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.

  • It's UP from Here: Preparing High School Students for College using TRIO Upward Bound: A Comprehensive Approach
    Presenter: TAIQUAY BOGLE
    Broward College
    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.

  • More than Success Rates: Fostering Mission-Centered Classrooms
    Presenter: Edward Cornejo
    Broward College
    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? 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.

  • A Study of Effective Online Pedagogy from the Student Perspective
    Presenters: Patty Goedl, Kelly Shuck
    University of Cincinnati, Clermont College
    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.

  • Creating Presence in the Online Classroom
    Presenter: Sherry Long
    University of Cincinnati - Clermont
    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.

  • Survival Lessons from Historical Nonfiction
    Presenter: Lou Ann Sears
    University of Pittsburgh at Greensburg
    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.

  • Increasing Retention for Traditionally Underrepresented Students: HBCU Case Study
    Presenter: Elizabeth Taylor
    Miles College
    A new and innovative strategy in targeting at-risk behaviors early on in the academic semester and working collaboratively across the campus using various methods of intrusive advising to ensure student success and retention. The purpose of this presentation is to share results from a case study of a student success and retention program at Miles College. This involves students that were previously determined to be at-risk and proactive intervention programs for incoming freshmen and those who were not yet indicated as being at risk. This study provides an important insight into retaining specific populations that have been traditionally underserved at larger institutions. This specific case study and methods used can be replicated at larger institutions through pre-existing programs, thus making it effective and cost neutral. The learning objectives of this presentation are to demonstrate methods to retain at-risk populations, advising and counseling methods for students, as well as coordinating information across campuses to ensure that students receive multiple touch points for support. Data sources utilized in this presentation draw from studies on retention for students of color, with a specific focus on HBCUs, with data drawn from a case study at Miles College. The results of this program saw increased buy-in from stakeholders on campus, as well as producing an early warning system for those in future academic jeopardy as well as a predictive model for determining student withdrawal due to academic difficulties.

  • Supporting Engagement and Learning through Student Reflections
    Presenter: Denise Wilkinson
    Virginia Wesleyan University
    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.