PROGRAMFebruary 4-8, 2011 | Atlanta, Georgia
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SUPPORTING, ADVANCING, IMPROVING – OUR MISSION REMAINS
Co-Hosted by: Bainbridge College Georgia Institute of Technology Kennesaw State University University of Georgia
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Registration 2 A602
Women’s A704 A703 A702 A701
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Dear Conference Delegates,
Dear Conference Delegates, On behalf of the staff of the National Resource Center for The First-Year Experience & Students in Transition at the TUniversityhe staff of of the South Nationa Carolina,l Resour I amce Centerhappy forto welcomeThe First-Year you Experiento Houston,ce & Texas, Students for thein T ransition17th National at the Conference University of on South CaroStudentslina is in de Transition.lighted that We you also chose are pleasedto join us to as have we ctheelebrate Lone 30Star years College of the System, Annua thel Conferen Nationalce Instituteon The First-Year for the Study of Transfer Students at the University of North Texas, the San Jacinto College District, and the University of Houston – Experience. Along with our co-hosting institutions, Bainbridge College, Georgia Institute of Technology, Kennesaw State Downtown as co-hosts of this event. Representing both two-year and four-year institutions, individual campuses University,and college and systems, the University and a national of Georgia, constituency we welcome of educators, you to Atl anta,our co-hosts Georgia remindfor this anniversaryus how rewarding conferen partnershipsce. Whether youacross are sectors a fi rst-time of higher attendee education or have can attended be. I know all 30 that of our I speak annua forl meetings all of us when, we are I extend confi dent a warm that youconference will fi nd your time atwelcome this conferen to you.ce both enjoyable and productive.
WeThe take staff great of the pride National in hosting Resource educ ationaCenterll yhas produ plannedctive andan outstanding personally inspiring program c onferenof pre-conferenceces that create workshops, a community featured speakers, and conference sessions that cover a broad range of topics, offering opportunities for learning among delegates, presenters, exhibitors, and hosts during the event and serve as a rich professional network long and professional development for everyone. Our program includes sessions dedicated to the education and beyondsupport ourof first-year time together students, at the sophomores, conference. Tcommunityhe staff of the college Nationa students,l Resour andce Center transfers has asp lannedwell as ana full outstanding complement programof presentations of pre-c onferenhighlightingce workshops, the latest featured research speakers, findings, and assessment conferen cstrategies,e sessions asand we trendsll as in clanduded issues some that featured are eventsrelevant and to astudents’ctivities tosuccess pay homage at multiple to the transition signifi cant points milestone in their of educational our 30th anniversary careers. meeting. While learning from these educational sessions is valuable to our work, the conference schedule also is designed to facilitate informal While learning from educational sessions is valuable to our work, the conference schedule also is designed to interafacilitatections informal among interactions participants. among In fact, participants. one of the foundationa We take greatl val uespride of inthe hosting Center’s educationally 30 annual conferen productiveces has and been thepersonally importan inspiringce of fostering conferences professiona that createl conne a communityctions and fa amongcilitating delegates, collaborations presenters, in our exhibitors,eff orts to improve and hosts student and lstriveearning to developand transitions a rich professionalinto and through network higher that edu extendscation. long As su beyondch, we en ourcourage time together you to take at the advantage conference. of conferen To thatc e end, the schedule includes several networking opportunities to complement and enhance your more formal opportunities to discuss current trends and issues, discover more about research and assessment fi ndings, and learn from learning experiences and to facilitate your introduction to new colleagues and friends. Given the economic yourchallenges fellow thatdelegates higher about education best pra is currentlyctices for fifacing, rst-year it students.has never been more important to learn from and support one another than it is now. As such, we encourage you to take advantage of these opportunities to discuss ideas Tabouthe staff new of theprograms, Nationa pedagogies,l Resource Ce andnter practices and representatives for students from in transition our co-host with institutions your fellow are delegates. here to help you in any way that we can. Please do not hesitate to contact us at the conference registration desk if you have any questions or cRepresentativesoncerns. Those offrom us onthe the National conferen Resourcece planning Center team and look from forward our co-host to meeting institutions you, working are here with to help you, youand inlearning any way that we can. Please do not hesitate to contact us at the conference registration desk if you have any questions or fromconcerns. you during Those our of us time on inthe At conferencelanta and in planning the future. staff Again, look we forwardlcome and to wemeeting hope you, you enjoyworking your with time you, here. and learning from you during our time in Houston and in the future. Enjoy the conference!
Sincerely,
Jennifer R. Keup Director National Resource Center for The First-Year Experience & Students in Transition
1728 College Street r Columbia, South Carolina 29208 803/777-6029 r Fax 803/777-4699 r E-mail [email protected] r http://www.sc.edu/fye An Affirmative Action/Equal Opportunity Institution Schedule of Events Table of Contents 2 |
11:30 a.m. 7 7 1:00 p.m. 7 7 7 7 Sunday 5:30 p.m.- 8:30 a.m. 7 7 Saturday 10:00 a.m.-5:00 10:00 a.m.-5:00 Friday National Resour Staff xiio nomto ...... 10-15 Exhibitor Information ...... 13 National Resource Center Board Advisory ...... Hotel F General Information ...... 3-8 Conference Sponsor&Co-Hosts ...... 3 ofEventsSchedule ...... 2 :00 p.m. :45 a.m. :45 a.m. :30 a.m.-5:30p.m. :30 a.m. :30 a.m. :30 a.m.-5:30p.m. :30 a.m. M Parking Internet Copies Informa Chil Session Conferenc Continuing Photography Exhibit Nametag Session P Registration Goa Cyber Ce No-Smoking M Hotel M Conferenc Phi Outstanding l
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Cover 6 c 14 -7 ates 8 5 4 4 5 4 5 4 4 5 5 4 5 3 3 3 3 3 3 3 3 4 e e in T ransition Monday, February 7,2011 ...... 52-74 Saturday, February 5,2011 ...... 21-22 20 Friday, February 4,2011 ...... Not Proposal Reviewers C Conferenc Tuesday, February 8,2011 ...... 75-82 Continuing Index Sunday, February 6,2011 ...... 25-46 3:00 p 5:30 p.m.- 6:30p.m. 4:00 p.m. 1:30 p.m. 5:30 p.m. 4:15 p.m.- 5:45p.m. 1:30 p.m.- 2:45p.m. 11:45 a.m.-1:15p.m. 9:15 a.m. 7 7 11:45 a.m. 8:00 a.m. 7 7 7 Tuesday 7 Monday l osing T :30 a.m. :30 a.m. :30 a.m.-12:00noon :30 a.m.-10:00a.m. :00 a.m.-8:00a.m. :30 a.m. Re Re Fo History Conferen Student r Conferenc Conferenc Exhibit Student Conferenc P Conferenc Opening Pre Pre Pre Primer Opening es l enary c c c
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Welcome to the 30th Annual Conference on Th e First-Year InformationGeneral National Resource Center for Experience in Atlanta, Georgia. Th is conference is designed The First-Year Experience and Students in Transition to provide a structure intended to be as professionally Our mission is to support and advance enriching as it is individually pleasurable. We hope this will eff orts to improve student learning and be a rewarding conference for you. transitions into and through higher education. The Center achieves this mis- Goals of the Conference sion by providing opportunities for the The primary goal of the Annual Conference on The First-Year Experience is to assist educators exchange of practical and theory-based and administrators in institutions of higher education in the planning, implementing, and information and ideas through the refi ning of programs designed to enhance the fi rst-year experience. The conference aims convening of conferences, institutes, to promote a comprehensive and engaging community open to the diversity of ideas, workshops, and online courses; pub- in which all delegates are given the opportunity and resources to grow personally and lishing monographs, a peer-reviewed professionally. journal, a newsletter, guides, and books; Registration Information generating and supporting research Conference registration and information desk is located in M202 of the Marriott Atlanta and scholarship; hosting visiting schol- Marquis. The staff of the National Resource Center for The First-Year Experience and ars; and administering a web site and Students in Transition will be available to assist you during the following dates and times: electronic listservs. Friday, February 4, 2011 10:00 a.m. - 5:00 p.m.
University of South Carolina Saturday, February 5, 2011 7:30 a.m. – 6:00 p.m. Chartered in 1801 as South Carolina Sunday, February 6, 2011 7:30 a.m. - 5:30 p.m. Coll, ege the University of South Caro- Monday, February 7, 2011 7:30 a.m. - 5:30 p.m. lina Columbia remains on its original Tuesday, February 8, 2011 7:30 a.m. - 12:00 noon site in the state capital. The University Hotel Map of South Carolina is a publicly assisted, The layout of the meeting rooms at the Marriott Atlanta Marquis is located on the inside coeducational institution dedicated to front cover of the program. the entire state of South Carolina. The primary mission of the University of Message Board South Carolina, a multi-campus public There will be a message board near the conference registration desk. Please check the institution, is the education of the board periodically for important general or personal messages. state’s diverse citizens through teach- No-Smoking Policy ing, research and creative activity, and The conference organizers request careful observance of the no-smoking policy. We service. The University is committed to enforce this rule due to the health risks associated with passive exposure to cigarette providing its students with the highest- smoke. quality education, including the knowl- Cell Phone Usage edge, skills, and values necessary for The conference organizers request that all cell phones are turned to vibrate or off while success and responsible citizenship in a attending sessions. complex and changing world. Cybercafé Conference Co-Hosts Picture a place where you can sit away from the action, check your e-mail, and explore other online resources introduced to you during the conference. That place is the First- Year Experience Cybercafé. The Cybercafé is located in M102 of the Marriott Atlanta The staff of the National Resource Marquis and is open during most conference hours. Several computers have been set Center for The First-Year Experience and up for use by conference participants only, with a limit of 15 minutes per user per visit. Students in Transition expresses appre- ciation to our co-hosts for their support National Resource Center Bookstore and assistance: Browse the newest and most popular titles from the National Resource Center for The First-Year Bainbridge College Experience and Students in Transition. The National Resource Center Bookstore is located in M101 Georgia Institute of Technology of the Marriott Atlanta Marquis and is open during most conference hours. Limited numbers of Kennesaw State University select publications will be available for sale in the Bookstore. Purchases may be made with cash, University of Georgia check, credit card (MasterCard, Visa, Discover, and American Express), or purchase order.
30th Annual Conference | 3 Donation of Empowering Parents Nametag Ribbons 2 7. Orientation Professionals of First-Year College Students: Light Blue Presenters 28 . Learning Support Professionals A Guide for Success Gold Outstanding First-Year 29 . Graduate Students To commemorate the Student Advocates 30 . Undergraduate Students 31 . Student Aff airs Administrators 30th anniversary of the Rainbow Hosting Institutions Annual Conference Red Conference Staff for The First-Year Ex- Conference Evaluations Purple First-Time Attendees perience, the National Individual Session Evaluation Forms will be Resource Center is spon- Teal Mentor distributed and collected in each session soring a special philan- Maroon Mentee by the presenter. Presenters please give ses- thropy project. The Royal Blue Volunteer sion evaluations to the session monitors or General Information Center will be accepting donations at the drop them in one of the session evaluation conference to help provide copies of one of its Informal Interest Groups collection boxes. Copies of evaluations may most popular publications, Empowering Par- We have arranged for informal interest groups be picked up by presenters at the end of the ents of First-Year College Students: A Guide for to form during the conference luncheon on conference. Success, to seniors in a few local Atlanta high Sunday. The purpose of these groups is to An Overall Conference Evaluation Form will schools with which the Center has established bring individuals together from diff erent in- be sent to you via StudentVoice.com after the a partnership. A $.25 donation will provide stitutions to engage in open dialogue as it conference. When you return to your cam- one copy of this publication to a senior in one relates to specifi c topics relevant to the fi rst- pus, please take a few minutes to complete of our partner high schools in Atlanta. We will year experience. Look for signs posted at the the evaluation. The information you provide be collecting donations on-site at the confer- conference luncheon to locate the interest is used to evaluate the conference and to ence bookstore. Please bring your quarters group you would like to join. Table numbers improve future conferences; therefore, your and dollars to support this special project! correspond with interest group topics. comments are extremely important. The interest groups will come together based Pencil Project on the following topics or roles: Session Handouts As in years past, The National Resource Center At the conference: There are several tables Institution Types: for The First-Year Experience and Students in set up throughout the meeting space for 1. Community Colleges Transition encourages you to participate in presenters to leave extra handouts from their 2. Small Colleges our ongoing outreach project to encourage sessions. Presenters: Be sure to include your 3. Research Universities low-income K-12 school students to con- name and the title of your presentation on 4. Histori cally Black Colleges and sider higher education in their future. The the handout. Universities conference organizers invites all conference After the conference: If you were not able participants to bring at least one new pencil Interest Areas: to attend a session of interest, the hand- (bring as many as you like) with your college 5. LGBTQ Students outs for the sessions will be available on our or university name or logo to the conference. 6. Assessment web site at http://www.sc.edu/fye/events/ We will collect the pencils at the conference 7. Service-Learning presentation/2011annual/ after March 10. registration desk and will later distribute 8. Learning Communities Please note that only those handouts sent them to needy students in the host city or in 9. Underprepared Students to us by presenters will be posted to the web Columbia, South Carolina. We hope you will 10 . First-Generation College Students site. All presenters are encouraged to submit participate in this eff ort. 11 . Career Development electronic versions of their session handouts 12 . Common Reading Programs to the National Resource Center by e-mailing Outstanding First-Year Student 13 . Commuter Students them to Shana Harrison at scharri2@mail- Advocate Sessions 14 . Peer Leaders box.sc.edu 15 . Residence Life 16 . Students of Color Copies and Faxes 1 7. Health and Wellness A FedEx Kinkos is available at the Marriott At- 18 . Student Engagement lanta Marquis Business Center. Copies can be 2011 Advocate Past Advocate 19 . Advising made in black and white at the cost of $.15. 20 . Undecided Students Several current and past recipients of the Out- Local faxes can be sent at the cost of $2.00 21 . Parent Programs standing First-Year Student Advocate award a page. Long distance faxes can be made at are presenting sessions at this conference. Roles: $3.00 for the fi rst page and $2.00 for each ad- These sessions will be designated with the 22 . Deans/Department Chairs ditional page. Computers and printers are also special symbols seen above. 23 . Academic Advisors available in the visitor center. Computers are 24 . Academic Administrators available at the cost of $.40 per minute. The 25 . Fac ulty/Instructors cost of printing from the computers is $.55 a 26 . First-Year Seminar Directors page for black and white and $1.79 for color.
