Dr. Kuh's Keynote Address
All sessions are in Wiekamp Hall (DW).
Click the titles to learn more about the presenters and programs.
Session 1: 10 - 10:45 a.m.
Group Advising for the First Year/Semester Student || DW 1185
Christine Behrend-Nelson, Academic Advisor, Indiana University South Bend
As an Advisor, wouldn’t you like to have twice the impact on your students in half the time? In the School of Education we teach our first year/semester students about their program and suggest their next semester’s schedule during Group Advising. Over the years, we’ve found these sessions compliment what students learn during Orientation and reinforce what we cover during their first one-on-one meeting with us after Orientation. Students get the information they need about campus and classes in a setting that allows Advisors to meet with more people in less time. Group Advising works!
Undegraduate Women in Science Programs (WISP) || DW1170
Linnette Good, Assistant Director of Science Diversity Office, Purdue University
Toyinda Wilson-Long, Project Coordinator LSAMP Indiana, Purdue University
WISP: Women in Science Programs
The Millennial Effect: A Roadmap to Evolving Communication Strategies for Serving Millennial Students || DW 1190
Larissa Hunt, Student Admissions Specialist, Kalamazoo Valley Community College
The Millennial Effect
A new generation of students – the “Millennials” – now makes up the majority of college student populations; with this comes their understanding of education and their preferred methods of communication. So how can college & university staff deal with these changing norms in higher education? Can we learn new strategies and incorporate better methods of communication into our daily interactions with students? This session will talk about the unique characteristics of millennials, including their learning styles and communication preferences, and how we as student affairs professionals can begin to forge collaborative relationships with the changing face of our student population. Strategies for effective communication will be presented, specifically in regards to student recruitment, retention, and success.
Developing Relationships to Foster Student Success || DW 1175
Brandie Fitch, Education Advisor, Ivy Tech Community College Elkhart County
Alexandria Densmore, Education Advising Supervisor, Ivy Tech Community College South Bend
Developing Relationships to Foster Student Success
Education advisors from Ivy Tech Community College's North Central Region will share their experiences in developing a new, holistic advising program. The presenters will demonstrate that developing relationships is the key to student success. They will discuss their best practices including their proactive approaches and their intrusive advising techniques and how these interventions can lead to relationships. After nearly two semesters behind them the presenters will discuss what's working well for them, what they've learned through the roadblocks they've encountered and their next steps.
Tech LEADS Initiative || DW 1180
Dani Witzigreuter, Tech LEADS Director, Indiana Tech
Tech LEADS Initiative
This session will explore the impact of the Title III grant implementation at Indiana Tech. We will discuss two facets in which we have seen progress for our students, faculty, and staff. The first is Tech LEADS, which is a program that targets underprepared, low-income, and first-generation college students. Students, faculty, and staff connect and engage in individual and group advising, supplemental instruction, and leadership education through a learning community experience. The other facet of the presentation will include a sharing of a newly-designed system for working with students on academic probation. We will discuss how we have implemented this system and the curriculum; and will share the progress that we have made up to this point.
Creating (Communication) Conditions that Matter: Understanding Confidentiality Guidelines in Higher Education || DW 1165
Dr. James Hurst, Director of Student Counseling Center & Clinical Assistant Professor in Counseling and Human Services, Indiana University South Bend
Dr. Jim Hasse, Director, Disability Support Services, Indiana University South Bend
Dr. Gregory Essig, Staff Psychologist, Student Counseling Center, Indiana University South Bend
Creating (Communication) Conditions that Matter
Are you confused by legal policies regarding confidentiality in higher ed? Do you understand the difference between privacy and confidentiality? How can misunderstanding confidentiality guidelines hinder effective communication among staff and faculty? Why is there such confusion regarding confidentiality? This session will explore and help resolve these questions by providing an overview of recently published guidelines from the JED Foundation, the U.S. Department of Health and Human Services, and the U.S. Department of Education. In addition we will further examine these questions through discussion of specific case examples.
Session 2: 11 - 11:45 a.m.
