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1 | Session Title | Track | Link to Presentation | Presenters and Description | Additional Resources | More | ||||||||||||||||||
2 | Keynote: Beyond Rhetoric: Enacting Social Justice in Praxis and Relationships | https://drive.google.com/file/d/1Nhyts-pcnBBasmg2huVAwmqf56WMHQxy/view?usp=sharing | Speaker: Keon McGuire; uch of the renewed focus on the ways historically White colleges and universities continue to marginalize racially minoritized students, faculty and staff is a result of a more global reckoning with the realities of systemic racism. In this two part presentation, I will address what remains unfinished in our work to redress systemic racism in postsecondary education (Part 1) and how we can ground our diversity, equity and inclusion work in a way that opens up possibilities for more just and equitable futures (Part 2). | https://www.insidehighered.com/views/2017/03/30/colleges-need-language-shift-not-one-you-think-essay | https://www.cue-tools.usc.edu/ | |||||||||||||||||||
3 | 1.01: Re-integration and Retention Post-COVID-19: Lessons Learned | Education reform and trends; General interest | Presenters: Johari Barnes, Community College of Baltimore County; Tracy Spence, Jefferson State Community College -- The last year has been challenging with the COVID-19 pandemic. Nevertheless, educators braved through this challenging time to support our students. This presentation will examine the challenges faced regarding retention. In addition, we will share what this experience taught us about the importance of creative retention methods. | |||||||||||||||||||||
4 | 1.02: The Masked Tutor: Unveiling How to Help Students Stay Successful While Staying Connected Online | Tutoring and student support | https://drive.google.com/file/d/12rTwOCVexhoXxISxejlACZ-XasDbuK2u/view?usp=sharing | Presenters: Valerie Cox, Lisa Fletcher, and Felisha Taylor, Calhoun Community College -- This session will provide details on how we successfully moved our on-campus tutoring to online tutoring in a few days. We later returned to campus and safely began offering both on-campus and online tutoring. Come and hear what worked well for us and what hurdles we had to overcome. Be ready to share your story too! | ||||||||||||||||||||
5 | 1.03: Becoming Strategic, Self-directed Writers: A Research-based Approach | Research and evaluation; Teaching and learning | Presenters: Charles MacArthur, University of Delaware; Zoi Traga Philippakos, University of Tennessee, Knoxville; Eric Nefferdorf, Delaware Technical and Community College -- In the Supporting Strategic Writers approach, students learn strategies for critical reading, planning, and revision -- integrated with metacognitive strategies for goal-setting, task management, and reflection. Research at six colleges has found large effects on writing quality and motivation. The session includes modeling of the strategies, collaborative activities, and materials. | |||||||||||||||||||||
6 | 1.04: Stepping Back to Step Forward: Collaborating with K-12 to Maximize Dual Credit Programming | K-12 Bridges; Leadership; Research and evaluation | https://drive.google.com/file/d/1MAwgFGectHg7j5ACK1xrleCgaHtTnWdJ/view?usp=sharing | Presenters: Scott Godley, Houston Independent School District; Samuel West and Athena Walker, Houston Community College -- Attendees will learn how Houston Community College and Houston Independent School District are utilizing postsecondary course and personnel data to address student performance concerns within their existing dual credit programs. These efforts included collaborating with their respective Research departments to develop a detailed data sharing agreement. | ||||||||||||||||||||
7 | 1.05: Social Justice Contextualization to Create Relevant and Meaningful Lessons: Curricular Innovation in Math | Social justice: equity, access, and inclusion; Teaching and learning | Presenter: Scott Strother, WestEd -- Come discuss strategies for incorporating issues of social justice into high quality math lessons. Exemplar lessons from Carnegie Math Pathways will be discussed in depth. Learn teaching strategies for math lessons that can facilitate productive and respectful conversations around the topics. | |||||||||||||||||||||
8 | 2.01: Integrated Reading and Writing: Pressing Questions and Evolving Answers | Education reform and trends; Teaching and learning; Tutoring and student support | Presenters: Tina Shanahan and Amy Doty, NOSS IRW Network -- Increasingly, reading and writing instruction is being integrated in developmental and college-level courses. This trend has raised many questions, most of which do not have easy answers. Drawing from conversations among members of the NOSS Integrated Reading and Writing (IRW) Network, this session highlights the most pressing questions facing IRW instructors. Through discussion of IRW practices at various institutions, participants will begin to articulate answers to these questions and provide a nuanced perspective on integrating reading and writing in curriculum, coursework, and student support services. | |||||||||||||||||||||