4 | National Resource Center for The First-Year Experience® & Students in Transition Hours:Monday-Friday: 7:00 a.m - 7:00 p.m. MARTA rail operating hours: Continuing Education Units (CEUs) Saturday-Sunday: 9:00 a.m. - 5:00 p.m. Monday through Friday: Approximately 5:00 In order to meet continuing professional a.m. to 1:00 a.m. (last train leaves airport at development needs and certifi cation InformationGeneral Internet Access 1:00 a.m.) Saturdays: Approximately 6 a.m. requirements, CEUs are available to Complimentary internet access is included in to 12:00 a.m. (last train leaves airport at 1:05 preconference workshop and conference hotel guest room rate. For those not staying a.m.) Sundays/Holidays: Approximately 6:00 attendees at the Annual FYE Conference. at the Marriott Atlanta Marquis, wireless and a.m. to 12:00 a.m. (last train leaves airport at Applicants will receive a Certifi cate high speed internet are available in the pub- of Participation from the Division of 12:46 a.m.) lic areas at the cost of $9.95 for a 24-hour pe- Continuing Education at the University of South Carolina. Applicants for conference riod. Guests staying at theel hot should make Childcare sure they activate Internet access in their CEUS only, must complete a CEU The Marriott Atlanta Marquis uses an outside hotel room to ensure access to the Internet application form along with a session child care company called TLC Babysitting. both in-room and in public areas. Accounts attendance form which require signatures Guests must contact the representatives di- from the presenters of the sessions activated outside of the room will prevent rectly. Contact Bonny at 770-410-4774 (day) they attend. The session attendance in-room access. or 770-354-7178 (evening) for rates and more form is on pages 89-90 of the program Parking information. booklet. All CEU forms must be returned At the Marriott Atlanta Marquis, only valet to the conference registration table by noon on Tuesday, February 8, 2011. parking is available at the cost of $28 per day. Photography Please be aware that the staff of the National Preconference workshop attendees can MARTA-Metropolitan Atlanta Resource Center will be taking photographs receive a maximum of .5 CEUs (5 hours). A Rapid Transit Authority of conference attendees during the general maximum of 1.2 (12 hours) may be earned for attendance for the conference. You A single one way fare is $2.00. Multi-day visi- sessions and in the exhibit hall. These im- will need to verify with your institution tor passes that includes unlimited rides can ages may be used in future marketing pieces their acceptance of these credits for be purchased for one day at $8.00; two days for Center events and publications as well as continuing professional development at $11.00; three days at $13.00; four days at on the Center’s web site. If you do not wish needs and certifi cation requirements. $15.00. MARTA’s airport station is attached to to be photographed, please let the photog- the airport, right off baggage claim. rapher know.
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30th Annual Conference | 5 bound to the Chamblee Marta Station. From right. Church is 1 ½ blocks on the right. Places of Worship there, take Bus 132. Catholic Shrine of the Immaculate African Methodist Episcopal North Point Community Church Conception Big Bethel AME Church 4350 North Point Parkway 48 Martin Luther King. Jr Drive 404-521-1866 220 Auburn Avenue (at Butler Street) Alpharetta, GA 30022 404-659-0248 678- 892-5000 Hours of Service: Sundays 8:30 a.m. & 11:00 a.m.; Weekdays 12:10 p.m.; Saturdays 9:00 House of Worship: 7:45a.m., 11:00 a.m. Hours of Worship: 9:00 a.m.; 11:00 a.m.; a.m.; Tours Sundays 1:00 p.m.- 4:00 p.m. by Walking Directions: Turn left on Peachtree 12:45 p.m. appointment. Center Avenue. Walk 5 blocks to Auburn Av- Directions: Turn tl ef out of garage on Baker Directions: Turn left on Baker Street. 1st light enue. and turn left. Walk about 3 blocks and Street. Go to the 4th light (Williams Street.) turn right on Peachtree Center Avenue. At
General Information church is on the left at Auburn Avenue. be- and turn right. Take I-85 N to exit 87 (GA-400 next light turn right on Ralph McGill Boule- tween But ler Street and Jesse Hill Jr. Drive. Hwy). Continue on US-19 N. Get off at exit vard. At next light turn right on Courtland Driving Directions: Turn left on Baker Street. 10 (Old Milton Parkway) and turn right. Go Street. Go to Martin Luther King Jr. Drive and turn right. The church is on the left. At the fi rst, light turn right on Peachtree Cen- to North Point Parkway and turn right. Go ter Avenue. At next light turn right on Ralph to Royal Drive. and turn left. The church is Episcopal McGill Boulevard. At next light turn right on on the left. St. Lukes 435 Peachtree Street Courtland Street. Go to Auburn Avenue and Marta: Go to (AL) Atrium Level. Make a right 404-873-7600 turn left. Church is on the left at Jesse Hill Ju- off the escalator and a left through the sky- Hours of Worship: Sundays at 8:00 a.m., nior Drive intersection. walk. Take the skywalk through the Peachtree 9:00 a.m., 10:15 a.m., and 11:15 a.m. Center Mall; pass Chick-Fil-A and the Marta Baptist Directions: Go out the front door and turn entrance is on the left; go down the escalator. Ebenezer Baptist Church right on Peachtree Center Avenue. Walk 3 Take the Red Line/North Springs Train North- 407 Auburn Avenue (at Jackson Street) blocks and church is on the right. 404-688-7300 bound to the North Springs Marta Station. From there, take Bus 140. Jewish House of Worship: 7:45 a.m., 11:00 a.m. The Temple Walking Directions: Walk to the end of the New Birth Missionary Baptist Church 1589 Peachtree Road NE driveway and turn left on Peachtree Center 6400 Woodrow Road 404-873-1731 Avenue. Walk 5 blocks to Auburn Avenue. and Lithonia, GA 30038 Hours of Worship: Shabbat Services Fridays turn left. Church is 7 blocks on the left. 770-696-9600 6:00 p.m.; Saturdays 10:30 a.m. Hours of Worship: Sundays 7:00 a.m.; Directions: Turn left on Baker Street. At 1st Driving Directions: Turn left on Baker Street. 10:30 a.m. light turn right on Peachtree Center Avenue. At 1st light turn right on Peachtree Center Av- Directions: Turn left on Baker Street. Drive 4 Continue on Peachtree Street. The temple is enue. At next light turn right on Ralph McGill lights to Williams Street. Take I-75 S to I-20 E. 3 miles on the right. Boulevard. At next light turn right on Court- Get off at exit 74 (Evans Mill Road.) and turn land Street. Drive to Auburn Avenue and turn Ahavath Achim Synagogue right. At 1st light turn right which is still Evans 600 Peachtree Battle Road NE left. Ebenezer is on the left. Mill Road. At next light turn right on Woodrow 404-355-5222 First Baptist North Atlanta Road. The church is on the right. Hours of Worship: Shabbat Services Fridays 4400 North Peachtree Road Marta: Go to (AL) Atrium Level. Make a right 6:00 a.m.; Saturdays 9:00 a.m. Dunwoody, GA 30338 off the escalator and a left through the sky- Directions: Turn left on Baker Street. At 1st 770-234-8300 walk. Take the skywalk through the Peachtree light turn right on Peachtree Center Ave. Con- Hours of Worship: 9:00 a.m. 10:45 a.m. and Center Mall; pass Chick-Fil-A and the Marta tinue on Peachtree St. Drive 4 miles to Collier 6:00 p.m. entrance is on the left, down the escalator. Go Road and turn left. Drive to Northside Drive and turn right. Go to Peachtree Battle Avenue Directions: Turn left out of garage onto Baker 1 stop southbound to the Five Points Marta and turn left. The synagogue is on the left. Street. Go to the 4th light (Williams Street.) Station. Transfer to the East-West train and and turn right. Take I-85 North to I-285 West. take the Eastbound train to the Indian Creek LDS Take exit 30 (Chamblee/Dunwoody). At the Marta Station. From there, take Bus 116. 1469 Lee Street SW end ,of c the ramp ontinue straight. The church 404-755-7624 is on the right. Catholic Directions: Turn left on Baker Street. At 1st Sacred Heart light turn right on Peachtree Center Avenue. Marta: Go to (AL) Atrium Level. Make a right 353 Peachtree Street (at Ralph McGill) Go to Centennial Olympic Park Drive and turn off the escalator and a left through the sky- 404-522-6800 left. Go to Martin Luther King Jr. Drive and walk. Hours of Worship: Mon-Fri 7:00 a.m., 12:10 turn right. Go to Northside Drive. and turn Take the skywalk through the Peachtree Cen- p.m.; Sat 9:00 a.m., 5:30 p.m. (Vigil Mass); Sun left. Veer right onto Chapel Street. Go to W. ter Mall; pass Chick-Fil-A and the Marta en- 7:00 a.m., 8:30 a.m.,10:00 a.m.,12:20 p.m., 2:00 Whitehall Street and turn right. Continue on trance is on the left; go down the escalator. p.m. (Spanish), 6:00 p.m. Lee Street. The location is on the right. Take the Gold Line/Doraville Train North- Directions: Go out the front door and turn
6 | National Resource Center for The First-Year Experience® & Students in Transition LDS Temple Hours of Worship: 11:00 a.m 770-210-5700 6450 Barfi eld Road Directions: Turn right onto Peachtree Cen- Hours of Worship: Sundays 10:00 a.m. 770-393-3698 InformationGeneral ter Avenue. Continue on Peachtree Street. Directions: Turn left out of garage onto Baker Endowment Sessions: Tues-Fri every hour Church is 3 blocks on the left. Street. Drive 4 lights to Williams Street. Take from 8:00 a.m.- 7:00 p.m.; 7:30, 8:00 p.m. Non-Denominational I-75/85 S. Continue on I-85 S to exit #69 (Old Saturdays: Every 30 minutes from 8:00 a.m.- Hillside Truth Center National Highway) and turn left. Go to Burdett 11:00 a.m.; every hour from noon-3:00 p.m. 2450 Cascade Road SW Road and turn right. World Changers Church Directions: Turn left out of the garage onto Atlanta, GA 30311 International is on the left. Baker Street. Drive 4 lights to Williams Street 404-758-6811 and turn right. Take I-85 N to exit 87 (GA- Marta: Go to (AL) Atrium Level. Make a right 400/ $.50 toll road). Get off at exit 5A (Sandy Hours of Service: Sundays 8:00 a.m., 10:30 off the escalator tand a lef through the sky- Springs). Merge onto Abernathy Road. NE. a.m.; 12:30 p.m. walk. Take the skywalk through the Peachtree Turn left on Barfi eld Road. Directions: Turn left on Baker Street. Drive 4 Center Mall; pass Chick-Fil-A and the Marta lights to Williams Street. Take I-75/85 South to entrance is on the left, down the escalator. Lutheran I-20 West. Get off at exit 54 (Cascade to Lang- Go Southbound to the College Park Marta Lutheran Church of the Redeemer horn Road.) Turn left on Langhorn Street. Go Station. From there, take Bus 89. 731 Peachtree Street to Cascade Road and turn right. Hillside will 404-874-8664 Presbyterian be on the left. Hours of Worship: Sun: 8:15 a.m. & 11:00 a.m. North Avenue Presbyterian Church Traditional Liturgical services at 9:45 a.m.; Marta: Go to (AL) Atrium Level. Make a right 607 Peachtree Street NE Wed: 6:30 p.m.; Sat: 5:30p.m. off the escalator and a left through the sky- Atlanta, GA 30308 walk. Take the skywalk through the Peachtree Directions: Walk to the end of the driveway 404-875-0431 Center Mall; pass Chick-Fil-A and the Marta and turn right on Peachtree Center Avenue. Hours of Worship: Sundays 8:30 a.m.; 11:00 entrance is on the left, down the escalator. The church is 6 blocks on the right. a.m. Go southbound to the West End Marta Sta- Directions: Walk to the end of the driveway Methodist tion. From there, take Bus 71. and turn right on Peachtree Center Avenue. Atlanta First United Methodist Church is on the right at Peachtree Street and 360 Peachtree Street NE World Changers Ministries North Avenue. 404-524-6614 2500 Burdett Road College Park, GA 30349
research readiness results
Join ACT on Sunday, February 6 at 10:15 a.m. in room M106 as we discuss the Effects of Academic Preparation, Motivation, and Interest-Major Congruence on First-Year Academic Performance and Timely Degree Attainment at Two- and Four-Year Institutions.
data-driven solutions for college and career readiness and success
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30th Annual Conference | 7 General Information 8 |
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[General Information][General
30th Annual Conference | 9
Eff ective career counseling begins with ACT, Inc. is an independent, not-for-profi t assessing your students’ interests & per- organization providing over a hundred sonality. CPP’s world-renowned assess- assessment, research, information, and It is a privilege for Bedford/St. Martin’s to ments – including the Myers-Briggs Type program management services in the publish the college success titles by Gard- Indicator® (MBTI®) and the Strong Interest broad areas of education planning, career ner, Jewler and Barefoot. These books fi t Inventory® assessments – provide time- planning, and workforce development. well with our publishing philosophy, em- tested & research-validated insights to Though designed to meet a wide array of phasizing innovation, quality, and a focus help your students in their searcrh fo rich, needs, all ACT programs and services have on the needs of students and instructors.