Building Freshman Student Success through Learning Communities: Exploring Student Identity and Learning Together with Peer Mentors || DW 1185
Dr. Randy Isaacson, Professor, School of Education, Indiana University South Bend
Many students enter high education unprepared for the demands of college. This workshop will examine the impact of the IU South Bend Threshold Learning Community (U100) on students who have been accepted into the university as standard conditional admits (i.e., probationary students). The workshop will compare the retention rates and GPA of freshman students who have been accepted to the university as standard conditional students (i.e., probation) who have taken the U100 classes with students who have not take the course. A statistical analysis of the past four years will compare standard conditional admit students who have taken U100 with similar students who have not enrolled in U100. The focus of this workshop will be on three facets of the U100 class: peer mentors, accountability, and a curriculum that emphasizes helping students discover their personal identity and how they learn.
Broadening the Participation in STEM: Improving Retention Through Academic Research || DW 1170
Toyinda Wilson-Long, Project Coordinator LSAMP Indiana, Purdue University
Broadening the Participation in STEM
African Americans, Native Americans, and Latino/a populations of students historically have been underrepresented in science, technology, engineering, and math (STEM) disciplines. Research suggests that early undergraduate research experiences increase retention in undergraduate STEM degree programs. The National Science Foundation's Louis Stokes Alliance for Minority Participation (LSAMP) Program has a goal to build capacity in these areas. This session will discuss the Purdue campus LSAMP research program and evidence that indicates a positive correlation between participation in the LSAMP research program and retention.
Student Engagement Via Social Media: Meeting Them Where They’re At || DW 1190
Stacy Oliver, Assistant Director, Office of Housing and Residence Life, Indiana University South Bend
Meagan Cahill, Gateway Information Center Manager, Indiana University South Bend
Are you fearful of using social media? Social media is the new common space for students on college campuses, quickly replacing lounges and dining halls. This session explores how you and your department can use a variety of social media platforms to increase student success through engagement and dialogue.
Successes at the Center for Academic Excellence with Student Tutoring Services || DW 1175
Debra Hughes, Coordinator of the Academic Center for Excellence, Ivy Tech Community College, Elkhart County
Susan Miller, Writing Tutor, Ivy Tech Community College, Elkhart County
Successes at the Center for Academic Excellence
Presentation of the data collected from the Fall 2010 and Spring 2011 semesters in the Center for Academic Excellence at the Elkhart County Campus. Data on courses tutored, student visit data and tutors working at the Center. Information on the transition from former campus building to new campus building in new location.
Winning at Retention: Viable Practices for Persistence || DW 1165
Dr. David Finley, Vice President for Academic Affairs, Trine University
Kathie Wentworth, Director Academic Support Services and AF/ASG Advisor, Trine University
Winning at Retention
In 1996, Trine University (then Tri-State University) began focusing on improving student retention. The Retention Management Council (RMC), headed by the director of institutional planning and analysis, was formed in July 1996. The University began implementing new programs and policies in the fall of 1997 that were documented in Cooperating Always in Retention Efforts (CARE), the University’s initial retention plan. Following three years of improved student retention rates, rates weakened the next four years, then dropped notably with the 2004 freshman cohort. Thus, the Enrollment Management Planning Committee (EMPC) and Office of Student Success and Retention were established in 2005 to develop macro strategies to bolster retention and address individual student needs, respectively. Retention plans by department were developed and have since been periodically updated. Issuing midterm grades and automating deficiency and missed attendance reporting were two other initial initiatives of the EMPC. In 2006, the University responded with implementation of the academic foundations program, a new initiative to meet the needs of underprepared students. These efforts and more have resulted in a fifteen percent increase in freshman to sophomore retention in the past five years, exceeding institutional levels seen in the late 1990s.
Student Roundtable || DW 1180
Dr. George D. Kuh, Chancellor's Professor Emeritus of Higher Education, Indiana University
This session is open only to students. Engage in conversation with Dr. Kuh and others about what student success looks like to you and how the experiences on campus contribute to overall student success.
Session 3: 1:45 - 2:30 p.m.
