Monday, March 2, 2020

Workshop Session A: 10:30 - 11:30 am

Panel Discussion:
Increasing Degree Attainment through Local College Access Networks /
Examining Causal Effects of Re-enrollment Strategies Institutional Research

Room: TBD

Grace MasedaVice President of Marketing and Communications, Helios Education Foundation
Kathy McDonaldAssistant Director for Network Partnerships, Florida College Access Network (FCAN)
Justin OrtagusAssistant Professor of Higher Education Administration & Policy and Director of the Institute of Higher Education, College of Education, University of Florida
Paul PerraultVice President of Research & Evaluation, Helios Education Foundation

 

Leveraging Analytics and Data to Promote Faculty Engagement in Student Success Partnerships

Room: TBD

Nicole Glenos, Director of Advising Technology, NC State University
Carrie Zelna, Associate Vice Chancellor, NC State University
Stephany Dustan, Associate Director - Office of Assessment, NC State University

As higher education institutions increasingly rely upon analytics to drive student success and assessment initiatives, the need to cultivate strong partnerships with faculty and academic programs becomes even more critical to the success of these initiatives. NC State University has seen many advancements with their student success and analytics platform with respect to leveraging advising services and workflow functionalities. However, gaining broader usage of the analytics and reporting features available within the system, particularly among faculty, remains a challenge. As a result, the Office of Assessment and the University College designed an innovative partnership to offer competitive mini-grants with the goal of encouraging faculty-led, institutional research that supports data-informed decision making using analytics and additional institutional data as needed from the Office of Assessment. This session highlights how our offices leveraged data to develop strong relationships with faculty and campus units. We will discuss proposal requirements and provide an overview of the mini-grant process, including setting selection criteria and rubrics, initial project and analytics consultations, and requirements for the final reports. Lastly, the session will highlight some of the key findings, how results were shared, and the changes made as a result of the findings.

 

Using Student and Parent/Family Insights to Improve Retention

Room: TBD

Sally McMillan, Director, School of Advertising & Public Relations, University of Tennessee
Frank Cuevas, Associate Vice Chancellor - Student Life, University of Tennessee
Serena Matsunaga, Principal, TorchStar Education, Inc.
Emily Parker, Principal, TorchStar Education, Inc.

Improving retention and graduation is a priority for many universities, but progress is often difficult despite investments in analytics and high-impact programs. While many universities collect data on why students leave, few engage successful students for insights on their experience. While many universities acknowledge that parents and families are increasingly involved in their students’ experience, few engage this group to build proactive partnerships. This presentation will profile how the University of Tennessee has paired data with student and parent insights to improve retention. We will introduce two tools UT used to gain deeper insight and develop action plans. The STAY tool is designed to understand why students stay, why they contemplate leaving, what programs impact their success, and how the student experience differs for specific populations. The PIE tool focuses on parents and families and explores ways that family involvement, communication patterns, and support strategies can impact retention. Presenters will share insights on how UT has built a campus-wide focus on student success, developed a roadmap for action, and tracked results. This interactive presentation will engage audience members in small-group discussions about their own successes and challenges in using student and family insights to design effective retention strategies.

 

Hi, I'm “Bot”: Centering First-Generation Student Success with ChatBot Technology

Room: TBD

Cynthia AlvarezUniversity Innovation Alliance Fellow, Undergraduate Education, UC Riverside
Mitzy Gonzalez, University Innovation Alliance Fellow, Center for Higher Education Innovation, University of Central Florida

Our new generations of entering students have grown up with technology by their side. As they, and in particular, first-generation students, enter our universities, they are faced with the challenge of learning the institution and successfully navigating it. Chat bot technology can be leveraged by universities to meet the needs of students, provide the information necessary to succeed, and do it in a way that is familiar and comfortable for students. We propose a session articulating the process of developing and launching a chat bot campus-wide, and particularly focus on the key factors needed to engage with chat bot vendors, potential pitfalls, strategies needed to create a chat bot that serves as a navigational tool for first-gen and transfer undergraduates. Attendees will leave the session with an understanding of the type of needs a chat bot can address, as well as a clear outline of the steps needed to launch a chat bot on their campus from start to finish.

 

Best Practices for Developing Career-Ready Leaders on Campus and in the Community

Room: TBD

Matthew Ohlson, Director and Associate Professor - Taylor Leadership Institute, University of North Florida
Karine Stukes, Assistant Director - Curricular Engagement, University of North Florida

The Collegiate Achievement Mentoring Program (CAMP) is a replicable model of student leadership development at the University of North Florida that empowers college students to not only learn leadership skills but put them into action by serving as a "Leadership Coach." Leadership is the #1 skill employers are looking for in recent graduates and the CAMP program immerses college students in leadership development training focused on time management, goal setting, grit and the ability to work with others. The UNF students then apply these college and career success skills by coaching their "apprentice" from area high-needs K12 schools in Jacksonville, Palatka and Crescent City.
The program outcomes for collegiate leadership coaches include increased GPA, public speaking ability, confidence and leadership acumen. The program has received awards including the NPR American Graduate Champion, the FCAN Innovator Award, the Jefferson Awards for Public Service and the United Way. The findings from the program have been presented at AERA, National Mentoring Summit, FCAN & the National Society for Experiential Education. Participants attending the session will learn about the program design, implementation and outcomes and engage in an active dialogue examining ways to replicate this model at their own institution.

 

The Last Strategy to Start the Semester: Combatting Drop for Non-Pay

Room: TBD

Jacob Bonne, Director - Data and Success Initiatives, University of Central Florida
Kelly D’Agostino, University Bursar, University of Central Florida
Karemah Manselle, Associate Director - Student Financial Assistance, University of Central Florida
Alicia Keaton, Director - Student Financial Assistance, University of Central Florida

UCF's Retention Intervention Team takes a collaborative approach at addressing student success issues for first-year students at UCF. Efforts to assist students are a year-round process, culminating with final efforts to support students as they begin their second year. While existing informally for years, efforts to collaboratively combat first-year student retention “melt” by addressing students’ inability to meet their financial obligations officially launched in Fall 2018. In Fall 2018, failing to retain all students originally at-risk of being dropped from their courses for nonpayment would have resulted in a 1.4% decrease in retention. By intentionally working with students, some of which were able to resolve their financial challenges, others were offered continuation grants to prevent their withdrawal from courses. A revised workflow for Fall 2019 will provide enhanced support for students who need assistance while again providing coaching and referrals to students. This interactive session will include an overview of retention efforts at UCF, how each office collaborates throughout "Drop for Non-Pay" to assist students, attrition/exit survey data, and an engaging dialogue on practices and principles that can guide efforts to support students at risk of not being able to continue their academic journey.