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10 | National Resource Center for The First-Year Experience® & Students in Transition and Company, Little Brown Books for Innovative Academic Solutions, LLC Young Readers, Grand Central Publishing, [Exhibitor Information]
BecomeAlum.com is a web-based aca- Exhibitor Information FaithWords, Center Street, Orbit, and Ha- demic degree planner designed to foster EducationDynamics Enrollment Services chette Digital. collaborative relationships between stu- provides interactive solutions for the en- dents and advisors. Using this interactive rollment lifecycle designed to drive key = webapp students create personalized milestones such as inquire, apply and en- semester-by-semester plans of study and roll. From strategy to technology, from con- HarperCollins is a trade publishing group share their goals with advisors. The pro- tent to execution, we partner with schools with books available on a wide range of gram incorporates degree requirements, to develop marketing campaigns that topics. Over the years, we have had many semester availability, campus location, include portals, FAQ’s, fi nancial aid calcula- of our titles widely adopted for Common pre-requisite and co-requisite require- tors, social networking, assessment tools Read programs. For more information on ments on a course-by-course basis. and more. our company and to view our “Books for the First-Year Student” catalog, visit www. harperacademic.com
Innovative Educators (IE) provides FOCUS 2 online College Major & Career online professional development train- Planning System incorporates your col- Hayden-McNeil Publishing is the pre- ing focused on the most critical issues lege’s majors into students’ assessment mier publisher of customized college in higher education today. Through our results to help them select the right major course materials. We create dynamic interactive workshops we create a pro- in your college and map out their career partnerships with educators through our fessional yet relaxed environment that plans. FOCUS 2 is used in FYE courses unique ability to add exceptional value to encourages the exchange of ideas. IE nationwide. their course content. Our commitment is also provides on-demand workshops for Provide your students with FOCUS 2: inherent in our incomparable design and students on such topics as time manage- • Fewer transfers & switching of majors prepress services, ec ollaborativ author re- ment, learning styles, study skills, note- • Goal focused & motivated lationships, and spotless on-time delivery taking, career exploration, and more. Visit • Higher academic achievement record. our booth (#65) to receive information Free trial accounts. about our upcoming events and to enter www.CAREERDIMENSIONS.com a drawing for free training opportunities. www.innovative educators.org
The Higher Education Research Institute (HERI) runs the Cooperative Institutional Research Program (CIRP), a comprehen- sive longitudinal survey program. Over Growing Leaders, Inc. partners with the last 44 years 1,900 colleges and uni- schools to help them improve their lead- International Organization for versities have participated in the CIRP Student Success, Ltd. ership development programming and Freshman Survey, Your First College Year nurture a leadership culture on campus, Survey, or the College Senior Survey to The College Portfolio for Success is an beginning with fi rst year students. Grow- understand the impact .of college easy to use, modern textbook that relates ing Leaders provides relevant resources well to the needs of today’s students. This including books, DVDs, on-line courses, text has successfully prepared tens of assessments, on-campus equipping thousands of students for their fi rst year events and training kits for staff and stu- of college. The College Portfol io provides dents, including a comprehensive pro- instructors with a turn-key user friendly gram designed specifi cally for the fi rst Human eSources believes every human style and the tools to focus on the indi- year experience. To learn more, visit www. being is unique. Since 1998 our online vidual needs of each student. GrowingLeaders.com. products have empowered students, faculty and university professionals – in over 50 countries – to discover and ap- ply students’ natural gifts and overcome personal challenges. Rooted in decades of research on personality type, learning Hachette Book Group (HBG) is a leading styles, and college student success, our trade publisher based in New York and a division of Hachette Livre, the second- products help students with the confi - largest publisher in the world. HBG pub- dence, motivation, and ability to succeed lishes under the divisions of Little, Brown in school, at work, and their personal lives.
30th Annual Conference | 11 solutions from traditional textbooks to the latest in online and multimedia learn- ing to customized content to meet your Kuder, Inc. provides proven solutions to The signature work of the Gardner Insti- needs. For more information, please visit navigate life’s career journey. The Inter- tute for Excellence in Undergraduate www.mhhe.com. Education is a self-study model, Founda- net-based Kuder® Career Planning Sys- tions of Excellence®, designed to engage tem includes Kuder® Galaxy for elemen- faculty and staff in a proactive, evidence- tary schools; Kuder® Navigator for middle based, planning process to improve stu- schools and high schools; and Kuder® Journey for postsecondary schools and dent learning and retention and ultimate- adults. Each solution is backed by a pow- ly design a coherent and cost-effi cient erful Administrative Database Manage- experience for fi rst-year and/or transfer ment System. students. Exhibitor Information Exhibitor We have more than 35 years experience Learning to Learn working with groups of all types on white- water rafting trips, on our Teambuilding Learning to Learn, Inc.(LTL) publishes Ropes Challenge Course, and on a variety the fi rst-year experience textbook, “Learn- of other outdoor activities. NOC is the per- ing to Learn: Thinking Skills for the 21st Founded in 1807, John Wiley & Sons, fect destination for groups of all ages and Century”. Numerous studies show LTL’s Inc. is an independent, global publisher sizes, with outdoor activities designed to signifi cant impacts on students’ academic of print and electronic products. Wiley help your group grow, or simply have a performance and retention. Examples: specializes in scientifi c and technical blast! We work with group leaders to con- 98% graduation rates of fi rst-generation books, journals, textbooks and educa- sider specifi c goals and logistical needs. students at a 4-year private university and From there, we work together to formulate tion materials, and professional and con- 80% graduation rates at an urban com- an itinerary that works for your group. Add sumer books and subscription servi.ces munity college. www.wiley.com lodging and rmeals fo a complete getaway package that everyone will enjoy!
Kendall Hunt educational materials help The National Academic Advising As- you provide quality instruction for fi rst- Life After Graduation’s mission is to sociation (NACADA) promotes and year experience, student success, career provide colleges the information and re- supports quality academic advising to planning, diversity, leadership, and more. sources they need to ensure the academ- enhance the educational development Over 150 colleges and universities cur- ic, fi nancial and career success as they of students at higher education institu- rently adopt our books, or participate in transition through college. In addition, tions. NACADA provides a forum for the our custom publishing program. Visit our we off er customers the ability to create discussion, debate, and exchange of ideas booth at this conference or our website at specialized publications that refl ect the pertaining to academic advising through visit www.kendallhunt.com/success. individuality of the college. Visit http:// numerous events and publications. www.LifeAfterGraduation.com. NACADA has 10,000 members, including professional advisors/counselors, faculty, administrators, and students whose re- sponsibilities include academic advising. Visit the NACADA booth for information Macmillan and its imprints (Farrar Straus about our professional development and Giroux, Henry Holt & Company, Pica- events, web,c asts and resources. The Knopf Doubleday Publishing dor, and St. Martin’s Press) publish a num- Group publishes a broad selection of ber of trade titles appropriate for First- highly acclaimed fi ction and non-fi ction Year Experience courses and Common ideal for common reading programs. New Reading Programs. Visit our website: titles will be displayed along with many www.MacmillanAcademic.com. titles popularE with FY programs around The mission of the National Orientation the country including Zeitoun, Half the Directors Association (NODA) is to pro- Sky, When the Emperor Was Divine, and vide education, leadership, and profes- Persepolis. Please stop by our booth to sional development in the fi elds of college pick up complimentary copies of selected student orientation, transition, and reten- titles and learn about our Random House McGraw-Hill Higher Education tion. NODA has an array of publications Speakers Bureau. www.randomhouse. McGraw-Hill publishes market-leading available pertaining to successful orienta- com/academic/fyr student success products supported tion programs and services. For more in- by exceptional instructor resources. formation about NODA and the resources Our products provide a wide array of we off er go to www.nodaweb.org.
12 | National Resource Center for The First-Year Experience® & Students in Transition National Resource Center for informed and engaged citizenry. Our col- [Exhibitor Information]
The First-Year Experience® lege program brings The New York Times Exhibitor Information & Students in Transition to the higher education community at our UNIVERSITY OF SOUTH CAROLINA lowest available rates and includes Faculty Luncheons, NYT Speakers, Co-sponsor- The National Resource Center for The ship of campus events and more. For addi- First-Year Experience and Students in tional information on The New York Times The Perseus Books Group is an indepen- Transition focuses on enhancing the College Program, please visit our booth dent company committed to enabling learning and success of all college stu- or contact Kathleen O’Connell at 800-698- independent publishers to reach their dents, hosts a series of national and in- 8604 or [email protected]. potential whether those publishers are ternational conferences, workshops, in- Perseus-owned, joint ventures or owned stitutes, and online courses; engages in by third parties. Member publishing pro- research; publishes a scholarly journal, grams include Avalon Travel, Basic Books, books, and monograph series; maintains a Basic Civitas, Da Capo, Lifelong Books, website; and hosts electronic listservs. Noel-Levitz is a leader in higher educa- Running Press, Seal Press, Vanguard Press tion student retention, providing cost- and Westview Press, as well as partner- eff ective assessments, analytics, and ships with PublicAff airs and Nation Books, consulting services to enable campuses and joint ventures with Weinstein Books to enhance student success. Noel-Levitz and The Daily Beast. Through Consor- tium, Perseus Distribution and Publishers motivational assessments and retention Group West, the Perseus Books Group is analytics support students in transition, also the leading provider of sales, market- National Student Loan Program (NSLP) throughout their academi c careers. Since ing and distribution services to indepen- For more than 20 years NSLP has been 1973, Noel-Levitz has partnered with dent publishers. providing innovative fi nancial education, more than 2,600 colleges and universities tools and resources to schools and their throughout North America. Noel-Levitz students to assist the next generation in has offi ces in Iowa and Colorado. For more successfully navigating the world of per- information, visit www.noellevitz.com. sonal fi nancial management. As a private, non-profi t company, NSLP is a passionate leader and advocate for off ering fi nancial literacy courses to empower young adults Random House, Inc. is the world’s larg- to become competent debt and money est English-language general trade book managers. NSLP is also a leading provider Pearson off ers cutting edge educational publisher and includes an array of presti- of default prevention services as well as materials and professional development gious imprints that publish some of the Title IV training and compliance support opportunities paired with exceptional foremost writers of our time. Many of our to schools nationwide. customer support for course solutions titles have already become mainstays in and leading technology. Review sought First Year Experience programs through- after revisions (Carter, Keys to Success) out the country. and newly released choices (Baldwin, First-Generation College Experience and Sherfi eld, Cornerstones for Community College Success). Engage in our technol- The Center for Postsecondary Research ogy fi rsthand with MyStudentSuccess- hosts the National Survey of Student Lab, CourseConnect, customized media, School Datebooks has spent 25 years Engagement (NSSE), the Beginning Col- and even build-your-own-book with fi ne-tuning our process into a simple, lege Survey of Student Engagement (BC- Pearson Custom Library!” worry-free experience designed to make SSE), as well as other surveys and tools to things as easy as possible for you. It’s help institutions assess quality in under- about experience. graduate education and strengthen the learning environment in the fi rst year of college.
As the leading provider of customized Penguin Group (USA) publishes trade planners, we help students develop aca- fi ction and nonfi ction books through a As a vibrant daily record of history in demic, organizational and self-manage- wide range of imprints. Please visit http:// the making, The New York Times can ig- ment skills by using applicable tools that us.penguingroup.com for information on nite student interest by linking learning also support educational goals. Our plan- our titles, subject catalogs, and upcoming to living – serving the ideals of today’s ners and programs contain rigorous con- academic conventions. demanding educational aims by spur- tent, focused on real-world relevance. It’s ring critical thinking, increasing local and what sets our products apart from other global awareness and fostering a more companies.