9 | 2.02: First Year Experience: Dealing a Better Hand to First Generation and Foundational Students | K-12 Bridges; Social justice: equity, access, and inclusion | https://drive.google.com/file/d/1SsqCwsbaTRU2Rp8yWrbJPHL7AO7qTk05/view?usp=sharing | Presenters: Melissa Carpenter, Bianca Altamirano Kelly, and Leanna Hall, Mesa Community College -- The First Year Experience is a year-long college program designed to provide freshmen who are first-generation students and/or require foundational coursework with the support needed to successfully complete their education. Students actively participate in career exploration and develop skills in college success, financial literacy, leadership, and community engagement. | https://drive.google.com/file/d/1AmEdGsIW3XFEPpxndoDKV8dqEpnR0tvh/view?usp=sharing | |||||||||||||||||||
10 | 2.03: Virtual Training: Reaching Math Faculty in New Ways | Leadership; Teaching and learning | https://drive.google.com/file/d/1tCTdnkzJxYuiZVnpntp5eoOxy81ireGX/view?usp=sharing | Presenters: Carolynn Reed and Colleen Hosking, Austin Community College -- Students succeed when faculty are given adequate training and support. Math faculty embraced virtual training by necessity and discovered a sustainable model capable of reaching more faculty with just-in-time training. Attendees will learn details of this model and strategies for ongoing virtual support to then discuss their own potential implementation. | ||||||||||||||||||||
11 | 2.05: Increasing the Odds of Making Connections: Programs for Student Success through Live and Remote Learning | Tutoring and student support | https://drive.google.com/file/d/1CMpx5qHdYulyWmp5FYBz0L8zauUuwQ3d/view?usp=sharing | Presenters: Tabitha Fisher, Teresa Burkhart, and Brandon Schadle, Penn State University, University Park -- This presentation will overview the efficacy of a variety of scheduling tools, preparedness programs, and other methods utilized by the tutoring and learning center at Penn State University Park campus during live and remote periods of instruction, aiming to provide recommendations for connecting with and advertising to students. | ||||||||||||||||||||
12 | 3.01: ADA Compliance, Accessibility, and Accommodations: Challenges and Successes | Social justice: equity, access, and inclusion; Teaching and learning | https://drive.google.com/file/d/1B2SDojI1rwUWObuiw8vS9U5LcZqdfPow/view?usp=sharing | Presenters: Meredith Anne (MA) Higgs and Christina Cobb, Middle Tennessee State University -- This Mathematics Network-sponsored session includes panelists describing successes and challenges with implementation of accommodations, current models and strategies for working with specific needs, and other ADA-related concerns. While not a legal session, relevant laws will be discussed and how those directives are implemented at various institutions. | ||||||||||||||||||||
13 | 3.02: A Star is Born: Supporting First-Generation Students Through Comprehensive Programming | Social justice: equity, access, and inclusion; Student services | Presenters: Melissa Cheese, Ralph Godbolt, and Cassandra O'Sullivan Sachar, Bloomsburg University of Pennsylvania -- First-generation college students benefit from high-impact practices including intrusive advising, intense academic support, and targeted programming serving diverse student needs. In this workshop, we will share information about a comprehensive program, as well as strategies that successfully support students experiencing academic challenges, trauma, and/or a disconnect from their institution. | |||||||||||||||||||||
14 | 3.03: Raising the Bar for All Students: Critical Reading Strategies to Support Deeper Learning and Writing Skills | Social justice: equity, access, and inclusion; Teaching and learning | https://drive.google.com/file/d/1vDZFg4oByYddGi6zwivSajxgOfJB_-Kv/view?usp=sharing | Presenters: Jan Jarrell, San Diego Continuing Education; and Roberta Alexander, San Diego Community College District -- This session demonstrates how the use of critical reading skills and mentor texts in multilevel composition or integrated courses facilitates comprehension and stronger writing. Focusing on relevant texts with themes of social justice promotes student engagement and success. Participants leave with readings and strategies they can immediately use in class. | ||||||||||||||||||||
