Our Invitation to You
If you have any questions about the content or organization of this event, contact Nina L. Glisson at (803) 777-8158 or email@example.com
Information about this Conference and other events sponsored by the Center can be found at www.sc.edu/fye.
W-1 Promoting Students' Integrative Learning Through Critical Reflection
Jennifer Latino, Director of the First-Year Experience - Campbell University; Dottie Weigel, Assistant Director for Student Engagement and Service Learning - University of South Carolina
As instructors, advisors, and cocurricular educators, we want students to make lasting connections between course material and real-word applications. One way to accomplish this goal is through critical reflection. In this preconference session, participants will explore ways to promote reflection through a variety of classroom and beyond-the-classroom contexts (i.e., first-year seminars, peer education, gateway programs, high-impact practices). Incorporating meaningful reflection not only enhances student learning but can also make teaching and mentoring students more enjoyable. Participants will gain practical strategies for incorporating reflection into their curriculum or first-year programming and will be better equipped to help students apply knowledge in new contexts.
W-2 These Things We Know for Sure: Key Components and Strategies for a Successful First-Year Experience Initiative
Daniel O'Neill, Associate Professor, Department of Counseling and Human Development; L. Lynn Marquez, Professor of Geology; Linda L. McDowell, Coordinator of the First-Year Experience; Carol Y. Phillips, Associate Provost Emerita - Millersville University of Pennsylvania
After 10 years of first-year experience programming and extensive qualitative and quantitative assessment, these things we know for sure: (a) first-year relationships have a powerful influence on student success, (b) required first-year service-learning positively impacts student attitude and behavior throughout their college careers, (c) a seminar structure enhances first-year students' ability to meet demanding academic expectations, (d) a flexible design of first-year seminars is crucial in meeting the diverse needs of students and academic programs, and (e) leadership is vital for the long-term success and sustainability of the program. Every educational institution has a diverse set of first-year learners with specific transition and curricular needs. This workshop provides guidance for faculty and administrators attempting to create a broad-based FYE program. In breakout sessions and discussions, participants will examine ways of implementing these successful approaches at their home institutions.
W-3 An Intentional Approach to Peer Mentor Development
Bryce Bunting, Program Administrator and Learning Specialist, College of Undergraduate Education; Stefinee Pinnegar, Coordinator, TELL program and Acting Dean Invisible College for Research on Teaching and Teacher Education; Pat Esplin, Licensed Psychologist and Former Director of Freshman Mentoring - Brigham Young University
While recruiting high quality peer leaders (PLs) is important, it is equally critical to provide ongoing peer leader training that builds the knowledge, skills, and values necessary to effectively support first-year students in their transition. In this session, participants will learn how to prepare PLs to be successful, particularly by intentionally developing foundational mentoring skills. Participants will, first, evaluate the peer leader development needs on their own campus, and then learn transportable frameworks, strategies, and tools for training. Finally, collaborative work will facilitate the adaptation of these frameworks and tools for use on particular campuses.
W-4 Supporting the First-Year Transition Using Non-Cognitive Indicators
Rebecca Campbell, Associate Professor of Educational Psychology, Director of Academic Transition Programs - Northern Arizona University; Paul Gore, Director of Institutional Analysis, Associate Professor of Educational Psychology - University of Utah
Risk prediction among first-year students often occurs too late to make meaningful referrals to support resources. The key to promoting first-year student success is to predict which students will benefit from which programs before typical risk indicators appear and proactively and effectively refer students to those resources. Workshop participants will learn the difference between cognitive and non-cognitive indicators, assessment techniques, how to use indicators to increase prediction of at-risk students and retention, and how to use indicators to create a systematic approach the first year that increases student referrals and resource use.
W-5 Strategies for Supporting First-Generation College Students
Amy Baldwin, Instructor of English - Pulaski Technical College; Jenna Seabold, Academic Advisor - Front Range Community College
First-generation college students often need special support and services to ensure their success in college. Because there is no one-size-fits-all approach to first-generation student success, this highly interactive workshop will explore the needs of these students-as well as special populations of first-generation students-in both four-year institutions and community college settings along with current strategies for providing them with support in and outside the classroom.