30th Annual Conference | 13 The University of California Press, one ModuMath’s interactive instruction is Our mission is to organize and analyze of the most distinguished university designed for learners who struggle with data that empowers people to make presses in the United States, enriches lives math. Video tutorials accommodate vi- smarter decisions. We analyze data about around the world by advancing scholar- sual, auditory and contextual learners. students, faculty, teachers, employees, ship in the humanities, social sciences, Frequent comprehension checks adjust and courses. We provide SmarterMeasure and natural sciences. the pace for each learner. Available any- – an online learning readiness indicator, where/anytime, ModuMath improves re- SmarterSurveys – End-of-Course survey tention rates as an al ternative or supple- management service, SmarterFaculty – ment to group instruction. Free pilots are database of online faculty, and Smarter- available Proctors –database of test proctors. Exhibitor Information Exhibitor Established in 1928, the University of Oklahoma Press has gained internation- al recognition as an award-winning pub- lisher of scholarly literature. A preeminent publisher of books on the American West XanEdu is the largest provider of custom SMARTHINKING—research based, re- and American Indians, the OU Press also course packs and Copley Custom Text- search proven on-demand, online tutor- publishes outstanding books in classical books. XanEdu off ers expert editorial ser- ing educators choose to improve stu- studies, miy litar history, political science, vices, research, copyright clearance, and dent performance and enhance learn- and natural science. page layout and design to help you pub- ing. SMARTHINKING connects students lish a high-quality textbook quickly, eas- to E-structor®-Certifi ed tutors anytime, ily and aff rordably. Fo more information, from any Internet connection, 24/7. Live, visit http://www2.xanedu.com/faculty/ online academic support and our Online custom-textbooks or call 800-218-5971. Writing Lab help give students the tools to succeed the fi rst year and beyond! W. W. Norton & Company has been in- dependent since its founding in 1923, and today stands as the largest and old- Exhibit Schedule est publishing house owned wholly by its Sourcebooks is the home of the #1 go- employees. From classics, to cutting-edge Conference participants are ing-to-college book, The Naked Room- thinking from leaders in their fi elds, to invited to visit commercial and mate, which has now become the most contemporary stories, the Norton list of- non-profi t exhibitors showcasing aff ordable and student-friendly FYE fers books to engage, stimulate, and in- their products and services for en- program available. From Harlan Cohen, spire fi rst-year students. hancing the fi rst-year experience. America’s most trusted college life expert, Exhibitors are located in Marquis this program is highly-engaging and will Ballroom A-C. You will have the foster more successful students and high- opportunity to visit with exhibi- er retention. tors during continental breakfasts, Wadsworth provides resources, training refreshment breaks, and the open- and support for all of your fi rst year expe- ing reception in addition to the rience needs. More than just textbooks, exhibit hours below: our comprehensive teaching and learn- SunGard Higher Education serves col- ing solutions – including training and SATURDAY leges and universities worldwide. Today, consultation with TeamUP Faculty Pro- February 5, 2011 1,600 higher education organizations, grams – will help you create a dynamic 4:00 p.m. - 7:45 p.m. 10 million students and thousands of learning experience for any classroom. educational communities rely on Sun- SUNDAY Gard Higher Education’s broad portfolio February 6, 2011 of solutions and expert guidance to fi nd 7:00 a.m. - 11:30 a.m. better ways to teach, learn, manage, and connect. To learn more, please visit www. 1:30 p.m. - 6:00 p.m. sungardhe.com. MONDAY February 7, 2011 7:00 a.m. - 12:00 noon
14 | National Resource Center for The First-Year Experience® & Students in Transition Exhibit Area Floor Plan Exhibitor Information
Exhibitor Booth # Exhibitor Booth #
ACT, Inc...... 12 Macmillan ...... 37 & 38 Alpha Lambda Delta Honor Society for First Year Student ...... 45 McGraw-Hill Higher Education ...... 52 & 53 American Program Bureau ...... 6 Nantahala Outdoor Center ...... 33 Bedford/St. Martin’s ...... 26 National Academic Advising Association (NACADA)...... 1 Berrett-Koehler Publishers ...... 10 National Orientation Directors Association (NODA) ...... 23 Campus ToolKit...... 7 National Resource Center ...... 47 & 48 Concise Books Publishing ...... 21 National Student Loan Program (NSLP) ...... 8 CPP, Inc...... 46 National Survey of Student Engagement ...... 49 Educational Benchmarking Inc. (EBI)...... 30 New York Times ...... 5 Noel-Levitz ...... 60 Engineerica Systems, Inc...... 20 Pearson ...... 16 & 17 Enrollment & Retention Services of EducationDyncamics ...... 55 Penguin Group (USA) ...... 41 & 42 FOCUS 2, Online College Major and Career Planning ...... 9 Perseus Books Group & PGW ...... 59 Growing Leaders ...... 25 Random House, Inc...... 28 & 29 Hachette Book Group ...... 32 School Datebooks ...... 3 HarperCollins Publishers ...... 39 & 40 School Specialty Planning and Student Development ...... 44 Hayden-McNeil ...... 27 SmarterServices ...... 24 Higher Education Research Institute ...... 34 SMARTHINKING ...... 22 Human eSources, Ltd...... 14 Sourcebooks ...... 13 Innovative Academic Solutions ...... 2 SunGard Higher Education...... 61 Innovative Educators ...... 65 University of California Press...... 19 International Organization for Student Success ...... 62 & 63 University of Oklahoma Press ...... 54 John N. Gardner Institute for Excellence in Undergraduate W.W. Norton ...... 31 Education ...... 15 Wadsworth Cengage Learning ...... 57 & 58 Kendall Hunt Publishing Co...... 50 & 51 Wiley ...... 11 Knopf/Doubleday...... 35 & 36 Wisconsin Foundation ...... 43 Kuder, Inc...... 4 XanEdu Publishing, Inc...... 18 Learning to Learn ...... 56
30th Annual Conference | 15 Unforgettable lives. Unforgettable stories. Paperback bestsellers from Simon & Schuster
We know people CAN’T STOPOOPP TALKING about the #1 bestsellerellerll Little Bee. But we don’t want to tell you WHAT HAPPENSSiS in this hi book. It is a truly SPECIAL STORY and we don’tt want to spoil it. The MAGIC is in how the story unfolds.ffolds.folds. “Stunning.” —Thailan Pham,m,, People (Four Stars and a Peopleopopleple PickPick))
“Masterly... NothingNothin short ooff brilliant.”brilliant.” —The—The New York TimesTimes Book Review
“Beautifully“Beautifully written...Cooperw itten...Cooper has an unfailingunfailing earear forfor languagelang ge and a poet’spoet’s tender heart.”heart.” —Alexandra Fuller, author of Don’t Let’s Go to the Dogs Tonight
“There“There is tendernesstend in this memoir, and Cooper iiss clear-eclear-eyedye even as she tells of her loss.” — The New Yorker
For a complete list of First Year Experience Common Read suggestions and academic resources, visit HigherEd.SimonandSchuster.net
16 | National Resource Center for The First-Year Experience® & Students in Transition NEW FROM THE NEW YORK TIMES BESTSELLING AUTHOR! photo © Christopher Seufert “ Rememberber hhowow you couldn’tldn’t put downdown Still Alicee? WellWell,, cleaclearr your schedule—becausehedule—because you’re goingoing to feelfeel thethe same way.”ay.” —Jodidi Picoult, #1 NNewew York TimesTimes bestsellingtselling author of HouseHouse RulesRules
Sarah Nickerson isis likelike any ototherher career-career-drivendriven woman who wantsts it aall.ll. TThenhen one fatefufatefull dday,ay, sshehe is involved in a tragicic car accident and all the elements of her jam-packedd llifeife come to a screechingscreeching hhalt.alt.
A traumatic brainn ininjuryjury completelcompletelyy erases the left side of her world, anandd SaraSarahh must rerelinquishlinquish controcontroll to those around hherer as sshehe strustrugglesggles to finfindd answers answers about her past andd hherer uncertain future. Also byby Lisa Genova:Genova: Now, as she wills hherselferself to reregaingain hherer inindependencedependence and heal, Sarah learnsarns tthathat a hhappinessappiness anandd ppeaceeace greater than all thee success in the world is close within reach—if only she slowsl ddown llong enoughh to notice.i
For a complete list of First Year Experience Common Read suggestions and academic resources, visit HigherEd.SimonandSchuster.net.
30th Annual Conference | 17 FROM THE #1 INTERNATIONALLY BESTSELLING AUTHOR “Douglas Kennedy always has his brilliant finger on the entertaining parts of human sorrow, fury, and narrow escapes.” —Lorrie Moore, New York Times bestselling author
“Douglas Kennedy is famous for two things: writing insightfully about women’s lives and crafting narratives so utterly gripping as to redefine the concept of unputdownable.” —The Times (London)
A spellbinding story of two lovers whose life together is swept away by the tide of history.
For a complete list of First Year Experience Common Read suggestions and academic resources, visit HigherEd.SimonandSchuster.net
THE UNFORGETTABLE NEW YORK TIMES BESTSELLER FROM Stephen King
“A one-of-a-kind classic.” —The Wall Street Journal
“The best book on writing I’ve read. Ever.” —The Plain Dealer (Cleveland)
“A fascinating look at the evolution and redemption of one of the hardest-working storytellers writing today.” —USA TODAY
Audiobook available on CD and for download.
For a complete list of First Year Experience Common Read suggestions and academic resources, visit HigherEd.SimonandSchuster.net
18 | National Resource Center for The First-Year Experience® & Students in Transition Freshman Year Reading from Free Press
MEMOIR FICTION ENVIRONMENT
WINNER OF THE 2008 BOOKER PRIZE
LEARNING TO DIE IN MIAMI TATTOOS ON THE HEART THE STORY OF STUFF THE WHITE TIGER Confessions of a Refugee Boy The Power of Boundless Compassion BY ARAVIND ADIGA Why Overconsumption Is Trashing the BY CARLOS EIRE BY FATHER GREGORY BOYLE Planet, Our Communities, and Our Paperback | 9781416562603| $15.00 Hardcover | 9781439181904 | $26.00 Paperback | 9781439153154| $14.00 Health—And How We Can Make It Better Available in Paperback in June 2011 BY ANNIE LEONARD Paperback | 9781451610291 | $16.00
WINNER OF THE 2003 NATIONAL BOOK AWARD
THE MADONNAS OF ECHO PARK THE MEMORY PALACE BY BRANDO SKYHORSE WAITING FOR SNOW IN HAVANA BY MIRA BARTOK Paperback | 9781439170847 | $14.00 ABOUT THE AUTHOR Confessions of a Cuban Boy Hardcover | 9781439183311 | $25.00 BY CARLOS EIRE Available in Paperback in January 2012 Annie Leonard is an Paperback | 9780743246415 | $15.00 CURRENT EVENTS expert in international sustainability and environmental health issues. NEW YORK TIMES NOTABLE Learn more about BOOK 2010 the book at www.storyofstuff.com.
For more information about author speaking engagements ABOUT THE AUTHOR KAFFIR BOY BIG GIRLS DON’T CRY Born in Havana in The True Story of a Black Youth’s The Election That Changed Everything for and to request copies of these Coming of Age in Apartheid American Women and other books for your common 1950, Carlos Eire left BY REBECCA TRAISTER South Africa reading selection committee, his homeland in 1962, BY MARK MATHABANE Paperback | 9781439150290 | $15.00 please contact one of fourteen thousand Paperback | 9780684848280| $15.95 Available in Paperback in June 2011 unaccompanied children [email protected]. airlifted out of Cuba by Operation Pedro Pan. Find us on Waiting for Snow in Facebook: www.facebook.com/ Havana is a memoir of his freepressbooks Cuban boyhood during the Twitter: @freepressbooks Castro revolution, while Learning to Die in Miami For a complete list of chronicles his new life in First Year Experience the United States. Common Read suggestions and academic resources, visit HigherEd.SimonandSchuster.net. BORN ON A BLUE DAY THE FAITH CLUB Inside the Extraordinary Mind of an A Muslim, A Christian, A Jew—Three Autistic Savant Women Search for Understanding BY DANIEL TAMMET BY RANYA IDLIBY, SUZANNE OLIVER, AND PRISCILLA WARNER Paperback | 9781416549017| $15.00 Paperback | 9780743290487 | $15.99
30th Annual Conference | 19 Frank E. Ross, III A-4 Making Sense of First-Year Friday, February 4, 2011 Assistant Associate Provost for Student Assessment Preconference Workshop and Success 1:00 p.m. – 5:00 p.m. M105 Conference Registration University of North Texas at Dallas 10:00 a.m. - 5:00 p.m. Maggy Smith Jennifer Keup Marquis Ballroom Foyer Former Vice President for Academic Director Cybercafé Aff airs National Resource Center for The First-Year 10:00 a.m. - 5:00 p.m. M102 St. Mary of the Woods College Experience & Students in Transition – University of South Carolina Bookstore Former Dean of University College 10:00 a.m. - 5:00 p.m. M101 The University of Texas at El Paso Dan Friedman Director Dorothy Ward University 101 Programs – University of A -1 Associate Dean of University College and Supporting the Transition South Carolina of First-Generation Students & Director of the Entering Student Program The University of Texas at El Paso Preconference Workshops Preconference Students of Color: Reexamining Our A-5 Community College First-Year First-Year Programs Gayle Williams Experience Programs: Models and 1:00 p.m. – 5:00 p.m. M301 Assistant Dean of University College Practices Aaron Thompson Indiana University–Purdue University 1:00 p.m. – 5:00 p.m. M104 Indianapolis Interim Vice President for Academic Amy Baldwin Aff airs Instructor of Writing, Literature, and A-3 Problem-Based Learning Kentucky Council on Postsecondary College Success Education Strategies: Creating Venues that Pulaski Technical College Michele Campagna Engage Students in Real-Life Director of New Student Experience Scenarios and Content Applications Donna Younger Director of Student Engagement Montclair State University 1:00 p.m. – 5:00 p.m. M303 Brad Garner Oakton Community College A-2 Organizing for Student Assistant Dean for Teaching and Learning Success: The University College Indiana Wesleyan University Model 1:00 p.m. – 5:00 p.m. M302
“De Rossi’s memoir reminds us that fame and celebrity is no substitute for feeling comfortable in one’s own skin, and unconditional love.” —Jodi Picoult
“I didn’t decide to become anorexic. It snuck up on me disguised as a healthy diet, a professional attitude. Being as thin as possible was a way to make the job of being an actress easier…”
“De Rossi tells her story with genuine insight and unflinching honesty…. You will cheer her on.” —Jeannette Walls
For a complete list of First Year Experience Common Read suggestions and academic resources, visit HigherEd.SimonandSchuster.net.
