Conference Sessions

34th Annual TASS Conference

March 17-20, 2024

 

Concurrent Sessions

Concurrent sessions will be added to this listing after each round of review and upon acceptance by the proposal review committee for presentation. Check back periodically for updated concurrent sessions

Sessions for 2024: Sessions are in alphabetical order by last name of each presenter. Where there is more than one presenter, the session is listed by the presenter's name appearing first on the proposal.

  • FOCUS: A 1st Gen Students of Color Mentorship Program
    Presenter: Natalie Aleman
    North Shore Community College
    Summary:
    Interested in learning about a mentorship program that supports first generation college students and their intersecting identities? Join us in our discussion of NYU�s FOCUS Mentorship Program! FOCUS is a structured mentorship program designed to offer first-year, first-generation undergraduate student mentees (specifically those who identify as students of color) the opportunity to develop relationships with other first-generation alum, faculty, staff, and graduate student mentors who can serve as resources and/or advocates through establishing an ongoing mentoring relationship. Participants will leave with (1) knowledge in how to better support the first-year transition and success of first-generation students of color, and international students; (2) ideas in how to implement a first year mentorship program that matches first-gen students and first-gen professionals; and (3) the importance of building a first gen community with other first gen peers (both students as well as professionals). Breakdown of the Session: -Brainstorming Activity for Audience: Individual and then pair share/sharing out to the audience regarding their experience/feelings about mentorship programs (brainstorming activity will include the creation of a word cloud and technology) -Intro of Presenter (Dr. Natalie Aleman = FOCUS mentor) -Overview of NYU's FOCUS Mentorship Program (1st Gen Students of Color Mentorship Program) -Application & Matching Process -Orientations (for Mentees & for Mentors) -Review of Mentor & Mentee Partnership Agreement & Development Plan -Overview of programming to solidify and build community -Outcomes of experience -Reflection/Take Away Activity for Audience Come chat with a mentor of NYU�s FOCUS Mentorship Program! They will be sharing their experience of participating in a first-generation mentorship program.

  • Supporting Student Research
    Presenters: Vanessa Barrantes, Elena Lazovskaia-Hall, Sherrie Sacharow
    Broward College
    Summary:
    To succeed in college, students need to develop Information Literacy (IL) skills which consist of �integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning� (American Library Association, 2015). Traditionally, faculty librarians have conducted one-shot IL sessions, aiming to teach students IL skills. However, these skills involve numerous components and tasks, making it challenging for students to understand and apply them after completing only a single IL session. How can we, faculty librarians and teaching faculty, work together to better support student success? This presentation aims to spotlight faculty librarians' effective methods in supporting student research. We will discuss the importance of 1) collaboration between faculty librarians and teaching faculty in creating assignments that are achievable for the student, 2) planning and scheduling of Information Literacy (IL) sessions, 3) promoting one-on-one student research appointments, and 4) endorsing outreach activities that promote student success. Those attending this Supporting Student Research presentation will leave with a model of structured student research support and many easy-to-apply tools. These approaches aim to bolster students' research success, foster collaborative teaching, and prepare our students for workforce readiness.

  • It's UP from Here: Preparing High School Students for College using TRIO Upward Bound: A Comprehensive Approach
    Presenter: TAIQUAY BOGLE
    Broward College
    Summary:
    Purpose: This session aims to shed light on the transformative potential of the TRIO Upward Bound program in equipping high school students from underserved backgrounds with the essential skills and mindset needed for a successful transition to college. By sharing effective methods and techniques, we aspire to inspire educators, counselors, and academic professionals to adopt or enhance their existing Upward Bound programs to serve their students better. Methods/Techniques: We will discuss the implementation of evidence-based strategies, including personalized mentorship, academic tutoring, college readiness workshops, and immersive college experiences. We will draw upon success stories and best practices to illustrate how these techniques can empower students to overcome socioeconomic barriers. Educational/Scientific Importance: This session's educational and scientific significance lies in the potential to bridge the opportunity gap and promote educational equity. It demonstrates how TRIO Upward Bound fosters academic excellence and nurtures personal growth, resilience, and a sense of belonging among students. Learning Objectives and Intended Outcomes: Attendees will better understand the TRIO Upward Bound program and its impact on student success. By the end of the session, participants will be equipped to: Identify key components of successful Upward Bound programs. Develop strategies to enhance student engagement and motivation. Create a supportive and inclusive learning environment. Address challenges and measure program effectiveness. Relevance to Teaching Academic Survival and Success Conference Audience: This session is tailored to educators, administrators, and counselors working with high school students on their path to college. It addresses underserved populations' unique challenges, making it highly relevant to the conference audience committed to improving student success. Delivery Style/Session Structure: The interactive session will feature real-life case studies, group discussions, and Q&A segments. Attendees will actively engage with the material, sharing their own experiences and insights. Results/Conclusions: We will present compelling data and success stories showcasing the positive outcomes of TRIO Upward Bound programs, such as increased college enrollment rates, improved academic performance, and enhanced life skills. Participants will leave with a comprehensive understanding of how these programs can change lives. Data Sources: Our presentation will draw upon peer-reviewed research, program evaluations, and firsthand testimonials from students, mentors, and educators involved in TRIO Upward Bound programs across the country.

  • Breaking Barriers, Building Bridges: Interdepartmental Collaboration for Inclusive Services in Higher Education
    Presenters: Stacey Borboa-Peterson, Shelby King, Danielle Schindele
    University of North Dakota
    Summary:
    The presentation, titled "Breaking Barriers, Building Bridges: Interdepartmental Collaboration for Inclusive Services in Higher Education," explores the transformative power of collaborative efforts across university departments to enhance inclusive services for students. This session delves into the challenges faced by students in higher education, emphasizing the importance of breaking down barriers through interdepartmental cooperation. The abstract highlights the strategies, successes, and lessons learned from initiatives that foster inclusivity, creating a roadmap for universities to cultivate a supportive environment that addresses the unique needs of a diverse student body. The presentation advocates for a holistic approach to service delivery, emphasizing the synergy achieved when departments collaborate to build bridges and overcome obstacles, ultimately fostering a more inclusive and equitable higher education experience. At the University of North Dakota, a public, four-year, predominantly White institution, our Career Development Coordinator and our Study Skills and Tutoring Coordinator, from Student Academic Success and Career Engagement, spend time in Student Diversity and Inclusion once a week for drop-in �office hours� to help students with their academic and career needs. The Career Development Coordinator meets with students to assist them with interview skills, resume creation and updating, job search strategies and assist them in feeling prepared for events such as the Career Expos and Major � Minor Fair. The Study Skills and Tutoring Coordinator discusses study strategies, time management, and helps connect students with additional resources such as peer tutors and advisors. These initiatives have created confidence and reduced barriers for students of Color in seeking career engagement and tutoring, study skills, and advising support outside of Student Diversity and Inclusion. This unique partnership and offering of services have grown student confidence in seeking resources and support outside of Student Diversity and Inclusion, thus increasing the number of students visiting these departments for additional services and support. The audience will hear from three professionals in a presentation style method, discuss their experience in collaborating with one another to bring services directly to students, and the impact it has had on those receiving support. The presenters will share the techniques used to raise awareness and market the initiative, along with specific examples of students who have benefited from the collaboration.

  • Reimagining Asynchronous Teaching in the Post Pandemic Classroom
    Presenters: Joseph Buckley, Carol McCarthy
    Delgado Community College
    Summary:
    As enrollment in online courses at two-year colleges is increasing post-COVID, success rates in those courses are decreasing. To remove barriers and help promote student success in asynchronous environments, our session will present and explore concerns and roadblocks we have encountered and begun to address in our courses. This 45-minute presentation will explore pedagogical touchpoints (Tualaulelei et al, 2021), how to obtain touchpoint data, and ways to use such data to enhance one�s online course. Further, to meet the demands of the current population of online learners, the presentation will cover several strategies to enhance instructor presence in asynchronous courses. Attendees will take away strategies to implement in their courses, as well as tools for how to access touchpoints in their institution�s LMS. Lastly, through discussion and demonstration, this session will discuss how pedagogy can evolve to meet the level and ability of the students we have as opposed to the students we �think� we have.

