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Almost 30 years ago, a group of educators gathered to address the issues and challenges of first-year students. They came from across the nation to engage in meaningful and educational discussions, to share their experiences and ideas, and to present new research and strategies to enhance the first year of college and the success of students. Since then, we have seen our students, their needs, and our institutions change. Amidst those changes, one constant has been The First-Year Experience Conference® series.
We invite you to be a part of the tradition. Please join us in Orlando for the 28th Annual Conference on The First-Year Experience®.
The First-Year Experience® Conferences are meetings where educators and students from two- and four-year institutions come together to openly share ideas, concepts, resources, assessment tools, programmatic interventions, and research results focused on the first college year. With this rich diversity of perspectives in mind, the conferences are designed to be both personally enjoyable and professionally enriching. An intentionally open and welcoming conference culture provides opportunities for intensive learning and relaxed interactions with fellow delegates.
This conference is designed for all educators who work with and care about first-year students: faculty, academic administrators, student affairs professionals, academic support specialists, counselors, and staff from professional associations, accrediting agencies, and state governing and coordinating bodies. Undergraduate and graduate students are also encouraged to attend.
National Resource Center for The First - Year Experience ® and Students in Transition has as its mission to support and advance efforts to improve student learning and transitions into and through higher education. We achieve this mission by providing opportunities for the exchange of practical, theory-based information and ideas through the convening of conferences, institutes, and workshops; publishing monographs, a peer-reviewed journal, an electronic newsletter, guides, and books; generating and supporting research and scholarship; hosting visiting scholars; and administering a web site and electronic listservs.
University of South Carolina Chartered in 1801 as South Carolina College, the University of South Carolina, Columbia remains on its original site in the state capital. The University of South Carolina is a publicly-assisted, coeducational institution dedicated to the entire state of South Carolina. The primary mission of the University of South Carolina, a multi-campus public institution, is the education of the state’s diverse citizens through teaching, research and creative activity, and service. The University is committed to providing its students with the highest-quality education, including the knowledge, skills, and values necessary for success and responsible citizenship in a complex and changing world.
The National Resource Center for The First-Year Experience® and Students in Transition welcomes our co-hosting institutions:
University of Central Florida University of Florida Valencia Community College
Freeman A. Hrabowski, III Freeman Hrabowski has served as president of the University of Maryland, Baltimore County (UMBC) since 1992. His research and publications focus on science and math education, emphasizing minority participation and performance. He has co-authored two books, Beating the Odds and Overcoming the Odds (Oxford University Press), which focus on parenting and high-achieving African American males and females in science. He serves as a consultant to the National Science Foundation, National Institutes of Health, and various universities and school systems nationally; sits on several corporate and foundation boards (e.g., Carnegie Foundation for the Advancement of Teaching, Alfred P. Sloan Foundation); and holds numerous honorary degrees, most recently from Haverford College, Princeton University, and Duke University. He has received numerous awards including election to the American Academy of Arts & Sciences and the American Philosophical Society and receiving the prestigious McGraw Prize in Education, the U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring, and the Columbia University Teachers College Medal for Distinguished Service.
Linda J. Sax Linda J. Sax is associate professor of higher education in the Graduate School of Education & Information Studies at the University of California, Los Angeles, where she teaches graduate courses in research methodology, evaluation of higher education, and gender issues in higher education. An author of more than 50 publications, her research focuses on gender differences in college student development, specifically how institutional characteristics, peer and faculty environments, and forms of student involvement differentially affect male and female college students. She is the author of The Gender Gap in College: Maximizing the Developmental Potential of Women and Men. Sax is also currently principal investigator on a nationwide study of the effects of single-sex secondary education. She is currently a fellow with the Sudikoff Family Institute for Education & New Media. She is also the recipient of the 2005 Scholar-in-Residence Award from the American Association of University Women and the 1999 Early Career Award from the Association for the Study of Higher Education.
The National Resource Center for The First-Year Experience® and Students in Transition is offering five undergraduate student fellowships that will cover the registration fee to the Annual Conference on The First-Year Experience®. To learn more or to apply for this fellowship, visit http://www.sc.edu/fye/events/annual/fellowships or contact Tricia Kennedy at kennedtl@mailbox.sc.edu or (803) 777-3984. The application will be available via our web site beginning August 11, 2008, with a submission deadline of October 1, 2008.
