Tuesday, March 3, 2020

Workshop Session E: 9:00 - 10:00 am

 

Harnessing the Power of Peers to Foster Student Success

Room: TBD

George Kuh, Chancellor's Professor of Higher Education and Founding Director, Indiana University
William Hudson, Vice President for Student Affairs, Florida A&M University
Angela Lindner, Associate Provost for Undergraduate Affairs, University of Florida
Samyr Qureshi, CEO and Co-Founder, Knack

Most campuses are trying to improve student success metrics including degree completion and desired 21st century outcomes. They also have a largely untapped pool of instructional and student support resources in the form of talented, strong performing undergraduates. Indeed, decades of research show that one’s peers have considerable influence on students’ attitudes and behavior. More specifically, the effects of peer tutoring are uniformly positive for both those receiving tutoring and tutors. Indeed, the evidence is compelling enough to examine whether certain types of peer-to-peer interactions qualify as a high-impact practice (HIP). However, institutions rarely employ large-scale efforts to facilitate such educationally purposeful interactions. This session will briefly review the documented influence of peers on desired collegiate outcomes and illustrate ways to use technology-enhanced peer tutoring and mentoring. One promising effort is Knack, an education technology platform that assists institutions in staffing, implementing and scaling peer tutoring, mentoring, coaching, and advising. Presenters will outline what their institution is doing with technology to scale peer influence to help students acquire 21st-century proficiencies. Those in attendance will be encourage to share other effective approaches to leveraging peer interactions to foster student success.

 

Incorporating "Intentional Touchpoints” to Promote Retention of First Year Students

Room: TBD

Gregory Kline, Associate Dean - Health Careers & Sciences, Cuyahoga Community College (Tri-C)
Pamela Regrut, Instructional Designer - Center for Learning Excellence, Cuyahoga Community College (Tri-C)

Cuyahoga Community College’s (Tri-C) Metropolitan Campus opened in 1969 and is located near downtown Cleveland in the Campus District. During the 2018-2019 academic year, Tri-C Metro used predictive persistence Civitas data to enhance existing retention strategies for first-year students. This presentation will discuss how retention teams comprised of faculty, staff, and administrators used Civitas data to promote social connectedness, student involvement, student support services, and learning experiences for students. The participants of this program will become familiar with the process in which the retention teams were established in various departments at Tri-C Metro in fall 2018. In addition, the speakers will provide an overview of “intentional touchpoints” used by retention teams to make connections with students throughout the academic year. The purpose of incorporating intentional touchpoints was to promote ways to assist students with accessing various support systems at the college (counseling, coaching services, student organizations, etc.). The presenters plan to discuss the overall impact that the retention teams made on the persistence of students from the beginning to the end of the academic year. Also, several challenges and recommendations related to the establishment of retention teams will be discussed.

 

Panel Discussion: Degree Planning

Room: TBD

Joey Mavity, Special Projects Manager - Undergraduate Education, UC Riverside
Holly Adams Easley, Academic Advisor, UC Riverside
Joseph Madaus, Associate Dean for Academic Affairs - Neag School of Education, University of Connecticut
Lyman Dukes, Professor - College of Education, University of South Florida Sarasota-Manatee
Michael Faggell-Luby, Associate Professor of Special Education and Director of the Alice Neeley Special Education Research and Service (ANSERS) Institute,Texas Christian University

Description will be posted soon!

 

 

Academic Advocacy: An Emerging Solution for Turning Information into Action

Room: TBD

Leslie Tod, Director - Office of Academic Advocacy, University of South Florida
Kim Williams, Administrative Officer - Office of Academic Advocacy, University of South Florida
Delana Gregg, Director of Assessment and Analysis, University of Maryland Baltimore County
Amanda Knapp, Associate Vice Provost and Assistant Dean, University of Maryland Baltimore County

As performance-based funding and other models become the new normal for institutional funding, universities are focused on meeting and exceeding prescribed student success metrics. For those universities that have already made substantial gains in metrics by implementing changes addressing large populations of students, moving the needle to attain critical benchmarks becomes more difficult. Therefore, an organized approach that identifies, addresses, and resolves individual student cases in a timely and efficient manner is critical in making the incremental gains to reach the desired metrics. The academic advocacy model illustrates how higher education institutions can provide the appropriate care for their students. This session will address the emerging trend of applying an academic advocacy model to higher education to meet the needs of students with various levels of academic concern. The presenters will discuss the processes involved in creating an Academic Advocacy unit utilizing data, technology, and a case management model. This will include information on the various means used to identify students in need, such as pre-enrollment data, predictive analytics, and current student data, as well as information on developing collaborative partnerships. They will demonstrate how application of the model at the University of South Florida has contributed to significant gain.

 

Student Voices are Missing in the Student Success Conversation

Room: TBD

Joshua Smith, Dean - Education, Loyola University Maryland  

The focus on student success and away from retention and persistence is a positive step forward in higher education. The movement has concentrated the conversation toward student learning and less on numeric outcomes. Of course, retention is important and colleges strive to increase graduation rates for many good reasons. Strategic planning and initiatives often exclude students, particularly transfer, first-generation, and students of color. With the exception of NSSE data and internal program-level assessment, few colleges consistently engage with students around the challenges they face. The use of undergraduate and graduate students who are closer in terms of student lived experience can be a powerful tool. The session will share a methodology to identify pain points from students at three types of colleges. The process and results led the three colleges to use the data to better serve students, particularly first-generation and low-income students. We will share ways to identify undergraduate and graduate students who can be credible interviewers and co-creators of interview and focus group protocols. The over-arching question was, “what are the pain points at this college and how did you successfully navigate them?” It was clear from candid responses of students, that students felt heard and this methodology is transferrable to other campuses.

 

Supporting Foster Care Youth in College Success

Room: TBD

Susan Mangold, Assistant Dean of Students, Kutztown University of Pennsylvania
Lynnsae Powers, PROFS Success Coach - Enrollment Management and Student Affairs, Kutztown University of Pennsylvania

It is widely accepted that college education is the pathway to a more sustainable life through higher lifetime earnings, lower unemployment, stable pensions and health insurance. Former foster care students, however, enroll in and graduate from college at much lower rates than the general population, suggesting that former foster youth are not sufficiently supported to attain a college degree. These youth often face challenges of emotional and physical trauma from a history of abuse, education gaps from frequent moves, and a lack of skills often learned from parental figures. Colleges can support these students through academic resources, counselors to support emotional/mental health, and knowledgeable staff and faculty to help them acclimate to college life. To this end, Kutztown University created PROFS (Providing Resources and Opportunities for Future Standouts), a support and retention program for youth who have experienced foster care in obtaining a college degree. PROFS works to identify the invisible foster care population on campus, connect them to resources, and encourage further opportunities to expand their worldview. Presenters will focus on how to identify the former foster youth population on campus, the common obstacles to success for former foster youth, and the practices used by PROFS to encourage academic and personal success of this student population.