  • Integrating Artificial Intelligence (AI) into Teaching and Learning
    Presenters: Dominique Charlotteaux, Yuri Garcia
    Broward College
    Summary:
    Defined as a broad spectrum of technologies that perform tasks previously requiring human brain power, AI (artificial intelligence) tools are commonly used nowadays to research information, answer questions, check for grammar and spelling, generate content, and more. Over the past decade, AI digital tools have also infiltrated higher education classroom settings, sparking concern over the potential for widespread academic dishonesty and emphasizing the urgency for acquiring AI literacy skills. Although research on the impact of AI digital tools on the teaching and learning process is still in its infancy, preliminary evidence suggests that AI digital tools can be utilized for constructive purposes within the academic arena while measures can be implemented to deter students from using AI in an unethical and irresponsible manner. First and foremost, AI digital tools may act as powerful classroom assistants by creating rich content such as lesson plans and assessments, supplementing instruction with multimedia resources and real-world scenarios, individualizing learning experiences based on individual needs, grading assignments, tutoring and coaching students, tracking progress, analyzing data from video recordings, and providing feedback for students to critically analyze and evaluate. Several studies have further shown that AI digital tools positively influence student engagement, motivation, and performance. This interactive and hands-on workshop will specifically examine and demonstrate how to incorporate AI digital tools into the classroom for useful, educational purposes. This is especially relevant for today�s educators in demystifying AI, building a repertoire of AI teaching practices, and minimizing academic dishonesty. Upon completion of the workshop, TASS participants will be able to 1) identify several AI digital tools for performing daily classroom tasks, lesson planning, and promoting critical thinking; 2) provide recommendations for discussing AI usage with students and including an AI policy in course syllabi and assessments.

  • "Empowering Diversity: The CASA Model of Coaching for Mental Health and Academic Success"
    Presenter: Marquis Coates
    Villanova University
    Summary:
    Villanova University's Center for Access, Success, and Achievement (CASA) has developed an innovative approach to supporting diverse students facing challenges to mental health and well-being. This presentation illuminates the CASA model of coaching, emphasizing its mentoring and professional development programs, namely W.I.S.E., MSK, and L.I.F.T. Attendees will also gain insights into CASA's unique strategy of providing students access to licensed and trained Life Coaches who double as therapists. The session will also delve into CASA's collaborative partnerships with student organizations, university departments and programs, showcasing how these alliances contribute to stress mitigation, the provision of support and community, and the cultivation of affirming relationships. Notably, CASA's role in fostering professional development training, career connections, and advocacy for underrepresented students will be highlighted. The presentation's purpose is to showcase CASA's holistic approach to student success, addressing both academic and mental health challenges. Methods and techniques employed by CASA will be elucidated, with a focus on data-driven insights into the effectiveness of their programs. The educational and scientific importance lies in the intersectionality of mental health and academic success, a critical aspect of student development often overlooked. Learning objectives include understanding the CASA model, recognizing the impact of mentoring and professional development programs, and appreciating the role of collaborative partnerships in student support. Intended outcomes involve empowering attendees to implement similar strategies at their institutions. Results and conclusions will be supported by specific data on program effectiveness, sourced from student feedback and mental health assessments. This session promises to be a valuable addition to the conference, offering concrete insights into a successful model for supporting diverse students who may face particular challenges at a PWI.

  • Using Deliberative Dialogue to Foster Community and a Sense of Belonging
    Presenter: Kristin Conley
    Ferris State University
    Summary:
    This presentation will focus on the importance of fostering a sense of community and belonging on campus. Both of which are proving essential to college success. COVID brought with it many changes, two of which were social distancing and isolation. Spending so much time alone or in a virtual setting has had lasting effects on incoming college students (Gopalan et al., 2020). They are lonely and anxious. For this reason, campuses need to provide more opportunities for individuals to come together and learn from one another in settings other than the classroom. The purpose of this session is to explore the method of deliberative dialogue as a tool for fostering community and a sense of belonging on campus, share examples of its application, and identify ways to incorporate it into any environment. The presentation will begin by discussing how changes in the last decade have given rise to the importance of learning and listening from one another despite our differences. After sharing and discussing the need for developing the important skill of deliberation (Solomon & Abelson, 2012), participants will be given an overview of the deliberative dialogue process. Participants will then engage with the process to illustrate how this deceptively simple yet profoundly important practice can change one�s thinking. The presentation will conclude with participants sharing and discussing practical applications of the process through a variety of educational platforms. TASS attendees will leave with a packet of resources to help them implement their ideas.

  • More than Success Rates: Fostering Mission-Centered Classrooms
    Presenter: Edward Cornejo
    Broward College
    Summary:
    All too often, the educational system gets caught up in the "numbers." How certain are we that we see our students as they really are? Or are they merely a projection of our own theories about them? The philosophical foundations (S. Kierkegaard, R. May, I. Yalom, etc.) are what start our conversation.Participants in this workshop will engage with some light philosophical approaches to the idea of personhood and learn some useful techniques to use in the classroom aimed at teaching students how to search out their own personal missions in their chosen fields of study.I will encourage participants at this workshop to do the same and to act as do most of our students when confronting the existential questions that help define their future roles in society. Through a number of kinetic activities, participants will be (a) distinguishing between values and principles [Activity #1]; (b) figuring out what their current personal mission is and how it differs from career, profession, and vocation; (b) thinking about that personal mission the same way that business think about their missions and visions; (c) participate in a values auction to help tune into their real wants and desires [Activity #2]; and (d) writing the personal mission in simple terms [Activity #3]. Student examples of this last activity will be shared with participants.

  • Supporting Transformation: Developmental Reading & Writing Reform
    Presenters: Emily Cosper, Elizabeth Hope
    Delgado Community College
    Summary:
    This session will provide an overview of the comprehensive developmental reading and writing reform taking place at Delgado Community College in New Orleans, LA. Both administrative insight and faculty experiences will be highlighted, providing the audience with large scale implementation strategies as well as best practices in the classroom, including using data to make informed decisions, building a framework of professional development, Reading Apprenticeship strategies, expanding writing center services, and embedding writing coaches in the classroom.

  • Developmental Math Workshop: A Formula to �Multiply� or Enhance Your Math Skills
    Presenters: Olena Drozd, Elisa Giordano, PhD
    Barry University
    Summary:
    According to Chen and Simone (2016), approximately 70 percent of freshmen students at two-year colleges and about 40 percent of incoming students at four-year colleges are enrolled in developmental classes in math, English, and reading. These courses are typically offered to students who have �pre-collegiate skill levels� in the above-mentioned areas as determined either by the results of the placement tests or by the scores students receive on standardized assessments (Rutschow, 2019). One of the areas that students have always struggled the most is mathematics, and this is evident in the pass rates of the developmental math courses. Studies have shown that only 50 percent of students enrolled in the developmental math courses in two-year institutions complete them, and only 58 percent of students enrolled in the developmental math courses at four-year institutions successfully pass these courses (Chen & Simone, 2016). Therefore, placement into developmental math courses has been considered �as a barrier to attaining a college degree� (Zientek et al., 2022, p. 475). In addition, failure to complete the developmental math courses has contributed to lower retention and graduation rates (Rutschow, 2019). In this institution, nearly 60 percent of students is enrolled in one or more developmental math courses. Understanding that mathematics plays an important role in student academic success and that timely completion of the developmental math courses �strongly impacts students� ability� (Han et al., 2023) to retain and graduate, the presenters, in collaboration with the Department of Mathematics and Computer Sciences, developed and offered a series of developmental math workshops to students enrolled in one of the two developmental math courses during the Fall 2023 semester. The purpose of this session is to share information regarding the developmental math workshops offered to students enrolled in the developmental math courses in the Fall 2023 semester through the University�s Learning Center. The goal of the workshops has been to enhance students� mathematical skills as well as prepare them for the course exams. The presentation will discuss the rationale of the program and explain its design and the logistics. The presenters will solicit audience�s feedback and conclude with program survey results. The attendees will leave the session with a clear purpose, rationale, and pragmatics of this academic support program that they can utilize in their institutions. References Chen, X, & Simone, S. (2016). Remedial course taking at U.S. public 2- and 4-year institutions: Scope, experiences, and outcomes (NCES 2016-405). U.S. Department of Education. Washington, DC. http://nces.ed.gov/pubs2016/2016405.pdf Han, S., Samaroo, D., Liou-Mark, J., & Aquirre, L. (2023). Mathematics preparatory workshops to foster student success. CUNY. https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2052&context=ny_pubs Rutschow, E.Z. (2019). Workshop on understanding success and failure of students in developmental mathematics: Developmental mathematics reform. The National Academies of Sciences, Engineering, and Medicine. Zientek, L.R., Lane, F.C., Sechelski, A., & Shupp, S. (2022). Effects of delaying college-level mathematics course enrollment for remedial students. Journal of College Student Retention, 24(2), 474-498. Effects of Delaying College-Level Mathematics Course Enrollment for Remedial Students - Linda Reichwein Zientek, Forrest C. Lane, Amber Sechelski, Susanna Shupp, 2022 (sagepub.com)

