monday, march 2, 2020

Workshop Session B: 1:30 - 2:30 pm


Retaining African-American Males in College: Hands Up! Stop, Wait. Do I Belong Here?

>> Room: White Ibis

Carlton Goode, Program Coordinator for the Office of Multicultural, Virginia Commonwealth University

Many of our young men of color may view themselves as being marginalized and counterproductive at our Predominantly White Institutions (PWI). As a result of this presentation, educators will gain knowledge and the understanding of different interventions as it pertains to retaining men of color at PWI. The audience will become familiar with best practices for retaining Men of Color. And how community, social capital, and campus resources play a role in keeping and insuring our men of color graduate and become productive citizens after college. The audience will be able to identify the importance of mentoring and summarize different strategize regarding the influence of alumni engagement and the understanding of the whole student and his development. Participants will leave with a blueprint on how to engage men of color in and outside the classroom. The presentation will present ways to assist men of color in understanding their sense of self better, aiding him in developing their grit, and how to overcome stereotype threats. The audience will be able to express an understanding of the critical role that higher education plays in preparing men of color for opportunities while in college and beyond.

Tackling Misperceptions Among Youth Looking at College and Careers

>> Room: Sandhill Crane

Chris Laney, Workforce Education Director, CareerSource Suncoast

Leveraging the 2020 State of Students Report, the presenter will focus on students’ perceptions of college and careers. Attendees will tackle complex conversations about what students are seeing as their biggest barriers to employment and will explore what communities can do to help prepare students for post-secondary education and the workforce. The presenter will connect the conversation to educational preparation and provide insights on how to serve students across the socioeconomic landscape.

Using Financial Aid Incentives for Student Success

>> Room: Snowy Egret

Dawn MedleyVice President of Enrollment, Wayne State University
Lua Hancock, Vice President for Campus Life and Student Success, Stetson University
Chris Silberman, Director of Student Success Partnerships, RaiseMe

Wayne State University has partnered with RaiseMe on a student success initiative that leverages behavioral economics and financial incentives. RaiseMe is a social enterprise based in San Francisco invented micro-scholarships to help keep high school students engaged and on track to successfully pursue their college ambitions, and has served over 2,000,000 students, 40,000 high schools, and 350 college partners. Based on the impact of micro-scholarships on high school students’ motivation and engagement, RaiseMe and their college partners decided to see if they could be leveraged to drive persistence for college students. There are a lot of student success tools that address academic risk or engagement risk, but too many students continue falling off track because of financial risk. RaiseMe’s new student success platform allows existing college students to earn additional financial aid from the college they are attending for pursuing high impact activities aligned with student success. In Summer of 2019, RaiseMe partnered with Wayne State and Stetson University to test this concept with 500 deposited students that were at risk for summer melt. In Fall 2019, RaiseMe launched the first ever student success micro-scholarship program with Wayne State, with Ben Castleman as the research advisor.

Talk to the Chatbot: The Potential of AI for Student Success

>> Room: Cormorant

Kirk Daulerio, Co-Founder, AdmitHub
Amy Smith, Associate Vice President for Enrollment Management, Georgia Southern University
Dan Robb, Associate Vice Chancellor for Enrollment Management, University of South Carolina Aiken

Every year, as many as 20 percent of admitted students who plan to attend college never make it to the first day of class. So-called “summer melt” can reach as high as 40% for low-income students. To address this challenge, universities are tapping the power of AI to personalize communication at scale, using chatbots to provide real-time support and guidance for students as they navigate their way to and through college. Research suggests that the outcomes of these new tools can be transformative: according to research from the Brookings Institution, Georgia State’s chatbot helped the institution reduce summer melt by more than 30 percent. Now, a growing number of college and university leaders are implementing chatbots for not just enrollment and admissions -- but also ongoing support to help break down barriers to persistence and success. At this panel, join Dan Robb of USC Aiken and Amy Smith of Georgia Southern University to discuss the opportunities and challenges of AI for student success.

Four Year and Community College Partnership That Works

>> Room: Herring Gull

Crystal Smith, Director - Student Academic Planning and Career Readiness, Prince George's Community College
Alexander Pianim, University of Maryland Pre-Transfer Advisor, Prince George's Community College

In an effort to ease the obstacles faced by many community college graduates upon transfer, these Maryland schools teamed up to work together to improve the transfer experience for students. With the intention of easing the obstacles that so many of our community college graduates face upon transfer, Prince George's Community College and The University of Maryland created a space at the community college for the four-year partner to meet with potential transfer students to assess their “transfer readiness” and provide recommendations for students. Knowing that The University of Maryland is one of the top three transfer schools for Prince George's Community College students allowed us to negotiate for a permanent office space for the Maryland partner. The collaboration allows the transfer representative to attend meetings, provide transfer updates, assist with articulation agreement discussions and ensure that information shared with students is accurate and timely. This partnership has increased the transfer rate to The University of Maryland by 57% over the past two years since we established this relationship. The success of this partnership allowed us to increase four year partner schools on site and we now have all three top transfer institutions on campus in our advising area working with students. This partnership has truly benefited our students.

CANCELED: University GPS: Dynamic Degree Planning at UC Riverside

>> Room: Pelican

Joey Mavity, Special Projects Manager, University of California at Riverside
Victor Moreira, Academic Advisor, University of California at Riverside

Technology promises much but delivers little because it often attempts to replace, rather than supplement, advisor expertise. At UC Riverside, developmental academic advising has long been a cornerstone of the campus’ success at eliminating gaps in graduation rates. However, as constraints on campus resources and a state mandate to increase transfer student acceptance rates, time for meaningful 1-on-1 engagement started to lag. Over half of advising time was being spent to re-plan a student’s path to completion. Discover how one campus partnered with a technology vendor to deliver a dynamic degree planning tool that integrated advisor wisdom to significantly reduce time spent on repetitive replanning efforts and instead expanded the opportunity to engage in meaningful developmental academic advising.

Clicks, Context, and Koicha—Why Higher Education Needs Thick Data

Room: Wilson's Plover

Pete Smith, Chief Analytics Officer and Professor, University of Texas Arlington  

The University of Texas at Arlington continues a multi-year build-out of its analytics capability, featuring development and rollout of an analytical data warehouse and advanced modeling services. However, no amount of “big data” can provide fully insightful models of students’ journeys and student success without the context provided by qualitative or “thick data.” This talk will overview the process of building capacity within a campus analytics infrastructure for operationalizing the collection and analysis of unstructured (language) data. The presentation will also outline practical tools and NLP techniques utilized to analyze one ongoing qualitative dataset project and its incorporation into student success modeling.