Audio and eBook editions also available. www.simonandschuster.com
20 | National Resource Center for The First-Year Experience® & Students in Transition Instructor of Writing, Literature, and A-13 Best Practice in the First Saturday, February 5, 2011 College Success College Year: Defi ning What Works
Continental Breakfast Pulaski Technical College Preconference Workshops 7:30 a.m. - 9:00 a.m. and Why Marquis Ballroom Foyer Steve Piscitelli 9:00 a.m. - 4:00 p.m. L508 Professor of History, Education, and Preconference Workshop and Student Success John N. Gardner Conference Registration Florida Community College at Jacksonville Senior Fellow 7:30 a.m. - 5:00 p.m. National Resource Center for The First- Robb Sherfi eld Marquis Ballroom Foyer Year Experience & Students in Transition, Professor University of South Carolina Cybercafé The College of Southern Nevada 7:30 a.m. - 5:00 p.m. M102 President Bookstore A-10 Things That Work: Key John N. Gardner Institute for Excellence in 7:30 a.m. - 5:00 p.m. M101 Methods, Comprehensive Materials, Undergraduate Education and Cool Magic Common to 24 Years Betsy O. Barefoot of Successful FYE Programs Under 12 Vice President and Senior Scholar A-6 Developing a First-Year Diff erent Models John N. Gardner Institute for Excellence in Transition Camp 8:00 a.m. – 12:00 noon M301 Undergraduate Education 8:00 a.m. – 12:00 noon L506 Tom Carskadon Fellow Darrell C. Ray Professor of Psychology; John Grisham National Resource Center for The First- Assistant Vice Chancellor for Student Life Master Teacher; Director of First-Year Year Experience & Students in Transition, and Adjunct Professor Experience Programs University of South Carolina Missy Korduner Mississippi State University A-14 Assistant Director of First-Year Experience A-11 Learning Communities: From Louisiana State University Getting and Sustaining Imagination to Implementation “Green”: Securing and Maintaining 9:00 a.m. - 4:00 p.m. L505 A-7 Developing a Set of Shared Resources for Undergraduate Jean Henscheid Learning Outcomes for the First-Year Student Success Program Through Fellow and Journal Editor Experience Grant Writing, Sponsorship, and Fundraising Eff orts National Resource Center for The First- 8:00 a.m. – 12:00 noon M303 Year Experience & Students in Transition, 9:00 a.m. – 4:00 p.m. L504 Rebecca Campbell University of South Carolina Andrew Koch Associate Professor of Educational Executive Editor Psychology & Director of Academic Vice President for New Strategy, About Campus Transition Programs Development, and Policy Initiatives John N. Gardner Institute for Excellence in James Pukrop Erin Grisham Undergraduate Education Senior Assistant Director and Coordinator Executive Director for Educational of Learning Communities Support Services Daniel W. Carpenter Associate Director of Student Access, Purdue University Northern Arizona University Transition and Success Programs A-15 A-8 Get With the (First-Year Kasi Jones Teaching and Advising Seminar) Program: Creating Senior Assistant Director of Student Students with Disabilities Connections to Promote Access, Transition and Success Programs 1:00 p.m. – 5:00 p.m. L507 Purdue University Engagement Jay Chaskes Professor of Sociology, Director, 8:00 a.m. – 12:00 noon M105 A-12 Creating Solid Foundations for Exploratory Studies Program Denise Bartell First-Year Seminars: Fundamentals of Associate Professor of Human Faculty Development MaryBeth Walpole Associate Professor, Educational Development and Psychology 9:00 a.m. – 4:00 p.m. M302 Leadership Department Donna Ritch Mary Stuart Hunter Rowan University Associate Dean of Liberal Arts and Associate Vice President Sciences National Resource Center for The First- A-16 Promoting Student Success University of Wisconsin-Green Bay Year Experience & Students in Transition/ Through Early Intervention University 101 Programs Initiatives A-9 Engaging First-Year Students 1:00 p.m. - 5:00 p.m. M104 With Social Media Jennifer Latino Director of the First-Year Experience Vivia Fowler 8:00 a.m. – 12:00 noon M104 Campbell University Dean and Vice President for Academic Amy Baldwin Aff airs
30th Annual Conference | 21 Patricia Gibbs Dean of Students and Vice President for Student Aff airs Opening Session & Keynote Address Wesleyan College 5:30 p.m. – 7:00 p.m. Atrium Ballroom AB A-17 Designing a Veterans’ Patrick T. Terenzini Resource Center for Enhancing Distinguished Professor of Higher Education and Senior Student Veteran Success Scientist, Emeritus–Center for the Study of Higher 1:00 p.m. – 5:00 p.m. L506 Education, Pennsylvania State University Mark Allen Poisel Associate Provost for Student Success Past and Prologue: Thoughts on 30 Years of Pace University the Annual Conference on The First-Year Experience®
A-18 Dinner Workshop: An A lot of things have changed since the fi rst Annual Conference on The Freshman/ First-Year Experience. And some things have not. While social, political, and eco-
Preconference Workshops Preconference Evening with John Gardner nomic upheaval, as well as new information technologies, have transformed the 8:00 p.m. – until world in which we live and the institutions and students we serve, some of the chal- Nikolai’s Roof – Hilton Atlanta lenges we confronted 30 years ago remain: unequal access to the benefi ts of a col- Please meet in the lobby of the Marriott lege education; meaningful accountability to those who help pay our institutional Marquis Atlanta at 7:45 p.m. for the walk to bills; chronically low persistence and degree completion rates; nagging gaps in the restaurant. those rates relating to socioeconomic status and race/ethnicity; and a continuing John N. Gardner inability to implement what we know about eff ective educational practice. In this Senior Fellow address, Terenzini will review these and other challenges, discuss NRC’s and others’ National Resource Center for The First-Year contributions to helping resolve them, and suggest changes in thinking and orga- Experience & Students in Transition – nizational strategies that might lead to more successful responses to these chal- University of South Carolina lenges than we have developed thus far. President Opening Reception John N. Gardner Institute for Excellence in Undergraduate Education 7:00 p.m. – 7:45 p.m. Marquis Ballroom and Foyer Co-Sponsored by ACT, Inc.
Monograph No. 53 Organizing for Student Success: Th e University College Model Scott E. Evenbeck, Barbara Jackson, Maggy Smith, Dorothy Ward, & Associates Produced in collaboration with the Association of Deans and Directors of University Colleges and Undergraduate Studies Organizing for Student Success draws on data from more than 50 institutions to provide insight into how university colleges are organized, the initiatives they house, and the practices in place to ensure their eff ectiveness. Twenty case studies from 15 diff erent campuses off er an in-depth understanding of institutional practice. (2010). ISBN 978-1-889-27170-5. 180 pages. $40
Monograph No. 13 – Newly Revised and Updated! Designing Successful Transitions: A Guide for Orienting Students to College, 3rd Edition Jeanine A. Ward-Roof, Editor A joint publication association with the National Orientation Directors Association For more than 15 years, Designing Successful Transitions has been an essential resource for orientation professionals and for other educators charged with ensuring that new students make a successful transition to college. New to this volume are chapters that focus on changing the campus culture and institu- tionalizing orientation; anticipating and managing crises; National Resource Center for and extending the benefi ts of orientation through fi rst- The First-Year Experience® year seminars, service-learning, outdoor programs, and common reading programs. & Students in Transition (2010). ISBN 978-1-889-27169-9. 250 pages. $40 UNIVERSITY OF SOUTH CAROLINA
22 | National Resource Center for The First-Year Experience® & Students in Transition
AUTHOR DINNER Join us for dinner! co-sponsored by HARPERCOLLINS, KNOPF, MACMILLAN, & PENGUIN
Saturday, February 5, 7:45PM Marriott Atlanta Marquis, Atrium Level, Rooms A601/A602 Book signings to follow dinner
WILLIAM KAMKWAMBA JOSH NEUFELD author of author of The Boy Who A.D. Harnessed the New Orleans Wind after the Deluge
R. DWAYNE BETTS, DAVID FINKEL author of author of A Question of The Good Freedom Soldiers
Space is limited — Visit any participating publisher boo th to RSVP
30th Annual Conference | 23 CALL FOR PROPOSALS Paul P. Fidler RESEARCH GRANT
The National Resource Center for The First-Year Experience and Students in Transition invites applications for the 2011-2012 Paul P. Fidler Research Grant. The Paul P. Fidler Research Grant is designed to encourage the development and dissemination of knowledge to improve the experiences of college students in transition. With an award package that includes a stipend, travel to two national conferences, a presentation at a national conference, and priority consideration for publication, the Paul P. Fidler Research Grant supports and promotes research with the potential to have a national impact on student success. The Center invites applicants to submit proposals addressing a variety of topics, including underrepresented student populations, community colleges, advising, transfer and articulation, administrative policies, and other issues related to college student transitions. Comprehensive Award Package • Stipend of $5,000 • Travel to the 18th National Conference on Students in Transition, October 8-10, 2011, in St. Louis, Missouri, at which the award will be presented • Announcement and recognition at the 18th National Conference on Students in Transition luncheon • Travel to the 19th National Conference on Students in Transition, 2012, at which the research fi ndings will be reported • Announcement on the National Resource Center webpage, listservs, and print publications • Priority consideration for publication by the National Resource Center for The First- Year Experience and Students in Transition Application and Submission Deadline The application and proposal form may be downloaded at www.sc.edu/fye/research/grant/proposal and must be submitted electronically to [email protected] by July 1, 2011.
http://www.sc.edu/fye/research/grant/proposal/
National Resource Center for The First-Year Experience® & Students in Transition UNIVERSITY OF SOUTH CAROLINA
24 | National Resource Center for The First-Year Experience® & Students in Transition Continental Breakfast 7:45 am – 8:45 am 3 Using BCSSE and NSSE
7:30 a.m. - 9:00 a.m. Sunday 6, 2011 | February Marquis Ballroom Foyer Data to Investigate First-Year 1 Student Success Engagement and Outcomes Conference Registration and Information Desk and Retention for the A703 7:30 a.m. - 5:30 p.m. Millennial Generation James Cole Marquis Ballroom Foyer A701 Project Manager Cybercafé Susie Wood Brian McGowan 7:30 a.m. - 5:30 p.m. M102 Senior Career and Education Consultant Project Associate Human eSources, Ltd Indiana University Bookstore 7:30 a.m. - 5:30 p.m. M101 CollegeScope has designed an interac- This session will focus on practical uses of tive college success course that appeals the Beginning College Survey of Student Primer for First –Time Attendees to the technology savvy Millennial gen- Engagement and the National Survey of eration. The course includes topics from Student Engagement. Participants will 7:45 a.m. - 8:45 a.m. college, career and lifelong success and learn how information from these two Atrium Level - A601/A602 can be delivered in a traditional, hybrid surveys can be used to understand the or online format. This student success relationship between the past high school Mary Stuart Hunter course has been eff ective in increasing experiences of entering fi rst-year students Associate Vice President and Executive student retention as much as 27 percent and fi rst-year expectations and their ac- Director at one of Human eSources’ community tual fi rst-year academic engagement National Resource Center for The First-Year college schools. The Millennial Genera- and experiences. Practical examples will Experience & Students in Transition and tion includes those born between 1977 include using BCSSE-NSSE data to assess University 101 Programs, University of and 1995. These students, for the most learning community and service-learning South Carolina part, embrace technology in a way that programs. Jennifer R. Keup none before them have. The proven Col- Director legeScope curriculum combined with in- teractive cutting edge technology makes 4 Walking the Talk— National Resource Center for The First- the program benefi cial for students and Using a Self-Study Process Year Experience & Students in Transition, instructors alike. This presentation will to Improve Student Success University of South Carolina focus on how technology is used with and Retention Rates John N. Gardner proven curriculum to engage students in A704 Senior Fellow learning and assist professors with tools Andrew Koch to monitor student progress. National Resource Center for The First- Vice President for New Strategy, Year Experience & Students in Transition, Development, and Policy Initiatives University of South Carolina 2 Make Math “Add Up” John N. Gardner Institute for Excellence in President for the Adult Learner Undergraduate Education John N. Gardner Institute for Excellence in A703 The session will focus on how the suc- Undergraduate Education cessful Foundations of Excellence (FoE) Bob Khouri self study process at the John N. Gardner A tradition at The First-Year Experience Instructional Video Specialist Conferences since 1984, the “primer” re- Institute for Excellence in Undergradu- Wisconsin Technical College System views the events that led to the creation ate Education can generate fi ndings and Foundation, Inc. of University 101 at the University of South create plans that, in turn, yield increases Carolina, the resulting series of confer- Many fi rst year students spend time sit- in retention rates for new students over ences, and an international education re- ting in a familiar setting, a basic math time. In addition, detailed information form movement known as “The First-Year classroom. As a more eff ective alterna- about the components and merits as- Experience.” The presenters will attempt tive, Wisconsin’s technical colleges sys- sociated with the new Foundations of Excellence Transfer focus and some of to situate the meaning of this now ubiq- tem created ModuMath Basic Math and Algebra multimedia courseware to serve the Institute’s other initiatives will also be uitous concept in higher education and as an individualized, self-paced course or shared. defi ne the philosophical assumptions an easy-to-access supplemental learn- undergirding this conference series. They ing resource. Session demonstrates how will also refl ect on the current status of the multimedia accommodates a wide range movement, its accomplishments, and the of learners with visual images, audio current challenges bringing us together at narration, contextual tutorials and con- this meeting. tinuous comprehension checks. Session attendees will be off ered free, semester- length courseware trials.