Opening Reception Dinner on your own
Conference Registration and Information Desk
A-1 How to Create or Enhance a Successful Summer Reading Program Friday, February 6, 2009 1:00 pm - 5:00 pm—$135
Janet Beck, Academic Advisor – Appalachian State University
Since 1996, Appalachian State University has hosted a successful summer reading program. Articles in Time, Newsweek, and the Chronicle of Higher Education attest to this, as does our internal evaluation process. This interactive workshop will help participants garner faculty/administrative support, build an inclusive summer reading committee, create an appropriate book selection process, foster an economically self-sustaining program, expand summer reading into the community, create publicity, recruit volunteers, and effectively evaluate the program.
A-2 Peer Mentors as Equal Teaching Partners Friday, February 6, 2009 1:00 pm - 4:00 pm—$125 Ann H. Becks, Assistant Dean of Students and Director of New Student Programs – University of Florida
How you select and train student leaders to serve as peer leaders for a first-year seminar can make or break your program. Yet, utilizing undergraduate students as peer mentors and equal teaching partners benefits both those who serve and those who are served. From recruitment through classroom teaching, learn how to design a process that selects the "right" students for the position, trains them to positively impact first-year students' transitions to your institution, and implements measures for accountability and communication in the teaching partner relationship. This workshop will focus on peer leaders who teach side by side with a faculty or staff member in an extended orientation seminar for the duration of the course.
A-3 The Myths and Magic of Learning Communities Friday, February 6, 2009 1:00 pm - 5:00 pm—$135
Jean M. Henscheid, Fellow, National Resource Center for The First-Year Experience® and Students in Transition —University of South Carolina; Editor—Journal of The First-Year Experience® and Students in Transition
Enough institutions of all types have now had sufficient experience with curricular learning communities to paint a clear picture of why they work and why they don’t. This workshop’s participants will benefit from the wisdom of educators from John Dewey forward to uncover the myths and magic of this curricular strategy and to apply this wisdom to their own campus. The workshop is the week-long National Learning Communities Summer Institute in miniature. As with attendees at that institute, this workshop’s participants will leave with a plan to create or improve upon their own learning communities.
A-4 Teaching Critical Thinking and Learning Strategies in the First Year Friday, February 6, 2009 1:00 pm – 5:00 pm $135 Timothy L. Walter, Dean of Academic and Student Services -- Oakland Community College; James J. Berry, Dean of Academic and Student Services – Oakland Community College
This workshop is designed for those teaching first-year seminars, traditional first-year courses, and academic support courses. The presenters have continued to develop and provide instruction to faculty and staff who are interested in improving critical thinking and learning strategies among all students. These strategies are critical to the academic success of students and lead to long-term retention. Workshop participants will learn strategies for engaging students in interactive classroom exercises that facilitate the learning of critical thinking and learning strategies. These strategies, based on Bloom’s Taxonomy, are viewed by many educators as general education attributes upon which higher-level critical thinking skills are based. Participants will leave the workshop with the skills and an extensive series of activities that make the thinking and learning processes more orderly and effective.
A-5 Making Sense of First-Year Assessment Friday, February 6, 2009 1:00 pm – 5:00 pm —$135
Jennifer Keup, Director, National Resource Center for The First-Year Experience® and Students in Transition—University of South Carolina
This workshop provides an overview of assessment structures and methods; offers strategies for implementing effective evaluation, including the development of learning outcomes; and explores instruments used to assess student learning, experiences, satisfaction, and change. Participants will receive a reference list of recent resources on the topic of assessment, sample assessment instruments, and materials to guide the development and implementation of effective first-year assessment on their home campuses. The workshop will include a discussion of qualitative and quantitative assessment practices. Participants will develop the knowledge needed to make sense of first-year assessment issues at their respective institutions.
A-6 Acclimating, Engaging, and Motivating Community College StudentsSaturday, February 7, 2009 8:00 am - 12:00 noon—$135
Amy Baldwin, Professional Development Coordinator – Pulaski Technical College; Steve Piscitelli, Professor of History and Education - Florida Community College; Robb Sherfield, Professor of English– College of Southern Nevada
According to the Community College Survey of Student Engagement, almost half of all community college students are first-time students. Many of them have responded in surveys that they need help acclimating to college culture, engaging in the learning process, and staying motivated in the face of challenges to their time and stress management skills. This workshop will address the unique needs of community college students by discussing the current research on the barriers to success they often face and by offering best practices for easing this transition. Participants will also learn how to devise activities that will engage and motivate students to succeed.