  • Oh the things you can do with cardstock! Recognizing and recruiting peer tutors!
    Presenter: Cynthia Edwards
    University of South Florida
    Summary:
    Recruiting excellent peer tutors can be challenging. This presentation explores the symbiotic relationship between positive psychology, personalized recognition, and an innovative approach to faculty referrals for peer tutors. Positive psychology research details the profound effects of teacher confirmation on student learning, motivation, and satisfaction. Findings from studies by Campbell et al. (2009) and Sidelinger and Booth-Butterfield (2010), reveal how personalized recognition plays a pivotal role in elevating the student experience. We expand the role of recognition by including positive acknowledgment of faculty as well. Central to the recruitment effort is the concept of "stroke" from transactional analysis theory, as outlined by Pishghadam and Khajavy (2014). Student and faculty need for validation positively influences factors such as credibility, success, care, and conceptions of intelligence (Pishghadam et al., 2019, 2021; Derakhshan et al., 2019). Going beyond theory we introduce a pragmatic and impactful tool � personalized faculty referral cards. This presentation shares how these cards serve as a tangible manifestation of positive strokes. They provide faculty with a tailored and effective means to recognize and affirm students� capacity to serve as peer tutors, which in turn aid our learning center in recruiting amazing and engaged tutors. TASS attendees learn how positive psychology and personalized recognition goes a long way, not only with students but also with faculty, creating a culture of appreciation and collaboration. Attendees will also receive the communication tools to adopt this practice in their own learning centers and will hear some surprising and heartfelt results of this practice.

  • "Can You Hear Me Now? Broward College's Collaborative Approach to Student Messaging from Application to Graduation"
    Presenters: Sheila Fabius, Adam Derosa
    Broward College
    Summary:
    Broward College�s Enrollment Management and Academic Advisement student applicant to graduation communication plan was created to structure the student journey. This strategic method allows for a collaborative approach that provides students with information based on their application stage, academic status, and graduation status. This presentation discusses the various approaches, timelines, and thought processes used to create a seamless communication plan.

  • Transforming Lives with Hope: Powerful Tactics for Helping Students in Mental Health Crises
    Presenters: Melanie Gnaizda-Gilson, Lisa Elsinger
    Broward College
    Summary:
    You are likely familiar with CPR � short for cardiopulmonary resuscitation � an emergency medical intervention created in 1957 by Peter Safar. The process is designed to stabilize people who aren�t breathing or are breathing intermittently and who may be in cardiac arrest until the person can reach a hospital or other care. Similarly, QPR is an emergency mental health intervention for suicidal persons, created in 1995 by Paul Quinnett. An abbreviation for Question, Persuade and Refer, the intent is also to identify and interrupt the crisis and calmly direct that person to the proper care. Just as people trained in CPR help save thousands of lives each year, people trained in QPR learn how to recognize the warning signs of a suicide crisis and how to question, persuade, and refer someone to support services. According to the Surgeon General�s National Strategy for Suicide Prevention (2001), a gatekeeper is someone in a position to recognize a crisis and the warning signs that someone may be contemplating suicide. With extant and emerging data on student mental health, it is imperative that academic institutions provide education for faculty, staff, and academic advisors to detect and address student mental health crises, and know how to help them access the care they need to regain their mental health and well-being. We do not act as clinical counselors, but serve as the liaison to trained professionals. This necessitates learning, and becoming comfortable with, a series of simple steps and roleplay, to engage the person in crisis with compassionate communication. The QPR Gatekeeper Suicide Prevention course is a 90-minute interactive session, after which participants receive a certificate of completion. Workshop participants gain a sense of empowerment, pride, and confidence in their ability to help people in need, and importantly � in maintaining their own mental health during challenging times.

  • A Study of Effective Online Pedagogy from the Student Perspective
    Presenters: Patty Goedl, Kelly Shuck
    University of Cincinnati Clermont College
    Summary:
    The presenters designed a cross-disciplinary study to examine students� perceptions of online courses and online course design elements. The presenters teach asynchronous online classes in the business and sciences disciplines. The presenters collected data from online course sections of introductory accounting and anatomy and physiology. Students were asked questions about online courses in general and online course design elements, e.g., due dates, proctoring, commercial online homework management platforms, and discussion boards. Quantitative and qualitative data analysis methods were applied to analyze the survey responses. In this presentation, the presenters will summarize this research project and provide a detailed discussion of the results. This is a cross-disciplinary study of students' perceptions of online classes. Although data was collected from business and sciences classes, the presenters believe that the results of this research apply to online course design across many disciplines. Attendees will: 1.) better understand students' perceptions of online learning in general, 2.) take away student feedback about popular online course design elements, e.g., due dates, proctoring, commercial online homework management platforms, and discussion boards, and 3.) leave with empirical data that can inform their online course designs.

  • Stop, Look and Listen: Communicating Care to Students
    Presenters: Dr. Sheri Goldstein, Kim Copeland
    Broward College
    Summary:
    The purpose of the session is to discuss and share strategies and share best practices. The intended learning objectives for the presentation are: Participants will learn how to identify potentially at-risk behaviors; Participants will develop a checklist of behaviors: Participants will discuss interventions and resources. The presenters will outline behaviors that may identify at-risk students, and then how to assist those students. The presenters will facilitate a collaborative group discussion to elicit feedback from the audience to share best practices from across the country. Session attendees will gain insight into the various models used by other institutions. A review of practices used at a number of Colleges and Universities regarding this topic will be presented and discussed. In addition, data collected from Palm Beach State College and Broward College regarding student persistence as it relates to alerts will be discussed. The data indicates that persistence increases with interventions, whether it be a referral to the Tutoring Center, a conversation with an Academic Advisor or a Mental Health referral. Interventions can range from simple to complex. The end goal being to identify students who may be at risk and to take the necessary actions to address the problem.