30th Annual Conference | 25 Shani Fisher 5 Using Mind Maps to 10 Student Success Senior Sponsoring Editor Manage Class Notes, Transform College Success Wadsworth, a part of Textbook/Planner: Engage Studying Into Learning, and Cengage Learning Students with Intentional Become a Self-Directed Learner Planning and Content Julie Holliday A705 Strategic Consultant M106/107 Toni Krasnic SunGard Higher Education Jane Hix Author of Concise Learning Higher Education The article, “Student Services, in Outside Concise Books Publishing Hands,” by Sara Lipka, brought the de- School Specialty, Planning and Student Development The presenter of this session will discuss bate of third-party partnerships in higher mind maps, which graphically organize education to the forefront. Lipka candidly Jennifer Latino and represent relations between ideas discussed the positives and negatives of Director, First-Year Experience partnerships with higher education com- and concepts. Although mind mapping Campbell University is already used by millions of people panies. This roundtable discussion aims to expand on Lipka’s article by continuing Sunday | February 6, 2011 Sunday worldwide, it is estil ll relativ y little used Sheri Moore candid conversations with a panel of rep- in schools and is mostly unknown to Education Professor resentatives who have provided student students and teachers. However, once University of Louisville services in both nonprofi t higher educa- students and teachers get introduced to tion and third-party companies. Stephanie Foote mind mapping, they fi nd it a fun and en- Director, Academic Success Center and gaging approach to enhance thinking and First-Year Experience learning, and a great tool to manage infor- 8 Three Easy Steps University of South Carolina Aiken mation and increase productivity. to Financial Success Carol Randel A708 English Professor, Developmental 6 EBI and MAP-Works: Paul Mittelhammer Education A Focus on Assessment Vice President of Business Development Norwalk Community College and Student Retention National Student Loan Program This session is a roundtable discussion A706 It really is as easy as 1-2-3. This enhanced with authors of student success textbooks Valerie McEvoy orientation for fi rst-year students will pro- and planner products: Skinny On College Assessment Director vide the fi nancial foundation students Success by Jim and Carol Randel; Connec- need to make smart fi nancial decisions tions, An Insider’s Guide to College Success Educational Benchmarking (EBI) while in college. Learn how “keeping it by Sheri Moore, Jennifer Latino, Scott Understanding the principles of assess- simple” can be an eff ective tool to help Moore; Teacher Resources by Stephanie ment is the foundation for fulfi lling your students grasp key concepts that will stick Foote. mission. This session will highlight the with them for life. power of assessment and the need to pro- 11 vide the right information to the people 9 Intuitive Career who ultimately make the decisions that Artifi cial Maturity: Planning and the E-Portfolio directly impact students’ lives. The pre- Addressing the Number One M301 sentation will focus on MAP-Works, EBI’s Issue Among First-Year Quint DeWitte retention and student success program, Students Today Account Representative and how this unique approach to student M104 development is having a measurable im- Kuder, Inc. Tim Elmore pact on retention and student success. We know that with a career plan in place, President individuals are more likely to complete Growing Leaders 7 postsecondary education or training. Student Services Research shows that fi rst-year students to- Whether a new postsecondary student or and Resources: day are often advanced biologically, cog- an adult re-entering education, having ac- In-House vs. Third Party nitively and socially when compared with cess to a reliable online career planning re- A707 earlier generations. Yet, signifi cant cultural source can increase student retention and shifts have delayed emotional maturation, help individuals create their plans for suc- Katie Lynch-Holmes which aff ects their values, behaviors, para- cess. This presentation will off er practical Student Success and Retention Specialist digms and learning styles. Understanding application ideas on using proven, online Education Dynamics this data prepares educators to evaluate solutions and discovering how the e-port- Chrissy Coley their current pedagogy and curriculum, folio can increase career opportunities. Senior Strategic Consultant and implement more relevant fi rst-year programming. This session identifi es Tim Coley emotional maturation benchmarks that Senior Strategic Consultant defi ne student success and off ers innova- SunGuard Higher Education tive ways to deliver content that cultivates these essentials.
26 | National Resource Center for The First-Year Experience® & Students in Transition 12 Supporting 9:00 am – 10:00 am 16 Supporting and Student Success with 24/7 Improving Training for Peer Sunday 6, 2011 | February Online Resources 14 First-Year Courses for Mentors and Educators M302 Undeclared Students: Using Civic A703 Valerie Kisiel Engagement and Partners to Herbert Bruce Co-Owner Enhance Quantitative Reasoning Director, First-Year Programs Kristen Seldon A701 Casey Sawyer Marketing Coordinator Rob Catlett Connection Leader Coordinator Innovative Educators Director, Centers for Community Research Ashley Wilenta and Economic Education With increasingly limited resources and Connection Leader decreasing budgets, administrators are Stacey Braun Nicole Balsamello fi nding it tough to train students on criti- Assistant Director, Student Success and Connection Leader cal student success skills. This session will Interim Director of Multicultural Aff airs explore a series of online tools students Emporia State University Ehren McLaurin can use to gain knowledge about career Connection Leader options, study skills, money management, This session will explore initial attempts to Lynchburg College test-taking strategies, time management, develop a set of fi rst-year seminar courses and more. Presenters will discuss the for undeclared students. With an empha- Training peer advisors, mentors and edu- use of videos, podcasts and web confer- sis on student learning, academic success, cators should be fun and exciting for the encing, all of which are critical to creat- and retention, diff erent approaches will be instructors and the students. At Lynch- ing a dynamic and engaging learning explored. From the challenges of respect- burg College, the Connection Leaders (ori- environment. ing the academic freedom of student af- entation leaders, peer advisors and educa- fairs professionals to implementing a civic tors) look forward to training as a chance 13 engagement course focused on service- to learn about themselves and each other. The National learning to improve mathematical and This session will show why every student Orientation Directors quantitative reasoning in low ACT math involved in this training strongly agreed Association: Orientation 101 scores, the session covers an interesting that the course used teaching methods/ M303 blend of issues. activities that reinforce concepts being taught and demonstrated educational Marcus Langford practices that motivate students. Director of New Student Programs, 15 Student Development & Academic Increasing Student Services Participation in Common 17 Assessing Success Rhodes College Reading Programs A704 Vice President for External Relations and A702 Dorothy Ward Research Melinda Messineo Director, Entering Student Program National Orientation Directors Association Director, Freshman Connections Thenral Mangadu (NODA) Peg Shaff er Research Associate Orientation programs are a necessary and Assistant Director, Freshman Connections vital way to begin the process of connect- Ball State University Irma Montelongo ing new students to the campus commu- Lecturer Since 1998, Ball State University has had nity through ethel dev opment of skills, The University of Texas at El Paso communication of values and expecta- a common reading program. Refl ecting tions and delivery of campus knowledge, on this rich experience, presenters in this How do institutions assess the outcomes history and traditions. Just as there are session will describe the book selection and impact of fi rst-year seminars? How a variety of institutional types, there are process from initial solicitation of titles, do they publicize results? This presenta- a variety of ways to plan, organize, man- through selection committee formation, tion will address the rationale for, design age, implement and evaleuat these critical book ordering and distribution, as well as of, and results of an assessment project programs. This session, sponsored by the explore assessment strategies, curriculum that examined the Entering Student Pro- National Orientation Directors Association development, and author visit logistics. gram at The University of Texas at El Paso. will provide an overview of and approach- This presentation will also show fi ve years Presenters will share approaches used for es to orientation programs. of student response data and program in- qualitative and quantitative assessment novations that increased student reading of fi rst-year seminar students, peer lead- completion from 24 percent almost 80 ers, and instructors, and will discuss how percent. institutions can capture a more complete picture of program impact.
30th Annual Conference | 27 including the fi rst year. The following 22 18 Evaluating Group Developmental strategies will be provided: interactive Video Projects in Relation Education: A Collaborative lectures, active note taking, discussion Approach to University of Minnesota and question techniques, collaborative Student Learning Outcomes and cooperative groups/pairs, service- M109 A705 learning, civic engagement, community Lori Fair Murray Jensen service, and depth not breadth focus on Dean, Academic Aff airs what matters. Associate Professor, College of Education Michael Williams and Human Development Counselor 20 Student Success Michael Stebleton Harrisburg Area Community College Strategies for Men of Color Assistant Professor, College of Education This session will explore developmental and Human Development A707 education at Harrisburg Area Community Peter Gary Amy Baldwin College. Data will be shared about the Instructor of English past, the present and the future. The in- Sunday | February 6, 2011 Sunday Senior Teaching Specialist, College of Education and Human Development Dalton Lemelle crease in students and students enrolled Student Success Coach in developmental classes will be exam- Brady Johnson ined and solutions to meet the student Pulaski Technical College Graduate Research Assistant, College of needs will be shared. Student success and Education and Human Development This highly interactive session will focus retention data will also be shared. University of Minnesota on student success strategies, both in the classroom and beyond the classroom This session will describe a fi rst-year in- that will help men of color be more suc- 23 Challenges of the First- quiry course focusing on food taught by cessful in college. The session will begin a team of three instructors within the Col- Year, Nontraditional Student with an overview of research on African lege of Education and Human Develop- M104 American male students and engagement ment at the University of Minnesota. The and retention rates. Then, the session will Angie Williams-Chehmani focus of the session will be a description highlight specifi c strategies used in a spe- Department Coordinator of a group capstone assignment involving cially designed fi rst-year seminar course Anthony DeShazer the production of a short video on healthy for men of color. The session will end with Undergraduate student eating and to provide evidence on the practical strategies that participants can eff ectiveness of that assignment in rela- Culver Sherie use on their own campuses. tion to the University’s student learning Undergraduate student outcomes. Yolanda Jackson 21 Does Living on Campus Undergraduate student 19 50 Ways to Teach Matter: Using NSSE Data to Cortney Stroud Your Students Understand the Experiences Undergraduate student of African American Men Davenport University A706 A708 Lisa Borden-King Nontraditional students are enrolling in Director of Engagement Brian McGowan college in record numbers for a variety Project Associate of reasons. However, there are priorities Cheryl Nilsen that become challenges for them to start, Associate Professor, Mathematics James Cole BCSSE Project Manager stay, and succeed. If higher education is to retain these students, it must address Laurie Geller Indiana University Associate Director, First-Year Experience their needs. This session will focus on the Research suggests that social and aca- changing face of the student body and Beth Odahlen demic integration that is facilitated by their challenges and will provide recom- Director of the Center for Engaged living on campus promotes a variety of mendations for higher education. Teaching and Learning desirable outcomes by enhancing stu- Kathy Hintz dents’ involvement and engagement. Assistant Professor, Teacher Education However, this body of researc h typically 24 Homeschoolers: Minot State University assumes that living on campus has equal Coming to a Campus Near You! positive benefi ts for all students. Given M105 This session will explore concrete ideas recent problematic engagement trends on how to engage faculty and students involving African American male college Chris Benson in the learning process. Through a series students, further exploration regarding Associate Dean of Academic Advising of humorous skits and song, presenters their experiences is warranted. This pre- and First-Year Experience will demonstrate pitfalls of existing prac- sentation will compare experiences of Madonna University tices and provide alternative strategies fi rst-year African American male students Nicole Nagy for teaching and learning at all levels, based on their living environment. Graduate Student
28 | National Resource Center for The First-Year Experience® & Students in Transition Eastern Michigan University outcome measures and ties them to prac- Ruth Goldfi ne tices and experiences during the fi rst year. Associate Professor of English Due to increasing numbers of home- schooled students nationally, Madonna Kathy Lynn Sunday 6, 2011 | February University recently decided to pursue this 27 Advising Seminar: Lecturer of Health, Physical Education population as a target market. However, and Sport Science Engaging the Mission all academic and social programming on Deborah Mixson-Brookshire campus had been developed using mod- M302 Assistant Professor of Management & els based on the experiences of tradition- Matt Kretchmar University College Distance Learning ally schooled students. How do home- Dean of First-Year Students; Associate Director schooled students experience higher edu- Professor Todd Shinholster cation? What meaning do these students Denison University make of their experiences? This session Instructor of International Business will explore a study that examined this of- Presenters in this session will discuss Den- Kennesaw State University ten misunderstood population and their ison University’s pilot of an advising semi- This session shares best practices using experiences at a small, private, liberal arts nar in which small numbers of fi rst-year new media and web-based course-man- institution. students meet with a faculty mentor in small, discussion-based groups. The pro- agement systems. The session’s objective gram is designed to not only strengthen is to share and discuss how using online 25 First-Year Seminars academic experiences, but to engage stu- technologies enhances topics covered as the Cornerstone of dents in a more holistic and developmen- in the fi rst-year seminar. Presenters will discuss how they use Blackboard, Vista, General Education tal way. One of the program’s benefi ts is a closer working relationship between the Google, YouTube, and other online tech- M106/107 academic and student aff airs divisions in nologies in their courses to augment the Jean Henscheid pursuit of common learning outcomes. textbook and course objectives. Fellow and Journal Editor University of South Carolina 28 Biology and Psychology: REFRESHMENT BREAK Even before the National Resource Center Gateway to Neuroscience 10:00 a.m. - 10:15 a.m. for The First-Year Experience and Students Marquis Ballroom in Transition was launched, advocates M303 at the University of South Carolina and Deborah Bidwell elsewhere toiled to draw attention to the Instructor of Biology learning experience of fi rst-year college Mark Hurd students. One method for achieving this Associate Professor of Psychology vision was, and is, building the seminar into general education requirements. Pamela Jo Riggs-Gelasco Seminars that assume this role take on Associate Professor of Chemistry and unique characteristics and responsibilities. Biochemistry Become our What do seminars embedded in general College of Charleston education look like? Is this role a blessing Two years of data were collated and ana- fan on or curse? These questions will guide this lyzed for a College of Charleston nonresi- roundtable discussion. dential learning community (LC) involving introductory majors in biology and psy- ! 26 Learning in the First chology. Do learning community students Year: Lessons From the Your outperform their peers who don’t par- ticipate in learning communities? Does First College Year Survey Visit participation in the learning community M301 positively infl uence future academic per- www.sc.edu/fye John Pryor formance? Are LC students more likely to Director, Cooperative Institutional declare science majors than non LC peers? Research Program Qualitative and quantitative assessment for a link to University of California Los Angeles approaches were used for these analyses and will be presented in this session. our page. How does student learning change over time with respect to academic skills, civic awareness and behaviors, and diversity- 29 Best Practices 2.0: Using National Resource Center for related beliefs and values? This session will Online Technologies in Your Class The First-Year Experience® explore a study that uses a national ad- & Students in Transition M304 ministration of the CIRP Freshman Survey UNIVERSITY OF SOUTH CAROLINA and the Your First College Year Survey to Danielle E. Williams look at the impact of the fi rst year on these Instructor of Communication
30th Annual Conference | 29 You’ve read their books. Now hear them speak. Your Campus. Your Program.
