33rd Annual TASS Conference
March 19-22, 2023
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 2023: 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.
Evaluating student engagement through technology assisted learning
Presenters: Dominique Bailey, Julian BourneSmothers
Florida A&M University
Summary:
Over the past decade higher education institutions have seen an increase in usage of mobile devices incorporated to engage students and improve motivation towards learning outcomes. Mobile learning (m-learning) has evolved as a powerful component of education through learning and teaching. Mobile learning uses small portable devices, instead of laptops, and desktops. Some of these technological devices include iPads, tablets, and smart phones. Mobile devices have introduced a new generation of educational tools for creative exploration which allows instant access to a wealth of resources. The noteworthy features of m-learning include briefing materials, multimedia, and education-technology related pedagogies that encourage student participation past the traditional educational methods (i.e., lectures, paper-based activities, and assignments). Mobile learning in higher educational settings can have the potential to increase student�s interests, creativity, enthusiasm, participation, motivation, independence, self-regulation, and improve productivity. This study will analyze the impact of mobile learning devices on student engagement, motivation, academic retention, and academic success for students in academic recovery. This research will focus on instructors and recovery students� views about the use and influence of mobile devices, specifically iPads, and how it impacts students� engagement, motivation, communication, and collaboration.Supporting First-Year Students with Targeted Workshops
Presenters: Allison Baker, Jeremy Risinger, Samantha Figard
Indiana University of Pennsylvania
Summary:
The University College at Indiana University of Pennsylvania houses exploratory students and provides services to support first-year students. The Student Success Series are biweekly workshops that focus on historically difficult areas for first-year students. We offer these workshops because students tend to be more engaged with their institution when they feel academically and socially supported (Kuh, 2016). Increased levels of engagement also have a positive impact on fall-to-fall retention rates (Kinzie et al, 2022). Topics might include study skills, preparing for academic advising, career exploration, and time-management. These seminars are designed to be collaborative between the students in attendance and the classroom. Faculty in the University College make seminar attendance required for their academic success courses and/or introductory courses for other colleges. Students are asked to work together to achieve learning outcomes from the workshops using strategies adapted from supplemental instruction training. This session will offer an opportunity to discuss relevant topics for current students enrolling in college and time to create a workshop plan for fall 2023. Session attendees will leave with a plan to implement a Success Series workshop program on their own campus. Resources Kinzie, J., Gonyea, R., Shoup, R., & Kuh, G. D. (2022). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, 2022, 51-65. Kuh, G. D. (2016). Making learning meaningful: Engaging students in ways that matter to them. New Directions for Teaching and Learning, 145, 49-56. Wiley.Restoring Value and Balance Post COVID with Services
Presenter: Vanessa Bates
North Shore Community College
Summary:
Overview Prior to COVID trends in higher education had already showed declines in enrollment especially with full and first time students. The trend with community colleges has even been more significance as the average age of students is 25+ with an enrollment status is part time. We know that there are a number of relative influences and interactions of demographic and student perception variables that have an impact on the graduation rate for low-income students. These are important determinants in college success and graduation attainment along with other factors that influence students persistence and academic achievement. The shore list include: culture, student and familial relationships and expectations; socio-economic status; value attitudes, and school/classroom connection/factors with interactions, perceptions, and relationships with faculty and staff. With the pandemic, other influences were further highlighted and necessitated high levels of interventions that were imperative for day to day survival to help cope with mental health, health and wellness, financial stress and strain, loss/change of employment, and homelessness and food insecurities. These influencers and many more added extra burden to families and intensified the rigors of active participation and completing school assignments. All of these factors noted also disrupted and impacted national trends with learning benchmarks with math and English scores which significantly impact first generation, low income, and non-traditional students with college enrollment. This also had profound impacts with recruitments for programs like TRIO/SSS. However, strides are being made to catch up with peers with in person classes returning. Campus and educational resources are increasing and shifts towards college readiness is increasing. Rationale & Objective of Session To examine how we have unpacked some of the disruptions and to highlight he intentional work that TRIO and other collaboration programs support our student achievement and success. To also examine the following questions: 1. How did we respond/reposition ourselves to the situations impacting students/student success? 2. What additional systems and programs can be established to assist in promoting student persistence and achievement (and prepare them to become global citizens)? Content & Method of Presentation Participants will be invited to discuss and share how they dealt with and balanced common struggles that students face. Share Insights and analysis to stimulate greater discussions and awareness of the issue. Significance to the Field of College Literacy and Learning The session seeks to restore value and balance with important work that program like TRIO are doing with first generation, low income, and non-traditional students. Additionally to discuss and explore how we might work more intrinsically with students, parents and families to ensure that the diverse cultural and social capital which students bring to school is valued and utilized to increase college enrollment, academic achievement, and persistence.Academic Mentoring From an idea to implementation
Presenter: Trish Baum
Baylor University
Summary:
Category: Learning Assistance and Student Support Title: Academic Mentoring From an idea to implementation Summary: This presentation will give you a look behind the curtain of Baylor Universitys Academic Mentor Program from start to finish. Retention data, GPA data, and helpful resources will be shared along with our successes and failures. Description: Many of us are feeling the strain of the growing number of students needing additional resources to help prepare them for college rigor and the decreasing amount of funding available for those resources. Through Academic Mentoring, Baylor University has been able to provide more resources to students and our GPA and retention data proves that. The purpose of this presentation is to equip our educators with the knowledge and resources to start their own mentoring program. The presentation consists of PowerPoint slides and handouts. Topics discussed will be how we found funding, who we hire, how we get the applicants, training, how meetings are set up, discussion topics during meetings, evaluations, and how we achieved departmental/faculty buy-in. The session will conclude with our retention data, mentee survey data, and other assessments we use to measure the effectiveness of Academic Mentoring, and audience questions. TASS attendees will leave with an understanding of how to start their own Academic Mentoring program with easy-to-modify handouts which will include our syllabus, time management worksheets, and other forms we deem as must haves.Reaching All Learners via Universal Design for Learning (UDL)
Presenters: Dominique Charlotteaux, Yuri Garcia, Willinda Curtis-Roberts
Broward College
Summary:
In today�s college classes, not all students learn the same way or have the same academic needs. Many present differences in terms of their cultural and linguistic backgrounds, learning preferences, forms of intelligence, skill sets, academic needs, and more. Yet, at present, many faculty continue to use traditional teaching strategies, such as lecturing and direct instruction, that do not effectively address the unique needs of 21st-century students. As a result, some students may become disengaged with their learning process and/or demonstrate unsatisfactory, academic performance. According to research, however, academic success can be increased among diverse learners by implementing student-centered instructional strategies, such as UDL, that promote choice, as well as multiple pathways for learning. Universal Design for Learning (UDL) is especially well suited to address the learning preferences of today�s diverse learners while building upon their individual strengths and areas for growth. This workshop will specifically examine how UDL can support learning gains and adequate academic performance among diverse student populations; provide multiple options for students to access content, represent information, and demonstrate mastery in face-to-face, blended, and online classes; and spotlight different activities and technology tools that faculty can use to create supportive and inclusive learning environments where all students experience success.Preparing Underrepresented Students for Life at a PWI
Presenters: Marquis Coates, Rachel Epstein
Villanova University
Summary:
Underrepresented students can encounter a range of challenges in the course of their transition into life at a predominantly white institution. Villanova University is not only predominantly white; it is a campus where high socioeconomic status (SES) can appear to be the norm. Incoming students of color, students from low-SES backgrounds, and first-generation students often experience culture shock when the fall semester begins, and they may feel marginalized or experience microaggressions. Villanovas Center for Access, Success, and Achievement (CASA) anticipates and addresses these challenges by offering two summer bridge programs: St. Thomas of Villanova Scholars (STOVS) and the Academic Advancement Program (AAP). Both programs are residential, with a robust academic component, and both are free of cost to students. In this session, we provide an overview of each program: mission, vision, criteria for participation, and nuts and bolts of schedule and planning. We also articulate a rationale for each by way of examining common challenges for underrepresented students at Villanova. Finally, we present program outcomes, including student voices in our account of the programs success. And we look ahead to future summer bridge initiatives in response to current trends in the transition to college. Overall, we make a case for the instrumental role bridge programs can have in preparing students for college life and learning, especially when their identities are minoritized. At the same time, we note the responsibility of predominantly white institutions to enact culture change so that all students can thrive.Expanding Student and Program Success through Faculty Discourse Analysis
Presenters: Kristin Conley, Debra Courtright-Nash, Lauren Cavner-Williams, Mary Zimmer
Ferris State University
Summary:
As individuals invested in higher education, we continually strive to find effective ways to increase retention and support student success. The Cross Curricular Career Community Scholar Program (C4), a multi-semester, interdisciplinary learning community at Ferris State University, has shown success for underprepared students needing additional support in three areas: math, English, and reading. In the three years of the program, the first-to-second year retention rate of C4 program students was approximately 75% with an average GPA of 3.19 in comparison to non-C4 developmental students with a retention rate of 55% and average GPA of 2.34. Given these statistics, the research team was tasked with scaling the program. In scaling the program, we wanted to ensure the key components were retained. We hypothesized that the bi-weekly meeting of participating faculty to identify issues and brainstorm holistic solutions is one of the most promising variables that contribute to student success (Dudley, 2013). These conversations enabled us to identify cognitive and non-cognitive factors/barriers for individual students and speculate as to whether those issues were isolated or pervasive. As a result we could utilize raw data and findings to improve experience through swift and agile interventions to class, advising, and study sessions while at the same time constantly providing feedback for future curriculum and program guidelines. This presentation will focus on the power of faculty discourse as a tool for student success (Duffy & O�Rourke, 2015). Faculty will present their preliminary findings on the impact of collaborative instructional approaches to meet the cognitive and affective, needs, of program participants. The presentation will conclude with a question and answer section focused on the how and why associated with implementing student-centered faculty conversations. TASS attendees will leave with a packet of resources connected with discourse analysis.The College Literacy and Learning SIG-ILA: Research and Professional Development
Presenters: Kristin Conley, Monica Frees, Lou Ann Sears
Ferris State University
Summary:
The session will provide an opportunity for literacy conversations centered on best practices for enhancing college students literacy skills. Members from the College Literacy and Learning Special Interest Group, International Literacy Association will highlight their most recent teaching, research, and service projects and discuss upcoming opportunities for professional development. At this time, you will also learn more about the Journal of College Literacy and Learning, JCLL.Everybody Needs a Co-Pilot: New Student Onboarding at Broward College
Presenters: Adam Derosa, Sheila Fabius
Broward College
Summary:
Welcome aboard Broward Colleges Airways airlines where take-off and every altitude climb towards a passengers destination embodies a culture of care. BC is a high minority-majority serving institution with a focus on equity in access, learning and success. In 2019, to increase optimum performance Broward College Airways merged Enrollment Management Student Onboarded and Academic Advising to service on average 5000 incoming passengers per academic term. Each Student Success Coach steward navigates 1800 passengers in their caseload from application to enrolled and paid status. While on board, passengers who require supportive resources are alerted to one or more of the 16 different Academic Advisings Coordinated Care network members. This session will discuss the evolution of BCs student onboarding, and its merger with Academic Advising to personalize the first flight experience while maximizing equity and student success.Supporting English Learners in the College Setting
Presenters: Vanessa Desani, Amy Cameron
NECC
Summary:
English learners (ELs) interact with a wide range of staff and faculty in their lifetime at a college, and these interactions can impact persistence, success, and overall equity at an institution. One study on ELs in the community college setting noted, Demographic and postsecondary enrollment data suggest that the proportion of community college students who need support to access curricula in English is large and will continue to grow in the coming years (Raufman et al, p. 2). This participatory workshop will provide strategies that can be utilized by staff and faculty to support this growing population. The session will include an interactive language learning experience and reflection, discussion of tools and strategies for supporting ELs and equity implications, and an example of an institutional model for interdisciplinary support that has been successfully implemented at Northern Essex Community College, the ELL Task Force. We will also point participants to related research literature on ESL assessment and placement, instructional delivery, curriculum design, and student identity, and will conclude with a brief discussion of the implications of these findings. References: Raufman, J., Brathwaite, J., Santikian Kalamkarian, H. (2019). English learners and ESL programs in the community college: A review of the literature [Working paper]. Community College Research Center. https://ccrc.tc.columbia.edu/media/k2/attachments/english-learners-esl-programs-community-college.pdfExplore the needs of orientation in a graduate school program
Presenter: Donald DeSormoux
Keiser U
Summary:
Graduate education brings learners together from many different higher education backgrounds. New Student Orientation introduces new students to the campus culture and available resources. It allows students to connect to departments and develop a sense of community. This session will explore a successful self-paced and live online Graduate School Orientation process. We will explore innovative approaches and examples that will support overall growth for an undergraduate or graduate orientation model. New graduate students often need to prepare more because they have been out of the classroom longer than others. Creating a structure that can meet the various needs of today's learners is essential for a collaborative learning environment. The examples shared and audience participation will examine practical methods to enhance effective ways to connect with students during the orientation process. The overall design support students in acclimating to the online learning environment. We will review a sample course that provides suggestions and tips on a wealth of resources for an online class. We will further explore a structure of steps that will engage students in the academic community. We will take an opportunity to analyze class discussions and videos along with a learning badge reward. A glance into the session: Getting Started Step 1: Meet the campus information Step 2: Intro to the LMS platform Step 3: Student Success Step 4: Practice Step 5 A Helping Hand Step 6 Earn a badge by taking the New Student Orientation Completion Quiz and Certification Step 7 Complete the Student Feedback Survey Step 8 Attend LIVE OrientationEnhancing Students' Academic Reading Skills through Directed Reading Tutorial
Presenter: Olena Drozd
Barry University
Summary:
At present, many students entering institutions of higher education in the United States lack academic literacy skills required to be successful in discipline-specific courses (National Center for Educational Statistics, 2013). These students typically take one or more developmental courses during their educational career (National Center for Educational Statistics, 2013). However, enrollment in single course or a sequence of developmental courses cannot automatically guarantee students mastery of reading and writing skills (Edgecombe & Bickerstaff, 2018). Therefore, universities are seeking other ways to support students literacy development by repositioning academic support resources and services closer to students (Huang, Roche, Kennedy, & Brocato, 2017). The purpose of this session is to share information regarding the one-on-one academic support program offered through the Universitys Learning Center called Directed Reading Tutorial that is aimed to support academic success of students enrolled in the Supplemental Instruction in reading course (SI 010 Active Reading and Learning Strategies). The presentation begins by discussing a rationale of the development of the Directed Reading Tutorial. The presenter will then share the curriculum outline of the Directed Tutorial and explain the logistics of the program. The presenter will solicit audiences feedback by asking questions regarding this topic. The presentation concludes by presenting the results of the latest student survey regarding the Directed Tutorial. The attendees will leave the session with a clear purpose, rationale, and pragmatics of the academic support program that they can utilize in their own institutions.Finding Answers to "When Did Reading Get This Hard?"
