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Keynote Speaker
Tentative Schedule
Questions
If you have any questions about the content or organization of this event, contact Nina L. Glisson at (803) 777-8158 or ninal@mailbox.sc.edu. Information about this Conference and other events sponsored by the Center can be found at www.sc.edu/fye.

 

Preconference Workshops

Lunch is provided for all preconference workshop participants.

W-1 Enhancing Learning Competences: Perspectives on Coaching Students' Learning
Monday, June 17, 2013 <> 8:00 am - 12:00 noon <> $135 US

Herman Van de Mosselaer, Co-director, Educational Matters Department Head Education and Research, Central Services - Artesis Plantijn University College Antwerp, Belgium

How do first-year students learn? Do they learn effectively? Can we enhance learning competences? We give an overview of research findings on learning competences and motivational characteristics related to first-year students. In working groups, we reflect upon the research findings. We share experiences, and together we answer questions: such as, Which learning competences are crucial? What can we do to stimulate students to take control over their learning? What type of feedback invites students to enhance their learning? How can we take into account that different learners also prefer different coaching strategies?

W-2 Transitions Beyond the First Year: Implications for Curriculum Design, Student Support, and Success
Monday, June 17, 2013 <> 8:00 am - 12:00 noon <> $135 US

Matthew Portas, University Teaching Fellow - Teesside University, United Kingdom; Jennifer R. Keup, Director, National Resource Center for The First-Year Experience and Students in Transition University of South Carolina, United States

This workshop will explore the key issues related to the transitions experienced by students at the end of the first year and into the second year. This is a vital but underexplored area of student transitions. Many students, despite successfully passing the first year at university, fail to adjust to the demands of the second year and drop-out or fail their course. Workshop information will be underpinned by the research findings of the presenters, which highlights the experiences of students who have transitioned from year one and identifies institutional support structures in place for second-year students. This interactive session will share these findings and focus on (a) identifying the key issues for students going through the transition stage out of first year and (b) developing the best strategies to support students through the experience.

W-3 First-Year Seminar + Service-Learning + Learning Communities = First-Year (and Beyond) Success Magnified
Monday, June 17, 2013 <> 8:00 am - 12:00 noon <> $135 US

Neal Haldane, Professor in Communication and Writing - Madonna University, United States; Chris Benson, Associate Dean of Academic Advising and the First-Year Experience Madonna University, United States

Student engagement, persistence, and retention have become key words on campuses globally. Introducing service-learning into the first-year seminar is an effective approach to immediately involve students in the campus and larger university community, as well as equip them with essential skills for future academic and professional success. Combining these elements within a first-year learning community accelerates and multiplies the benefits. Participants will design a service-learning project for their institution's first-year seminar and/or learning community. A variety of hands-on activities will result in the creation of a collaborative electronic manual for project implementation that is available immediately to attendees at the end of the workshop.

W-4 Best Practice in the First College Year Around the World: Defining What Works and Why
Monday, June 17, 2013 9:00 am - 4:00 pm <> $245 US

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, United States; 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, United States

For more than three decades, colleges and universities around the world have made a significant investment to improve the first year. Since the first international conference on the first-year experience in 1986, central questions have been, What is the adaptability or replicability of a set of educational practices developed in the United States to other countries? What might be good for new tertiary students around the globe? What are the universally applicable best practices? What can we learn from each other? In this workshop, presenters will explore with participants these compelling questions and attempt to build a consensus about best practices in the first year of higher education that can be adapted to a variety of cultures and educational settings.

W-5 Peer-Led Programs: Highlighting Best Practice Across Continents
Monday, June 17, 2013 <> 1:00 pm - 5:00 pm <> $135 US

Bryce Bunting, Program Administrator and Learning Specialist, College of Undergraduate Education - Brigham Young University, United States; Sally Rogan, Director of Student Support and Peer Learning - University of Wollongong, Australia; Melissa Zaccagnini , Peer Learning and Transition Manager, Associate Head of the National Centre for PASS - University of Wollongong, Australia

This workshop will focus on building institutional capacity to facilitate peer-led programs that support first-year student success. The workshop will emphasize (a) institutional planning and preparedness, including staff development, and (b) the role of peer leaders, including training and ongoing leadership development. Drawing upon extensive experience across a range of peer-led programs in the United States and Australasia, presenters will propose key elements integral to facilitating sustainable peer-led programs grounded in best practice. Additionally, participants will benchmark their existing programs' alignment with best practice and discuss the relevance and feasibility of these elements when designing new programs or enhancing existing programs.

W-6 Aligning Programming and Pedagogy for Integration of Student Learning Within and Beyond the Classroom
Monday, June 17, 2013 <> 1:00 pm - 5:00 pm <> $135 US

Pam Bowers, Associate Vice President for Planning, Assessment, and Innovation - University of South Carolina, United States; Matthew Portas, University Teaching Fellow - Teesside University, United Kingdom

It is often left to students to connect the pieces of their educational experiences, and it can be difficult for them to describe what they know and can do as a result of their university experiences. Using Astin's Input-Environment-Outcomes model, participants will discuss examples and practice skills for more intentionally and overtly connecting all educational components - both within and beyond the classroom. Participants will consider alignment of programming and pedagogy in an example degree program with a work-based experiential learning module in which students must build evidence of their learning in an e-portfolio and identify the employability skills they are developing.