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30 | National Resource Center for The First-Year Experience® & Students in Transition 10:15 am – 11:15 am 34 32 Achieving the Dream Who Am I and Why Am I here? Identity, Adventure- 30 for Basic Skills Students via a Sunday 6, 2011 | February Drawing on Community First-Year Experience Program based Orientation Programs Resources: Experiential and Adaptation to College A703 Learning as the Foundation A705 of a First-Year Seminar Frances Gusman Vice President, Student Services Rob Ribbe A701 Director, HoneyRock Jennifer La Serna Douglas Long Wheaton College Dean, Arts and Letters Director of the First-Year Program The results of a recent dissertation study Duarte Adrienne Michael Edwards on the relationship between identity for- FYE Counselor Assistant Director for Academic mation and the transition to college will be Administration, First-Year Program Jessica Figallo shared in this session. A special emphasis Sarah Miller FYE Counselor and Instructor of the study is on the role of an adventure- Assistant Director for Student College of the Sequoias based pre-orientation program on the en- tire fi rst year cohort at a residential, Chris- Administration, First-Year Program In this session, presenters will share Insight tian, liberal arts college in the Midwest. Alex Miller the genesis of the College of the Sequoias Associate Director, Offi ce of New Student fi rst-year experience program and plan- and Family Engagement ning process. This will include an overview 35 There Is No “Easy- DePaul University of the FYE program and the coordination Does-It” to Discovering a Sense and inception of the unique fi rst-year At DePaul University, the fi rst-quarter of Life Calling and Purpose seminar course that is part of the learning in First-Year Students seminar required of all fi rst-year students community model. The College’s FYE pro- A706 is founded on experiential learning that gram is a joint eff ort between academic uses the community and geographic re- and student services, partnering with the Bill Millard gion (in this instance, city of Chicago) as an California Basic Skills Initiative, Title V His- Executive Director/Professor of extended classroom, a text, a subject of in- panic Serving Institutions, and Achieving Leadership Studies, Center for Life Calling quiry, and a source of people knowledge- the Dream. and Leadership able on a wide variety of topics. Presenters will discuss this program. Megan Gilmore 33 From QEP to FYE: Coordinator of Life Coaching/Instructor of Leadership Studies, Center for Life Calling Making the First-Year 31 and Leadership Using a Virtual Librarian Experience a Priority to Introduce Essential First-Year Indiana Wesleyan University A704 Information Literacy Skills Indiana Wesleyan University is entering its Vivia Fowler A702 12th year of using a purpose-guided ap- Dean of the College proach to working with fi rst-year students Carolyn D. Sotto that has had a dramatic impact on reten- Director of FYE for the College of Allied Lisa Rouleau tion and graduation rates. A recent issue O Health Sciences Director of First-Year Experiences Magazine focused on An Easy-Does-It Guide Patricia Gibbs Olga Hart to Finding (and Fulfi lling) Your Life’s Purpose. Dean of Students/Vice President for Senior Associate Librarian This session will challenge that concept Student Aff airs Barbara Macke and will encourage a more comprehensive Wesleyan College Senior Associate Librarian approach that integrates good theory, aca- demic studies, student development, resi- University of Cincinnati Designing and implementing a compre- hensive fi rst-year experience is an excel- dent life, and spiritual formation. Teaching library skills has been a common lent approach to a college’s Quality En- feature of FYE programs. Collaborative ef- hancement Plan (Q EP), a requirement for 36 forts between FYE programs and librarians the Southern Association of Colleges and Confessions of a have resulted in eeff ectiv integration of in- Schools. Wesleyan College’s 2005 QEP is ti- First-Year Seminar Instructor: formation literacy skills. Students need to tled “Creating a More Intentional and Con- How to Make the Most of access information successfully, effi ciently nected First-Year Experience.” This presen- Failures in the Classroom and evaluate information and its sources tation will outline the process of develop- A707 critically. Budget constraints have limited ing an FYE QEP and will off er suggestions Stephanie Foote dedicated librarians for fi rst-year students. for preparing the fi fth-year interim report Director, Academic Success Center and This presentation will address creatively and institutionalizing the QEP. disseminating library information virtually First-Year Experience to fi rst-year students. Library assignments Assistant Director, University Housing and assessment procedures will also be University of South Carolina Aiken presented and discussed.
30th Annual Conference | 31 What happens when the best planned college life, increase retention, and stim- 39 fi rst-year seminar activities and assign- ulate their active engagement in civic Alcohol and the ments fail? Although it may feel like the aff airs. First-Year Experience: What end of the world, there is much to learn We Know From the Research through these failures. In this session, the 38 Eff ects of Academic M104 presenters will draw from collective ex- Preparation, Motivation, and Patrick Dyer periences ate ching fi rst-year seminars to Interest-Major Congruence on Lecturer of Psychology discuss how they have made the most of First-Year Academic Performance these learning opportunities. Participants Kimberley Frazier will leave with resources they can use to and Timely Degree Attainment at Assistant Professor of Educational Policy recuperate and become better instructors. Two- and Four-Year Institutions Studies M109 Kennesaw State University 37 First-Generation College Justine Radunzel Ryan Lekan Students: Championing Justice, Senior Research Associate Counselor’s Assistant Empowering Children and Youth ACT, Inc. Hill Counseling and Consultants Sunday | February 6, 2011 Sunday A708 Using data from 28 postsecondary institu- First-Year Seminar (FYS) faculty have an tions, the eff ects of academic preparation, Barbara Johnson unique opportunity to work closely with motivation, and interest-major congru- Instructional Chair fi rst-year students during a transitional ence on fi rst-year achievement and timely time that is marked by an increased risk Colorado Mountain College degree attainment were examined. First- of heavy alcohol consumption. An under- How can service-learning foster the suc- year academic performance was aff ected standing of evidence-based knowledge cess of fi rst-generation college students? by motivation and academic preparation. in this area can increase faculty eff ective- This interactive session provides an over- Timely degree completion was directly ness. The aim of this session is to sum- view of current research on service-learn- infl uenced by fi rst-year achievement and marize a comprehensive review of the ing and provides an example of students interest-major congruence, and indirectly published research on alcohol and the promoting justice for Darfur and helping aff ected by motivation. These fi ndings fi rst-year student. children learn to read while advancing underscore the importance of these two their own developmental reading skills. noncognitive constructs in understanding Participants will experience research- student adjustment and postsecondary based instructional methods shown to success. Implications for counseling prac- support learners in their transition to tice will be presented in this session.
32 | National Resource Center for The First-Year Experience® & Students in Transition discussion of how to create an assessment The University of Texas at El Paso 40 A Golden Triangle: instrument, how to collect data, and how to When it comes to selecting a career path, Structured Refl ection in First-Year use the results to improve programs as well
there is no time like the present. First-year Sunday 6, 2011 | February Seminars as garner institutional support. students often say they are either abso- M105 43 lutely certain or completely undecided, Zaide Pixley Digital Narratives: Using but the truth is often somewhere- in be Dean of the First Year and Advising e-Portfolios to Assess Student tween. This roundtable session will focus Learning in First-Year Seminar on discussion of tools and resources to Kalamazoo College use in the classroom and around campus How can new students use structured re- M302 to help students make solid choices based fl ection to CANCELLEDachieve transformational learn- Carrie Cokely on real-world job exploration rather than ing? How can they combine theories and Associate Professor and Director, First Year assumptions about career paths. knowledge with closely examined assump- Seminar tions and lived experiences—a golden tri- Curry College 1:30 p.m. – 2:30 p.m. angle—result in deeper learningw c ? Ho an fi rst-year seminar faculty use assignments This session will focus on the use of e-port- and strategies to help students connect folios in a fi rst-year seminar class as both a 46 The Freshman their educational experiences, further their tool for students to document their learn- Experience at Georgia Tech ing and a mechanism for faculty to assess intellectual development, and deepen their A701 learning? This session will feature a new the student learning outcomes through- transformational learning paradigm and out the course. Results of an e-portfolio Michael Fulford fi eld-tested, widely adaptable structured assessment project across two sections Assistant Director of Housing/Director of refl ection assignments and strategies. of fi rst-year seminar at Curry College will the Freshman Experience be discussed along with the benefi ts and John Michael Pantlik challenges of using e-portfolios to assess Hall Director 41 student learning. Engaging First-Year Georgia Institute of Technology Students Outside of the Established in 1992, the Freshman Experi- First-Year Seminar Course 44 Integrating Study ence program at Georgia Tech is a residen- M106/107 Strategies Into Your First- tial-based initiative that supports students David Henriques Year Experience Class in their fi rst year on campus. This compre- Assistant Dean, School of Academic M303 hensive program is designed to help resi- Programs and Services dents get the most out of their social and Laurie Hazard Shippensburg University educational experience. This session will Director, Academic Center for give a historical perspective of the pro- Kendra Wolgast Excellence gram and how a focus on building com- Director, Academic Support Center Bryant University munity has been a hallmark of success and Penn State Mont-Alto Embedded in many FYE courses is study helped raise the fi rst-year retention rate to Many campuses lack the resources or ad- skills training. Exposing students to such 93 percent. ministrative support to implement a well topics only makes sense, since research defi ned and proactive fi rst-year seminar. suggests that high school skills won’t work 47 Chicago Rocks and the Presenters in this session will discuss how to the same extent in a college . Research- Pursuit of Happiness: Tearing fi rst-year seminars, of course, are only one ers suggest that academic achievement is component of a clearly articulated reten- infl uenced as much by particular attitudes Down the Silos at an Urban tion program targeting fi rst year students. as by study skills instruction. Teaching Commuter University
strategies divorced from attitudes is fu- A702 42 Assessing a Common tile, then. Oftentimes, unwitting instruc- Barbara Sherry Reading Program’s Eff ect tors teach students “how to” manage Coordinator, First-Year Experience time without helping students recognize Kris Pierre on First-Year Experience attitudes that infl uence application. The M301 session is designed for instructors who Assistant to the Vice President for Student Life Leslie Jo Sena have encountered students who believe, “I Audrey Natcone University College Common Reading already know “how to” manage my time; I Instructor, Justice Studies and Women’s Assessment, Instructor don’t need this class!” Studies Karen Weathermon Northeastern Illinois University Director of Learning Communities 45 You Can’t Do CSI With a BFA: Career Planning in the Northeastern Illinois University’s fi rst- Washington State University year program combines curricular and The common reading program at Washing- First-Year Seminar Course co-curricular components to promote ton State University has assessed students’ M304 student success. Increasing collabora- level of involvement with common read- Daniel Duarte tion between academic aff airs (where the ing over three years and how students rate Academic Advisor/Lecturer program is located) and Student Life is a their fi rst-year experience, as defi ned by holistic approach intended to serve the the goals of the common reading program. Cinthia Jimenez unique needs of students attending this Presenters will demonstrate and facilitate Academic Advisor/Lecturer urban, commuter, federally designated
30th Annual Conference | 33 Hispanic-serving institution. This session Graduate Research/Teaching Assistant their fi rst year of college are unable to will explore how tearing down institution- University of Tennessee - Knoxville eff ectively process information, think ab- al silos has resulted in innovative partner- stractly, generalize material or remember As technology becomes more pervasive ships and the sharing of resources information long term. This problem is ex- in education, blogging off ers a way for acerbated by the fact that many of these instructors to capture students’ atten- students are operating at a sleep depriva- 48 Who Stole My tion and engage them in learning. Dur- ing a fi rst-year studies course a blogging tion level worse than being drunk, which Trophies? Developing an directly aff ects performance. Attendees Academic Work Ethic in model was developed and implemented to provide students a space to refl ect on will understand how learning, memory Today’s First-Year Students their courses, experiences, and activities and critical thinking isklls can be enhanced A703 throughout their fi rst semester. Presenters and will leave with specifi c learning strate- Constance Staley will discuss how this model can be easily gies to use in the classroom. Professor of Communication; Director, integrated into existing curriculum to give students experience developing online re- Freshman Seminar Program 53 Individuals on Campus sources and modeling appropriate online University of Colorado at Colorado Springs Advancing Retention Eff orts