  • Navigating First-year Success: A Comprehensive Examination of the Bridge Program at Southern Oregon University
    Presenter: Danielle Hammer
    Southern Oregon University
    Summary:
    This presentation focuses on outlining the origins, methodology, support strategies, and findings of the Bridge Program at Southern Oregon University. The Bridge Program is a first-year transition program that began in 2015 and is aimed at supporting underserved students in their first year of college. The program specifically supports first-generation, BIPOC, and low-income Oregon students who show strong academic promise and evidence of community engagement. The program’s findings are applicable for first-year student retention and support. This session will delve into the program's origins, evolution, and the guiding principles that have contributed to its success over the past nine years. Moreover, the presentation will highlight major successes and valuable lessons learned in effectively supporting high-risk students during their pivotal first year of university. The presentation will encompass a detailed exploration of recruitment guidelines, emphasizing the meticulous process employed to identify and engage students who would benefit most from the program's tailored support structure. A central component of the presentation will be an examination of the support strategies implemented throughout the program's existence, addressing the unique needs of first-generation, BIPOC, and low-income students showing strong academic promise and community engagement. The analysis will extend to the program's retention and graduation rates, offering a comprehensive overview of outcomes observed since its inception. Drawing on the recent challenges posed by the pandemic, the session will also explore student support in the face of overwhelming external challenges. In terms of presentation style, the session will adopt an interactive approach, combining visual aids, case studies, and open discussions to engage the audience actively. Attendees can expect a dynamic exploration of the program's structure, supported by real-world examples and practical strategies that have contributed to its success. The presentation will encourage audience participation through Q&A sessions and collaborative discussions, fostering an environment of knowledge exchange.

  • Start Smart: Start college on the right foot and find the pace and path that leads to success
    Presenters: Dawn Hundley, Kris LoFrumento
    University of Cincinnati- Clermont College
    Summary:
    The Office of Student Success introduced the innovative Start Smart program to address the needs of our underprepared students entering college. This session aims to share insights into challenges faced by these students, strategies to help them find a pace that increases the likelihood of success, and the impact of the program on the college’s retention rate. Attendees of TASS will leave with a comprehensive understanding of how the Start Smart program has effectively addressed the needs of our students at UC Clermont. They will gain valuable insights into implementing a holistic approach to student success and receive a model of an individualized success plan that can be adapted to their institutions. Specific objections of the session: 1. Identify at-promise students at your institution: a. Utilizing multiple measures including high school GPA and placement testing b. Defining criteria for at-promise students and the rationale behind it. c. Discussing the importance of early identification in fostering success 2. Make a plan to increase your retention rate: a. Analyzing data on first-semester and first-year attrition rates. b. Identifying common challenges leading to student attrition. c. Sharing strategies and interventions implemented to address those challenges 3. Commit to a student-focused individualized action plan: a. Presenting the Start Smart model of individualized success plans. b. Discussing the components of the success plan, including academic support, financial literacy programs, engagement initiatives, and health and wellness resources. c. Highlighting the positive impact on retention rates as a result of implementing the program.

  • How Embedded Tutoring Engages, Motivates, and Supports Students Academic Success
    Presenters: Elaine Hunyadi, Nathan Siemen, Charlotte Power
    Saginaw Valley State University
    Summary:
    This presentation shares the development, process, and results of an Embedded Tutoring (ET) collaboration between our tutoring center and departments/disciplines. Looking for a way to engage students in tutoring, we began a pilot program in spring and summer virtual classes, then expanded to include in-person courses FA23. Aim of ET: increase participation and comfort in working with a tutor. Research shows using support services early helps students achieve academic success, yet it can be challenging to get students to use these services (Racchini, 2020; Vick et. al. 2015). Previously we considered Supplemental Instruction; limited resources led us to consider an ET model to more intimately and effectively engage students. ET initiative in a limited number of courses with goals of: � Engaging students more fully with course materials � Motivating students to attend tutoring, review and /or study sessions � Providing mentorship for students with peer tutors � Encouraging students to think deeply using active learning strategies � Building faculty relationships When students develop a relationship with a peer, it leads to greater retention. Often struggling students are reluctant to seek help - an embedded tutor provides easy and non-threatening access to academic support. (Magio, et al., 2005, Tinto, 1993). Purpose: show � How to build an ET program using active learning to increase engagement and academic success. � Benefits of peer mentoring - mentors develop confidence with skills, leadership and teaching abilities (Denison 2010) personal gains through peer mentoring include improved communication, time management and problem-solving skills (Miller et. Al. 2019). � Importance of faculty collaborations and offering curriculum aligned support services. We�ll share how stakeholders built our ET program, discussing how and why we chose the courses, faculty and tutors we did. Perceived impact will be told through voices of tutors who created and delivered academic support and students who used ET services. Survey results, impact data, student, tutor and faculty reflections will also be shared. Audience will participate with small and whole group discussion and a hands-on activity showing how to develop a personalized definition for ET at their own institutions. Attendees will leave with a best practice model for implementing an ET program of student support.

  • One Model for Preparing Students for 21st Century Literacies: Teaching Academic Literacies in a General Education Course
    Presenters: Karen Johnson, Rebecca Harris
    Shippensburg University
    Summary:
    Developmental courses have been eliminated from many college campuses, yet both developmental and non-developmental students still benefit from instruction in academic literacies. Designing a course to replace a developmental reading course is challenging as students� literacy needs are complex, diverse, and comprise multiple literacies that are essential for their college success and future professions. This presentation shares a newly-developed general education literacy course�one that incorporates instruction in professional literacies, digital literacies, information literacies, and disciplinary literacies�to fill the gap left by the removal of a developmental reading course at a regional state university. In this session, attendees will learn about how we collaborated with Career Center staff to teach professional literacies and librarians to teach information literacies. Through these partnerships, students not only deepen their understanding of professional and information literacies, but they also form important relationships with these professionals who they can network with to help them master future projects. Finally, we will share how instructors teach literacy skills for academic texts from a disciplinary approach and how students apply those skills for college texts and a capstone mini-research project. Though modifications to the course continue to be made in response to assessment results, students are demonstrating achievement of learning outcomes and growth in their academic literacies. During this presentation, the course syllabus, course assignments, and assessment outcomes will be freely shared with session participants.

  • Building the Stakes: Scaffolding for Reading and Writing in Co-Requisite English Courses
    Presenters: Jennifer Kooken, Elizabeth Hope
    Delgado Community College
    Summary:
    With the elimination of developmental education courses taking place across the country, a changing student population challenges composition instructors to implement effective reading and writing support in Co-Requisite English courses if students are to meet the course outcomes successfully. At Delgado Community College in New Orleans, Louisiana, the English department began offering ENGL 110, our corequisite English course, in Fall 2017, and low-stake, scaffolding assignments are a key component of our curriculum for this course. Current best practices and research support offer students several opportunities to build necessary foundational skills to meet transfer-level learning outcomes. Though �scaffolding� has become a common term in composition studies, many instructors note the need for practical models of scaffolding in addition to research and theoretical discussions. This presentation will provide practical examples and explanation of low-stakes assignments that build reading, writing, and critical thinking skills and allow students multiple opportunities for learning, receiving feedback, and reflecting on their progress. Relevant scaffolding assignments help students build up to more complex assignments and help students learn to break complex academic tasks into manageable steps. These assignments also encourage students to reflect on their work and their progress throughout the semester so students can identify their growth, their challenges, and the individual strategies that help them complete college-level composition assignments. The presentation will also review some of the methods and strategies being used to synthesize this work with the traditional classroom instruction portion of the ENGL 110 model. The presenters have taught several sections of ENGL 110 and will share theory, sample low-stake assignments, and models of major assignments with scaffolding. Research about scaffolding strategies and achievement: Acosta-Gonzaga, Elizabeth, and Aldo Ramirez-Arellano. �Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education.� Sustainability, vol. 14, no. 20, Oct. 2022, p. 13419. Crossref, https://doi.org/10.3390/su142013419.

  • Reading Between the Lines: Gen Z, Critical Reading, and Achievement
    Presenter: Andrea Lamendola
    Fordham College at Lincoln Center
    Summary:
    Today�s students, collectively known as Generation Z, are facing several challenges in becoming or growing as critical readers. Post-COVID learning loss, digital technology and social media, the unique aspects of Generation Z, cohorts of students who view reading as a chore linked to test scores and performance, and the latest battles in the reading wars are some of the hurdles affecting student-reading skills. These issues are particularly evident in those who arrive on campus underprepared to thrive in college. Research shows early childhood exposure to reading is critically important for language, cognitive, and emotional development. Likewise, social interaction, academic preparedness, knowledge, concentration skills, and a love for learning and reading also stem from early childhood reading experiences. This exposure provides a strong foundation for a child's overall development and sets the stage for a lifetime of learning and intellectual growth. While the ideal time to expose children to reading is during an early stage in their lives, we have no control over that as it pertains to the students entering our college programs. Given these myriad challenges, how can we encourage our students�no matter what their early childhood experience was or where they are now in their reading journey�to become engaged readers and thinkers? How do we impress upon students that reading is the gateway not only to college success, but also to broader achievement in their professional and personal lives? In this presentation, the focus will be on the science of reading and approaches to meet Generation Z where they are in their academic journey in order to help them thrive and realize their potential.

