-school-to-college transition program, Summer Bridge, which has increased the persistence of underrepresented students at the institution. This poster session will engage participants in examining how the program has adapted to the factors imposing programmatic changes, and how university staff members are assessing its effectiveness in meeting learning objectives. The poster also offers an analysis of outcomes achieved vs. resources allocated, and will address how changing the program length and delivery mode affects the program’s objectives.
Lea J. Manske, Associate Director of Student Support and Equity Programs—California State Polytechnic University-Pomona

Theme 2: Designing and assessing high-impact practices
Poster 11: Helping Special-Needs Students Succeed Through Online Technology (pdf)
This session will present the design for and outcomes of integrating an online program into a developmental writing course. In particular, the poster will focus on the success of special-needs student populations through four case studies: a student with Asperger's syndrome, one with dyslexia, one who is blind, and an English-language learner.
Ellen A. Hernandez, Assistant Professor of Reading and Writing Skills—Camden County College

Theme 2: Designing and assessing high-impact practices
Poster 12: Promoting Student Success through Structured and Prescriptive Programming
This poster will feature two programs that were implemented to promote student success and retention at a small, private minority-serving institution and a large, public majority-serving institution. Clark Atlanta University and Kennesaw State University, both located in the Atlanta metropolitan area, have common goals for student success and retention, but unique individual campus programs to accomplish these goals. Kennesaw State implemented a prescriptive approach in a first-year seminar, whereas Clark Atlanta implemented a structured approach for STEM majors during the fall 2011 semester. Both approaches focused on individualized and targeted support. Results from evaluations will be presented and the results used to examine impacts and develop future enhancements for both approaches.
Marjorie G. Campbell, Professor and Chair, Department of Biological Sciences and Shirley Williams-Kirksey, Dean, School of Arts and Sciences—both of Clark Atlanta University; and Michael S. Heard, Associate Dean, University College—Kennesaw State University

Theme 2: Designing and assessing high-impact practices
Poster 13: Strategies for Implementing High-Impact Practices in General Education
This poster will present findings from a case study investigating implementation of selected high-impact practices (HIPs) in the general education program at an urban, comprehensive, historically black university. HIPs’ integration is conceptualized in the context of Rogers’ (2005) diffusion of innovation framework. The study results will prompt the following questions for participants to consider and discuss: What are the main challenges to HIPs’ implementation in the general education classroom? What practical strategies and techniques can instructors enact to effectively integrate HIPs into the teaching and learning process?
Enrique G. Zapatero, Director of the Center for the Enhancement of Teaching, Learning, and Advising and Chinedu Okala, Professor of Fine Arts—both of Norfolk State University

Theme 2: Designing and assessing high-impact practices
Poster 14: Using a Multi-Institutional Community of Practice to Effect Classroom Changes
The degree to which pedagogical innovations improve student learning depends on maintaining useful assessment practices. The workshops described in this poster create an ongoing community of practice that supports such assessment efforts, and the lessons learned are applicable to individual campuses as well as multi-institutional efforts. This poster presents lessons learned from a National Science Foundation grant to advance active learning in biochemistry with faculty members from small colleges and large research institutions nationwide. The presenters will describe how Wenger’s Community of Practice model fits the workshops they conducted and suggest how it could be applicable to a wide range of changes in higher education.
Vicky Minderhout, Professor of Chemistry and Jennifer Loertscher, Associate Professor of Chemistry—both of Seattle University

Theme 2: Designing and assessing high-impact practices
Poster 15: Facilitating Persistence and Learning through Academic Advising
Recently, scholars have contended that academic advising requires forms of assessment that have traditionally focused more on measuring student learning outcomes. In a time when declining resources are commonplace and gauging the benefits of college has become more complex, it is imperative to take proactive steps to determine the educational objectives of academic advising. This poster will prompt discussion of innovative ways in which a large public university ascertains its advising services’ effect on students’ academic and social lives. More specifically, it will share assessment instruments that measure variables such as problem-solving and decision-making skills, and brainstorm how these assessment efforts might be adapted to other campuses.
Chiara Paz, Research Analyst and Marc Levis-Fitzgerald, Director, Center for Educational Assessment—both of University of California-Los Angeles

Theme 2: Designing and assessing high-impact practices
Poster 16: Cultivating and Assessing Teamwork Skills in a Service-Learning Capstone Course
This poster describes innovative teaching and learning methods employed in a service-learning capstone course that are designed to cultivate teamwork and collaboration skills among college seniors. It also provides evidence of these methods' efficacy through the presentation of assessment data derived from AAC&U’s VALUE teamwork rubric. Finally, the poster will include practical ideas for using the teamwork rubric within the context of two high-impact practices: service learning and a capstone course.
Jon Schamber, Professor of Communication—University of the Pacific

Theme 2: Designing and assessing high-impact practices
Poster 17: Innovative Statewide Course Redesign: Improving Access, Retention, and Achievement
Approximately 70 percent of American high school graduates enroll in postsecondary education, yet fewer than half of those earn a certificate or degree within six years. In response to the American Graduation Initiative, Maryland committed to ensuring that 55 percent of its citizens will have obtained either an associate’s or a bachelor’s degree by 2020. Funding from the Lumina Foundation and the University System of Maryland is helping to address the state’s goal through course-redesign initiatives. Presenters will discuss the architecture and impact of these initiatives on Maryland’s goal of increased degree attainment, and will share alternatives to the archaic lecture method that improve academic success and are less costly than lecture-based strategies.
Erin D. Knepler, P-20 Program Director—University System of Maryland

Theme 2: Designing and assessing high-impact practices
Poster 18: Alternative Measures for Defining Student Success: A Longitudinal Analysis
Definitions for student success should be broadened beyond such metrics as graduation rates, GPA, and employment, to include student perceptions of how their academic experiences have contributed to life satisfaction. Many universities use the National Survey of Student Engagement (NSSE) to assess students’ perspectives of their educational experiences, and the ability of the NSSE to predict longitudinal student outcomes warrants study. This poster will share the results of a survey of seniors who completed the NSSE in 2009 or 2010 regarding their employment status, life satisfaction, and perceptions of their collegiate experiences. The results will be presented in terms of how campuses can use the NSSE and students’ qualitative perceptions of high-impact practices to advance student success.
Leonard Orr, Assistant Vice Chancellor for Academic Affairs and Karen Schmaling, Vice Chancellor for Academic Affairs—both of Washington State University

Theme 2: Designing and assessing high-impact practices
Poster 19: More Than A Book: Intentionality and Impact through Common Book Programs
While common book programs have become a familiar part of the first-year college experience, research supporting the efficacy of these programs is scarce, leaving institutions with little guidance on how to evaluate effectiveness and justify cost. The presenters' own research found a strong relationship between common book reading and high levels of student learning and development. Intentional design and data-driven refinement has led to guidance that is genuinely portable. This poster will examine practices with a strong empirical basis. Presenters will discuss everything from book characteristics to program features as they identify outcomes that institutions can incorporate into assessment plans.
Matthew W. Hayes, Assistant Professor of Psychology—Winthrop University