15 | 3.04: Personalized Feedback with Generalized Comments | Educational technology; General interest; Teaching and learning | https://drive.google.com/file/d/1_Ridx6rvW8nRjxk3W9CY7Hfe4L3pB-Xl/view?usp=sharing | Presenter: Michael Heeren, Purdue University Global -- Instructors will learn about using a spreadsheet to generate feedback for students based upon their performance. During this time, instructors will learn how to modify the provided spreadsheet to meet their individual needs. | ||||||||||||||||||||
16 | 3.05: The Effects of Discrimination and Implicit Bias in Higher Education | Education reform and trends; Social justice: equity, access, and inclusion | Presenters: Nikki Williams and Celine Santiago Hall, Purdue University Global -- College campuses across the nation have attempted to address diversity issues. Despite their best of efforts, bias and discrimination prevail due to unconscious attitudes. We will discuss why institutions need more than a diversity and inclusion mission statement to understand the effects of implicit bias and systemic racism on students. | |||||||||||||||||||||
17 | 4.01: A Sure Bet: Certifying Your Tutoring and Peer Mentor Training Programs through CRLA | Tutoring and student support | Presenter: Kathy Stein, College Reading and Learning Organization -- Research-based and strategically implemented peer educator and tutoring programs are a sure bet to have a powerful impact on your training programs. Explore CRLA's Tutor Training Program Certification (ITTPC) and Peer Educator Training Program Certification (IPTPC) programs. Learn what is involved in developing these programs and their benefits and outcomes. | |||||||||||||||||||||
18 | 4.02: Advice from Activist Administrators: Establishing Systems to Foster Institutional Inclusion | Education reform and trends; General interest; Leadership; Social justice: equity, access, and inclusion | Presenters: Emily Suh, Texas State University; Tammy Francis, Delmar College; Johari Barnes, Community College of Baltimore County; Glynis Mullins, Pitt Community College; Barbara Coleman, Seminole State University -- Activist Administrators are leaders in fostering institutional inclusion on their campuses. Gain advice and inspiration from this panel of activist administrators and engage with other educators seeking strategies, resources, and examples of ways to promote equity, access, and inclusion on your campus. | |||||||||||||||||||||
19 | 4.03: Scaling Proactive Learner Support in the COVID19 Environment and Beyond | Education reform and trends; Tutoring and student support | https://drive.google.com/file/d/1wWT8BXayAMnWYijMrI6ebrRdEfH9jWPg/view?usp=sharing | Presenters: Jeff Thies, Chelsea James, and Amy Davis, Pima Community College -- Pima Community College gambled on a new division concept in 2020. The division incorporates the Library, Learning Centers, Testing Centers, Success Coaches and Student Success courses. Come learn how the division helped students complete the spring semester, made adjustments for the fall, and discuss how future operations will permanently change. | ||||||||||||||||||||
20 | 4.04: No Reading Strategy Left Behind Integrating Reading Strategies in Writing Classes & Across Content Areas | Teaching and learning; Tutoring and student support | Presenter: Camille Holmes, Eastfield College -- When students master strategies like: previewing, highlighting, annotating and writing marginal notes, they become strong and independent readers. These strategies help students to navigate rigorous, academic texts. Attendees will review current research, discuss how the strategies enhance writing and integrated courses, and practice the strategies using texts from various disciplines. | |||||||||||||||||||||
21 | 4.05: Bet on (Math) Bridge! A Summer Math Program for Student Success | K-12 Bridges; Tutoring and student support | Presenters: Allison Thibault Fox and Cheyenne Rogers, University of Nevada, Las Vegas -- The intricacies of transitioning a typically in-person math bridge program to an exclusively online format while providing opportunities for the same level of engagement with other students and the campus community will be discussed. Student success is promoted through tutoring sessions, campus resource presentations, and learning support services. | |||||||||||||||||||||
22 | 5.01: Mastery-Based Solutions for any Environment | Administration; Commercial vendor; Educational technology; General interest; Teaching and learning | https://drive.google.com/file/d/1cGT21FGn8jMOtZFYTULe9l3lhgefYdxV/view?usp=sharing | Presenter: Taylor Ireland, Hawkes Learning -- How do we ensure students truly grasp course content in virtual, in-person, or hybrid formats? Competency-based learning sets realistic goals and provides resources for students. Discover how Hawkes’ mastery-based, 3-step approach fosters competency by removing learning aids, adapting to individual skills, providing corrective remediation, and compiling reports for quick intervention. Win a gift-card! | ||||||||||||||||||||