Presenter: Cynthia Edwards
University of South Florida St. Petersburg
Summary:
Recent headlines decry that the 2022 ACT scores were the lowest in 30 years. Of the 2022 graduating class, over 40% failed to meet any of the ACTs four college readiness benchmarks -- English, reading, math, and science (ACT, 2022). In recent months, editorial pieces in The Chronicle of Higher Education and Inside Higher Ed, have lamented students weak reading skills and lack of preparedness to succeed at college level reading. A related issue is student non-compliance with reading assignments. Smale (2020) interviewed 30 CUNY students from three CUNY colleges about their academic reading habits. There were thematic trends across all interviews that shed light on why students were not completing reading assignments. Level of difficulty, amount assigned, purpose for reading, and competing life priorities dominated the trends (Smale, 2020). Dozens of techniques, strategies, and methods exist for improving reading skills, such as the SQRs, highlighting practices, notetaking, etc. But where and when these reading strategies are taught or presented is critical for students to use them. Students need timely exposure to the key elements of reading to ensure they get the most out of their efforts. For several years now, I have presented a workshop for improving academic reading. In this workshop, I talk with participants about what they find particularly challenging about reading for college. And like many recent studies, I hear similar responses: its too much, the vocabulary is hard, theres no reason to do it because the professor goes over it, or I dont know what is important and whats not. Through the PowerPoint presentation and the take-away card of eight strategies, students identify their personal stumbling blocks and discover methods for overcoming them. Im sure TASS attendees will leave with practical, convenient tools that can help students improve their academic reading efficiency and efficacy.Surviving to Thriving Maximizing Mental Health Support at Broward College
Presenters: Melanie Gnaizda-Gilson, Lisa Elsinger
Broward College
Summary:
Broward College continues to build students capacity for persevering in their academic and career pathways. We have created a strong foundation of services, resources, and activities for our student population, which we are delighted to share with colleagues attending the TASS Conference. Expanded learning experiences for faculty, advisors, student services professionals, leaders, and all others who interface with students, have led to a shared understanding of the specific needs of our students who are still navigating significant adversity and dealing with the effects of trauma. Formal programs have provided substantive data from which we further augment our work in serving those who rely on us for support throughout their educational journey. As we recognize the lingering effects of the pandemics uncertainty, social circumstances that influence our individual and collective well-being, and myriad distractions in a stressful world, we strive to be a haven for students to know they belong and are cared for. Thus, our collaborative work begun during the pandemic demonstrates progress in reducing hesitance to seek mental health services, greater openness in identifying pervasive challenges, and stronger commitment to self-awareness and growth by our students. The goals of this session are to 1) provide a detailed description and explanation of the past years new and expanded programming to promote student mental and emotional health, 2) engage participants in dialogue on mental health facilitators and pool our strengths, and 3) share points for practical application of steps to create and maintain a strong student mental health initiative.The Impact of Caseload Management at Broward College on Student Success
Presenters: Dr. Sheri Goldstein, Mayte Jaime
Broward College
Summary:
Graduation rates remain low at many community/state colleges across the United States. Institutions are still dealing with the aftermath of the pandemic. Broward College in Ft. Lauderdale, FL, practices a caseload management model to serve students. Students are assigned an advisor according to their academic pathway (selected program of study). Preliminary data indicates a positive impact of caseload management interventions as it relates to outcomes for equity groups identified as needing high support, students who earn grades of D/F/W, and students who take a redesigned college algebra course. The purpose of the session is to discuss and share lessons learned and best practices. The presenters will outline the Caseload Management model at Broward College and share data on several initiatives within the caseload management process. Following the presentation, the presenters will facilitate a collaborative group discussion to elicit feedback from the audience on the challenges faced across the country. The discussion will center on plans for the future and on initiatives and best practices at other institutions. Session attendees will gain insight into the various advising models used by other institutions.What�s Luck Got to Do with It? Using Systematic Formative Assessment as a Tool in Developing and Nurturing a Growth Mindset in Students
Presenter: Ramona Hall
Cameron University
Summary:
How can we identify and measure students' mindsets (growth vs. fixed) in an effort to positively impact their levels of academic performance? Carol Dweck has written extensively on fixed vs. growth mindsets. It is essential that educators take measures to foster a growth mindset in their students. From this session, attendees will learn: (a) how to identify growth and fixed mindsets (b) creative and engaging strategies to formatively measure students� mindsets and (c) ways in which the findings from these measurements can be used to foster and nurture a growth mindset in students. Having movement from awareness to action as its primary objective, this session would be relevant to all conference attendees. This presentation is important because it relates to all students, at all levels, and all academic areas. Academic success is as much about mindsets as it is about instructional strategies. Keeping a finger on the pulse of students' mindsets through the use of systematic, formative assessment is a highly effective way of not only engaging students in their own learning, but also optimizing their academic performance.Lessons Beyond the Curriculum: Teaching Well-being During the Student Mental Health Crisis
Presenter: Mike Hampton
Wilmington College
Summary:
The student mental health crisis is the most significant current threat to student success. This crisis has only worsened in our post-pandemic world. As reported by the American Psychological Association, 60% of college students suffer from at least one mental health issue, and nearly three quarters reported moderate or severe psychological distress. According to the Center for College Mental Health, the average campus counselor has a caseload that ranges from 120 to 300 students. This is especially alarming given that the majority of students suffering from anxiety, depression, and the like do not seek help. As student mental health worsens, and access to traditional counseling services becomes difficult, institutions must develop new and creative ways to equip their students with the skills and knowledge required to support their mental well-being. Instructors are on the frontlines of this crisis and have the most personal interaction with students. Their unique position provides a strong opportunity to educate students on methods and concepts that enable them to better self-advocate, understand, and gain agency in addressing their mental well-being. In this session I will detail my experience of including mental well-being supportive texts and assignments in my own courses. I will also speak to how this approach has aided my students who faced mental health issues, and answer questions about how to design and implement this approach for the benefit of my colleagues and their students.Using Student Journey Mapping for Comprehensive Program Development
Presenter: Ashleigh Harding
Truman State University
Summary:
As higher education professionals, we are constantly creating and working to improve programs and transitional processes for our students. When Truman State Universitys advising office was tasked with improving and streamlining the transitional process from admission to advising and registration for online graduate students, the system needed an overhaul. By using the Student Journey Mapping method, our institution was able to bring stakeholders to the table from eight different departments across campus, all the way up to the Vice President for Student Engagement, Enrollment and Marketing. This process broke down silos between these departments and centered the student experience in our decision making. By doing so, we centralized the needs of our graduate student learners, a population that challenged how we approach their unique needs since they fell outside of the traditional student framework our institution is accustomed to. This process has allowed us to streamline communication with students, simplify their registration process, and now allows us to focus our efforts on enriching this transitional experience rather than becoming bogged down by administrative setbacks. This presentation will provide an overview of Trumans implementation of Student Journey Mapping, along with a guide on how attendees can implement this system in their own institutions, centers, and departments. Approaches could be in program development, improving current program processes, or simply mapping out institutional processes for transparency with campus stakeholders. The Student Journey Mapping process is continuous and cyclical, which makes it a welcome tool within higher education as we constantly seek to develop, expand, and improve student experiences."This is Our Mountain: Collaborative Poetry and Student Mental Health"
Presenter: Lori Howe
University of Wyoming
Summary:
Today's undergraduate student population reports extraordinarily high levels of anxiety, depression, and other mental health concerns, along with a sense of disconnectedness and awkwardness associated with almost three years of the COVID pandemic (Lee et al, 2021). In first-year college classrooms, this may manifest as resistance, lack of engagement, intensifying mental health concerns, inability to participate despite a desire to do so, and attrition (Gibbons et al, 2019). Creating space for community building and a shared sense of purpose, as well as confident individual and group identities, correlates to engagement, confidence, self-efficacy, participation, and retention across the first year and into the second year of college (Shann, 2021). Poetry workshops are an excellent approach to scaffolding all these crucial aspects of student success, but from K-12 through graduate school, educators who are not poets struggle to envision themselves scaffolding the poetry workshop experience for their students (Golden, 2018; Young, 2020). The collaborative cadralor writing workshop may be a game-changer in this regard, as the cadralor, a new poetic form created by Dr. Lori Howe and Christopher Cadra in 2020, is a poem of five, contextually unrelated, non-narrative stanzas that are connected only by a strong sense of yearning or longing. In this writing session, each participant will use a simple, easy to follow prompt and write one stanza. In groups, participants will read each others' stanzas and collaborative build a poem that culminates in a shared sense of yearning. The workshop will culminate in a reading of the collaborative poems. Participants will have writing workshop prompts and sample poems to take with them, and the session will end with a whole group discussion of the process and how participants imagine using collaborative writing for their own specific purposes across multiple student populations.Building Collaborations that Support Student Success and Retention
Presenters: Elaine Hunyadi, Shelby Czartoryski, Ashwin Mudaliyar
Saginaw Valley State University
Summary:
In spring 22 our Tutoring Center reached out to Nursing 1 instructors of Pathophysiology and Pharmacology to consider potential collaborations with hopes of: Engaging students more fully with course materials Pushing students to think/study conceptually using concept maps Providing mentorship for N1 students with peer tutors Enhance metacognition through reflective writing Enrolled N1 students passed A&P with a B or higher but still struggled in first-year courses of our Nursing Program recently reporting a 25-30% failure rate. Retention has been studied extensively yet remains an issue, especially in nursing programs (Tinto, 2006; Jeffreys, 2007; Condon et al., 2013). Purpose is to share How to build a collaborative program between a tutoring center and university departments with strong potential to increase student engagement and academic success. Active learning strategies and drawing pedagogy through concept maps. Drawing helps STEM professionals make sense of complex and abstract content because it allows them to externalize their thinking, make new inferences based on their drawings, and modify their drawings to examine new ideas (Arcavi 2003; Fish and Scrivener 2007; Goldschmidt 2003). Benefits of peer mentoring to mentors and mentees - peer mentors develop an increase in confidence with skills as well as with leadership and teaching abilities (Denison 2010) and personal gains received through peer mentoring range from improved communication skills, time management skills, to problem solving (Miller et al 2019). Importance of faculty collaborations to create support services that promote critical and conceptual thinking that are aligned with instructional curriculum. Presentation will begin with discussion of how stakeholders developed a series of workshops to engage N1 students more deeply in study habits and coursework. The perceived impact of the workshops will be told through the voices of tutors who helped create and deliver the workshops, students who participated in the workshops, and faculty who taught the courses. We will share the teaching frame for our workshops, survey results, and samples of student reflections on their experience. Audience will participate with small and whole group discussion and a hands-on activity using concept maps to consider needs and possible collaborations at their own institutions. Attendees will leave with a best practice model for implementing a collaborative program of student support.Cooking as a Self-Reflective Learning Tool for Military Learners in a College Language Classroom
Presenter: Daewoo Jin
The University of Montana
Summary:
Military learners experience various difficulties that are similar to the ones faced by nontraditional college students (Smith et al., 2017). One issue I found in recent language courses for military personnel is that they often struggle between different identities, expectations, and traditions. For example, they would have to switch back and forth between where making mistakes is not desirable, and where doing so is rather considered as a resource for more successful learning. As a teacher, I would like to see more of the latter kind in my military students learning, but I also wanted to help them develop it in a more heuristic and nuanced way. To do so, I chose cooking because it is a literacy that my students are already familiar with, as well as a medium that recaptures elements of mindful learning process (Stajcic, 2013). Among a series of cooking as a language learning activity, I will talk about how students were able to think about their learning itself through making their own Gimbap (Korean rice roll). As cooking and language act have many things in common (Jin, 2019), Gimbap-making not only was helpful for students to practice specific expressions about the food, but also enabled them to think about their learning process itself with more concrete materials in their hands. This presentation begins by describing how I designed and facilitated Gimbap-making activity in a college language classroom for military learners. I will then discuss two most important things I found about students during and after the cooking: broadened awareness of their language learning and increased self-efficacy. I will conclude by sharing several suggestions with TASS attendees about how to use cooking or food as a self-reflective learning tool, thereby, helping military students adjustment to higher education and increasing their chances of success at college.Inspiring Student Confidence in Communicating: Managing Speaking Anxiety
Presenter: Kimberly Kilpatrick
University of Texas at El Paso
Summary:
According to most studies, the number one fear of people is public speaking. Number two is death. Death is number two! This means, to the average person, if you go to a funeral, youre better off in the casket than doing the eulogy. Jerry Seinfeld Though this quote from Jerry Seinfeld focuses on public speaking specifically, anxiety in communication can occur in a variety of situations. The focus of the conversation for this session will be on helping our students manage communication anxiety. By encouraging our students to develop strong communication skills---and learning to effectively manage any communication anxiety they may have---we can empower them to be more confident in expressing themselves in public speaking, in small groups, in class discussions, or in a virtual format. Recognizing that speaking anxiety can affect ones ability to communicate effectively in various situations---and providing our students with useful tips in coping with it--- can be helpful in not only alleviating stress but improving overall communication confidence. Students are often asked to present or share information in class---as an actual speech, within a small group, or as part of a class discussion (in person or virtually). Students must contend with communication anxiety (it is an issue for most of us); it varies in type and degree for each person. Helping our students understand that having communication anxiety is natural for most people, particularly in a public setting such as a classroom, can be quite valuable and relatable. Rather than just jumping into a discussion or a speaking assignment, if we first acknowledge the hurdle speaking anxiety can present---then provide tools to our students on how to effectively manage it---we can potentially inspire greater self-confidence and, overall, more productive and effective student communication.Marronage - A forgotten legacy of resistance
Presenter: Gene Klein
Broward College
Summary:
Kidnapped Africans brought to what would become the United States resisted their forced enslavement almost from the very beginning of this forced enslavement. Known as marronage until the invention of the railroad, this resistance has been forgotten and replaced by a memory of the Underground Railroad that places Whites in leadership positions. This collective amnesia contributes to the Lost Cause's denigration of Blacks. This loss of a noble legacy of resistance may disadvantages Blacks in educational settings. The existence of marronage in antebellum US should be added to the American history curriculum. This addition to the curriculum would show that enslavement was neither accepted nor appreciated (as the Lost Cause claims) by the enslaved. It would also show that resistance to enslavement did not suddenly happen as a cause of European created technology.Design Thinking: Classroom Applications
Presenter: Z. Z. Lehmberg
Northern Michigan University
Summary:
This presentation guides participants in turning their hopes and fears into action plans through a Design Thinking process. The presenter will also share her experience applying Design Thinking in her teaching and guiding students to own their education and engage with learning. Design Thinking originated in the development of psychological studies on creativity in the 1940s. Then in the later 20th and early 21st centuries, the concept became popular in the business world, when companies such as Apple incorporated Design Thinking in creating and producing their products. Presently, in education, Design Thinking came to mean student responsibility for engaged learning. This presentation introduces Design Thinking by leading participants through a series of Design Thinking steps. Participants will be asked to participate in divergent and convergent thinking and they will be encouraged to challenge best practices in their respective fields. In the end, it is the presenters hope that participants will return to their institutions with action plans to refine and implement.Hosting Efficient, Effective and FUN Online Review Sessions With Students
Presenter: Dawn Lopez
Johnson & Wales University
Summary:
This inter-active and engaging session will cover tips and tricks for hosting engaging online review sessions with students. Learn the WHEN, WHAT, WHY and HOW of creating zoom sessions that your students will actually WANT to attend. By following a tried and tested format, you can be assured that the sessions you host will provide true value-added for students by allowing them to better understand the course material, as well as identify their weaknesses. Online sessions also provide an added benefit for the instructor, allowing for the identification of communication and learning gaps. Creating an online review session meets your students where they are both physically and academically. Furthermore, this session covers strategies on how to add the secret ingredient required for successful online review sessions FUN! Online review sessions that combine value and fun have been proven to positively impact the learning experience for students, as well as the final average of the class. Learning how to plan and host the online review sessions is a great tool to add to your toolbox and allows you to actively support all your students, regardless of the class modality (on ground, online, or hybrid).From Cellblock to Commencement: Helping Formerly Incarcerated Students Complete College