Theme 3: Supporting and rewarding faculty innovation
Poster 20: Project Kaleidoscope’s Summer Leadership Institutes
This poster will describe the Project Kaleidoscope (PKAL) Summer Leadership Institutes (SLI), which PKAL has been offering since 1996. The institutes are designed to help emerging STEM faculty leaders set a professional course for their future as agents of change on their campuses. Over 200 STEM faculty members have participated in the SLI and 40 percent have gone on to academic or national leadership positions. The poster will describe the SLI philosophy, curriculum for leadership development, and the impact on faculty careers, leadership development, and campus action.
David F. Brakke, Dean, College of Science and Mathematics, James Madison University; Susan Elrod, Executive Director, Project Kaleidoscope; Elizabeth McCormack; Professor of Physics, Bryn Mawr College; and Alison Morrison-Shetlar, Dean of Elon College, Elon University

Theme 4: Facilitating effective transitions
Poster 21: A Successful Writing Program: Ensuring Writing Mastery for Every Graduate
The North Miami campus of Johnson & Wales University has developed a unique, intentional, and comprehensive program that ensures the successful mastery of college-level writing skills for all students. Of the highly diverse student body of the North Miami campus, approximately 1/3 is African-American, 1/3 is Hispanic, and 1/3 is white. Many of these students are the first in their families to attend college, come from low-income families, or are underprepared academically. This poster will show how the North Miami campus's writing program front-loads support services, scaffolds writing instruction, shifts the focus of instruction from the writing product to the writing process, and mandates writing proficiency of every graduate using direct assessment of each student’s work.
Martha Sacks, Director of the Center for Academic Support—Johnson & Wales University-North Miami

Theme 4: Facilitating effective transitions
Poster 22: Ready or Not Writing: What Does College-Ready Writing Look Like?
This poster will address the misalignment of writing standards between high schools and colleges—standards that contribute to rising enrollment in college remedial-writing courses. Ready or Not Writing is an online program that grew out of a vertical alignment project.  Now in its fourth year and aligned with the Common Core standards, the program invites high-school students to submit their writing electronically to college English instructors for assessment, feedback, and support. The presenters will explain this vertical-alignment research project involving high school teachers and college faculty, and will demonstrate the design, navigation, and user benefits of Ready or Not Writing.
Paul Carney, Program Coordinator, Ready or Not Writing and Paul Drange, Director of The Center for College Readiness—both of Minnesota State Community and Technical College

Theme 4: Facilitating effective transitions
Poster 23: The Rural Alaska Honors Institute: Educating, Nurturing, and Retaining Native Students
The Rural Alaska Honors Institute (RAHI) is a six-week college-preparatory summer program on the University of Alaska Fairbanks campus for Alaska Native and rural-high-school juniors and seniors (the program’s students are 94 percent Alaska Native). Students, who earn college credits for the program, are purposely stretched beyond their academic and social comfort levels to prepare for the big step from their home or village to a large, culturally Western, and urban campus. They are treated as honors students and are expected to meet all program standards. This poster will describe how a program of rigorous academic activity combines with social, cultural, and recreational activities to make up the RAHI program of early preparation for college.
Denise Wartes, Program Manager, Rural Alaska Honors Institute—University of Alaska Fairbanks

Theme 4: Facilitating effective transitions
Poster 24: The Michigan STEM Academy
Recognizing the need for an increased and diverse STEM workforce in Michigan and nationally, the University of Michigan launched the Michigan STEM (M-STEM) Academy in the College of Engineering in the summer of 2008. M-STEM adapted features of the Meyerhoff Scholars Program at the University of Maryland-Baltimore County to develop a program serving talented and diverse incoming engineering students who otherwise might not be successful in pursuing a Michigan STEM degree. The poster will present the program’s impact on first-year grades (including actual compared to predicted grades, based on background) and the performance of this cohort within the context of a large engineering population.
Darryl M. Koch, Director of Retention and Academic Support Services and Cinda-Sue G. Davis, Director of the Women in Science and Engineering Program—both of University of Michigan

Theme 4: Facilitating effective transitions
Poster 25: Engaging Real-World Problems in College Transition: Lessons from a Living-Learning Community
Poster presenters will share interim results and lessons learned from an initiative to shift a traditional success program—focused on extended orientation, transitional support, and academic development—to a living-learning community model that begins in the summer and continues throughout the first year. The new living-learning version of “Summer Launch” integrates traditional student-success programming with linked general education courses, faculty involvement, and interdisciplinary learning. Presenters will provide information on the structure and rationale for the new program, examples of student work, testimonials, and assessment results about the effectiveness of their approach.
Laura M. Pipe, Director of Learning Communities, Dana Saunder, Associate Director of Undergraduate Student Excellence, Sonia Haga, Graduate Assistant, Office of Learning Communities, and Jenna Ryan, Graduate Assistant in Undergraduate Student Excellence—all of University of North Carolina at Greensboro

Friday, March 23

8:00 – 9:00 a.m.           Plenary           

Podcast Recording                                        

Empowerment Without Boundaries: Untangling the Rhetoric of Access and Success (ppt)
Meeting the educational and developmental goals of an increasingly diverse student population compels a new vision for systematic change throughout higher education. At the same time, this new student population further entangles traditional definitions of success—including those related to access, student learning, and degree completion. Today’s discussions on “student success” must broaden to pose 21st century questions, analyze the opportunities and challenges that characterize the lives of 21st century students, and foster new designs for comprehensive systems that equitably support all students. Dr. Cooper will examine how higher education policies that both reflect and affect the intersections of research and practice can facilitate greater integrative and engaged learning to prepare all students—especially underserved students—for college-level work and full participation in our global society.
Michelle Asha Cooper, President—Institute for Higher Education Policy

9:15 – 10:30 a.m.         Concurrent Sessions

Theme 1: Defining 21st century student success
CS 1: AAC&U: A Newcomers’ Welcome and Review of LEAP—Turning Ideas into Action
As the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education, AAC&U works closely with campuses to extend the advantages of a liberal education to all students, regardless of academic specialization or intended career. In this session, participants will learn how AAC&U’s five broad goals for student learning (a guiding vision for liberal education; inclusive excellence; intentional and integrative learning; civic, diversity, and global engagement; and authentic evidence) and its Liberal Education and America’s Promise (LEAP) initiative provide context and framework for the undergraduate experience. Participants will learn how these goals broadly and LEAP’s high-impact practices specifically might be adapted to advance student success.
Susan Albertine, Vice President for Engagement, Inclusion, and Success and Tia Brown McNair, Senior Director for Student Success—both of AAC&U

Theme 1: Defining 21st century student success
CS 2: Setting Unapologetic Standards and Articulating Success for Men of Color
Currently, just 26 percent of African Americans, 24 percent of Native Americans and Pacific Islanders, and 18 percent of Hispanic Americans have at least an associate degree. This session will review national findings related to the higher education aspirations, access, retention, and success of men of color. It will examine a campus model that is helping men of color redefine success through targeted academic support and intensive leadership development. Participation is voluntary and the program’s creed is, “Men of MANdatory distinguish themselves by doing what others are unwilling to do to be successful.” This session will chronicle the development of the MANdatory program, articulate lessons learned, and explore institutional implications for recruitment and retention of men of color.
Norm J. Jones, Assistant to the President—Dickinson College and John Michael Lee, Jr., Policy Director, Advocacy and Policy Center—The College Board