23 | 5.02: The Evolving Developmental Education Experience at an HBCU: English, Math, and Student Success | Education reform and trends; General interest | https://drive.google.com/file/d/10oXd6Yeg6jbo9AMBX8LpZsGCPaFSOqCo/view?usp=sharing | Presenters: Lonnie McCray, Wanda Waller, Anjelica Hart, Harolyn Wilson, and Major Brock, Southern University at Shreveport -- Panelists will discuss challenges and accomplishments in creating intentional, structured, and proactive strategies to manage evolving pressures on developmental education courses and the design of a first-year experience (FYE). Participants will learn successful and unsuccessful methods in meeting the students’ needs while attending to demands of state and administrative guidelines. | ||||||||||||||||||||
24 | 5.03: Assessing and Redesigning Tutoring and Support Services to Improve Student Success | Educational technology; Student services; Tutoring and student support | https://drive.google.com/file/d/1wVLM705TuV1dhAAeI6hOulmedkdeFTpk/view?usp=sharing | Presenter: Racheal Landers, Central Georgia Technical College -- In this session we will present an overview of a redesign to tutoring and support services at a technical college due to the impact of multiple measures placement system for success and, due to the pandemic challenges. We will also engage in group activities on assessing tutoring and support services and lead a discussion on the best practices for student success. | ||||||||||||||||||||
25 | 5.04: Never tell me the odds: Ensuring student success in an Accelerated Learning Program | Education reform and trends; General interest | Presenters: James Dyer and Allie Crawford, Texas State University -- This session will provide overview of current research on the Accelerated Learning Program (ALP) model for developmental writing, as well as provide participants with practical and research-supported guidelines for implementing or fine-tuning an ALP model at their own institution. | |||||||||||||||||||||
26 | 5.05: Faculty and Student Engagement in an Online Setting: Place Your Bets! | Leadership; Social justice: equity, access, and inclusion | Presenters: Leslie Johnson and Nikki Williams, Purdue University Global -- Can an online setting provide the same level of engagement for students and faculty that a face-to-face environment has to offer? Willing to bet on it? Come to this session to learn and discuss just how strong online engagement can be. | |||||||||||||||||||||
27 | 6.01: Sounding Off for English Language Learners: What Educators Can Do to Promote ELL Success | Social justice: equity, access, and inclusion; Teaching and learning; Tutoring and student support | https://drive.google.com/drive/folders/1l649x0uwYgHrteVTqRoH2BzczBfNipxY?usp=sharing | Presenter: Andrea S. D. Hazzard, American University of Antigua -- The presence of English language learners in higher education is growing. In this session, the findings from a comprehensive literature review on ELLs and their needs will be shared. Participants will explore pedagogical, programmatic, and institutional actions to promote the success of ELLs at their home institution. | ||||||||||||||||||||
28 | 6.02: Helping Each Student: Tools for Student Success in Developmental Math | Commercial vendor; Educational technology; Teaching and learning | Presenter: Bonnie Rosenblatt, Faculty Advisor, Pearson -- From believing they're just not "good at math", to lacking certain fundamental skills, many students enter their first math course wary or overwhelmed. Join us to get an in-depth look at learning tools that can bolster students' confidence in their math courses. | |||||||||||||||||||||
29 | 6.03: Renaming NROC = Noteworthy Resources on/off Campus | Educational technology; Tutoring and student support | https://drive.google.com/file/d/1IJjAndUJBaYGhmeUoteXWoy2xy2HQOTQ/view?usp=sharing | Presenters: Jenny Billings and Melissa Reid, Rowan-Cabarrus Community College -- The Chairs of English and Math at Rowan-Cabarrus Community College (RCCC) partnered together to ensure NROC resources were used to bridge gaps, raze silos, and streamline access across the College. Join Rowan-Cabarrus to learn more about the resources available and how to implement them successfully and to their full potential. | ||||||||||||||||||||
30 | 6.04: Mathematics Placement Index: Simplifying with Multiple Measures | Education reform and trends | Presenter: Annie Childers, University of Arkansas at Little Rock -- This presentation will present our model for mathematics course placement, the Mathematics Placement Index (MPI). The MPI is based on conversion formulas that are built from placement scores, which can include multiple measures. Reasons for development, how it was developed, along with how it will be used will be discussed. | |||||||||||||||||||||