First Year of Studies E-Portfolio Initiative || DW 1185
G. Alex Ambrose, Academic Advisor College of First Year Studies, University of Notre Dame
The purpose of the First Year of Studies E-Portfolio Initiative (FYS-EPI) is to explore the use of e-portfolios in higher education to improve student learning and success. More specifically, we are examining the role academic advisors can play in using e-portfolios as a blended advising strategy to engage students across a-curricular, co-curricular, and extra-curricular learning experiences. The FYS-EPI has 3 main objectives: 1) Projects & Pilots: to design and test an open courseware, integrated e-portfolio system; 2) University Outreach & Collaboration: to develop a portfolio “culture” across student and academic affairs through student and faculty buy-in, workshops and professional development; and 3) Research: to systematically measure the qualities, programs, practices, conditions, and impact of e-portfolios in higher education on student engagement and report findings.
Student Success through Alternative Breaks || DW 1170
Dusty Krikau, Assistant Director, Office of International Student Services, Indiana University South Bend
Student Success Through Alternative Breaks
The Alternative Break Movement has been going strong for 20 years at institutions throughout the nation. This session will focus on the processes involved in creating an Alternative Break program on any campus and highlight best practices in trip components and leader training.
Improving First Year Retention Through Social Networking and Learning Communities || DW 1190
Ronald Kovach, Assistant Vice Chancellor for Academic Affairs, Purdue University Calumet
Cathi Kadow, Manager of Academic Advising, Purdue University Calumet
Lisa Kovacs, Manager of Retention Initiatives, Purdue University Calumet
Improving First Year Retention Through Social Networking and Learning Communities
Purdue Calumet is a commuter/residential campus that previously was an open admissions institution. As admissions standards have risen considerably, attention has turned to retention. After a Foundations of Excellence self-study, learning communities have been implemented that include: a common reading, block scheduling, early alert system, student mentors, intrusive advising, advisor use of university portal, social networking technologies, assessment model, etc. This session will demonstrate the Purdue Calumet project, touch on the theories being used, the longitudinal study being conducted and the implementation efforts involved. We will also involve participants in sharing how their campuses have used social networking strategies to promote community and increase retention.
Mentoring and Student Success || DW 1175
Dr. Rob Ducoffe, Dean, School of Business and Economics, Indiana University South Bend
Mentoring and Student Success
With about one-in-four IU South Bend undergraduate students completing their degrees within six years and over a third discontinuing their studies by their sophomore year, retention and graduation rates are strategic issues of the first rank. The following describes an initiative within the School of Business and Economics (SB&E), the Mentoring and Student Success Program, to address this challenge.
Newly Engaged: A Review of A New Student Affairs Administrator's First Year || DW 1180
Angela Huettl, Associate Vice Chancellor of Student Affairs Ivy Tech Community College, Elkhart County
This presentation focuses on how, as a new administrator in a campus position that had not existed for several years, a new Associate Vice Chancellor of Student Affairs worked with her team and campus community to develop a cohesive, student-focused Student Affairs team. It highlights successes as well as a couple of the important lessons learned. The collaborative efforts between Student Affairs and Academic Affairs that have helped create the strong student focus will be featured.
Building Learning Relationships Through Teacher Authenticity || DW 1165
Dr. Susan Cress, Associate Professor of Early Childhood Education, Indiana University South Bend
Dr. Gwynn Mettetal, Professor of Psychology and Education, Indiana University South Bend
In the excitement of exploring new teaching strategies, we sometimes forget that the relationship between teacher and student has a profound impact on the learning environment (Palmer, 1999; Bain, 2004; McKeachie & Hofer, 2001). Kuh’s book (Kuh, et al, 2010) provides a framework for effective practices in education which guide the overall effectiveness of teaching and learning. In the individual class, teachers are charged with implementing such practices. Students who trust their teacher to make sound pedagogical decisions, who believe that their teacher will be fair and cares about their success, and who see their teacher's enthusiasm for teaching and love of the subject matter, will be more motivated to learn.
In this interactive workshop, which is designed for both novice and veteran instructors, we will lead a discussion of key principles for creating learning relationships through authenticity, focusing on strategies for the first days of the semester. Topics such as transparent teaching, issues of trust, interactions with peers and instructors, building a sense of community, and creating intellectual excitement will ignite the discussion.