Theme 1: Defining 21st century student success
CS 3: Examining and Elaborating a View of 21st Century Student Success
How do we define student success in the 21st century, where the questions we face are big—complex, entangled, and unscripted? Participants will discuss and elaborate a view of 21st century student success that is broad in scope, interdisciplinary in nature, and methodologically attuned to economic, ecological, political, scientific, cultural, and technological complexity. The facilitator will foreground a theoretical framework, practice, and set of tools that together engage issues at the crossroads of politics and science, such as global climate change, synthetic biology, ecological sustainability, stem cell research, and the increasing commodification of living systems. Participants will then explore a web-based framework that further extends and tests this model as an avenue for an interdisciplinary curriculum.
Michael J. Flower, Professor of Interdisciplinary Science Studies—Portland State University

Theme 2: Designing and assessing high-impact practices
CS 4: A Learning Analytics Toolkit for Student Success
While some may say we are awash in data, many institutional leaders believe that this data is not easily retrieved, combined, or interpreted for better decision making. The emerging field of analytics has the promise of combining large amounts of data with growing capacities in business intelligence, personalized information systems, predictive capacities, and learner-relationship management systems. This session will describe a toolkit for leaders that includes an overview of the state of the field of learning analytics in higher education, the metrics to identify student-learning progress in courses, and the ability to match student-learner needs with powerful interventions that work to support student success. Purdue University’s Signals project will be used as the primary case study. Participants will learn how this project has utilized data from various instructional tools, the student information system, and the electronic grade book to identify students at risk.
Linda Baer, Senior Program Consultant—i4Solutions and John Campbell, Associate Vice President of the Rosen Center for Advanced Computing—Purdue University

Theme 2: Designing and assessing high-impact practices
CS 5: Promoting High-Impact Practices: Approaches to Increase Engagement and Expand Access
High-impact practices (HIPs), such as learning communities and service-learning, demonstrably enhance student engagement, learning, and persistence. Although research shows participation in these high-impact activities benefits all students, especially those less prepared for college, results from National Survey of Student Engagement (NSSE) indicate that not all students have access. Furthermore, how these programs and practices are structured and experienced by different groups of students varies and may influence their effectiveness. This session will highlight several institutional approaches to emphasizing these practices in the first college year, illustrate how to use several years of NSSE research and annual results to focus attention on HIPs, and discuss approaches to ensuring widespread participation. The session will include models of student and academic affairs collaboration that optimize these activities.
Jillian Kinzie, Associate Director, Center for Postsecondary Research and NSSE Institute—Indiana University Bloomington

Theme 2: Designing and assessing high-impact practices
CS 6: Community Connections and Multiple Perspectives in Undergraduate Research
This session will explore strategies for teaching undergraduate research skills. Panelists will share their most effective pedagogical practices for helping students shift from being consumers to producers of knowledge, with a particular emphasis on interdisciplinary and integrative learning, librarian/faculty collaboration, and creative activities that encourage students to think of themselves as actors and problem solvers within real-world debates. The session will also help attendees develop creative strategies for working through common challenges facing educators and students, including motivating/engaging students; creating parameters or purpose “handles” for research; making research less abstract through community partnerships and other real-world connections; managing instructor and student time constraints and workloads; and the perennial difficulty students face in “getting started.” This panel will feature an undergraduate student who will share his experiences in research-focused courses.
Jennifer Atkinson, Lecturer, Interdisciplinary Arts and Sciences, Julie Shayne, Lecturer, Interdisciplinary Arts and Sciences, Alyssa Deutschler, Research and Instruction Librarian, Brenden McLane, Undergraduate Student in Interdisciplinary Arts and Sciences,  Danielle Rowland, Research and Instruction Librarian, and Camille Walsh, Lecturer in Interdisciplinary Arts and Sciences—all of University of Washington, Bothell

Theme 4: Facilitating effective transitions
CS 7: The (Not So) Little Program That Could: Leading At-Risk Students to College Completion (ppt)
Pathway to the Baccalaureate is a highly successful, replicable initiative that addresses barriers to college access, success, and completion for at-risk students through a collaboration among K-12, community college, and university partners. Participants receive ongoing counseling, programming, and student-support services using a developmental-advising model administered through a case-management approach. In the 2010-11 academic year, nearly 5000 students participated in Pathway, with 93 percent meeting one or more U.S. DoE criteria of at-risk student groups. Despite these barriers, Pathway students significantly exceed both Northern Virginia Community College and national benchmarks. This presentation will review common barriers to college readiness, transition and retention; the Pathway model; the specific interventions used within the program; strategies for developing similar partnerships in other regions across the country; and a review of challenges and lessons learned.
Monica Gomez, Program Coordinator, Pathway to the Baccalaureate and Fran Troy, Program Coordinator, Pathway to the Baccalaureate Program—both of Northern Virginia Community College

Theme 4: Facilitating effective transitions
CS 8: Partnerships and Practices that Promote Success for Underserved Students (ppt)
In the wake of Michigan’s state ballot initiative banning affirmative action and in the context of evolving state demographics, the University of Michigan has worked to develop innovative approaches to reach out to underserved communities and expand diversity within the parameters of the law. The UM Center for Educational Outreach (CEO) was created to develop effective partnerships and collaborative efforts both within and outside of the university, with the goal of promoting college access for underserved students and preparing them to be successful in diverse institutions of higher education. Session participants will learn about the CEO’s collaborative practices that promote academic achievement, educational opportunities, and a diverse student body. Participants will be exposed to resources and strategies that inform the center's work as it seeks to broaden access to higher education and improve college completion rates.
William Collins, Executive Director of the Center for Educational Outreach, Kim Lijana, Doctoral Student, and Michael Turner,  Outreach Coordinator, Center for Educational Outreach—all of University of Michigan

10:45 – 11:45 a.m.       Plenary        

Due to a technical error, the podcast for this plenary is not available.

Student Success and Learning Do Not Arise by Chance (ppt)
Student success and learning do not arise by chance. They require institutions to invest in intentional actions that are sustainable and scalable. Professor Tinto will describe such actions and institutional policies that lead to substantial gains in student learning and retention by focusing on what happens in the classroom and enabling faculty to acquire the skills and knowledge they need to advance student achievement.
Vincent Tinto, Distinguished University Professor—Syracuse University

1:15 – 2:30 p.m.           Concurrent Sessions

Theme 2: Designing and assessing high-impact practices
CS 9: Building a College Culture That Can Sustain a Focus on Student Success: Six Big Ideas
Valencia College has worked for more than a decade to build and sustain an institutional focus on improving student success.  An important part of these culture-building efforts has been the emergence of six big ideas that serve as "fulcrums for change, signifiers for emerging organizational culture, and rallying points for action," according to Sanford Shugart, President of Valencia College. These ideas are not unique to Valencia but have taken root in ways that are particular to Valencia. This session will consider each of the big ideas, provide tangible examples of decisions or practices they have inspired, and discuss the role of these ideas in evaluating the college’s effectiveness over time.
Kurt Ewen, Assistant Vice President for Assessment and Institutional Effectiveness—Valencia College