Presenters: Richard Louis, Lucas Harriman
Broward College
Summary:
Much attention has been directed in recent years to the school-to-prison pipeline, wherein certain school districts across the country funnel students into the penal system by means of zero-tolerance policies, police presence on campus, etc. However, less research has been conducted on how to effectively transition individuals with a criminal justice history intentionally into higher education. While the Florida college system has demonstrated a commitment to educating a diverse array of student populations, one group that currently remains underserved is the formerly incarcerated individuals in our communities. Representatives all along the political spectrum have lamented the explosion in mass incarceration that has plagued our country since the 1980s. Likewise, the evidence is clear that education is a key to preventing the revolving door of recidivism that keeps people locked within an unjust and expensive system. The purpose of our presentation will be to discuss strategies by which community collegesand specifically Broward Collegeare working to transition students from incarceration to certification and degree completion. During the first half of the presentation, we will draw from our experience as both faculty and student services personnel to detail what is currently being done in this area at Broward College, focusing on student advising, consciousness-raising in the classroom, and recent partnerships with the department of justice. During the second part of the presentation, attendees will be asked to imagine themselves as incoming students with a criminal justice history. We will work in groups to evaluate the possible impact of several proposed solutions, including on-site educational programming, student organizations for those affected by the justice system, more robust wraparound services, and other creative approaches.The Politics of Attracting and Supporting FirstGen Students
Presenters: Gregory Loving, Cassandra Fetters, C Phoebe Reeves
University of Cincinnati Clermont College
Summary:
The political landscape of the United States has been experiencing a sea change over the last few election cycles. College educated voters now reliably vote Democratic, and non-college-educated voters are increasingly Republican. The public has less confidence in the value of higher education, almost fully accounted for by the attitudes of conservative voters who see college as an atmosphere of indoctrination. What does this mean for higher education in attracting and retaining first generation students, who come increasingly from backgrounds suspicious of higher education, and may even see it as antithetical to their values? How do gender and race play into this? Anti-Academic-Freedom legislation? The overturn of Roe vs. Wade and its impact on college support for students? Will we end up with a Blue State higher education system and a Red state higher education system? Few universities have come to grips with these changing demographics in how they market to and support first generation students. We more than admit that we dont have many solutions yet, and that there are some enthusiastic differences among the presenters regarding how universities should proceed. But this is exactly the kind of conference where we can start searching for answers. Attendees should come ready to weigh in with ideas on how the changing political landscape affects how we approach first generation students, and more.The Politics of Attracting and Supporting FirstGen Students
Presenters: Gregory Loving, Cassandra Fetters, C Phoebe Reeves
University of Cincinnati Clermont College
Summary:
The political landscape of the United States has been experiencing a sea change over the last few election cycles. College educated voters now reliably vote Democratic, and non-college-educated voters are increasingly Republican. The public has less confidence in the value of higher education, almost fully accounted for by the attitudes of conservative voters who see college as an atmosphere of indoctrination. What does this mean for higher education in attracting and retaining first generation students, who come increasingly from backgrounds suspicious of higher education, and may even see it as antithetical to their values? How do gender and race play into this? Anti-Academic-Freedom legislation? The overturn of Roe vs. Wade and its impact on college support for students? Will we end up with a Blue State higher education system and a Red state higher education system? Few universities have come to grips with these changing demographics in how they market to and support first generation students. We more than admit that we dont have many solutions yet, and that there are some enthusiastic differences among the presenters regarding how universities should proceed. But this is exactly the kind of conference where we can start searching for answers. Attendees should come ready to weigh in with ideas on how the changing political landscape affects how we approach first generation students, and more.Mind the Equity Gap: Making DEI Matter
Presenters: Bradford Mallory, Natalia Darling, Rita Kumar
University of Cincicnnati/RWC
Summary:
The National Clearinghouse Research Center (2022) indicates national university enrollment declines since 2020. Post-pandemic concerns continue to push academic achievement shortfalls to the forefront. As we consider consequences related to economy, health (especially mental health), and education, it is important to acknowledge how the pandemic has exposed disproportionate adverse effects for vulnerable populations (Perry et al., 2021). It is imperative that we examine issues with opportunity gaps as linked to root issues with inequitable structures (Ladson-Billings, 2013). DEI needs to go beyond expression of ideological goals and encourage and support academic staff and faculty to incorporate evidence-based strategies that retain and sustain underrepresented and diverse students. Though change takes time and effort, complacency cannot be the answer. Educational institutions, like other organizations, need to assess their DEI initiatives for gaps and engage in dialogue on how to leverage DEI as a substantial tool to transform academic structures (Melaku and Winkler, 2022). Despite good intentions, DEI efforts frequently fail to meet the desired goals of inclusivity due to paucity of appropriate resources, inadequate mentoring, and a lack of commitment, demonstrated by absence of supportive policies. In this interactive presentation participants will discuss challenges and barriers that create academic equity gaps, require moral reckoning on how we define DEI, discuss ideological differences, and deliberate on what administrative and educational practices are needed to promote student success. Participants will work collaboratively to create an outline of a DEI playbook to address various opportunity gaps and structural inequities. We will discuss how these plays can be used within the context of their individual institutions. Finally, we will discuss a method of designing DEI initiatives and programs to maximize impact and benefits.Unlocking the gate: tutoring from the classroom to the tutoring center
Presenter: Ted Mathews
Onondaga Community College
Summary:
The presentation will provide the audience a general overview of the Embedded Tutoring program at Onondaga Community College focusing on the following details: The achievements and barriers experienced since when the program was originally developed for the college’s 2013 two course STEM summer bridge program scaling up to the present-day forty-five sections of historically difficult gateway courses that have had high DFW rates, share comparison data between embedded and non-embedded sections, feedback and testimonials from students, faculty, and recognition in the 2018 Middle States self-study. Individuals who are interested in starting, or already have an established embedded tutoring program will be able to learn from the accomplishments, obstacles, difficulties, and how the college is moving forward to evolve the program leading to more student success, retention, and graduation. The presenter will share data evaluating student performance in embedded versus non-embedded sections since the inception of the program. In addition, the presenter will share student, and faculty responses to surveys that are distributed to each embedded section, along with a video testimonial from students, faculty, and college president regarding the embedded tutoring program currently in use by the college’s marketing department. At the conclusion, the presenter will ask any individuals in the audience to share their own experiences with an embedded tutoring program. Overall, embedded tutoring at Onondaga Community College has experienced both successes and struggles since its inception. It is important to share this information with colleagues in the academic support environment to continue to improve services toward student success.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.Storytelling and the Beginning Writer
Presenter: Donna Nalley
South University
Summary:
The narrative is the perfect first essay for a basic writer in developmental English or Composition I. After reading examples, learning techniques, and choosing a topic, any beginning writing student can progress to telling a story in narrative essay format and feel successful. That first success is crucial to building confidence and having a positive mindset and a sense of belonging to the learning community. We all have stories to tell. There are moments that are turning points in our lives. There are moments that are disastrous and others that are triumphant. We can gather insights from sharing these experiences, and the narrative essay gives us an opportunity to tell the story to its best advantage while sharing its meaning. In this way, students learn about a thesis statement in an organic way. They learn how to engage the reader with the introduction, organize and present the experience, and value the usefulness of details, description, and dialogue in creating a vibrant story for their reader. It is easier for a student to write the narrative first than other modes because they find that they have something to say, improve their communication skills as they figure out how to express it well, and enjoy the feedback from their instructor and peers. Even when the subject matter they choose is sad or traumatic, telling the story can be a very positive experience. This presentation will share tips and resources for teaching the narrative essay to beginning writers. Attendees will offer their own experiences with teaching this format, encouraging their students in telling their stories, and helping these basic writers to become confident storytellers.Cultivating Collaboration Across Administrative Divisions