  • Creating Presence in the Online Classroom
    Presenter: Sherry Long
    University of Cincinnate Clermont College
    Summary:
    The purpose of the proposed session is to provide faculty with strategies to be used in creating an effective online course. Many teachers consider their face-to-face instruction capabilities as higher compared to online instruction. Online instruction differs from in-person instruction as different skills and knowledge are needed to create a quality online environment. One way to increase effectiveness is to build a teacher presence which includes social as well as cognitive presence. Teachers who use these skills and knowledge affect not only the quality of the online class, but student learning and student satisfaction. This information can be used by faculty in any discipline to build their presence in the online classroom. The objectives of the session are: 1. For faculty to understand the benefits of building an online presence. 2. For faculty to leave with presence strategies that can be used immediately. In the end, the intended outcome is for faculty to implement presence strategies in order to increase their effectiveness in online instruction.

  • Eliminating the math hurdle through pre-semester prep workshops
    Presenter: Ted Mathews
    Onondaga Community College
    Summary:
    It has become evident in recent years math has become a major hurdle toward a student’s success. After observing in coming students’ weak math skills, the college’s elimination of developmental math, and an ever-present non-traditional, returning student population; thus, the creation of Onondaga Community College’s Pre-semester Math Prep Workshop Program. The session will provide a general overview of the program, the achievements, barriers, and evolvement experienced since when the program was developed prior to the start of the Spring 2020 semester to present day. In addition, the presenter will share comparison data between students who attended and non-attended the workshop, and feedback from students and faculty. These workshops are specifically designed for students entering: Intermediate Algebra, Pre-Calculus, and Calculus 1 as these are historically difficult gateway courses with high DFW rates. Faculty of these courses were consulted on specific topics students often struggle with during the first weeks of class. The workshops are facilitated by Professional Tutors where students work through a series of examples based on these suggested topics and given study skills tips to maintain persistence throughout their math course. The goal is for students to become comfortable with these necessary skills to develop a solid foundation and not feel overwhelmed during the first weeks of class. Originally, these workshops were only offered in-person a couple of days before the start of the semester, then during COVID were continued in a remote setting. Learning from both modalities, the workshops evolved into a hybrid format offering the best opportunity for students to attend. In addition, due to an ever-increasing need for these workshops, it is being explored to offer these workshops at various points during between semester breaks. Attendees will have the opportunity for both a Q&A session, as well as share their own experiences with a similar program.

  • Disrupting the First-Gen Narrative: Establishing a First-Gen Focused Campus
    Presenter: Dave McCall
    Ferris State University
    Summary:

  • Career Exploration: A Necessity at All Colleges
    Presenter: Dave McCall
    Ferris State University
    Summary:
    While most college students think they know what they want to do with their lives, the reality is that over 50% of college students change their major at least once and some reports claim that nearly 33% of college students will change their major three or more times before graduating; this adds an extra burden of time and money to what is already a very expensive investment. With over 20,000 different occupations to choose from, it is no wonder that so many students enter college undecided. Add to this that the World Economic Forum predicts that 65% of elementary aged children will work in careers that do not even exist yet and we quickly understand why choosing a career is a difficult choice for today�s college students. Changes in technology, societal needs, and the world of work in general will continue to change for the foreseeable future, adding yet another component to this already complex process. This presentation will delve into several different activities that can be used to either strengthen a current career exploration course or create one from scratch. Additionally, participants will learn various aspects of a proven career exploration curriculum and leave with activities to take back to their campus and their classroom. While it is suggested that campuses create a full course around this curriculum, many of the activities can be implemented into any work-based course to help students make connections between their classes and their careers.

  • 45 FREE Software Tools in 45 Minutes
    Presenter: Robert McWilliams
    Bishop State Community College
    Summary:
    We will present FREE software tools covering the following areas: Office Productivity Grammar Survey Instruments Cloud Based Storage Video & Presentation Image & Audio Editors Content Management Systems Plagiarism Checkers Communications Tools App Development & Creation File Conversation & More During this session, participants will learn about the many FREE tools available to improve student engagement in their classroom, as well as improve the workflow of everyday tasks. I will also present creative approaches to engaging with student activities, marketing and more. The main objective is for each attendee to gain at least one tool she/he can put to use today.

  • Innovative Ways to Incorporate Video into Your Instruction/Course
    Presenter: Robert McWilliams
    Bishop State Community College
    Summary:
    1. **Interactive Video Quizzes:** Create interactive video quizzes that pause at certain points, presenting learners with questions related to the content. This approach reinforces learning and encourages active participation. 2. **Video Case Studies:** Use video case studies to present real-world scenarios and challenges. Ask learners to analyze the situations and propose solutions, fostering critical thinking and problem-solving skills. 3. **Video Discussions:** Record video discussions or debates on important course topics. This can involve experts, guest speakers, or even student-led discussions to provide diverse perspectives. 4. **Video Demonstrations and Experiments:** Show video demonstrations of complex processes, experiments, or practical applications. This is particularly effective in science, engineering, or technical courses. 5. **Virtual Field Trips:** Take learners on virtual field trips through video. Whether it's exploring historical sites, museums, or geographical locations, this can make the learning experience more immersive and engaging. 6. **Video Simulations:** Develop interactive video simulations that allow learners to make decisions and see the consequences of their choices. This gamified approach can enhance learning and retention. 7. **Video-Based Collaborative Projects:** Assign group projects that require learners to create videos collaboratively. This encourages teamwork, communication, and creativity while allowing learners to demonstrate their understanding of the subject matter. 8. **Micro-Learning Videos:** Create short, focused video snippets covering specific concepts or skills. Micro-learning videos are easily digestible and can be used as just-in-time resources. 9. **Video Interviews:** Conduct video interviews with industry professionals, thought leaders, or experts related to your course content. These interviews can provide valuable insights and real-world perspectives. 10. **Personalized Feedback Videos:** Provide personalized feedback to learners using video recordings. This approach adds a personal touch and helps learners better understand their strengths and areas for improvement. 11. **Video Storytelling:** Use video storytelling techniques to present information in a narrative format. Storytelling helps learners relate to the content emotionally, making it more memorable. 12. **Choose-Your-Own-Adventure Videos:** Create interactive choose-your-own-adventure style videos, where learners can make choices that lead to different outcomes. This fosters critical thinking and decision-making skills. 13. **Video Reflections and Journals:** Encourage learners to create video reflections or video journals throughout the course. This can help them process and internalize the content while providing you with insights into their progress. 14. **Live Streaming Sessions:** Host live streaming sessions where you interact with learners in real-time, answer questions, and discuss course topics. Live sessions foster a sense of community and make learning more interactive. 15. **Video Assessments:** Consider using video submissions for assessments, especially for courses where practical skills or presentations are essential. This allows learners to showcase their abilities effectively.