Theme 2: Designing and assessing high-impact practices
CS 10: Empowering Students to Re-Enter the Workforce
This session will share the approach and impact of integrating a communication course and support services to create a professional/technical certificate program that trains students to work. In this program, students hone necessary workplace communication skills as an integral part of their technical work, successfully interact in team-based environments, and extend their technical skills farther than they would in technical courses alone. The program shows increased student persistence, completion, and graduation rates compared to sequential course offerings. Facilitators will discuss research results, integrated syllabi, and assignment samples that highlight how integrating the communication course and support services has advanced student achievement of essential learning outcomes. Participants will discuss how to address gaps in their students’ knowledge, skills, or abilities using integrated learning experiences.
Danielle Powell, Tenured Faculty of Communication Studies, Brian Bansenauer, Founding Faculty of Business Information Technology, and Janet Rasque, Information Tech Intern, Open Learning Center—all of Cascadia Community College; Kurt Simmons, Navigation Manager—Workforce Development Council of Snohomish County; and Sue Tinney, Former Student at Cascadia Community College and Technical Support Analyst—Serials Solutions

Theme 2: Designing and assessing high-impact practices
CS 11: Implementing a Campus-Wide Commitment to Applied Learning
In 2010, Eastern Connecticut State University’s commitment to applied learning was formalized in a new “Liberal Arts Work” program. Through this program, all students are expected to complete a mentored pre-professional experience before graduation. These experiences can take many forms, from student-teaching and service learning to projects for local organizations completed in an on-campus graphic design studio, telecommuting internships for corporations in distant cities, performances, or field- or lab-based research. This session will begin with a brief review of the literature that motivated implementation of the Liberal Arts Work program, an overview of the program, and a summary of data related to student participation. Participants will then examine innovative strategies that ECSU developed to implement the program and evaluate how this model might be adapted to their own campus.
Rhona Free, Vice President of Academic Affairs and Kenneth Bedini, Vice President of Student Affairs—both of Eastern Connecticut State University

Theme 2: Designing and assessing high-impact practices
CS 12: Minority-Serving Institutions: Models of Success (ppt)
This program will highlight the Lumina Foundation for Education’s Minority-Serving Institutions Models of Success Program, which began in September 2009 and will conclude in October 2013. Seeking to dramatically increase college completion among first-generation students, low-income students, and students of color, the program is partnering with over 25 MSIs and other organizations to document increased postsecondary attainment, create a collective voice for policy advocacy on behalf of MSIs, and increase the postsecondary completion of traditionally underserved students, especially men of color.
Noël Suzanne Harmon, Senior Research Analyst—Institute for Higher Education Policy

Theme 2: Designing and assessing high-impact practices
CS 13: Designing Learning Environments that Prepare Students for the Knowledge Age
To be prepared for success in the knowledge age, graduates must have not only a deep understanding of their subject area but also a capacity for collaboration that produces innovative solutions to complex problems. This session will explore a potentially transformative approach to higher education that supports the development of these capabilities. In knowledge building (KB), students participate in discourse (often in an online digital workspace) to share knowledge, reformulate problems, and continually improve their collective ideas and understanding of authentic problems. KB addresses LEAP essential learning outcomes of integrative and applied learning and intellectual and practical skills. It demonstrates the effective use of high-impact practices such as collaborative assignments and learning communities. In this interactive session, participants will learn about KB and examine actual student work that reflects key aspects of the LEAP initiative.
Glenn W. Ellis, Professor of Engineering and Patricia DiBartolo, Professor of Psychology—both of Smith College
 Liberal Education and America’s Promise

Theme 2: Designing and assessing high-impact practices
CS 14: Student Success Through Media Integration: Building a More Engaged Citizenry
Student success in the 21st century can be enhanced by demonstrating the relevance of what we teach through media integration that brings students in contact with the events and opinions of the day. This presentation will demonstrate how, utilizing multiple resources from The New York Times, faculty at 11 institutions were able to develop students’ competencies through enhancing student engagement inside and outside the classroom. In partnership with the Higher Education Research Institute at UCLA, the program is being evaluated using research-based measures that reflect student progress on issues of academic engagement, civic engagement, diversity, and leadership. Facilitators will take participants through several exercises that have been used with students in the pilot program and that were conducted alongside a faculty member who was part of the program.
John H. Pryor, Director, Cooperative Institutional Research Program—University of California-Los Angeles; Kathleen M. O'Connell, National Education Director—The New York Times; and Robert McManus, Acting Assistant Dean of the McDonough Center—Marietta College

Theme 3: Supporting and rewarding faculty innovation
CS 15: Preparing STEM Faculty Leaders for 21st Century Student Success
This session will engage participants in exploring key leadership characteristics required for 21st century student success in STEM disciplines, based on Project Kaleidoscope’s (PKAL) successful Summer Leadership Institute (SLI) model. The institutes are designed to help emerging STEM faculty leaders set a professional course for their future as agents of change on their campuses. Participants in this session will learn about a set of experiential learning exercises that immerse STEM faculty in cycles of learning and reflection. These activities inform personal leadership development and the leadership plans for specific projects at the home campus. Participants at this session will engage in one of these exercises to experience firsthand the kind of learning that occurs at SLI. Throughout the session, participants will also engage in a discussion of key leadership qualities required for becoming STEM education change agents. 
David F. Brakke, Dean, College of Science and Mathematics—James Madison University; Susan Elrod, Executive Director—Project Kaleidoscope; Elizabeth McCormack, Professor of Physics—Bryn Mawr College; and Alison Morrison-Shetlar, Dean of Elon College—Elon University

Theme 4: Facilitating effective transitions
CS 16: Understanding and Improving Student Learning in Undergraduate Studies (pdf)
All too often, undergraduates enter college without a clear sense of how to succeed, or even what skills are necessary to survive. Campus personnel often address this through innovative access strategies and dedicated scaffolding courses, but rarely do they examine these pedagogical support structures from an inquiry-based perspective. In this session, participants will have an opportunity to learn from and engage with one promising approach to understanding and improving student learning at the foundation level. This coordinated effort between multiple courses uses data gathered through scholarship on teaching and learning to gain insight into how students learn and what helps them succeed in a general education curriculum. Facilitators will offer institutional, programmatic, and course-level perspectives on this new research agenda and discuss how to initiate similar approaches to facilitating student success.
Richard A. Gale, Director of the Institute for Scholarship of Teaching and Learning, Deb Bennett, Coordinator of University Entrance Option, and Catharine Lindland, Manager of Student Learning Services—all of Mount Royal University

2:45 – 4:15 p.m.           Concurrent Sessions

Theme 1: Defining 21st century student success
CS 17: Coherence and Continuous Improvement: The Development and Implementation of Global Learning for Global Citizenship
This session will focus on two critical components in the development and implementation of curriculum reform initiatives: coherence and continuous improvement. The facilitators will share the powerful connection between global learning outcomes, assessments, active learning strategies, and interdisciplinary content and instruction in courses and activities across the university as part of its institution-wide Global Learning for Global Citizenship initiative. These practices have been tailored to facilitate engaging, inclusive global learning experiences for all undergraduate students at FIU. Facilitators will employ multiple strategies to help participants to translate their learning into action at their home institutions.
Stephanie Paul Doscher, Associate Director, Office of Global Learning Initiatives and Leanne M. Wells, Faculty Administrator, Secondary Education Programs—both of Florida International University