A-7 Creating Solid Foundations for First-Year Seminars: Fundamentals of Faculty Development Saturday, February 7, 2009 8:00 am - 12:00 noon— $135 Limited to 36 participants
Mary Stuart Hunter, Assistant Vice Provost, National Resource Center for The First-Year Experience® and Students in Transition/University 101 Programs —University of South Carolina; Jennifer Latino, Assistant Director, University 101 Programs —University of South Carolina
Many well-conceived initiatives for first-year students begin with much fanfare, gradually weaken after the initial excitement fades, and then fail to meet their full potential. Faculty and staff, like students, are more likely to remain engaged in initiatives when they are learning and developing. This workshop is grounded in the belief that faculty and staff engagement and learning are critical to program sustainability. Topics in this interactive workshop include: a rationale for faculty development, adaptable frameworks for workshop designs, group learning pedagogies, characteristics of effective workshop facilitation, and program assessment.
A-8 Addressing Attention Deficit Disorder (ADD) and Executive Function Challenges in the First-Year Program Saturday, February 7, 2009 8:00 am – 12:00 noon $135
MacLean Gander, Vice President for Academic Affairs and Dean of the College – Landmark College; Lynne C. Shea, Professor and Academic Advisor – Landmark College
Students with executive function (EF) disorders increasingly challenge postsecondary institutions, especially in the first-year transition. Representing between 10-15% of the college-bound population, these students have challenges with self-regulation, including planning, attendance, focus, work completion, medication management, and impulse control. The basic adjustment from home and high school to college and the residence hall can also be a critical challenge. This workshop takes a hands-on approach to current research regarding EF disorders and their nature, prevalence, and significance in postsecondary environments. It covers knowledge gained from 15 years of working with students with EF disorders. The focus is on defining standards of practice that can be adapted to a broad range of settings and to engaging participants in shared problem-solving about challenges that are pervasive and will continue to require attention in the years to come.
A-9 Emotional Intelligence: The Missing Link to Student Success Saturday, February 7, 2009 8:30 am – 12:30 pm $135
Catherine Andersen, Interim Dean of Enrollment Management and General Studies – Gallaudet University; William Moses, Professor of Art – Gallaudet University; Constance Staley, Professor of Communication – University of Colorado, Colorado Springs
Whether the institutional setting is a two-year, four-year, public or private college or university, higher education professionals face many similar questions regarding first-year students. Why do some academically prepared students fail while other students with marginal academic skills succeed? What innovations can faculty and staff members bring to their work to increase student success? What expectations do students bring to campuses today that are different from expectations of earlier generations? What skills do faculty members need beyond knowledge in a content area? What’s “out there” that may be valuable for our students and faculty? What research findings may help us in our search for the missing link to student success? This workshop will review the growing body of research related to the link between emotional intelligence and student success.
A-10 Best Practice in the First College Year: Defining What Works and Why Saturday, February 7, 2009 9:00 am - 4:00 pm—$235
John N. Gardner, Executive Director—Policy Center on the First Year of College; Senior Fellow, National Resource Center for The First-Year Experience® and Students in Transition—University of South Carolina; Betsy O. Barefoot, Co-Director and Senior Scholar—Policy Center on the First Year of College; Fellow, National Resource Center for The First-Year Experience® and Students in Transition—University of South Carolina
For more than two 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 question, “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?
A-11 Designing Successful Student and Parent/Family Orientation Programs Saturday, February 7, 2009 1:00 pm - 4:00 pm—$125 Limited to 36 participants
Richard Mullendore, Professor of College Student Affairs Administration—University of Georgia; Fellow, National Resource Center for The First-Year Experience® and Students in Transition—University of South Carolina
Quality student and parent/family orientation programs do not just happen; they are complex endeavors that require strong organizational skills and considerable human and financial resources. This workshop will assist orientation staff, faculty, and other educators in developing or refining programs that help entering students become academically and socially oriented to their new college environment. Orientation programs specifically designed for parents/family members will also be addressed. This workshop will also provide a framework for orientation based on approved national standards; necessary components of a comprehensive program; staffing and funding options; use of technology; and methods of involving faculty, staff, and students in the orientation process.