  • AI Tools in the Co-requisite Composition Classroom
    Presenters: Jackson Moss, Carol McCarthy
    Delgado Community College
    Summary:
    The use of generative AI is quickly becoming ubiquitous in the professional world, and if preparing students for their futures is one of our goals as instructors, it follows that we should be embracing AI tools rather than ignoring or fighting them (Honig, Rios, and Oliveira, 2023; Anson, 2022). This interactive 45-minute presentation will focus on teaching students AI literacy and using AI tools in corequisite college English composition courses not only to help underprepared students improve their skills and succeed academically, but also to help ensure equity in the classroom, improve students' confidence as writers and college students, and prepare them for a professional world in which the ability to use AI tools ethically and adroitly will soon be invaluable, if not nonnegotiable (Clark, 2023). Presenters will provide a rationale for teaching students AI literacy and the use of AI tools; explain how to teach AI literacy, the ethical use AI tools, and effective prompt engineering; detail which AI tools are best for each step of the composition process (e.g., ChatGPT for feedback on paragraph structure/development, Quillbot for proofreading, etc.); illustrate how AI tools can be used outside of the composition process to help students improve their sentence writing skills; show videos of students reflecting on the experiences they had working with AI tools; demonstrate how AI tools can assist instructors in creating individual and collaborative exercises and assignments, as well as engaging in-class activities and games wherein students can interact and compete with AI tools; and open the floor for attendees to ask questions, share their experiences or their concerns with using AI tools, and provide additional strategies for integrating AI tools into courses.

  • Arete as Theme and Pedagogical Tool in Corequisite Composition
    Presenter: Jackson Moss
    Delgado Community College
    Summary:
    Theme-based course design has long proven successful in composition courses, but the question of which themes yield the best results is rarely asked. Arete, or Comprehensive Excellence, as a theme in corequisite composition courses has proven to be a game changer in the classroom and a life changer outside of it. It has yielded remarkable tangible results, including increases in pass rates and persistence and decreases in absences and withdrawals. By its very nature, it fosters the Growth Mindset, requires self-reflection, and encourages students to strive to become the best versions of themselves. Within weeks of being immersed in course texts and discussions about what excellence requires, students consistently report that they view challenges, adversity, and failure more positively, are more apt to seek help and embrace criticism, feel more responsible for their own self-determination, and have a stronger sense of belonging in the college environment, all of which help to make equitable outcomes more likely. They also understand that what they have learned and are practicing is transferable not only to other courses, but also to every other area of their day-to-day lives. This 45-minute presentation will provide a rationale for the use of Arete as theme in a corequisite composition course, discuss the theme�s guiding concepts and areas of focus, explain the ways that Arete serves as an amazing pedagogical tool, and share the feedback and testimonials of students who have been transformed by their experiences with course texts, discussions, and assignments related to this theme. Attendees will be encouraged to ask questions during and after the presentation, and they will leave with ample source material and examples for small-stakes assignments and major assessments that they can immediately incorporate into their courses.

  • Appreciative Education: Building the student relationships first.
    Presenter: Joseph Murray
    Florida Atlantic University
    Summary:
    Rita Pierson, a high school educator once said, �Kids don�t learn from people they don�t like.� She was talking about the importance of relationship building before teaching. Learning at any level, K-12, post-secondary or after, must be built on relationships first. Appreciative Education is a strength based approach that is both structured and flexible. The model includes six stages (DISARM, DISCOVER, DREAM, DESIGN, DELIVER, DON'T SETTLE). During this workshop, all six stages will be introduced using exercises, group collaborations, hands on tasks, video clips and other activities to enrich the learning experience. Opportunities will be provided to practice and deliver the 6 stages. The presentation will reinforce strategies that work with students, challenge those that do not and build new ones to try. A group interaction exercise is used to practice the Disarm stage. Discover is framed by handing out a spring to each attendee and they are asked to describe it. The activity will provide a new lens to rethink how we view and interact with our students. The Dream exercise will demonstrate how the model can be used in-group settings as well as one-on-one. Design will have an exercise that will draw attention to the language we use, how we communicate, and the assumptions made along the way. Deliver and Don�t Settle will be illustrated with a very powerful video and discussion. The purpose of the interactive activities is to provide tools that each staff member can take back to their office and start using with their students and colleagues immediately. Come see how this sort of personal connection and structured support is vital for teaching/advising students and have fun along the way! This session will be engaging, informative and fun and will contain information that can be immediately applied to your work.

  • Incorporating Social-Emotional Learning (SEL) for Student Success
    Presenter: Donna Nalley
    South University
    Summary:
    Social-emotional learning (SEL) can help strengthen students' interpersonal, decision-making, goal-setting, and problem-solving skills and help students who struggle with mental health and behavioral issues, such as emotional regulation and conflict resolution. SEL equips learners in acquiring proficiency in self-awareness, self-management, social awareness, relationship skills, and responsible decision making, while enhancing their educational experience. By incorporating these competencies into the online classroom, instructors can help to build a learning community where emotional intelligence and pro-social skills such as empathy and respectful disagreements are valued, and students feel safe to share their perspectives. These abilities are especially important for learners in developmental English courses, where students are gaining better communication skills, developing a growth mindset to persist through challenges, and learning how to interact with their peers at the college level. SEL can help students learn to manage the stress and anxiety related to taking a remedial class and provide them with coping mechanisms for emotional resilience, and by practicing effective communication and collaboration, students are acquiring essential skills for academic and professional success. By integrating SEL principles into the curriculum and creating a supportive virtual learning environment, instructors can empower students to become not only proficient in writing but also prepared to navigate the complexities of the academic world. In this session, we will cover topics such as self-assessment, goal setting, the use of reflective journals, peer feedback and collaboration, stress management techniques, conflict resolution, cultural competency, and personalized feedback and support. The presentation will share information on SEL, specific ways to incorporate SEL into the online classroom, hands-on activities, handouts with resources, and an opportunity for participants to discuss and share their own experiences with SEL.

  • Academic Resources at the Intersection of Institutional and Personal Change
    Presenter: Tennyson O'Donnell
    Trinity College
    Summary:
    Join this presentation to discuss the recent establishment of a new institutional center (The Center for Academic and Experiential Advising) that directly impacted academic tutoring and changed how academic support is organized at a small liberal arts college. Building on Corbett et al (Writing Centers and Learning Commons: Staying Centered While Sharing Common Ground 2023), the presenter will highlight challenges posed by significant faculty and student support reconfigurations, mergers, and splits that �create[d] tenuous situations� as well as �great opportunities for collaboration and growth� (15), prompting a reconsideration of stand-alone writing centers, academic resource centers, and even considerations of personal academic career trajectory. These choices were not without difficulty but were motivated by a sense of optimism and the desire to improve academic resources for students to survive and thrive in college. The presenter will provide practical advice for navigating unexpected career changes and in supporting and advocating for students, helping to find fulfillment and stability amidst evolving institutional dynamics. Additionally, the presentation aims to create a supportive environment for participants to foster a sense of community by sharing their own professional contexts and tough decisions, enabling them to continue their meaningful and student-focused work as well as consider job-joy in a shifting workplace.

  • Using an Intentional Reflection Practice Focused on Daily Lessons Learned
    Presenter: Jacqueline Pena
    Indian River State College
    Summary:
    Reflection, when coupled with journaling, is a powerful teaching and learning tool that gives people the space to remember, explore, and analyze what they have experienced or learned. I take this process a step further by creating a structured reflection process that focuses on daily lessons learned within a pre-determined framework or lens to maximize the results. The purpose of this session is to explore the use of this intentional, structured reflection process focused on daily lessons learned in the college classroom. The framework or lens for the reflection process would be determined based on the course competencies or goals. For example, this structured reflection process can be used to reflect on daily lessons learned about: � Service-learning and changemaking. � The use of language in different settings. � Student success skills and habits. � Entrepreneurship in today�s shifting economic landscape. The structured reflection process on its own is not enough. From the reflection process comes the analysis of the data. What do we learn from the daily lessons learned? What are the patterns or themes? These patterns or themes can provide new insights about the subject area or lead to goals and action items for improvement in certain areas. In this session, we will review this structured reflection model that I have used in the classroom and in professional development settings at institutions. To practice the model, all attendees will practice the reflection model to explore lessons learned about student success in the last year and how we can use that information in our roles at our institutions. Then participants will identify how they could use the reflection model in their own courses or work settings as well as the tools that they could use for students to document the daily lessons learned for the analysis component of the process.