Theme 1: Defining 21st century student success
CS 18: Creating Interdisciplinarity: Student Success Across Campus Sites
Although much lip service is given to interdisciplinarity, there are still far too few campuses where these practices are essential to student success, made integral to the mission of the university, and instituted across multiple curricular sites. In this session, facilitators will frame the discussion by sharing their experiences in an interdisciplinary first-year program; in an upper-division program that both helps undergraduates synthesize their learning via a portfolio process and trains graduate students to teach effectively across disciplines; and in a humanities center that fosters interdisciplinary scholarship and activity. After setting the stage, they will engage participants in creating design models to increase the visibility of interdisciplinary structures on their own campuses.
Gray Kochhar-Lindgren, Director, Center for University Studies and Programs and Martha Groom, Associate Director, Interdisciplinary Arts and Sciences—both of University of Washington, Bothell; and Miriam Bartha, Associate Director, Simpson Center for the Humanities—University of Washington, Seattle

Theme 1: Defining 21st century student success
CS 19: Pedagogical Practices and Assessments that Promote Integrative Learning
First-year experience programs can have a significant impact on student success, especially when integrative learning strategies are incorporated into the curriculum. This session will profile innovative program models at the University of Wisconsin-Milwaukee and the assessment protocols used to measure their success. Facilitators will share results of a recent study that examined ways faculty develop learning goals within an integrated learning context, ways that students understand and meet these goals, and strategies faculty might employ in order to assess student learning outcomes that arise from integrated learning environments. Facilitators from Elon University will talk about the university’s plan to offer every first-year student a learning community experience. They will also share Elon’s exploration of how diverse learning communities enhance the overall satisfaction and success of first-year students.
Laurie Marks, Director, Center for Volunteerism and Student Leadership and Ericca Rolland, Director, First Year Center and Student Success Center—both of University of Wisconsin–Milwaukee; and Nancy Harris, Associate Dean of Arts and Sciences and Janet Warman, Former Director, General Studies—both of Elon University

Theme 2: Designing and assessing high-impact practices
CS 20: A Holistic Approach to Supporting Students in Math and Science
Carleton’s Interdisciplinary Math and Science Initiative (CISMI) seeks to broaden access to math and science fields by helping diverse groups of students develop math and science skills, a sense of belonging within (and between) these fields, and the drive to succeed in math and science careers. Student programming includes learning communities, first-year seminars, undergraduate research, faculty mentors, peer mentors, and participation in disciplinary conferences. Facilitators will discuss common barriers to student learning and retention, and ways that a more holistic model of support can contribute to overcoming these barriers. Participants will begin to develop plans for programming or for assessing programming that is aimed at helping attract and retain students in math and science.
Gudrun Willett, Evaluation Specialist and Project Director, Deborah Gross, Associate Professor of Chemistry, and Debby Walser-Kuntz, Professor of Biology—all of Carleton College

Theme 2: Designing and assessing high-impact practices
CS 21: Writing Models for Student Success
The wide range of writing and critical-thinking skills that freshmen bring to class requires an equally wide range of pedagogies, assignments, and assessment rubrics to help them reach their educational and career aspirations. This session provides three distinct models for addressing issues related to the intersections of reading, critical thinking, and writing in the freshman and sophomore years. The first model focuses on developmental writing and critical thinking for students who previously dropped out of high school and/or have taken the GED. Another first-year writing program offers a student-centered classroom where students learn to recognize patterns of error in their writing and use these errors as opportunities to transform their thinking and writing. A third model requires students to conduct and document research across humanities and social science courses, integrating and applying the learning from these courses in written essays. Assignments and rubrics will be provided and discussed.
Boston University Presentation (ppt)
Stephanie Owings, English Composition Instructor—Highline Community College; Adam Katz, Assistant Professor, Glenda Pritchett, Coordinator, First-Year Writing Program, and Tracy Hallstead, Academic Specialist, Learning Center—all of Quinnipiac University; and Natalie J. McKnight, Associate Dean for Faculty Development and Jay Corrin, Chair, Social Sciences, College of General Studies—both of Boston University

Theme 2: Designing and assessing high-impact practices
CS 22: Charting an Agenda of Active Student Learning and Authentic Assessment
Twenty-first-century trends in higher education focus on authentic assessment and the importance of actively engaging students in the learning process. This session will focus on existing partnerships between student services and academic affairs which have been designed to engage first-year students at Miami Dade College in equity-minded, intentional learning experiences. It will discuss how North Campus’s First-Year Academic and Co-Curricular Enrichment (FACE) program is helping students make meaningful connections with all facets of academic and social life on campus. Grounded in Vincent Tinto’s model of Institutional Departure, session facilitators will provide concrete take-aways of how to develop shared responsibility and an integrated approach to advising that includes development-education courses, co-curricular service learning, and learning communities.
Malou C. Harrison, Dean of Students, Isabel Rodriguez-Dehmer, Professor, Developmental Education, and Lourdes Delgado, Director of Academic Advisement, Wolfson Campus—all of Miami Dade College

Theme 2: Designing and assessing high-impact practices
CS 23: Building a Better College Student: Middlesex Community College Strategies for Success (ppt)
For four years, Middlesex Community College in Massachusetts has been promoting its Strategies for Success program, funded by a Title III grant from the Department of Education. This program has sought to improve student retention and persistence through a diverse combination of initiatives. These initiatives include extensive curriculum and advising redesign, learning communities, and faculty workshops. All of these promote the core skills identified as crucial to student success: critical thinking, collaboration, communication, organization, and self-assessment. The program's approach has been informed by the work of student-engagement scholars such as Kuh, Tinto, Pascarella, Terenzini, and Boylan. During the past four years of a five-year grant, program officers have collected data on the impact of the initiatives. This session will present findings and demonstrate some of the high-impact pedagogical and advising practices that make the program successful.
Peter G. Shea, Pedagogical/Instructional Designer, Title III Strategies for Success Program and Patricia Bruno, Associate Dean of Advising—both of Middlesex Community College

Theme 4: Facilitating effective transitions
CS 24: Ready or Not, Here I Am!
“Stand here, sit there, read the syllabus, the first test is WHEN?” From the registration process to the early weeks of class, many new students say they feel lost in a culture that is foreign to them. Even though they realize they need to learn new skills to succeed, where do they start? In this session, participants will learn how to create an “on-ramp” to college and increase student success.  The facilitators will help participants identify effective strategies based on research, community college practices that are showing results, data from the Center for Community College Student Engagement, and students’ own descriptions of themselves and their experiences.
Arleen Arnsparger, Project Manager, Initiative on Student Success, Center for Community College Student Engagement—The University of Texas at Austin and Maureen Pettitt, Director of Institutional Research—Skagit Valley College

4:30 – 5:30 p.m.           Concurrent Sessions

Theme 1: Defining 21st century student success
CS 25: Advising Syllabi and Curriculum Planners: Using Metacognitive Tools for Student Success
General education programs aim to provide students with the core competencies necessary for responsible, global citizenship in the 21st century. This developmental process benefits from opportunities for reinforcement throughout a student's college career. This discussion will address one such opportunity: student advising. An advising syllabus allows advisors to outline the nature of their relationship with advisees, similar to the way a course syllabus specifies the importance of course content. Curriculum planners are another advising tool that can be used to promote students' awareness of their own education and the intentional choices they make.  Facilitators will briefly discuss these two metacognitive tools they use to help students understand their education as an intentional, developmental process, and invite further participant discussion.
Heather H. Mitchell, Assistant Professor of Psychology, Kim Kleinman, Assistant Director Undergraduate Advising, and Ronald Daniel, Academic Director—all of Webster University

