Registration Fees

Our Invitation to You
Conference Theme Tracks
  • Sophomore Issues
  • The Transfer Student Experience
  • The Senior Year
  • The First Year
Featured Speakers
Tentative Schedule
Travel Information
If you have any questions about the content or organization of this event, contact Nina L. Glisson at (803) 777-8158 or Information about this Conference and other events sponsored by the Center can be found at


Preconference Workshops

Continental breakfast and lunch is included with all preconference workshops. Separate registration is required.

W-1 Guided Pathways to Success for Transfer Students: Creating and Sustaining Transfer Pathways between Community Colleges and Universities

Maria Hesse, Vice Provost for Academic Partnerships - Arizona State University;
Kathy Yeager, Senior Director for Community College Relations - Arizona State University

Saturday, October 15, 2016 8:00 am - 12:00 noon $135

This workshop is geared for both community college and university participants who are interested in developing or who are in the early stages of implementation of transfer pathways programs. This session will identify the challenges and opportunities community colleges and universities face when creating and implementing transfer pathways. Relevant transfer pathway research and resources will be reviewed and discussed. Whether you work in partnership programs, curriculum articulation, advising, a transfer center, a transfer student orientation programs, or retention and success areas, you will find something of use to you in this workshop.

W-2 Learning that Lasts: Promoting Integrative Learning among Students in Transition

M. Stuart Hunter
, Senior Fellow, University 101 Programs and National Resource Center for The First-Year Experience and Students in Transition - University of South Carolina; Dottie Weigel, Assistant Professor for Higher Education/School of Graduate Studies, Program Director Higher Education - Messiah College

Saturday, October 15, 2016 8:00 am - 12:00 noon $135

We all want students to make lasting connections between course material, extra-curricular experiences, and real-word application. One powerful way to accomplish this goal is through critical reflection. In this pre-conference session, participants will explore integrative learning and how reflection can foster students’ ability to make meaning in a variety of classroom and beyond-the-classroom contexts. Reflection not only enhances student learning but can also make teaching and mentoring students more enjoyable. Participants will gain practical, adaptable, and transferrable strategies for incorporating reflection into their curriculum and/or programming and will be better equipped to help students integrate their learning and apply knowledge in new contexts.

W-3 Planning for Student Transitions Across the Undergraduate Years

Betsy O. Barefoot, Fellow, National Resource Center for The First-Year Experience & Students in Transition - University of South Carolina; Senior Scholar - John N. Gardner Institute for Excellence in Undergraduate Education
John N. Gardner, Founding Director and Senior Fellow, National Resource Center for The First-Year Experience & Students in Transition - University of South Carolina; President - John N. Gardner Institute for Excellence in Undergraduate Education

Saturday, October 15, 2016 9:00 a.m. - 4:00 p.m. $245

In this workshop, both two-year and four-year participants will be introduced to a comprehensive range of strategies for improving the success of students throughout their college or university experience. Presenters will guide participants in an evaluation of their current institutional transition programs and in the creation of a draft action plan to improve student success, retention, and progression in one or more critical transition periods-first year, sophomore, transfer, and senior (if applicable). Participants will have an opportunity to share their planning drafts and receive feedback from the facilitators and other attendees. Institutional teams are encouraged, but individual participants are also welcome.

W-4 Understanding and Supporting Complex Barriers to Learning among LD Students in Transition

Rebecca Matte, Assistant Professor of Education - Landmark College; Sophie Lampard Dennis, Associate Professor of Education- Landmark College; Dorothy A Osterholt, Associate Professor of Education - Landmark College

Saturday, October 15, 2016 1:00 p.m. - 5:00 p.m. $135

This presentation will illustrate how those students with learning disabilities can come to understand, as they transition into and through their first semester of college, how four key domains of learning: self-management, motivation, skill-attainment, and social-emotional aspects, can affect their learning. Our objective is to explain the role of the domains in developing students’ ability to thrive and persist in college. This presentation is designed to help participants identify and support those barriers which their students may be experiencing. These key learning domains are designed to enhance the participants’ own understanding of emerging adult learners and to heighten their sensitivity to factors that affect the learning process.

W-5 Senior Year Program Design and Assessment for Every Department

Lena Kavaliauskas Crain, Special Assistant to the Director of Student Conduct - University of Maryland; Christopher Nicolas, Consultant, Campus Success at
Campus Labs

Saturday, October 15, 2016 1:00 p.m. - 5:00 p.m. $135

In the 1990s, universities faced scrutiny about better preparing students for success after graduation. The emphasis on post-graduation outcomes and skills gaps was the catalyst behind senior year programming then, and similar issues are again in the higher education spotlight, proving the contemporary importance of attention to the senior year. This session examines the construction and assessment of senior student programming for various student services. Participants will learn about and practice the design, implementation, assessment, and outcomes of senior year programs, with implications for student learning, satisfaction