  • Strategies for Promoting Career Success in a Student Success Course
    Presenter: Shemeka Phipps
    Lee College
    Summary:
    The ever-changing economy and job market require comprehensive career readiness skills (McKinsey & Company, 2021). This presentation proposes a forward-looking approach to education by integrating career readiness competencies within a student success course. This approach aims to provide students with the tools necessary to excel in the workforce by bridging the gap between academic knowledge and practical skills essential for career success. This session will delve into the rationale behind embedding career readiness within a student success course, discuss current trends in the job market, and outline a framework for integrating key career competencies such as communication, critical thinking, and teamwork into learning modules and activities (NACE, n.d.). Participants will gain valuable perspectives on fostering a learning environment that equips students with the skill set required to excel in their careers, setting them on a trajectory for success in the future.

  • To Tech or Not to Tech: A Curmudgeon�s Guide to Teaching in the 21st Century
    Presenters: C Phoebe Reeves, Cassandra Fetters, Gregory Loving
    University of Cincinnati Clermont College
    Summary:
    Amidst all the buzz about Chat GPT and other AI; navigating a trend toward virtual, flipped, hybrid, hyflex, or otherwise tech-intensive methods of instruction; and working with students still catching up from COVID classroom disruptions, some of us just want to revert to old-fashioned books, pens, and paper. At the same time, many of our students struggle just to master basic technology such as cloud storage, word processing, and LMS platforms, let alone more complex technological challenges and innovations. Our predominantly first-generation students need to learn the basics of a college class and develop their so-called �soft skills,� like critical thinking and problem solving. Can that be done in a classroom using tech like virtual reality, or will they learn best in a traditional classroom with traditional pedagogical tools? In this session, we�ll look at what new or established technology additions are proven to improve student learning outcomes, which are still unknowns, and ponder if a low-tech classroom can still be an innovative site of learning and student engagement. We will especially focus on what works best with first generation and underprepared students in terms of tech, or if abandoning these new technologies is actually the better plan. Come ready for lively conversation in an atmosphere of healthy skepticism.

  • We can't do it all
    Presenter: Alexandra Savala
    Truman State University
    Summary:
    The purpose of �We can�t do it all.� is focused on an initiative to re-focus in the area of advising students. The need for advising strategies and interventions continues to rise and yet it seems many in these roles are asked to wear numerous �hats�, which may be detrimental to students who need more help and support if an advisor is spread too thin in their work. The goal of this presentation is to explore the practice of advising while using additional campus resources and collaboration in order to continue to support students and come back to the core of academic advising with the perspective of first year student advising as a main focus. Currently this is being put into practice by working with the campus Career Center at Truman State to improve resources for students and find ways that responsibilities may be overlapping across campus offices and come to agreements in student support to work together. Additionally, throughout the presentation the goal is to find ways for the audience to be able to discuss their current student support system structure and find ways that they may help improve assistive areas on campus before just taking on that extra task themselves. The goal is not to remove all of the �hats� within advising but to narrow the work done by using and fine tuning the resources available.

  • Survival Lessons from Historical Nonfiction
    Presenter: Lou Ann Sears
    University of Pittsburgh at Greensburg
    Summary:
    In their recent text The Great Upheaval: Higher Education's Past, Present, and Uncertain Future, Arthur Levine and Scott VanPelt note that "looking backward is all about context, the study of historical precedents that shed light on the present" (15). Three works of historical nonfiction--Elizabeth and Hazel: Two Women of Little Rock by David Margolick, The Zookeeper's Wife by Diane Ackerman, and A Chance in the World by Steve Pemberton--do exactly that. These texts that I used in my Fall 2023 Collegiate Reading class at the University of Pittsburgh at Greensburg tell stories we need to know, give us success strategies we can adopt, and offer hope at a time when hope is often difficult to find. First, I will introduce/summarize each book and discuss reasons to read these--and any books. I will then call attention to high-quality writing samples. Most importantly, I will explore survival lessons we can learn from each book. I will encourage the audience to find and share relevance to their own lives and classrooms. Reading these books ahead of time will not be necessary. I will provide a handout, and I will hope to have a moment to discuss the possibilities of forming a book club based on the Zookeeper's Wife text.

  • Planning, Organization, and Time Management: Supporting Undergraduate Online Learners
    Presenter: Tina Selvaggi
    West Chester University of Pennsylvania
    Summary:
    Online learning continues to be an integral part of higher education. Since COVID, students clamored for more online learning and institutions of higher education are answering the call. According to the National Center for Education Statistics (2023), 61% of undergraduate students were enrolled in at least one online course in 2021. The presentation begins by detailing the structure of the online course and how that structure contributes to student success. Instructional design, student engagement, accessibility, and support services are some of the building blocks of effective online learning (Clark, R. C., & Mayer, R. E. (2023). The second part of this presentation describes the support provided to students throughout the fall 2023 semester in the form of planning for success, organizing materials and assignments, and managing time by pacing asynchronous learning and due dates. With online learning comes a need for support to meet the needs of students in a variety of different situations with different learning styles. Student support is the lynchpin of student success. This support should come in the form of online tutoring sessions/advising, online resources, and guidelines for navigating virtual learning environments effectively. Even with a strong instructional structure, some students require additional assistance and support (Gullo, D., 2022). The presentation concludes with data about the success of the students enrolled in the course and a variety of support strategies that attendees can apply to their own online courses. Attendees will work in groups to create a brief action plan outlining how to provide support to their students in current or future online courses.

  • Facilitating Adulting in Underserved, Unmotivated College Students
    Presenter: Dr. Joy Vaughan
    Baroness Productions Inc.
    Summary:
    This presentation shares the pragmatics and results of a program designed to improve Executive Functions in college freshmen. Research shows that in 2022, although the graduation rate increased to 61% for those seeking a bachelor�s degree, the graduation rate for African Americans was 28%, and Hispanics 21% in 2023 (National Student Clearing House Research Center, 2023). There are a myriad of cultural and socio-economic reasons for these results. Research also shows that those who are internally motivated are more successful than those who are externally motivated Ryan and Deci (2000), (Ross, Kena, Rathburn, KewalRamani, Zhang, Kristapovich, & Manning, 2012). The purpose of this 45-minute session is to: 1. Share the results of a longitudinal study that demonstrated a shift from lower brain to higher brain executive functions as a result of transformational techniques that had underserved college freshmen graduate from college. 2. Engage participants in lively discussion and experiential exercises designed to tap into higher-level executive functions for greater results and success. 3. Participants will walk away with tools that they can implement with their students to assist them in staying focused, industry-ready, and successful.

  • Supporting Engagement and Learning through Student Reflections
    Presenter: Denise Wilkinson
    Virginia Wesleyan University
    Summary:
    Reflection is an important component of the learning process. In Kolb's experiential learning model, reflection takes place after a learner encounters a new experience or is prepared to re-examine a previous experience. The learner reflects upon the experience to make a personal connection (Roberts, 2008). When completing reflection assignments in a course, students revisit and reflect on specified content areas they have learned and draw upon their critical thinking skills to make important conclusions. In the process, they deepen their understanding of the material and are able to identify areas that may need further attention. In addition to offering students the opportunity to reflect on their understanding of course content, reflection activities can provide a venue for communication that allows students to connect with their peers and collaborate on different perspectives, views and thoughts (Chang, 2019). The presenter will share various examples of student reflection formats and activities that may be implemented into any course to support student engagement and learning. Examples will include: Guided discussion posts in which students share relevant and helpful information on resources and learning techniques; Electronic whiteboard applications that provide reflection and feedback for both students and instructors on a recent topic covered, upcoming material, or on test review material; and, Interactive test review activities in which students reflect on their performance from a previous test and share test preparation techniques that worked well, those that did not work well, and techniques they plan to use to prepare for an upcoming test. The presenter will conclude by sharing student feedback specifically about these activities. Session participants can expect to engage in an activity that utilizes at least one of the activities presented to gain a clearer understanding of its usefulness as a reflection tool. References: Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110. doi:10.24059/olj.v23i1.1447, March 5. Roberts, C., & Westville, I. N. (2008). Developing future leaders: The role of reflection in the classroom. Journal of Leadership Education, 7(1), 116-130.