A-12 Knocking Down the Walls: Teaching First-Year Students Truth, Trust, and Responsibility in the Classroom Saturday, February 7, 2009 1:00 pm - 4:00 pm—$125
Jay Chaskes, Professor of Sociology—Rowan University
First-year students do not often perceive the classroom as a safe place to openly explore their own capacities as learners; rather, they arrive fearing they will not be respected or acknowledged as capable learners and individuals. In addition, these students come with a set of expectations of the classroom and academic pursuit that is not congruent with the professor’s expectations. The facilitator will share an effective protocol developed for creating a learning environment that nurtures student’s sense of safety and self-worth and creates mutually shared academic expectations. The facilitator will lead participants in adapting the protocol to their classroom environment.
A-13 The ABCs of Conducting Research on the First Year of College Saturday, February 7, 2009 1:00 pm - 5:00 pm— $135
Barbara Tobolowsky, Associate Director, National Resource Center for The First-Year Experience® and Students in Transition—University of South Carolina
First-time researchers are overwhelmed with questions of how and where to begin a study, create a plan, and see it through. What do I want to know? How do I design my study? How do I analyze my data, and how do I write it up? This workshop is designed for new professionals, doctoral students, and anyone else tackling research for the first time. The facilitator will help answer questions about choosing between qualitative and quantitative designs, understanding the difference between conducting research and doing assessment or evaluation, completing a publishable piece, and fitting all of this work into your current life. Workshop participants should come prepared to share their research questions, concerns, and needs, so the facilitator and participants can help move the study from idea to action.
A-14 Brain-Based Learning: Its Impact on Teaching, Advising, Assessment, and Retention Saturday, February 7, 2009 1:00 pm - 5:00 pm — $135
Jill Wilks, Director of First-Year Experience and Learning Assistance—Southern Utah University; Patrick Clarke, Executive Director, Student Success Center – Southern Utah University
Brain-based and learned optimism pedagogies awaken a powerful intrinsic compass for learners of all diversities, allowing them to self-direct for multi-discipline academic success and lifelong wellness. Using interactive learning tools in the workbook, Your Expanding Intelligence, participants will gain rudimentary information about up-to-date brain research in learning and wellness. Participants will also receive a skeleton of a first-year experience program developed over 20 years from a grassroots program for at-risk populations to a required seminar course. Using cross-campus collaboration, the design includes general education/thematic learning communities, student-driven seminars, faculty and student mentors, early-warning for developmental advisement, student research, mentor/faculty development, and formative and summative assessment.
A-15 Dinner Workshop: An Evening with John Gardner Saturday, February 7, 2009 7:00 pm – until $150 Limited to 40 participants
John N. Gardner, Senior Fellow, National Resource Center for The First-Year Experience® and Students in Transition—University of South Carolina; Executive Director—Policy Center on the First Year of College
This dinner workshop is a perennial conference highlight and an excellent way to begin the conference. It allows an opportunity for relaxed and extended interaction with the founder of The First-Year Experience Conference® series. With guidance from the host, workshop participants will collectively assess trends and the status of the international effort to reform the first-year experience. This workshop would be appropriate for any educator involved in programs for first-year students.
Conference Venue: Rosen Centre Hotel 9840 International Drive Orlando, Florida 32819 1-800-204-7234 or 407-996-9840
Room rate: $175 single/double occupancy plus tax, $20 additional person (conference rate expires January 6, 2009). Specify “Annual First-Year Experience Conference” when making reservations.
Make your reservations early. Once the room block is filled, we cannot guarantee the conference room rate will be available. Reservations must be made by January 6, 2009 to receive this special rate. After this date, reservations are accepted on a space available basis and may not be available at the conference rate.
Parking
Valet Parking service is available at a rate of $12 per day with in and out privileges. Self-parking is also available at a rate of $5 per day with in and out privileges.
Airport Transportation
For information on transportation to and from the Orlando International Airport, visit http://www.orlandoairports.net/ops/bus_taxi.htm.
Airline Discounts
American Airlines is offering convention discount of 5% off applicable coach and first-class fares. To obtain this discount, call American Airlines Meeting Services Desk at (800) 433-1790 and refer to Authorization Number STARfile A2929AF, or you can take advantage of the discount on American Airlines, American Eagle, and American Connections online by visiting www.aa.com. After you have selected your flight(s) under the “enter passenger details” tab, go to the “AA.com Discount Code” field and enter the authorization number for the conference as stated above.