31 | 6.05: Artificial Intelligence in Education | Education reform and trends; Educational technology | Presenter: Melissa Scranton, Purdue University Global -- This presentation will explore how artificial intelligence (AI) is changing education and how teachers can support student success in this environment. The growth of AI in education is expected to explode over the new few years. AI will fundamentally alter the role of the teacher and the classroom itself. | |||||||||||||||||||||
32 | 7.01: Remediation Never Was a Barrier: Recent Data Confirm Community College Remedial-Nonremedial Graduation Rates are Identical | Education reform and trends; Research and evaluation | https://drive.google.com/file/d/1kZeRFgorg2Fk4T9bUd1a6bmIjhb6N0rl/view?usp=sharing | Presenter: Alexandros Goudas, Community College Data -- The reforms that swept the nation a decade ago were founded on the claim that remediation is a barrier. However, recent NCES data confirm that two-year college remedial graduation rates are virtually identical to nonremedial rates. This suggests the movement to eliminate prerequisite remediation and developmental education is unfounded. Though some recent reforms are modestly helpful, policymakers and practitioners should use these data to keep prerequisite remediation and developmental education as options for underserved students. | ||||||||||||||||||||
33 | 7.02: Don’t gamble with student success! Stack your deck with student success coaches! | Teaching and learning; Tutoring and student support | https://drive.google.com/file/d/17nkxMaclXKpyEGOzM5skLzwGEGTAmlHE/view?usp=sharing | Presenters: Tina Ragsdale and Megan Dotson, West Kentucky Community and Technical College -- Keep the fun rolling for a quick moving, active presentation on student success. Learn insider tips on how success coaches help students. Take home quick tips from a successful, five-year program to utilize in your classroom to make sure the cards are stacked in your students’ favor | ||||||||||||||||||||
34 | 7.03: Gambling for Student Success: Results from Betting on a Blended, Accelerated Developmental Reading Course | Education reform and trends; Research and evaluation; Teaching and learning | https://drive.google.com/file/d/1BROf8dH6hPFnJz8J-U50JETQnlpSXN4G/view?usp=sharing | Presenter: Rochella Bickford, Kansas City Kansas Community College -- Developmental course redesign efforts have produced various options for students: acceleration or compression, modularized instruction, and integrated reading and writing instruction. The presenter will share research results from a study of a newly implemented accelerated and blended developmental reading course. Students’ course completion rates and Lexile levels were analyzed for traditional, 16-week courses taught on-ground and the redesigned 8-week, blended courses. The presenter will share the study’s outcomes and potential for future course redesigns. The presenter will also share a flipped classroom curriculum that was designed using adult learning theory. | ||||||||||||||||||||
35 | 7.04: The rules of the game: Working with syllabus language to foster inclusivity | Social justice: equity, access, and inclusion; Teaching and learning | Presenters: James Dyer and Emily Suh, Shiniece Owens, and Britt Posey, Texas State University -- This presentation will offer findings from a study that analyzed the language of syllabus statements from developmental English courses in Texas. Presenters will discuss how to work against institutional constraints to optimize syllabus language and foster a classroom community that values the cultural and linguistic experiences of all students. | |||||||||||||||||||||
36 | 7.05: Learning while Leading: Reflections on Leading Student Success Programs during a Pandemic | Leadership; Tutoring and student support | Presenters: Dan Gianoutsos and Emily Shreve, University of Nevada, Las Vegas -- During the COVID-19 pandemic, student success leaders were tasked with swiftly flipping their primarily in-person programs to virtual adaptations. Utilizing one-to-one interview data, this study examines the perceptions of seven mid-level student success leaders experiencing this transition at a large, diverse, research university. Themes include challenges, resources, shortcomings, and surprises. | |||||||||||||||||||||
37 | 8.01: Creating a Positive Feedback Loop between Cognitive and Noncognitive Skills | Teaching and learning; Commercial vendor | Presenter: David Starkey, Santa Barbara City College -- One of the most powerful tools students have for addressing the noncognitive challenges they face in achieving college success is the application of the skills they are learning in their academic courses. In this interactive session we explore ways that cognitive and noncognitive skills reinforce one another. | |||||||||||||||||||||