Theme 2: Designing and assessing high-impact practices
CS 26: Freshman Learning Communities: Thirteen Years of Data and Lessons Learned (ppt)
In fall 1998, Cal State East Bay began mandatory, yearlong, thematically integrated learning communities for all freshmen. CSUEB’s freshman learning communities are comprised of disciplinary courses, freshman seminars with peer mentors, and instruction in composition, oral communication, information literacy, and a term of community-based service learning. East Bay’s cluster program has been sustained and transformed during years of good and bad budgets and greater or lesser administration support. Facilitators will provide participants with descriptions of the learning communities and assessment data that describe how changes in support have affected student learning and student success. Participants will work in groups to discuss ideas for their own high-impact freshman programs using a set of budget constraints, a list of high-impact practices, and real data about student impacts and costs. Discussion will focus on how choices were made and their anticipated impact on students.
Sally K. Murphy, Director of General Education and Freshman Year Programs and Julie Stein, Instructor, General Studies—both of California State University-East Bay

Theme 2: Designing and assessing high-impact practices
CS 27: Transforming a Pilot Project into a Campus-Wide Initiative for Student Success
Georgia Perimeter College (GPC) has recently implemented multiple early-intervention strategies to enhance student success, including first-year experiences, service learning, learning communities, and new student orientation. Pilot research on a cohort of GPC engineering students utilizing peer mentoring, project-based learning models, and learning communities demonstrated increased engagement and retention rates for participating students. As an extension of this success, GPC is instituting a "Roadmap to Success" to improve retention, transfer, and graduation rates among an identified population. This cohort research will provide data for a campus-wide initiative to evaluate the effectiveness of these practices at GPC. The aim of this facilitated discussion will be to present the study's findings and challenge participants to identify possible roadblocks and solutions to institutionalizing high-impact practices at their own institutions.
John C. Redmond, Co-leader of Roadmap Project and Jarrett L. Terry, Co-Leader of Roadmap Project—both of Georgia Perimeter College  

CS 28: Providing Feedback to Students and Programs to Improve Learning Outcomes
This session will share a new methodology, developed and published by the Ohio State School of Medicine, to tag questions in exams. The tagging methodology enables schools to track and measure longitudinally how their students are performing at an individual and class level by specific subject or competency area. As a result, programs are able to gauge how well their curriculum is preparing students and provide timely and specific feedback to individual students. Programs using this methodology are able to measure whether they are meeting their learning objectives and generate detailed reports for accreditation.  After an overview of the methodology, the facilitator will lead a discussion of how the method could be used in a variety of settings.
Amy Smith, Director and Corbin Neilson, Software Account Manager—both of ExamSoft Worldwide, Inc.
Sponsored by ExamSoft, Inc.

Theme 4: Facilitating effective transitions
CS 29: Ready or Not Writing: What Does College-Ready Writing Look Like?
This session will address the misalignment of writing standards between high schools and colleges, which contributes to rising enrollment in college remedial-writing courses. The facilitators will explain a vertical-alignment research project involving high school teachers and college faculty, and will review the criteria for the college-readiness “fence” rubric. Now in its fourth year and aligned with the Common Core standards, the project invites high-school students to submit their writing electronically to college English instructors for assessment, feedback, and support. The facilitators will demonstrate the design, navigation, and user benefits of Ready or Not Writing, an online program that grew out of the vertical alignment project, and will discuss data that reveal agreement between secondary and post-secondary faculty on what constitutes good writing.
Paul Carney, Program Coordinator, Ready or Not Writing and Paul Drange, Director of the Center for College Readiness—both of Minnesota State Community and Technical College

Theme 4: Facilitating effective transitions
CS 30: Transitions to Higher Education: Students' Perspectives on Bridging the Instructional Gap
Students transitioning from secondary to post-secondary institutions do so with much at stake, as they take steps towards independence while leaving behind the comforts and supports in the K-12 system. As key players in the transition process, educators are faced with the task of equipping students with the knowledge, skills, and resources required to successfully navigate learning transitions. In this session, the facilitators will: 1) share personal experiences and research concerning student transition; 2) highlight emerging practices and strategies at institutions that successfully manage student transition to college; and 3) recommend strategies and practices for future use. Participants will explore and discuss pedagogical and systematic practices to help students transition and persist with greater success in and among the two systems of education.
Michelle Luttrell, Assistant Principal—Freedom High School and Teresa Masiello, Assessment Specialist, Institutional Research and Assessment—Shenandoah University

Theme 4: Facilitating effective transitions
CS 31: Repairing Leaks in the Pipeline: Bringing Underrepresented Groups to College (ppt)
As the nation’s population grows more diverse, we cannot continue on an educational path that loses or leaves out large portions of our society. This timely presentation engages participants in an interactive session designed to offer important insights into particular components of dual-enrollment programs that have been successful in getting more African-American and Latino students to graduate in STEM disciplines. The facilitators will share findings from their mixed-methodology research into the effectiveness of various dual-enrollment programs, and discuss how educators can help African-American and Latino high-school students change their perceptions of STEM disciplines and college choice.
David May, Project Manager, Minority Student Pipeline-Math/Science Partnership—University System of Maryland

Theme 4: Facilitating effective transitions
CS 32: Bridging the Gap: Information Literacy Skills for Student Success (pdf)
Information literacy—the ability "to recognize when information is needed and to locate, evaluate, and use effectively the needed information”—is a LEAP essential learning outcome increasingly cited as vital for success in college, work, and life. An exploratory study at the University of Nevada, Las Vegas has determined a relationship between specific high-school experiences of first-year freshmen and their scores on an ETS-developed exam (called iSkills) designed to measure information literacy. Using this information, a partnership between the University Libraries and Academic Success Center has structured experiences for first-year students designed to help them transition from high school to college by prompting their reflection on and ongoing development of information literacy skills. Participants in this session will discuss the need and potential collaborators for intentionally integrating information-literacy skills into student-success initiatives at their own institutions.
Session Handout (pdf)
Jennifer L. Fabbi, Director of Research and Education, University Libraries and David Forgues, Assistant Dean of the Academic Success Center—both of University of Nevada, Las Vegas
Liberal Education and America’s Promise

5:45 – 7:00 p.m.           Community Forum          

Access to Success: Lessons from Colleges and Universities on the Performance Frontier (pdf)
What do data and practice reveal about key factors for advancing educational equity and excellence for all students, especially those deemed most at risk? This forum will examine how early and intentional interventions, coupled with high expectations, high-impact practices, and financial-aid reforms, are closing institutional gaps in student success across a range of institutions. Discussion will also focus on campus innovations that are helping all students articulate and achieve their highest educational goals.
José L. Cruz, Vice President for Higher Education Policy and Practice—The Educational Trust and Geoffrey Chase, Dean of Undergraduate Studies—San Diego State University

Saturday, March 24

8:00 – 9:00 a.m.           Concurrent Sessions

Theme 1: Defining 21st century student success
CS 33: Mapping the Path to Graduation: A Four-Year Blueprint for Student Success
To ensure students are on the right track to degree completion at Grand Valley State University, a blueprint was developed integrating critical landmarks for student academic achievement, engagement in curricular and co-curricular experiences, and use of support services. Landmarks, adopted from the LEAP essential learning outcomes and high-impact practices, persistence literature, and student-development theory, are intended to help students progress successfully to degree completion in a timely manner. The blueprint provides the institution with key metrics describing the extent to which the undergraduate student population is successfully progressing toward graduation. The session will discuss the GVSU Blueprint for Student Success, the university-wide process to develop the document, and how institutions of all types could utilize the blueprint. Copies of the blueprint will be provided.
Nancy M. Giardina, Assistant Vice President for Academic Affairs and Diana Pace, Associate Dean of Students—both of Grand Valley State University 
Liberal Education and America’s Promise

