Preconference Workshops

Lunch is included with all preconference workshops.

Catherine Andersen, Special Assistant to the Provost for Student Success, Gallaudet University

Regardless of the size, type, or geographic location of an institution of higher education, or students' status (e.g., first-year or transfer), one measure of effectiveness is the percentage of students who begin and subsequently graduate. When one understands the unique input variables students bring to an institution and tracks their specific paths, intervention plans based on sound assessment data that lead to real improvements can be developed. This session will review the most current student retention data, address the multitude of variables that become barriers for student success, and identify and design interventions along students' unique paths to graduation. In addition, participants will do a SWOT (Strengths, Weaknesses, Opportunities, and Threats) for their own campuses and develop a preliminary action plan to address their institutions' retention issues.

W-2 Proving and Improving: Assessment of Students in Transition
Saturday, October 13, 2012 <> 8:00 am - 12:00 noon <> $135 US

Jennifer R. Keup, Director, National Resource Center for The First-Year Experience and Students in Transition - University of South Carolina

In an era of declining resources and increasing accountability, assessment has never been more critical to student success initiatives than it is today. Assessment activities can be an important driver for change, serve as a foundation for strategic planning, and inform efforts for students' transition into and through higher education. This session will review many of the basic tenets of high-quality assessment and focus on the challenges and opportunities with respect to the assessment of students in transition and the programs created to support their success. More specifically, this session will provide an overview of assessment structures and methods; discuss the development of learning outcomes; explore instruments used to assess student learning, experiences, satisfaction, and change; and focus on value-added models and tracking techniques that are critical to the assessment of students in transition.

W-3 Planning to Improve First-Year Student Success and Retention
Saturday, October 13, 2012 <> 9:00 a.m. - 4:00 p.m <> $245 US

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

More than ever, higher education institutions are being held accountable for retention and progression rates, especially of first-year students - a population that presents common and unique challenges and opportunities for two- and four-year institutions. This didactic and interactive workshop will review recent research on and best practices for enhancing the entire first-year experience and, thus, retention. Participants will produce an action plan to improve their unit and/or institution's related programs, policies, and practices. Attention will also be paid to the promising conversation about integrating student retention and progression efforts with reaffirmation of accreditation and a broader focus on educational excellence. Teams are encouraged.

W-4 Opening the Gates Wider: Evidence-Based Strategies for Supporting and Assessing First-Generation Student Persistence
Saturday, October 13, 2012 <> 1:00 p.m. - 5:00 p.m. <> $135

Susan Marine, Assistant Professor and Program Director in Higher Education, Merrimack College; Paul J. McLoughlin II, Dean of Students, Lafayette College

This workshop will include a thorough exploration and dissemination of recent research findings relevant to first-generation college students. Participants will use this data and related concepts to craft a set of goalposts specific to assessing existing transition programs and policies. Following this exercise, participants will analyze their institution's practices with respect to these goalposts in small groups, identifying strengths and areas of growth for such programs. These exercises will be conducted for the purpose of identifying a manageable and measurable action plan for improving first-generation student experience and retention in a multiplicity of institutions. The workshop will conclude with a focus discussion of best practices in advocating for additional resources and support for first-generation retention initiatives.

W-5 Creating Transfer Student Pathways
Saturday, October 13, 2012 <> 1:00 pm - 5:00 pm <> $135

Janet L. Marling, Executive Director, National Institute for the Study of Transfer Students; Mark Allen Poisel, Associate Provost for Student Success, Pace University

This workshop is designed for the practitioner who really wants to create or revise the institution's policies, programs or services that support transfer student success and positively impacting retention and graduation. This will be a hands on workshop where by the participants hear about the trends around the U.S. and what exemplary practices institutions are doing to meet the needs of the ever-changing population of transfer students. They will receive example components that should include Transfer centers, how to build partnerships, needed resources, and measurable goals. Participants will be asked to brainstorm the needs on their campuses to incorporate into their own vision. They will create a vision, mission, and strategic goals for transfer student success. Finally we will share ideas and help them work on an action plan for next steps at their institutions.