38 | 8.02: Promoting Student Engagement: Creating a Persistence Program to Improve Engagement and Success in Higher Education | Education reform and trends; General interest | https://drive.google.com/file/d/1WwU5IZ6Jo2z5fW_K84h2BbrRpWJELcN3/view?usp=sharing | Presenter: Jess Gagliardi, Adams State University -- This session will provide an overview of creating a Persistence Program at a liberal arts state university in Colorado. This Persistence Program augments co-curricular opportunities, providing students with a series of workshops and events that aim at improving engagement, retention, and persistence for improved student success. | ||||||||||||||||||||
39 | 8.03: Using Digital Storytelling to Build Growth Mindsets in a Corequisite Classroom | Educational technology; General interest; Teaching and learning | Presenters: Tonya DeGeorge and Katherine Pinzon, Georgia Gwinnett College -- Improving students’ self-efficacy and motivation is necessary for learning how to navigate successfully through college and beyond. Participants will learn how to incorporate ideas of growth mindset into the classroom using various methods and technologies they can implement in courses across disciplines including first-year experience and corequisite courses. | |||||||||||||||||||||
40 | 8.05: Lessons Learned: Late-Early Career Practitioners Reflect on Their Growth in the Field | General interest;Teaching and learning | Presenters: Jeni Ussery, Phoenix College; Emily Suh; Sam Crandall; Ali Khalil -- Are you an early-career professional seeking your way in this wide world we call Higher Education? Why gamble with your students' success when you can learn from our mistakes?! In this panel, a diverse group of burgeoning mid-career practitioners will discuss their growth in the field and the lessons learned along the way. | |||||||||||||||||||||
41 | 9.01: Pandemic Landscapes: Creating a Virtual Accelerated Learning Program | Education reform and trends | https://drive.google.com/file/d/1pOPwCrlvld8Jr1DtgnwMWeJrgqa1sEKl/view?usp=sharing | Presenter: Jill C. Maggs, Mildred Elley College -- The Accelerated Leaning Program (ALP) is a co-remedial program started at the Community College of Baltimore County (CCBC). During the pandemic, a career education and technical training college migrated its existing ALP into a virtual format. The success of the virtual ALP was astounding increasing retention nearly 20%. | ||||||||||||||||||||
42 | 9.02: My Bet is on Authentic Online Math Discussions! | General interest; Social justice: equity, access, and inclusion; Teaching and learning | Presenters: Kirsten Meymaris and Mary Bruce, Purdue University Global -- The COVID19 pandemic has produced datasets and statistics on a world-wide scale and yet also on a more personal local scale. By connecting authentic real-world data in online math discussions, non-math major students can learn mathematical understanding and meaning to the incomprehensible changes resulting in our world from this pandemic. | |||||||||||||||||||||
43 | 9.03: Mode, Content, and Assessment: Adaptive and Thematic Approaches to Writing in the Community College Gen-Ed Classroom | Educational technology; Teaching and learning; Tutoring and student support | https://drive.google.com/file/d/1kDtekK4L6jerzkUvDekfnuDYsMjvEcpe/view?usp=sharing | Presenters: Andrew Howard, Christian Aguiar, and Ahmad Wright, UDC Community College -- Presenters will be discussing course redesign changes in their developmental and credit-bearing writing classes that demonstrate incorporation of open educational resources, thematic content, and student-led assessment design, including multimodal and collaborative assessments. | ||||||||||||||||||||
44 | 9.04: Enrollment Practices in Mathematics: Evidence from Research and Implications for Practice | Advising and counseling; General interest; Research and evaluation | Presenters: Forrest Lane and Linda Zientek, Sam Houston State University -- Although there is considerable research on developmental course placement, less is known about enrollment practices of students following completion of the developmental course sequence. This session presents findings from a longitudinal study on students’ decision whether to delay enrollment in a college-level mathematics course and the impacts on student success. | |||||||||||||||||||||
45 | 9.05: Building Institutional Capacity for Equity through Video Cases | Leadership; Social justice: equity, access, and inclusion | Presenters: Ann Edwards, WestEd; and Shandy Hauk, San Francisco State University -- This session shares innovative video cases that develop institutional capacity for equity work. Participants will engage in video-based professional learning activities, which they can use on their own campuses, to examine equity issues; reflect upon and adjust their own practice; and learn about monitoring progress toward equity goals. | |||||||||||||||||||||
