Conferences and Continuing Education
 
ABOUT THE CENTER | STAFF | AFFILIATES | CONTACT US

HOME

EVENTS

PUBLICATIONS

RESEARCH

RESOURCES

AWARDS AND RECOGNITION

CONTACT INFORMATION





USC  THIS SITE

 

 

 

 

Our Invitation to You

* Registration Now Open

The National Resource Center is pleased to now offer online courses on current topics related to the first-year experience and students in transition. Online courses are designed to come as close as possible to providing students with the same course content and opportunities for interaction with classmates and with the instructor as traditional or classroom-based courses as well as take advantage of pedagogy and teaching techniques that are not possible or uncommon in a traditional format. Our online courses will take place during a four-week or five-week period with the majority of instruction occurring in an asynchronous environment. Asynchronous instruction is neither timebound nor place-bound and does not require the simultaneous participation of all students and instructors. It utilizes toolssuch as email, threaded discussions/forums, listservs, and blog.


Participants will earn 1.5 continuing education units.




Made to Measure: Intermediate Principles of Assessment


Dallin George Young, Ph.D.
Assistant Director for Research, Grants, and Assessment
National Resource Center for The First-Year Experience and Students in Transition

Dallin George Young, PhD is the Assistant Director for Research, Grants, and Assessment at The National Resource Center for The First-Year Experience and Students in Transition. He coordinates all the research and assessment endeavors of the National Resource Center and facilitates and disseminates three national surveys: National Survey of First-Year Seminars, National Survey on Sophomore-Year Initiatives, and the National Survey of Senior Seminars/Capstone Courses. He oversees a number of research collaborations and grant opportunities between the Center and the national and international higher education community as well as across the University of South Carolina (USC) campus. He coordinates the distribution of the Paul P. Fidler Research Grant, a competitive national grant that recognizes the development of research investigating the experiences of college students in transition. He is also an active member on the Planning, Assessment, and Innovation Council at USC.

Before joining the National Resource Center, Dallin worked in doctoral internships in the Office of the Associate Vice President of Student Affairs at Georgia Gwinnett College and in the Department of Student Affairs Assessment at the University of Georgia. Prior to this, he held professional positions in student housing at Dixie State College of Utah, University of South Carolina, and California College of the Arts.

Dallin’s research interests focus on two main areas: on the structure and impact of student success programs and the impact of professional standards in higher education. Dallin’s research agenda has afforded him the opportunity to produce scholarly publications and presentations at national conferences.

 


Course
Date
Registration Deadline
Course Capacity
Fee
 

June 12 - July 14, 2017

May 31, 2017 25 Registrants $425.00

COURSE DESCRIPTION

This course is aimed at making assessment more manageable for higher education professionals who have been tasked with conducting assessment, but perhaps have lingering questions about how to make their assessment efforts more efficient and effective. Developing the skills necessary to plan, carry out, interpret, and implement assessment activities is important to those who have been tasked with these responsibilities.  This course aims to provide information and techniques to those interested in developing intermediate-level proficiency with assessment and evaluation.  The course will cover topics such as aligning assessment plans with department, division, and institutional goals; knowing how to gather and make sense of qualitative and quantitative data; connecting assessment results to program improvements; and developing relationships with key stakeholders in the process.

COURSE OBJECTIVES

  • Understand the process of developing aligned assessment plans
  • Detail practical concerns with assessing impact of student engagement
  • Explore how assessment questions lead to data analysis
  • Examine effective reporting of assessment results
  • Identify methods of using assessment results to improve program effectiveness

The Bridge to Anywhere: Enhancing Student Success and Institutional Impact Through Bridge Programs


Andrew (Drew) Newton
Assistant Director of First-Year Advising
University of South Carolina-Columbia

Andrew (Drew) Newton currently serves as the Assistant Director of First-Year Advising at the University of South Carolina-Columbia.  In collaboration with academic leadership, Drew guides the standardization of academic advising across 11 colleges and schools for over 6,000 incoming freshmen and transfer students through 28 talented full time professional academic advisors.  Prior to his work with academic advising, Drew served as director of the university's residential bridge program, Gamecock Gateway, while also leading transfer and veteran student success initiatives.  Beyond higher education, Drew has also served as a middle school teacher and K-12 department chair.  A native of Farmville, Virginia, Drew completed his Bachelor of Arts in English and Secondary Education from James Madison University and his Master of Education in Higher Education/Student Affairs from the University of South Carolina.


Course
Date
Registration Deadline
Course Capacity
Fee
 

July 31 - August 25, 2017

July 14, 2017 25 Registrants $425.00

COURSE DESCRIPTION

Expanding access.  Enhancing preparation.  Streamlining transfer and student transitions.  Bridge programs do all this and more.  The need for post-secondary education has never been greater, and neither has the necessity of effective partnerships to take students from point A to point B in their progression toward degree.  In this online course, students will be introduced to three primary bridge possibilities:  residential bridge; non-residential bridge; and summer/transition bridge programs.  Through literary review, exploration of best practices, and dialogue with practitioners in the field, students will develop a bridge program action plan and guiding documents that could be furthered at their institutions while proactively determining how the programs can be assessed.  

COURSE OBJECTIVES

As a result of this online course, students will:

  • Understand the literature and best practices behind residential bridge partnerships between institutions

  • Understand the literature and best practices behind non-residential bridge partnerships/articulation agreements between institutions

  • Understand the literature and best practices behind summer bridge programs 

  • Engage in dialogue with practitioners engaged all the respective bridge programs

  • Develop the framework for an institution-specific residential, non-residential, or summer bridge program using research and best practices explored

  • Create tools and metrics to assess the effectiveness of bridge programs
RETURN TO TOP
CENTER DIRECTORY MAP TO CENTER
SITE INFORMATION