Presenter: Tennyson O'Donnell
Trinity College
Summary:
As the parent of a college student, I had always assumed that the stellar study habits my student developed in high school would allow them to thrive in the fast-paced college environment and that they would meet the challenges of college with a confident and thriving spirit. Unfortunately, this wasnt the case. Many First Year students struggle when they first get to college my student included. And the pandemic seems to have exacerbated the formal and informal reports of struggling students. As students figure out new routines for the first time, balance a job, social life, and homework responsibilities, sometimes they falter academically. And sometimes they experience social set-backs. These struggles dont only apply to first-year students. Upperclassmen and sophomores can struggle, too, particularly when the weight of a sports season is upon the shoulders of a student-athlete, or an obstacle occurs in the classroom or in their personal life. The purpose of this session is to share how our previously separate offices (those on the academic side and those on the social or student life side) have begun to effectively collaborate in order to identify struggling students and determine the best course of support. Participants will learn how a small, highly selective college in New England rewrote the process of identifying and addressing the needs of struggling students by harnessing the power of two previously independent divisions.INVITED SESSION: Strategies to Implement Undergraduate Research in the Humanities
Presenter: Jacqueline Pena
Indian River State College / Miami Dade College
Summary:
Undergraduate research has been revered as a high impact practice in higher education for decades, but most of the attention on undergraduate research was on STEM courses and programs. We have seen a shift in the last two decades as STEM became STEAM in many K-16 activities such as school or district symposia. Aside from the broadening of our focus of undergraduate research, the definition and examples of undergraduate research have been expanding as well, opening more opportunities to integrate humanities research in undergraduate courses. In this workshop, attendees will learn about current definitions and characteristics of undergraduate research in the humanities to obtain a general foundation for future implementation. This session includes a review of different models of undergraduate research in the humanities using examples from various institutions. This conversation will lead to the concept of the undergraduate research spectrum that could be used as a framework for the implementation of undergraduate research strategies in any course or co-curricular activity. The workshop will include undergraduate research implementation and assessment strategies for faculty members based on the research models, including the undergraduate research spectrum, and examples discussed. At the conclusion of the workshop, participants will be familiar with how to implement or enhance undergraduate research in their humanities courses, academic programs, or co-curricular programs.Professors and Persistence: Challenges and Road to Recovery
Presenter: Bindu Ranaut
Broward College
Summary:
The purpose of this presentation is to outline the strategies that will help professors and educators be more understanding of their students when they are going through difficult times and how to engage ghosting students. To foster a more compassionate environment where students do not feel distant, disengaged, or uncared for by school and professors, this presentation discusses what additional training and resources should be given to the professors. The way a student is treated has an impact on whether they remain interested in the class or university, and it also affects the dropout rate. With the pandemic-induced school closures, academic normalcy remains out of reach for many students, educators, and parents. Colleges and universities have faced severe staff shortages, high absenteeism rates, and quarantines. Furthermore, students and educators continue to face mental health issues, increased rates of violence and misbehavior, and concerns about lost instructional time. This has given rise to disengagement and student ghosting. Ghosting occurs when students stop participating in a course, either physically or virtually, without informing the instructor or giving a valid reason. Interestingly, students do not disappear suddenly, but they do show some signs of disengagement before they start ghosting. Therefore, it is crucial to understand the causes of student disengagement from the classroom, how to spot it, and how to act before they start disappearing altogether. Relationships between instructors and students are central to teaching and learning. Compassion, flexibility, and communication are essential in these testing times.Let Them Learn: Dyslexia in the Sciences
Presenter: Andrea Reaka
Ponce Health Sciences University & School of Medicine
Summary:
Dyslexia is a life-long learning disability that is thought to affect only reading, writing, and spelling, despite normal intelligence and adequate instruction. However, recent research has shown that math disabilities are also increased in students with dyslexia. Bright students with dyslexia are often overlooked for extra help in school because they find ways to work around their difficulties and, thus, are not recognized as needing extra help. They pass through school as an average student often appearing unmotivated. If fact, these students are sometimes told to avoid the harder classes, such as math and science. In this presentation, I will dispel the myths around dyslexia and explain the differences in the way the brain develops in students with dyslexia. I will discuss some simple technological tools to level the playing field for students with dyslexia and keep the STEM fields available to all students by creating more inclusive coursework. Takeaways: 1. Learn the truth - separate the myths from the facts about dyslexia; 2. Learn the tools - find out what these students need to be successful in the sciences; and 3. Level the playing field - see how using these tools can lead to a more inclusive and diverse classroom for all your students.#communityforall: Engaging students in virtual spaces
Presenter: Tresha Robinson
Broward College
Summary:
In 2020, higher education institutions reimagined how we provide student support services to our student populations. Necessity inspired innovation and student affairs departments created ways to connect with our students to foster engagement and provide a sense of community during a challenging time. As campuses have primarily returned to on-campus course modality, distance (hybrid) and fully online programs will continue to expand. It is important to consider how we will continue to promote our campus communities to include online and hybrid students. This is especially crucial for minority students due to the disconnected from their environments even when on campus (Griffith et al., 2019). To help students cope with challenging environments, counterspaces are critical. Solorzano et al. (2000) highlights the importance of counterspaces as �sites where deficit notions of people of color can be challenged and where a positive collegiate environment can be established and maintained�. Creating virtual counterspaces for students to connect with peers removes the barriers of geographical location and helps to ensure students are aware of how to connect with resources. An additional aspect of virtual counterspaces are social media platforms, where students have 24-hour access to search for topics of interest via hashtags, trending topics, etc. The purpose of this presentation is to explore how students can be engaged virtually, how social media acts as a counterspace and how that information can be helpful to glean insight about their students� experiences.Using Music to Help Students Cope with Mental Health Issues Experienced During COVID-19
Presenters: Sarah Satterfield, Lori Witkowich
College of Central Fl
Summary:
The purpose of this 45-minute session is to explore how music was and can be used to cope with mental health issues and feelings of social isolation experienced during COVID-19. This topic is of particular relevance, timeliness, and importance to the TASS audience as many in the educational community have been tasked with helping students work through the psychological ramifications of the pandemic as they return to the classroom. To achieve the goal of the session, Dr. Sarah Satterfield, Senior Professor of Music and Humanities at the College of Central Florida (CF), will share a PowerPoint summarizing studies conducted by Alberto Cabendo-Mas (Uses and Perceptions of Music in Times of COVID-19, Frontiers in Psychology) and Naomi Ziv (Music and COVID-19: Changes in Uses and Emotional Reaction to Music Under Stay-at-Home Restrictions, Psychology of Music). These studies explore how the music industry was impacted by COVID-19, including changes in music listening behaviors, new modalities of disseminating music, compositions directly inspired by COVID-19, and lives lost. Lori Witkowich, Associate Professor of Communications, Director of the Teaching and Learning Institution, and certified yoga instructor, will then lead a series of interactive activities intended to demonstrate how music can be used to reduce post-COVID anxiety. These hands-on activities will range from simple breathing exercises that can be done in the classroom or at the desk to a full-scale guided meditation with music. The session will conclude with a time for audience members to share their own experiences using music during COVID-19 and for the betterment of mental health. Combining scientific research and practical application proven successful in the classrooms of the presenters, this session will leave attendees with an understanding of how the simple tool of music can be used to help students cope with their feelings and achieve academic success.Hello, Im a non-traditional" adult student.