W-6 Parents as Partners in First-Year Student Success
Mark Allen Poisel, Vice President for Student Affairs - Georgia Regents University; DeLaine Priest, Associate Vice President for Student Development and Enrollment Services - University of Central Florida
Each year, more institutions of higher education around the world notice an increase in the numbers of parents who are more intrusively involved in their students' education in order to help them make a successful transition to college. This new institutional pressure has caused many administrators to explore enhancing relationships with parents as an opportunity for increasing student success. Both two-year and four-year institutions will benefit from managing their relationships with parents and their students. Participants will engage in a discussion of how institutions can appease this new generation of over-involved parents through partnerships and education.
W-7 Building a Classroom Without Walls: A Primer for Incorporating Online Pedagogies Into First-Year Courses
Melissa L. Johnson, Assistant Director, Honors Program, Adjunct Lecturer, College of Education; Margeaux Johnson, Science and Technology Librarian - University of Florida
Can you build an engaging community in a classroom without walls? Of course you can! Whether you need to create a first-year course for distance learners, or you want to explore how MOOCs might fit into the first-year experience, this workshop will introduce the various learning models and design principles used in the online classroom. In this activity-based workshop, participants will learn how to integrate flipped, blended, and online learning into current first-year courses while creating a participatory culture among students and instructors.
W-8 Best Practice in the First College Year: Defining What Works and Why
John N. Gardner, President - John N. Gardner Institute for Excellence in Undergraduate Education; Senior Fellow, National Resource Center for The First-Year Experience and Students in Transition - University of South Carolina; Betsy O. Barefoot, Vice President and Senior Scholar - John N. Gardner Institute for Excellence in Undergraduate Education; Fellow, National Resource Center for The First-Year Experience and Students in Transition - University of South Carolina
For more than three decades, a significant investment has been made by many colleges and universities to improve the first year. But funds spent have often not yielded expected returns in student learning and retention. In this workshop, the presenters will explore the questions, "What works in first-year programs and why... or why not?" They will draw from recent research findings and provide a variety of examples of best practice. Participants will be challenged to reflect on the first year at their own campuses: What initiatives have made a positive difference in the first year, and what challenges remain?
W-9 Creating a Comprehensive First-Year Experience Course for Community College Students
Julie McLaughlin, Academic Advisor and Co-Chair, First-Year Experience Advisory Committee; Diane Stump, Licensed Professional Counselor and Co-Chair, First-Year Experience Advisory Committee - Cincinnati State Technical Community College
Community colleges often struggle with creating and implementing first-year seminars for a variety of reasons. Budget constraints, lack of experienced instructors, an extremely diverse student population, and little institutional support often play a role in the difficulty of getting the course off the ground. This session will examine how to overcome these obstacles to build a comprehensive seminar that works well for both the students and the institution as well as how to gain buy-in from both faculty and administrators. Data on student retention that supports this approach will be shared along with innovative teaching strategies and materials.
W-10 Learning Communities: Why and How
Jean M. Henscheid, Clinical Faculty, Adult, Organizational Learning and Leadership, College of Education - University of Idaho
The simple act of enrolling a small group of first-year students in two or more courses and engaging them in other academically purposeful activities can have a powerful impact on student learning and success. This workshop helps educators in the curriculum and cocurriculum explore the overwhelming cognitive, social, and organizational evidence that learning communities work. Participants also leave the workshop having designed at least one learning community to propose for their own campuses.
W-11 Using the Science of Motivation to Engage All Learners
Christine Harrington, Professor of Psychology and Student Success, Director, Center for the Enrichment of Learning and Teaching - Middlesex County College; Melissa Thomas, Director of the Center for Student Learning - College of Charleston
Perhaps one of the most important student success factors is motivation, yet faculty members often struggle with how to best motivate students and ultimately influence student learning. Theory and research on student motivation will come alive in this interactive workshop. The focus will be on how motivational theory and interesting research findings can be put into immediate practice in the college classroom and larger institution to positively influence student learning. Proven, practical strategies will be shared!