46 | 10.01: House Rules: Exploring Practices for Community Building and Effective Communication in Online Tutoring | Teaching and learning; Tutoring and student support | https://drive.google.com/file/d/1SI2X4Ce24faoco0DORlOD8lTdT_rtoT8/view?usp=sharing | Presenters: Samantha Crandall, Phoenix College, and Jennifer Tilbury, University of Alaska Fairbanks Community and Technical College -- Explore effective communication in online tutoring. Discuss how to scaffold a positive virtual session. Verbal communication skills do not automatically translate into effective written communication for tutoring in a virtual environment. Learn to provide authentic, specific, actionable feedback using a modified communication model to empower students' writing. Examples provided. | ||||||||||||||||||||
47 | 10.02: Bet on Student Success...With Coaches | Education reform and trends; General interest | https://drive.google.com/file/d/10n54Pu6kctUPpHnmXaRHonSF6aDeQttk/view?usp=sharing | Presenters: Jeff Thies, Pedro Gonzalez, Christina Perez, and Jacqie Allen, Pima Community College -- College Success Coaches at Pima Community College are a new role. We’ll discuss how the college moved in this direction, engage attendees in conversation on the use of coaches, share evidence of the effectiveness, and discuss future growth. We’re betting that sharing our collective experiences will increase student success. | ||||||||||||||||||||
48 | 10.03: ELLs, Multilingual, and Multicultural students face educational and institutional barriers: what faculty and staff can do to help | General interest; Social justice: equity, access, and inclusion; Teaching and learning | Presenters: Ekateryna O'Meara, Pellissippi State Community College; and Elizabeth Burton, Hopkinsville Community College -- Many students struggle to access resources purportedly designed to support them through their college experience. ELLs, international students, multilingual students, and others face additional barriers to access. This session seeks to identify these barriers and begin a conversation about the best way to make college systems better accessible for all. | |||||||||||||||||||||
49 | 10.04: The Advanced Studies Program: An Equitable Bridge for High School Students | Advising and counseling; K-12 Bridges; Student services | Presenter: Michael Hack, University of Nevada, Las Vegas -- Providing equitable dual enrollment programming will support students in their transition from K-12 to higher education. Learn about a unique dual enrollment program model, including the students’ experiences. A review of the program’s student support resources will lead a discussion of the best practices of effective, equitable dual enrollment models. | |||||||||||||||||||||
50 | 10.05: The Future is Now – Using Technology to Increase Social Presence in Online Math Classes | Educational technology | Presenters: Roxanne Brinkerhoff and Evelyn Porter, Utah Valley University -- Online mathematics classes changed the landscape of education; making education more accessible. A major drawback is lack of social presence by students and losing the connection with instructors. Online courses can beat this drawback; they can retain their accessibility while having the intangible benefits of student and instructor social presence. | |||||||||||||||||||||
51 | 11.01: Leveraging Varied Tutoring Support for Student Success | Commercial vendor; Educational technology; Student services; Tutoring and student support | Presenters: Marissa Mannello, Massachusetts College of Pharmacy and Health Sciences; and Lance Smith, TutorMe -- This session will better prepare attendees to understand the benefits of offering varied models of tutoring support and the factors to be considered when deciding what supports to provide. This information will help tutoring centers with long-term planning, particularly in meeting the continuously changing needs of students. | |||||||||||||||||||||
52 | 11.02: Developing and Assessing Student Success Initiatives for Your Courses or Programs | General interest; Teaching and learning | https://drive.google.com/file/d/1m3R59DLk8ix7deFL6DK7j6sNp4nOYCqR/view?usp=sharing | Presenter: Jacqueline Pena, Indian River State College -- Session attendees will learn a three-step process for developing and assessing student success projects or initiatives in their courses, programs, departments, or institutions. After identifying barriers to student success, attendees will identify a project to be implemented in a live or remote setting and appropriate assessment methods for that project. | ||||||||||||||||||||