Presenter: Alexandra Savala
Truman State University
Summary:
This proposal is for a 45min presentation that would be focused on discussing common problems non-traditional students face and how they can be addressed from an advising standpoint. The presentation will utilize personal experiences that I have gained as a current student with the knowledge and unique lens of someone who has served in advising for four years while also working towards an additional undergraduate degree. Seeing the world from both perspectives has helped me gain insight into the roadblocks our students face and solutions to better their experience. Higher education is constantly evolving and generationally there may be a shift in the coming years from what we see as the traditional student. With a higher influx of non-traditional learners, there are alternate needs that the current structures of higher ed are not built to support. So, how as an advisor can you support a student of this demographic throughout their educational journey? That is the question I plan to answer throughout my presentation. As the overall goal is for attendees to hear of experiences and proposed solutions that can be applied to their own institutions. Also, as a non-traditional student I have noticed that this demographic does not always get a voice at the table. I plan to be candid about my experiences and the experiences of other non-traditional students that I have encountered and believe that the open discussion that will come of this presentation will be extremely beneficial to any advisor who interacts with or will interact in the future with non-traditional students.How to Cultivate Growth in Readers
Presenter: Lou Ann Sears
University of Pittsburg at Greensburg-Millstein Library Building 240
Summary:
This 50-minutes, in-person session will share a 4-step path to promoting growth in reading. We can all agree that the Pandemic stunted the growth of the nation. This may or may not have negatively affected our own reading, but it certainly had negative effects on student performance. We will talk about reasons we should care about stunted growth. Not being confident that alternative solutions have been identified, I will offer four ways we can address this in our lives and in our own classrooms. Path 1 is reflection. Pausing to reflect on our own growth and our students' growth can give us context for Path 2. Path 2 refers to reading books. I will introduce two new memoirs: The Lighthouse Effect: How Ordinary People Have an Extraordinary Impact in the World by Steve Pemberton and The Other Side of Yet: Finding Light in the Midst of Darkness by Michelle Hord. Here we will reflect on what reading closely means. Path 3 will address the concept of book talks and allow us to get familiar with the two memoirs and learn how they advance growth for readers. Path 4 is cultivation. To close the session, I will share 7 powerful strategies for students/readers to employ: leaving the comfort zone, considering what they dismiss, becoming aware of lifelong learning, searching for life lessons, scooping out geography, learning some history, and appreciating philosophy. We can use these tools to cultivate growth for all.Lessons Learned: Teaching to the Unexpected, Unprepared, and Underprepared
Presenters: Antonia Taylor, Christy Gunderson
Saint Mary-of-the-Woods College
Summary:
Ensuring the academic success of fist-year students post-COVID has presented a new set of challenges. While research on the ramifications of the pandemic is just beginning, there is evidence that the isolation and online learning students faced during this time has heightened mental health struggles (Sillcox, 2022). Educators have also seen a drastic drop in motivation regarding classroom activities and outside assignments. While many students have claimed to be dissatisfied with their online learning experiences (Loton et. al., 2020) and have chosen to return to in-person instruction, we have found classes, assignments, and teaching strategies in face-to-face classes that have been in place for years no longer fulfill student needs. Many students are completely unprepared for the expectations of the college classroom in terms of time management, study skills, writing ability, and even behavior. We have seen an increased reliance on technology, but also see that technology is one of students biggest distractions to their education. To combat these issues, the Director of the Learning Resource Center and Writing Center Director at Saint Mary-of-the-Woods College have created a collaboration between its College Success and First-Year Writing courses based on the concept of adaptability and meeting students where they are academically. To keep students motivated and on task during their new experiences, we have found a need to pivot to a more hands-on approach during classroom time. To illustrate, we will share examples of assignments we have had to adapt mid-semester, their results, and feedback from students on what worked best for them and why. The presentation will conclude with a discussion about what has worked for others in their classes so all TASS attendees present can leave with new or revised strategies for their own classrooms.Helping Students Identify and Overcome Barriers to Success
Presenters: Lynn Turner, Kenya Floyd
Florida Agricultural and Mechanical University
Summary:
uccess. In most cases, students and faculty work collaboratively to find the support mechanisms that can be used to mitigate the barriers. Mitigation strategies usually include finding and using university academic resources, developing academic goals, and student-developed accountability plans. This research examines the barriers found by students in an online, asynchronous academic success skills course over eight semesters to figure out if the types of barriers, number of barriers, and student demographics play a role in the students� ability to recover academically. The research will discuss how a barrier identification worksheet can also be used as an early warning system. Finally, this presentation will discuss the significant role of instructors and academic coaches in moving students from simple barrier identification to the implementation of mitigation strategies through intensive coaching and follow-up.Prescription for Success: Data-Driven Supplemental Programming and Academic Coaching for First-Time, First-Year Pre-Nursing Students
Presenters: Joyce Varela, Lisa Diaz, Elisa Giordano, PhD
Barry University
Summary:
Using data to make curricular and programmatic decisions is essential in order to meet the diverse and individual needs of students, particularly in their first year. Using a data-driven process to provide academic support services to underprepared students allows for more intentional programming, skill development, ongoing progress monitoring, and customized academic coaching. Furthermore, data-driven curricular and program development contributes to first year student success and retention. Historically, the retention of first-time, first-year (FTFY) Pre-Nursing students has been low. In addition, the matriculation rate of FTFY students from the Pre-Nursing track into the Bachelors of Science in Nursing (BSN) has been low. Many of these FTFY students have academic challenges, as well as other risk factors. To address these needs, supplemental curricular programs have been implemented to intentionally support these students to be more academically successful during their first-year. The supplemental program addresses best practices and academic habits required for learning in college level science courses and focuses on a proactive learning process. Based on academic data for FTFY Pre-Nursing students, who place in developmental English and enroll in human anatomy concurrently, are less successful in biology. Consequently, these initiatives will support retention of FTFY Pre-Nursing students, as well as their matriculation into the BSN program, in the following ways: 1) be more academically prepared to handle and successfully complete college-level science coursework, 2) be more engaged with the institution and department program, and 3) be able to establish a repertoire of applicable learning strategies. The presenters will demonstrate the path to creating and implementing program specific interventions based on student data. Session participants will leave with a broad understanding of how to use their institutional data to develop customized supplemental and academic support programs to bridge the college readiness gap in first year, underprepared students and will be prepared to implement similar strategies.Prescription for Success: Data-Driven Supplemental Programming and Academic Coaching for First-Time, First-Year Pre-Nursing Students
Presenters: Joyce Varela, Lisa Diaz, Elisa Giordano, PhD
Barry University
Summary:
Using data to make curricular and programmatic decisions is essential in order to meet the diverse and individual needs of students, particularly in their first year. Using a data-driven process to provide academic support services to underprepared students allows for more intentional programming, skill development, ongoing progress monitoring, and customized academic coaching. Furthermore, data-driven curricular and program development contributes to first year student success and retention. Historically, the retention of first-time, first-year (FTFY) Pre-Nursing students has been low. In addition, the matriculation rate of FTFY students from the Pre-Nursing track into the Bachelors of Science in Nursing (BSN) has been low. Many of these FTFY students have academic challenges, as well as other risk factors. To address these needs, supplemental curricular programs have been implemented to intentionally support these students to be more academically successful during their first-year. The supplemental program addresses best practices and academic habits required for learning in college level science courses and focuses on a proactive learning process. Based on academic data for FTFY Pre-Nursing students, who place in developmental English and enroll in human anatomy concurrently, are less successful in biology. Consequently, these initiatives will support retention of FTFY Pre-Nursing students, as well as their matriculation into the BSN program, in the following ways: 1) be more academically prepared to handle and successfully complete college-level science coursework, 2) be more engaged with the institution and department program, and 3) be able to establish a repertoire of applicable learning strategies. The presenters will demonstrate the path to creating and implementing program specific interventions based on student data. Session participants will leave with a broad understanding of how to use their institutional data to develop customized supplemental and academic support programs to bridge the college readiness gap in first year, underprepared students and will be prepared to implement similar strategies.Summer Scholar Program
Presenters: Nicholas Vick, Brielle Crooms
Tallahassee Community College
Summary:
The Tallahassee Community College (TCC) Summer Scholar Program is a summer bridge opportunity designed to provide a transitional experience for a cohort of first-year students and to successfully prepare these scholars as each navigate the rigors and complexities of the college environment. The goal of this presentation is to provide an overview of this programs purpose and benefits that led to meaningful data and student theory driven program outcomes. Through this summer semester experience, features two express curriculum courses for the students to complete on the college campus, personalized advising and mentoring from the program coordinators, and continuous follow up strategies to ensure the students are being successful. The program begins with an opening orientation for the students and parent(s)/guardian(s) to learn more about the logistics, expectations, and requirements of the program. One of the most emphasized requirement of the program is the required attendance to the weekly enrichment sessions hosted by the program coordinators. The enrichment sessions include a variety of helpful topics each week, such as: advising and registration, career development, getting involved in student clubs and activities, and more. The overall goal of the program is to ensure that students are initially successful in the summer and prepared for the subsequent fall semester. Through the programs prepatory actions over the summer, the sub-goal is to connect students to other academic enrichment opportunities, such as the TCC Honors Program. This presentation will allow time for an open discussion with attendees and access to a program planning template for interested attendees that would like to create a similar program on their respective campuses.Formative Assessment Activities that Engage Students and Support Success
Presenter: Denise Wilkinson
Virginia Wesleyan University
Summary:
As we move past the pandemic, the need to implement creative approaches to improve student learning has become increasingly important. Focusing on innovative ways to include assessment, specifically formative assessment, is one way to address student engagement and success. There are essentially two kinds of classroom assessment, summative assessment and formative assessment. Summative Assessments are conducted in increments throughout a course. Their purpose is to discover what exactly students have learned within a given instructional time frame. On the other hand, Formative Assessments allow for feedback from both instructors and students on student understanding of content and concepts and uncover any difficulties in comprehension, so that the teaching process itself may be modified as necessary. As an example, students may work toward their learning goals through practice in the classroom or by completing low stakes graded assignments, either of which fosters student motivation and supports student learning in a low-stress environment. This presentation will focus on several formative assessment activities that may be implemented in any classroom to offer feedback for both students and instructors and foster student engagement. A few of the activities that will be demonstrated include: classroom quiz games via Kahoot, an online game platform, to offer practice and feedback on test review content or Flip assignments; Jamboard reflection activities which utilize Jamboard (an interactive whiteboard) for student reflection and feedback on a relevant course topic or as a test review; and Kami, an online document annotation and markup tool accessible to the entire class, to provide a venue for students to practice problems and gain feedback. These activities may be incorporated into a course as no-stakes or low-stakes graded assignments. 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 formative assessment tool. Resources: Bhat, B. A., & Bhat, G. J. (2019). Formative and summative evaluation techniques for improvement of learning process. European Journal of Business & Social Sciences, 7(5), 776-785. Durga, M. V., & Kumar, M. C. B. (2020). Formative and Summative Assessment for Learning: A Review. J. Res. Sch. Prof. Engl. Lang. Teach, 20, 2456-8104. Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.Using Scaffolding and Cooperative Learning Techniques to Bridge the Gap for Covid-19 Impacted Transitional Students
Presenters: Rebecca Williams Jackson, Kristin Conley
Ferris State University
Summary:
Part of the freshman group of classes required for students based on testing, or total lack of testing scores for open enrollment, include a reading course, designed to teach students to critically respond to text at a college level. Remediation classes focusing on reading and language skills increase college persistence and degree rates (Boatman and Long 2010). The course is a hybrid course, with on-line and in-class work required, and is part of a focus on student retention. Testing scores on the ACT were depressed in 2022, following a continued pattern of decline, and only 22% of students taking the ACT met college readiness benchmarks (Profile report-national-act.org 2022). The incoming class of 2022 had the added transition of moving from COVID-19 restricted classroom attendance and inconsistent access to educational technology (COE - Impact of the Coronavirus Pandemic on the Elementary and Secondary Education System 2022) (Stelitano, L. et.al 2022) to in-person classroom attendance with increased academic expectations. To meet the needs of students who have not had equal access to computers, instruction or experience with college benchmarks and social interactions in the classroom, scaffolding techniques are employed. Scaffolding, or a tiered system of teaching (Wilson, K, & Devereux, L, 2014), helps students transitioning to college courses scale up with social support and structure. The purpose of this presentation is to demonstrate scaffolding techniques designed to meet the needs of transitional students building reading and writing skills, in a 45-minute presentation. Types of instruction that include social engagements and cooperative learning communities have been shown to increase student learning (Johnson, et. al 2006), and increased social and academic engagements positively impact college persistence (Hu, 2011). The presentation will include time for participants to actively engage with a few presented ideas. TASS participants will leave with a packet of resources focused on social engagement for transitional students. Boatman, A., & Long, B. T. (2010). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation (An NCPR Working Paper). New York, NY: National Center for Postsecondary Research. Hu, S. Reconsidering the Relationship Between Student Engagement and Persistence in College. Innov High Educ 36, 97106 (2011). https://doi.org/10.1007/s10755-010-9158-4. Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching 25, 85-118. National Center for Education Statistics. (2022). Impact of the Coronavirus Pandemic on the Elementary and Secondary Education System. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [11/28/2022], from COE - Impact of the Coronavirus Pandemic on the Elementary and Secondary Education System.