W-12 Rethinking Institutional Benchmarking: Which Schools are Really Achieving Student Success?
Michelle Ashcraft, Senior Assistant Director for Student Success, Coordinator of Purdue Promise; Antwione Haywood, Associate Director of Student Success, Director of the Academic Success Center; Jared Tippets, Director of Student Success - Purdue University
Have you been charged with increasing retention rates, engagement, and student success and are not sure how to tackle the challenge? This workshop will present data from a benchmarking study of institutions with stronger than predicted retention and graduation rates, conducted with the intent to answer two key questions: (a) Who should our peer institutions be? and (b) Which ones truly excel in facilitating student success? Participants will explore strategies, best practices, innovative programs, healthy organizational structures, and cultural frameworks that will assist them in their work on their own campuses.
W-13 Why Students Leave? Why Do They Stay?
Joe Cuseo, Professor Emeritus - Marymount College (California); Steve Piscitelli, Professor - Florida State College
Effective student retention initiatives are built on a deep understanding of why students persist and the factors or conditions that drive them away. This session will examine the root causes of student attrition, as well as the critical points at which students lose momentum and become attrition statistics. Systemic, campus-wide strategies for combating attrition related to each of these root causes and critical transition points will be examined. Particular emphasis will be placed on research-based strategies that not only promote student retention, but also stimulate student motivation, learning, and higher-order thinking.
W-14 More than a Number: Transforming Orientation, Retention, and Transition Programs to Support the Success of All Students
Andrew Cinoman, Director, New Student Programs - Florida Gulf Coast University; Stephanie M. Foote, Associate Professor of Education - Kennesaw State University; Joyce Holl, Executive Director - National Orientation Directors Association (NODA)
Have you been assigned the task of fixing or modifying the orientation or transition programming on your campus and aren't sure how to get started? Are you new to orientation, retention, or transition programming? Are you considering creating new programs for populations of students in transition? This interactive workshop will focus on helping participants identify and develop a plan of action to address these and other key issues related to orientation, transition, and retention (OTR). Led by seasoned professionals and NODA staff, the workshop will introduce best practices, as well as research and assessment findings to guide OTR practice.
W-15 Infusing Emotional Intelligence (EI) into First-Year Experience Curricula and Programs
Catherine Andersen, Institute Advisor - John N. Gardner Institute for Excellence in Undergraduate Education; Korrel Kanoy, Retired - William Peace University; Joni Webb Petschauer, Senior Fellow - American Council on Education
A growing body of research shows that the most successful college students possess higher emotional intelligence. Faculty and staff can accomplish two key goals by infusing emotional-intelligence learning into FYE programs: (a) enhancing retention and graduation and (b) facilitating student development in a key non-cognitive area that predicts academic and social success. Participants will learn how to infuse EI learning into programs for first-year students such as FYE seminars, learning communities, programs for at-risk students, and more. Research and case studies on EI will be discussed. Participants will also develop action plans for curricular and/or cocurricular initiatives for their campus.
An Evening with John Gardner: Reflections on the Fourth Generation
John N. Gardner, President-John N. Gardner Institute for Excellence in Undergraduate Education; Senior Fellow, National Resource Center for The First-Year Experience and Students in Transition - University of South Carolina
Come spend part of your first evening with the conference founder, John Gardner. This event is designed to help him get to know conference delegates personally, to help delegates make sense of the first-year experience movement, and to facilitate networking. John also provides the opportunity for discourse, reflection, information, and inspiration. He will present an interactive portrait of the first-year experience movement-its history and accomplishments, observations on its present, and some predictions about its future. Conference attendees are invited to drop in when they want, leave when they want, relax, and make themselves comfortable.