When: Saturday, October 12, 2018, 8 a.m. – Noon
Registration Fee: $150

Presenters: 

• Tessa Smith, Learning and Development Consultant, Office of Student Life Human Resources,The Ohio State University

• Kathryn Wilhite, Graduate Teaching and Research Assistant, Education and Human Development, Clemson University

Through the use of a student-centered toolkit, educators can assist students in making meaning of their experiences, ultimately supporting student development that engages aspirations, strengths, and values. This interactive workshop will blend overlapping theories of self-authorship, appreciative inquiry, and authentic leadership. Participants will explore opportunities for students to define their own pathways leaving with an ability to weave together theoretical ideas, a robust facilitation toolkit, and an articulated sense of purpose in their own work. The facilitators will guide participants through activities designed to promote intentional storytelling, foster meaning making, and enhance critical reflection in student experiences.

When: Saturday, October 12, 2018, 8 a.m. – Noon

Registration Fee: $150

Presenters: 

• Dallin George Young, Assistant Director for Research, Grants, and Assessment, National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina 

• Jean M. Henscheid, Fellow, National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina

• Tracy L. Skipper, Assistant Director for Publications, National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina

Institutions continue to invest in initiatives designed to support retention, degree completion, and achievement of desired learning outcomes. Yet, these programs are often disconnected from one another, focusing on a single point in time in the undergraduate experience—the first year, the sophomore year, or the transition out of college. This workshop introduces an integrated and developmentally sequenced framework for supporting student learning and success. Recognizing that institutions vary widely in their readiness to adopt new models for student success, participants will leave with a plan for linking two current initiatives on their campus and with strategies for beginning the conversation about designing for greater alignment across the undergraduate experience.

When: Saturday, October 12, 2018, 8 a.m. – Noon
Registration Fee: $150
Presenters: 

• 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; Chief Executive Officer and Chair, John N. Gardner Institute for Excellence in Undergraduate Education

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 be able to share their planning drafts and receive feedback from the facilitators and other attendees. Institutional teams are encouraged, but individual participants are also welcome.

 

When: Saturday, October 12, 2018, 8 a.m. – Noon
Registration Fee: $150
Presenter: 

• Brad Garner, Director of Faculty Enrichment in the Center for Learning and Innovation, Indiana Wesleyan University

Faculty are often called upon to build the courses they teach.  With good intentions, they gather together texts/resources, design assessments, and provide a variety of classroom-based learning experiences.  These activities are often undertaken in the absence of information about best practices in each of these areas of course design.  As advocates for our students, it is important to assure that courses offered in the first-year of college are responsive to the needs and learning patterns of our students.  This session will walk participants through a research-based process for the creation of courses that maximize opportunities for learning and student success.