Theme 1: Defining 21st century student success
CS 34: Making HIPs Work Online: A Look at the Potential Impact on Senior-Level Courses
In this session, facilitators will examine the pedagogical possibilities of integrating high-impact practices (HIPs) into upper-level online or hybrid courses, with the goal of providing additional benefit to historically underrepresented student groups on college campuses. The session will begin with discussion of two senior-level communication courses at a comprehensive state university, taught either all online or in blended format, that use and assess HIPs. One is a senior capstone, the other a course on the practice of integrated marketing communication. Based on a set of questions and short activities, participants will share, discuss, and work through concerns and ideas about courses relying on online delivery.
Megan Mullen, Department Chair, Professor of Communication and Theresa Castor, Associate Professor of Communication—both of University of Wisconsin-Parkside

Theme 2: Designing and assessing high-impact practices
CS 35: The Mobile Technology Classroom: Promoting Learning Across Disciplines (ppt)
This discussion will examine ways to incorporate mobile technology into various instructional spaces, ranging from general education courses to interdisciplinary classes, and determine how to assess the effectiveness of those technological choices. Mobile technologies such as iPads and smartphones create instructional moments that can contextualize course content across disciplines while simultaneously providing students with opportunities to enhance information-resource skills and digital literacy. This interactive session provides participants with: 1) information about how one communication department created an iPad lab for a general education course and how that mobile technology impacted student learning and pedagogical strategies; 2) an opportunity to brainstorm ways in which to use and assess mobile technology in the classroom; and 3) a final deliverable consisting of potential mobile technology tools, assignments, and assessment rubrics for use in their institutions.
Handout, Bloom's Digital Taxonomy (pdf)
Renee Robinson, Department Chair and Associate Professor of Communication and Julie McNellis, Associate Professor of Communication—both of Saint Xavier University

Theme 3: Supporting and rewarding faculty innovation
CS 36: Promoting High-Impact Practices and Student Success: Models for Faculty Development and Reward
This session will highlight models to support and reward faculty for engaging in high-impact practices that foster greater student success. Capstone projects, undergraduate theses, independent or directed studies, and honors classes are all methods of deepening students’ engagement and discovery skills. Since these activities are often not included in normal assignments and activity-reporting structures, faculty are often not compensated or rewarded for the effort required to provide these rich and high-quality learning experiences. Further, there are often no mechanisms in place to assess the effectiveness of these activities or include them in annual evaluation or promotion portfolios. This session will explore mechanisms for recognizing and rewarding such non-traditional activities. In addition, the facilitators will discuss programs developed at the University of West Florida to promote innovative teaching practices, stronger research collaborations, and other activities that foster student success.
Eman M. El-Sheikh, Associate Dean, College of Arts and Sciences and Greg W. Lanier, Associate Dean and Director of the University Honors Program, College of Arts and Sciences—both of University of West Florida

Theme 4: Facilitating effective transitions
CS 37: Modeling Transformative Learning for Successful Transition to Four-Year Institutions
In our current fiscal climate, pre-college and postsecondary institutions alike are struggling to find cost-effective methods of ensuring student success in the transition to colleges or universities. Cal Poly Pomona and other institutions have used a Transformative Learning approach that has been successful in increasing college readiness among historically underserved students. This method facilitates a seamless transitional process for low-income, first-generation students. Using the Transformative Learning model as a basis for discussion, this session will provide participants with an introductory overview of models and tools for tutoring, supplemental instruction, academic advising, peer and professional mentoring, and pre-college and freshman-summer programs. This information will enable the participants to begin developing a plan of action to aid in students' successful transition to matriculation, retention, and graduation at a postsecondary institution.
Ricardo D. Quintero, Executive Director of Pre-College TRIO Programs and Mary Claire V. Gager, Director of Talent Search—both of California State Polytechnic University-Pomona

Theme 4: Facilitating effective transitions
CS 38: College State of Mind: Addressing Students’ Aspirations and College Readiness
Underserved students have aspirations about college life and learning, but limited information about the realities of college and career success. In this discussion, facilitators will present recent data from the CIRP Freshman Survey (Cooperative Institutional Research Program at UCLA) that show a discontinuity between incoming students’ backgrounds and aspirations. They will share several strategies to bridge the discontinuity. First, College Now is a collaborative program between the CUNY system and the New York City Department of Education to increase college readiness of high school students. Students complete a sequence of courses—a high-school literacy course, a college English composition course, and a college academic-discipline course—as they slowly build college readiness and transition into more rigorous courses. Second, LEH 100 is a seminar for first-semester students at CUNY's Lehman College that introduces students to liberal-arts study and college life. Finally, the facilitators will discuss techniques, programs, and activities that participants can use to address similar discrepancies at their institutions.
David Gantz, Coordinator, College Now Program, Pedro L. Baez, Director, School/College Collaboratives, Vincent Prohaska, Director of General Education, Associate Professor of Psychology, and Robert Whittaker, Associate Provost for Undergraduate Studies and Online Education—all of City University of New York-Herbert H. Lehman College

Theme 4: Facilitating effective transitions
CS 39: Creating Programs of Success for Undeclared Students
There is an important difference between being undecided and undeclared. Students entering college, with or without having a declared major, should be undecided about their futures. Students often enter programs of study at a time when they still are in the early stages of academic maturity. The GLASS Program (General Liberal Arts and Science Studies) was developed to encourage students to delay the declaration of a major. Recognizing that the "undeclared" label defines students negatively, as not having a major, GLASS reframes the status of being a pre-major positively. This session will review the various components of GLASS as the start of a larger conversation regarding the value of being a pre-major and the resources needed to serve this cohort.
Jonathan Millen, Associate Dean of Liberal Arts and Terri Marriott, Senior Academic Coordinator—both of Rider University

9:15 – 10:45 a.m.         Concurrent Sessions

Theme 1: Defining 21st century student success
CS 40: Peer Mentoring, Peer Education: Advancing Intellectual Development
Peer mentors are described by faculty as the “backbone” for students’ first- and second-year undergraduate courses. Peer education programs might be viewed as a high-impact practice benefitting two different groups: students that solicit the academic assistance, and peer educators that provide it. This session will begin with an overview of the advantages to both groups, and explore opportunities for peer education programs to achieve more universal intellectual objectives in addition to the more commonly assumed course-specific objectives. Participants will see snapshots of programs across a range of institutions and examine the ways in which peer mentoring and peer education are helping students make successful transitions from high school to college and from two-year to four-year colleges. They will examine assessment evidence for  these high-impact practices and lessons learned.
Robert Corpus, Student, Student Academic Success Services—San Jose State University; Debra David, Director, Give Students a Compass—California State University System Office; Jeffrey Aquino, Academic Advising Coordinator and Coordinator for Asian Pacific American Student Achievement—Saint Mary's College of California; Sukhwant Jhaj, Special Assistant to the Provost for Student Success, Yves Labissiere, Assistant Director of University Studies, and Dana Lundell, Director of Mentor Programs—all of Portland State University; and Richard Johnson, Director of Academic Support Programs and Joel McGee, Director of Academic Support Programs—both of Texas A&M