  • “In the End, We’ll All Become Stories”: Reimagining a First-Year Writing Course for Underprepared Students
    Presenters: Margaret Williams, Anuradha Chatterjee, Don Peteroy, Victoria Appatova
    University of Cincinnati Clermont College
    Summary:
    Fall 2023 we piloted a first-year-writing course designed to replace our ALP approach with a 3-hour class supported by an embedded tutor, targeted support from on-campus resources, and what we hoped was an engaging, productive use of narrative. As teachers and tutors at an open-access college with many first-generation students, we sought to boost their reading comprehension, reduce their writing anxieties, and support their academic/professional journeys. Students at our college often express feeling disqualified from learning and/or partaking in academic discourse in various ways, from financial pressures to past learning experiences; thus, sharing their personal stories and/or circumstances as part of the writing/learning processcan be problematic — either too much or not enough. We have also found that often they do not find their writing “good enough.” Our initial personal-narrative assignment disrupts such barriers, encouraging students to share stories by which writing faculty gain a deeper and useful look into their fractured relationship with reading, writing, and academia. Stories, we have found, help us become better teachers, too. We were inspired by bell hooks and Margaret Atwood, as well as researchers like Virtue, Lett, Cheshire, Brown, and Gregory (2023), who write, “Students are complex beings. … To deny the reality of student circumstances is to maintain systems that perpetuate oppression and stymie success.” And as Jerome Butler said, “We are story-telling creatures.” In this panel, we invite participants to listen to our stories about piloting a narrative-based course at an open-access college, and we invite them to share theirs.

  • Advancing Equity Through Student Self-Assessment
    Presenter: Ebony Williams
    University of La Verne
    Summary:
    In Fall 2019, language tutors collaborated with a Spanish professor to integrate self-assessment into a first semester Spanish course, using American Council on the Teaching of Foreign Languages standards to create a rubric for oral communication proficiency assessment. This effort prepared students to engage in reflective practice, and peer educators encouraged students to create learning goals and plans for achieving those goals. Participants realized significant learning gains in each performance criteria. During the global pandemic in Spring 2020 efforts were reallocated to the process of transitioning from traditional to informed self-placement. The Office of Educational Effectiveness assessed student placement into and subsequent performance in math courses following the transition to self-placement in R using Binary Logistic Regression. There was a 2% increase in Fall-to-Fall pass rates (74% to 76%), and the 4% gap in pass rates of Pell-eligible and non-Pell-eligible students remained consistent. The difference was not statistically significant (Fall-to-Fall - chi-square (1) = 0.336, p-value = 0.562 and Fall-to-Fall and Pell-eligibility- chi-square (2) = 2.046, p-value = 0.359). This initial analysis showed no harm, and there are indications that with more data the improvements in pass rates, specifically those of women and students of color, could prove statistically significant. Moos and Van Zanen describe self-placement as a tool to foreground student agency, and Harvey and Reynolds believed honoring self-agency prepares �a citizenry to write its own future by deliberating on its past.� This session will begin with a presentation of the implemented self-assessment process and how it could look today. We will discuss efforts to continuously evolve the informed placement process currently in place. Many institutions are �systematically under-placing students� (Toth, 2018), which disproportionately impacts historically disadvantaged students. So, we will finish up by exploring the impact of self-assessment on our students.

  • Best Practices For Using AI In The Classroom
    Presenters: Rebecca Williams Jackson, Kristin Conley
    Ferris State University
    Summary:
    Students often tell us they feel rushed and don�t have enough time to complete their school work, leading some students to leverage Artificial Intelligence (AI) in completing homework. Students resorting to AI to lighten workload complaints model business use. In surveys, 97% of business owners think ChatGPT helps their business (Hahn, 2023), and 54% use ChatGPT for writing-based tasks. Business leaders in the summer of 2023 replaced an entire customer service department that focused on the �copy/paste trend,� with AI bots to save on costs. Students can, though, benefit from incorporating ChatGPT and AI into curricula. Curated AI in the classroom helps students investigate sources, break down text, and engage in deep learning (Roose, 2023). A college student invented GPTZero to thwart cheating (Bowman, 2023), but utilizing AI in curriculum can �train students how to think� like professionals (Abrahamson, 2023) when used to build skills of analysis and evaluation. Artificial Intelligence is here to stay; for this reason, educators must teach students how to ethically use it. This session will focus on the ethical use of AI in the classroom. Participants will discuss and explore the risks and benefits of using this new technology effectively in both education and future professional roles. In this 45-minute presentation, presenters will highlight current issues with AI use in industry, provide samples of lessons that use AI-generated material to increase students� abilities to dig deeply into their writing process, and allow participants to review AI generated data and results to evaluate flaws and perks of AI use for the college classroom. Abrahamson, Ashley (2023 Mar 27)�How to use�ChatGPT as a learning tool. American�Psychological Association Monitor�On�Psychology�Vol 54�No.3��https://www.apa.org/monitor/2023/06/chatgpt-learning-toolhttps://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html Bowman, E. (2023 Jan 9)�A college student�created an app that can tell whether AI wrote an�essay�NPR Blue Lake Public�Radio�https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism� 
 Hahn, K. (2023 Apr� 25) 24 top AI statistics and�trends in 2023�Forbes��https://www.forbes.com/advisor/business/ai-statistics/#sources_section� 
 Neumeister, L. (2023 Jun 22)�Lawyers�submitted bogus case law created by�ChatGPT. A judge fined them $5,000�APNews�https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c� 
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  • Music to Improve Reading Comprehension Skills
    Presenters: Lori Witkowich, Sarah Satterfield
    College of Central Florida
    Summary:
    The purpose of this project was to use music to decrease social isolation, improve test/performance anxiety, and help students to better comprehend their course readings. The methods used were varied in order to help a diverse student population. The project unfolded over a three year period and each of the years had a specific theme. This is the final year of the project, and we are focusing on how using music can improve overall reading comprehension. The educational importance was great since this was implemented when students began returning to campus after the pandemic. The learning objectives for the participants are to gain an understanding of how this project positively impacted students during a critical transition(pandemic). Our topic is relevant to the TASS audience because it explores how students were supported by using music in order to achieve relief from social isolation, improve test/performance anxiety, and how to read more critically. Dr. Satterfield will share why/how the brain processes music and Professor Witkowich will share reading comprehension strategies while incorporating music. It will be fun and interactive! There will also be time for Q&A. Student evaluations from various workshops over the three year period will be shared with the participants. We are also going to try to have video interviews with some of the students who have attended some/all of the workshops.

  • A Multi-Method Approach to Improving Graduate Student Persistence and Retention in the Online Classroom
    Presenters: Dr. Michelle Wylie, Dr. India Rose, Dr. Sharonda Wallace
    Chamberlain University
    Summary:
    Institutions of higher education are seeking strategies to create a positive atmosphere that is supportive in meeting student needs in order to ensure student persistence and retention. Graduate school is a critical period of professional development often impacted by challenges and obstacles. Ensuring graduate students have access to resources and supports are integral to academic success, persistence, and retention. Using data from end-of-course surveys, program completion surveys, and focus groups, this presentation will provide the audience with tangible supports that can facilitate online graduate programs in improving student persistence and retention. An online MPH Program implemented a multi-method approach to address these issues including a mentorship and advisement program, live new student orientation, student-led organizations and initiatives, live tutoring sessions with faculty and peers, and an intensive professional writing workshop. These combined strategies have helped to improve persistence and retention and provided students with the resources that they need in order to be successful in their graduate program. Data indicated that mentoring and involvement in student-led initiatives made students feel more connected to their peers, faculty and staff. Data also revealed that tutoring and advisement encouraged students to persist in their graduate studies at times of adversity and challenges. Through storytelling, reflections, questions and answers, and slide presentation, the audience will engage in rich dialogue about strategies that they can use to address student persistence and retention at their institutions of higher education.