53 | 11.03: Ante Up for Online Discussions | Education reform and trends; Teaching and learning | Presenters: Kirsten Meymaris and Tami Tacker, Purdue University Global -- Virtual learning has and will continue to be in demand given the current world health climate. Join us for a strategy-rich, mini-workshop sharing successful approaches to online discussion boards that include authentic real-world situations, teamwork and plagiarism-reduced, quality content-specific conversations. Ante-up to find out! | |||||||||||||||||||||
54 | 11.04: Engaging the Unengaged: Transforming a Traditional Literature Circle to Captivate Reluctant Readers | Teaching and learning; Tutoring and student support | https://drive.google.com/file/d/143zoDIHWsinXsrpezf6iHC4op1gbrUzO/view?usp=sharing | Presenters: Wendy LeBlanc and Meredith Krall, Tulane University -- “Boring, long, and tiring.” These are words some of our incoming freshmen use to describe reading. Learn how we use elements of a Literature Circle to engage students with an assigned summer reading book and get them interested in reading. Learn from our iterations to make adaptations to your program! | ||||||||||||||||||||
55 | 11.05: Using Virtual Corequisite Math Courses to Promote High and Equitable Success Rates | Educational technology; Social justice: equity, access, and inclusion | Presenters: Andre Freeman, Capital Community College; Paul Verschueren, Seattle Central College; Scott Strother, WestEd -- Fully-online corequisite math pathways can help all students navigate the hurdle of college-level math. Institutions, advisors, and faculty need to be prepared to properly structure and administer virtual corequisite courses and to advise students for equitable success. Discuss lessons from institutions nationwide, including design, training, communication, and supporting online engagement. | |||||||||||||||||||||
56 | 12.01: Improve Success: Integrate Math Study Skills into Virtual Math, Labs and Student Success Courses | Commercial vendor; Teaching and learning; Tutoring and student support | Presenter: Paul Nolting, Academic Success Press -- Students continue to struggle with math especially with virtual and co-requisites courses. Math study skills have been successfully integrated into virtual, co-requisites, math, LRCs and student success courses. Math study skills improve success. This workshop demonstrates the Math Study Skills Evaluation, homework, note-taking, anxiety reduction, mindfulness, self-efficacy, and testing strategies | |||||||||||||||||||||
57 | 12.02: Intentionally Integrating Assessment Strategies | Teaching and learning; Tutoring and student support | Presenters: Fenecia Foster and Debra Hunking, Southeast Technical Institute -- Intentional integration of formative and summative assessments is essential for facilitating student learning. Specific assessment techniques that are effective with adult learners will be modeled and strategies for how to structure courses, units, and lessons in a way that promote student learning will be shared. | |||||||||||||||||||||
58 | 12.03: All In: A Learning Experience that Supports Authentic Collaboration, Multiple Modalities, and Mindset Routines | Educational technology; Teaching and learning | Presenter: Lewis Hosie, Carnegie Math Pathways at WestEd -- Students’ mindsets about their ability to learn and belong play a critical role in the motivation to use new learning strategies, especially now. Participants will consider the learning, technological, and instructional strategies in an online mathematics course that engender student engagement and connection, and flexibility in modality. | |||||||||||||||||||||
59 | 12.04: Leading the Way to Lifelong Writing Success: Composition Courses are Just the Beginning | Teaching and learning | Presenters: Barbara Green and Galia Fussell, Purdue University Global -- One of the greatest challenges Composition faculty face in teaching non-traditional first-term students is helping them realize that writing effectively is not limited to writing courses. Faculty must work tirelessly to convey to students that effective writing is needed outside the classroom because it is also a representation of the individual as a whole. | |||||||||||||||||||||
60 | 12.05: Embedded Peer Tutoring for Remedial Math- A Study in Academics and Student Services | Advising and counseling; General interest | Presenters: Farrah Hayes, Kelley Pearce, and Dana Davis, Gadsden State Community College -- In an effort to support students who are at higher risk of failing and dropping out of developmental math courses, many institutions are responding by implementing on-campus academic support programs such as peer tutoring. This study focused on a remedial math intervention program developed for students in a community college located in rural Alabama during the academic year of 2018-2019. Specifically, this study evaluated the impact of an embedded tutor program for remedial math students. | |||||||||||||||||||||
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