Theme 1: Defining 21st century student success
CS 41: Team-Building and Leadership: Essential Qualities for Employability and Civic Engagement 
This session will engage participants in activities used to teach leadership and teambuilding skills to students in diverse environments such as science laboratories, first-year courses, and capstone experiences. These skills include those needed to exercise responsibility (self leadership) and work together for the common good (shared leadership and teambuilding). The session will describe a program developed to teach students skills needed to work effectively in teams and an evaluation system that rewards effective use of these skills. The program was developed on the premise that employers want employees who work effectively with others and that the potential for the most exciting discoveries lies at the interfaces between traditional disciplines. This session will provide concrete examples as well as resources needed to adapt this approach to other campuses.
Judith A. Dilts, Associate Dean, College of Science and Mathematics and Sylvia F. Nadler, Visiting Professor, College of Science and Mathematics—both of James Madison University; and Jessica R. Young, Interim Academic Vice President—Western State College of Colorado

Theme 2: Designing and assessing high-impact practices
CS 42: Supporting Student Success from First Through Second Year: Research and Strategies
This session will present an overview of the research base supporting initiatives for intentional strategies for sophomore success, and two models of First Year and Sophomore Year Experience programs that provide successful transition supports for students based on this research. Participants will explore possible research-based activities appropriate for their institutions in conversation with colleagues.
Jan Lewis, Associate Provost, Callista Brown, Director, First Year Experience Program, and Jeff Olsen Krengel, Director of Residential Programs—all of Pacific Lutheran University; and Jimmy Davis, Associate Provost—Belmont University
Sponsored by NACU: New American Colleges and Universities

Theme 2: Designing and assessing high-impact practices
CS 43: Immersion Learning: A High-Impact Approach to Teaching and Learning
In this session, participants will learn how to develop and implement an off-campus, multi-disciplinary, and vertically integrated immersion-learning course based on experiential and service learning. The approach is based on the assumption that meaningful learning occurs when students are engaged in work that is connected to and has relevance in real-world settings. Since 2009, the facilitators have held four courses with architecture, landscape architecture, and interior design students in two rural communities in Mississippi and Louisiana; however, this approach is not constrained by discipline. The facilitators will begin the session with a presentation of their experiences and introduce the participants to the process for developing an immersion-learning course. The workshop employs Dee Fink’s Taxonomy of Significant Learning as a framework for developing course outcomes, and participants will be provided with materials to guide them through the process.
Frank M. Bosworth, Professor of Architecture and Marsha R. Cuddeback, Director, Office of Community Design and Development—both of Louisiana State University

Theme 2: Designing and assessing high-impact practices
CS 44: An Inclusive Model for Institutional Reform
In 2010 the Northwest Commission on Colleges and Universities (NWCCU) revised its accreditation model to acknowledge each institution's unique culture and mission, requiring institutions to "ascertain a forecast for their own futures and respond accordingly." This interactive session is designed for leaders interested in guiding policies to improve student success in the context of institutional culture. A model for the systematic and formalized study of an institutional culture, the Inclusive Model, uses data to support leaders in developing a more authentic view of the institution and identifying policies and practices that hinder and support student success. Southern Oregon University's use of the Inclusive Model will illustrate how findings were used to align policies and practices, design an institutional accreditation plan, and redesign the program review process to serve as a culture-building activity. Participants will leave the workshop with a better understanding of the data needed to understand institutional culture, and how to use required institutional activities (accreditation and program-review procedures) as tools for culture-building and professional development.
Amy T. Belcastro, Associate Professor of Education and Kay M. Sagmiller, Faculty Director of Academic Assessment—both of Southern Oregon University

Theme 2: Designing and assessing high-impact practices
CS 45: A Community-of-Scholars Approach to Undergraduate Research
In the 2008 AAC&U report High-Impact Educational Practices, George Kuh highlights undergraduate research as one of 10 critical practices that increase both student retention and engagement in higher education. This session will highlight the importance of building a community of scholars (COS) among undergraduate students conducting research, and describe different models that can be used to reinforce these high-impact experiences. Using models from the facilitators' campuses, participants will design enhancements to their own undergraduate research programs that use a COS approach to increase student engagement and achievement. The facilitators will showcase several models which have been shown to be successful in the past, each of which will focus on one of four distinct student groups: 1) first- and second-year underrepresented students; 2) full-time summer research students; 3) transfer students from community colleges to four-year universities; and 4) upper-level students.
Jennifer Harris, Associate Director, Undergraduate Research Program and Janice M. DeCosmo, Associate Dean, Undergraduate Academic Affairs and Director, Undergraduate Research Program—both of University of Washington, Seattle; and John A. Vasquez, Assistant Director, Undergraduate Research Opportunity Program and Sandra Gregerman, Director, Undergraduate Research Opportunity Program—both of University of Michigan

Theme 2: Designing and assessing high-impact practices
CS 46: The Madison Initiative: A Model to Enhance Access and Quality for Undergraduates (pdf)
The Madison Initiative for Undergraduates (MIU) was funded through an innovative tuition surcharge, and the $40 million generated each year was directed specifically to enhance undergraduate education access and quality. University of Wisconsin personnel directed resources toward the expansion and development of high-impact practices (HIPs), opened access to high-demand and emerging curricular areas, and increased need-based aid. The program's yearly assessment assures that the funded projects meet campus and curricular goals for student learning and closing the achievement gap. In this workshop, facilitators will: 1) present information on the campaign that generated support for the MIU within the context of a decentralized public university and reticent state legislature; 2) present initial results demonstrating the impact of MIU on campus; and 3) engage participants in discussion of “lessons learned” to apply to their own campuses.
Aaron Brower, Vice Provost for Teaching and Learning and  Professor of Social Work—University of Wisconsin-Madison                                                          
Liberal Education and America’s Promise

Theme 3: Supporting and rewarding faculty innovation
CS 47: Networking for Success: Community College Collaborations to Increase Student Success
The California Community Colleges’ Success Network (3CSN) is an effort, perhaps the largest funded by a state system, to promote cross-institutional collaborations to increase student success. The organization facilitates the development of communities of practice that use Web 2.0 and face-to-face meetings to investigate issues related to student achievement, with the goal of promoting practices that help students complete key educational milestones. These communities of practice examine pedagogical practices and structural designs to inform and influence local practices as well as system policies. Session participants will learn about 3CSN’s initiatives and networking practices, and engage in an activity that will demonstrate the power of networking to transform policy and practice related to student achievement. Participants will develop a customized plan for similar initiatives at their institutions.
Lynn M. Wright, Project Director, Deborah Harrington, Project Administrator, and Katie Hern, Acceleration Initiative Coordinator—all of California Community Colleges Success Network

11:00 a.m. – Noon       Plenary        

Due to a technical error, the podcast for this plenary is not available.

Leading Change for Student Success
Two visionary leaders in higher education will examine why some students succeed where others fail and how to move toward a student-success mindset. They will discuss proven and emerging practices that are connecting student learning to real-world problems of local and global communities, and fostering collaborations to improve transitions across institutions.
Beverly Daniel Tatum, President, Spelman College and Connie Green, President, Tillamook Bay Community College


 

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