Sunday | February 6, 2011 Sunday representations of information. It’s been said that “80 percent of success is for First-Year Students showing up.” By the time they get to col- 51 A708 lege, many of today’s students may have Academic and Engagement Planning: Coaching Frank Ross collected an impressive array of trophies Associate Provost for Student Success for doing just that. The product of “Velcro First-Year Students to Success University of North Texas at Dallas parents,” they may not know their true A706 strengths and lack the resilience to grap- Jimmie Gahagan Gayle Williams ple with tough academic challenges. This Director of Student Engagement Assistant Dean, University College session will focus on teaching strategies Indiana University–Purdue University, to develop students who earn their self- Claire Robinson Indianapolis (IUPUI) esteem and work for their success. Assistant Director, Academic Success Initiatives During tight economic times, many cam- puses fi nd it diffi cult to fi nancially support 49 Managing Transitions Kimberly Dressler Coordinator for Student Engagement the development and expansion of impor- and Changes in an FYE Program tant retention programs. In this session, Samantha Young A704 presenters will share results of a fi ve-year Graduate Assistant research projec t looking at the impact in- Patricia Esplin The University of South Carolina dividual students, faculty, and staff have Director, Freshman Mentoring on supporting the retention of fi rst-year Planning is an important part of student Sharon Bigelow students. Research shows the specifi c be- success in college. Through assessment, Peer Mentor Coordinator haviors fi rst-year students identifi ed that refl ection, and goal-setting, students can Brigham Young University supported their success—at no additional identify their interests, motivations, and cost to the institution. Although change is discomforting and resources that can help achieve success. disorienting, properly managed change This presentation will highlight ways to can be a source of strength, learning, and implement academic and student en- 54 Struggles and Success renewal. Brigham Young University’s fi rst- gagement coaching and mentoring to in Incorporating Critical Thinking year program recently underwent a series support students. Two tangible docu- into First-Year Seminars of highly traumatic, mandated changes ments are used to assist this at the Univer- M109 that had the potential to disrupt reorga- sity of South Carolina: The ACE Academic nization eff orts and destroy morale. Draw- Plan and the Student Engagement Plan. Abbey Rosen ing upon William Bridges’ book, Managing These plans, as well as strategies used to Assistant Professor Transitions, the University helped staff and implement them will be examined. Jennifer Krueger student workers learn from and let go of Director of Institutional Assessment the past, guided them through the neu- Marian University tral zone, and successfully launched a new 52 Enhancing Student beginning. Learning and Memory: One of the primary objectives for Marian What Instructors and University’s fi rst-year seminar is to intro- 50 Refl exive Learning: Students Need to Know duce students to the Paul and Elder Critical A Model For Using Blogs to Thinking Model and assist them in learn- A707 ing to apply it to both their academics and Engage First-Year College Debra Borden personal lives. The session will focus on Students in Regular Refl ection Associate Professor of Psychology and the struggles and successes involved in A705 Coordinator of the First-Year the implementation and instruction of this Tracia Cloud Experience model in the seminar and incorporation of Graduate Assistant Corning Community College the model across the curriculum. Amelia Davis Approximately half the students entering
34 | National Resource Center for The First-Year Experience® & Students in Transition 55 English; Assistant Dean for Instruction eff orts, the peer mentors developed cost- Promoting High-Impact eff ective ways to run co/extra-curricular Yonna McShane Practices: Approaches to Increase programs with minimal funding. Student Director of Learning Resources/Lecturer Sunday 6, 2011 | February Engagement and Expand Access turnout at these events is at an all-time in Psychology in the First Year high—600 at mid-semester. The screening Middlebury College M104 of the movie “Inception” is one of nearly The current fi nancial climate threatens two dozen student-run events. How are Jillian Kinzie the progress made in establishing and these events funded? In this session, at- Associate Director maintaining excellent fi rst-year programs. tendees will learn about cost-eff ective Indiana University Center for Postsecondary Declining endowment funds and con- strategies to involve fi rst-year students. Research and NSSE tributions have forced colleges to make High-Impact Practices (HIPs), such as diffi cult fi nancial decisions. Even when 60 Retaining First- learning communities and service-learn- fi rst-year programs survive, they may lose Generation College Students ing, demonstrably enhance student en- some important resources that supported gagement, learning, and persistence. This them. In this interactive roundtable dis- M303 session will highlight how institutions cussion, participants will share ideas for Marcia Heiman have emphasized these structures and keeping the fi rst-year program vibrant in Head, Research & Development, Learning other pedagogical practices in the fi rst the new normal. Attendees will be encour- to Learn Department year, used National Survey of Student En- aged to share how their institutions have Dan Bunch gagement (NSSE) results to focus atten- dealt with similar budget challenges. Director, Learning to Learn Department tion on and inventory HIPs, and discuss Boston College approaches to ensuring widespread par- 58 P.R.I.D.E. – Five ticipation, including setting expectations This session will provide data on signifi - for new students, and models for student Choices for Student Success cant, long-term impacts of a 3-credit learn- and academic aff airs collaboration to opti- M301 ing to learn (LTL) course. LTL is a research- based system of learning strategies, on mize these activities. Steve Piscitelli students’ GPA, rate of course completion, Professor of History and Student Success and retention. Studies presented include 56 Developing and Florida State College at Jacksonville 98 percent graduation rates of fi rst-gener- Assessing A Community College This engaging, energizing, and entertain- ation, primarily minority students at four- First-Year Experience Program ing session will demonstrate how “the fi ve year private university and 80 percent graduation rates for students at an urban M105 choices” place the power for action and success in students’ hands. Come prepared community college. David Ross Director, First-Year Experience Program to learn, laugh, sing, share, and leave with a fi ve-point plan for student success. 61 Raritan Valley Community College A Strengths-Based Approach to Integrating Faith, This session will review how the fi rst-year Learning, and Relationships 59 Using Peer Mentors program at Raritan Valley Community Col- in the First Year lege was developed, reviewing the com- to Deliver Cost-Eff ective First- M304 ponents and initial reactions and impact. Year Experience Events The program will review how the program Nancy Biggio M302 evolved from the college’s Title III grant, Assistant Provost Rod Santos grant assessment activities and simultane- Bridget Rose Academic Achievement Counselor ous institutional assessment. The process Director of Academic Success and of developing the fi rst-year experience University of California, Berkeley Instructor in the Core Curriculum components in addition to the assess- Vance Jarrard Heather Mitchell ment of activities using the Council for FYE Peer Mentor & Club President Career Counselor the Advancement of Standards in Higher Education standards will also be reviewed. John Kanemoto Dean Smedley FYE Peer Mentor & Club Vice President Residence Life Coordinator and 57 (Events & Fundraising) Foundations Instructor Making Bricks Haylee Crowley Samford University Without Straw: Keeping FYE Peer Mentor & Club Secretary/ This roundtable discussion will focus on First-Year Programs Vibrant Treasurer issues of adjustment for fi rst-year stu- in the New Normal Kiersten Hansen dents within the context of a faith-based M106/107 FYE Peer Mentor & Club Coordinator of or religiously affi liated institution. As we Mary Ellen Bertolini Retreat/Training consider new approaches to increase Associate Director, Writing, Lecturer, Tutor California State University, Sacramento student success and retention, special at- in Writing tention will be given to the benefi ts of a Sacramento State fi rst-year experience collaborative strengths-based model to Kathy Skubikowski peer mentors serve nearly 1,200 fi rst-year enhance students’ academic and social Director, CTLR; Associate Professor of students every fall. Through grassroots al cc imation in the fi rst year.
30th Annual Conference | 35 Conference Luncheon Recognizing 2010-2011 Outstanding First-Year Student Advocates 11:30 a.m. - 1:15 p.m. Marquis Ballroom D We have arranged for informal interest groups to form during the conference luncheon. See page 4 for more information. With the continued support of Cengage Learning, the National Resource Center for The First-Year Experience and Students in Transition is pleased to recognize this year’s Outstanding First-Year Student Advocates. Sunday | February 6, 2011 Sunday Julie L. Amon Assistant Dean for First-Year Marsha Fralick Students Professor Emeritus Case Western Reserve University Cuyamaca Community College
Keldon Henley Fabiana DesRosiers Vice President for Student Services Assistant Professor of Psychology Ouachita Baptist University Dominican College of Blauvelt
Marilyn Kurata Director, Core Curriculum Rachel Duff Anderson Enhancement Director of First Year Experience The University of Alabama at Siena Heights University Birmingham
Michelle Bandla Coordinator, First-Year Programs Kia Kuresman SUNY Oswego Director of New Student Programs Goucher College
Denise Rode Lizabeth Doherty Director, Orientation & First-Year College Advisor Experience Mohawk Valley Community College Northern Illinois University
36 | National Resource Center for The First-Year Experience® & Students in Transition Available for Spring 2011: First Editions and Newly Revised Favorites!
First Editions ...... Excelling in College, First Edition FOCUS on College and Career Success, First Edition Jeff rey Kottler Dr. Constance C. Staley • Dr. Steve Staley ©2012 • 344 Pages • 4-color • Paperbound • ISBN-13: 978-1-4282-3120-7 ©2012 • 368 Pages • 4-color • Paperbound • ISBN-13: 978-1-4390-8390-1 Are your students stressed? Excelling in College recognizes the stress Constance and Steve Staley’s FOCUS on College and Career Success explores the students experience and off ers strategies to help them not just survive unique issues that career and technical college students face both inside and but also thrive in their college environment. Through exercises found outside of the classroom, including juggling family, school, and work, and in the text and online video clips, students are helped to address their living/studying at home. The text includes thorough coverage of study skills, fears related to speaking up in class, approaching instructors, making reading, writing, and test taking, while also focusing on the career skills that new friends, performing under pressure, dealing with fi nancial are essential to obtaining a job, such as interview skills, resume writing, and struggles, and making healthy lifestyle choices. creating a job plan. The Online TechKnow feature examines situations specifi c to on-line and hybrid course environments, while case studies highlight students on various career paths and fully examine the challenges they may face. The FOCUS Family ...... Also New For College Success ...... FOCUS on Community College Success, Second Edition Dr. Constance C. Staley, University of Colorado, Colorado Springs ©2012 • 384 Pages • 4-color • Paperbound • ISBN-13: 978-0-495-90643-8 Navigating the Research University, Third Edition Visually appealing and highly motivational, FOCUS on Community College Success addresses, validates, and celebrates Britt Andreatta community college students. This text features student cases in each chapter that highlight and explore the unique ©2012 • 304 Pages • 4-color • Paperbound challenges that community college students face, off ers detailed annotations that deal with sensitive issues and ISBN-13: 978-0-495-91378-8 encouragement for students who are in developmental courses, and puts extra emphasis on study skills, reading, writing, and test taking. Consideration is given to a number of paths from community college—the workplace, transfer to a 4 year school, an Associate’s degree, or further certifi cation. FOCUS on College Success, Concise, Second Edition New For Study Skills ...... Dr. Constance C. Staley, University of Colorado, Colorado Springs ©2012 • 320 Pages • 4-color • Paperbound • ISBN-13: 978-0-495-90642-1 Like FOCUS on College Success, this concise version of the text addresses the needs of today’s college students. College Study Skills, In this briefer version, the chapters on writing & speaking and wellness have been removed to concentrate on the Seventh Edition core elements of the college success class. By holding to one good example for each chapter, Staley allows for the Dianna L. Van Blerkom hands-on learning at which she excels, while creating a concise, student-focused option for the classroom. ©2012 • 408 Pages • 4-color • Paperbound ISBN-13: 978-0-495-91351-1 ALSO AVAILABLE FOCUS on College Success, 2nd Edition Dr. Constance C. Staley, University of Colorado, Colorado Springs ©2011 • 464 Pages • 4-color • Paperbound • ISBN-13: 978-0-495-80335-5 TO LEARN MORE, VISIT www.cengage.com/community/staley Essential Study Skills, Seventh Edition Linda Wong The Master Student Series ...... ©2012 • 504 Pages • 4-color • Paperbound Becoming a Master Student: Concise, ALSO AVAILABLE ISBN-13: 978-0-495-91350-4 Thirteenth Edition Dave Ellis ©2012 • 256 Pages • 4-color • Paperbound Becoming a Master Student, ISBN-13: 978-0-495-91281-1 Thirteenth Edition Use the College This concise version of the best-selling Dave Ellis Becoming a Master Student text has 150 less ©2011 • 416 Pages • 4-color Success Factors Index pages than the full edition and 2 fewer chapters Paperbound 2.0 to measure your to meet the needs of shorter courses. Through ISBN-13: 978-1-4390-8174-7 students’ success! interactive journaling, a motivational writing style, and hands-on activities that students can apply right away, students will fi nd even more ways to • The CSFI assesses students in 10 key areas proven to deepen their knowledge of themselves and the world around them. be determinants of their success in college. From Master Student to The Essential Guide to Becoming a Master Employee, 3rd Edition • Pre-course assessment helps students discover their Master Student, Second Edition Based on Dave Ellis’ Becoming strengths and areas in which they need improvement. Based on Dave Ellis’ Becoming a Master Student a Master Student ©2012 • 160 Pages • 4-color • Paperbound ©2011 • 384 Pages • 4-color • Text-specifi c remediation guides your students to ISBN-13: 978-0-495-91371-9 Paperbound appropriate pages in their book for added support. ISBN-13: 978-0-495-91304-7 A 160-page brief text perfect for fi rst-year • Post-test reports measure student progress experience courses, orientation courses, and other and validate your college success program. short programs, The Essential Guide to Becoming a Master Student, Second Edition, allows students TO LEARN MORE, VISIT LEARN MORE and view the CSFI 2.0 demo to focus on core concepts integral for success in an easy-to-read, short article www.cengage.com/community/bams at www.cengage.com/success/csfi 2 format. The new edition now features the Kolb Learning Style Inventory.
To learn more about these and other resources, visit us at Booths #57 and 58 or at www.cengage.com/success.
30th Annual Conference | 37 Barbara Long REFRESHMENT BREAK 64 Working Up Something Academic Adviser 2:30 p.m. - 2:45 p.m. to Say: Sequencing Low-Stakes Penn State Lehigh Valley Marquis Ballroom Writing Assignments to Produce a High-Stakes Project In 2008, Penn State University charged its colleges and campuses to develop a A703 2:45 p.m. – 3:45 p.m. First-Year Engagement Plan that incor- Richard C. Burke porated social and academic initiatives, 62 Director for Curriculum Development improved student retention by providing Using Workshops Lynchburg College services, mentoring, programming, and to Extend Academic Skills self-refl ection by all fi rst-year students. Sequencing low-stakes writing assign- A701 ments lets fi rst-year students move grad- This presentation will take participants John Lanning ually but deliberately from the simple, through the initial development of the Associate Vice Chancellor for narrow tasks that they’re familiar with to courses, celebrate the successes, discuss Undergraduate Experiences complex, challenging projects that call for the pitfalls, evaluate the assessments, and leave with a packet of best practices and Sunday | February 6, 2011 Sunday Ken Bettenhausen a range of eski lls they ar just beginning to assignments that can be incorporated into Associate Professor of Business develop. Presenters will discuss the under- lying principles of low-stakes sequencing their institutions. Nadine Montoya and evidence for its eff ectiveness, provide Program Coordinator illustrative examples, and explore the 67 University of Colorado Denver ways in which sequenced low-stakes as- The Evolution of FYE Instructor Training at First-year seminar courses at The Uni- signments can be integrated into fi rst-year a Community College versity of Colorado Denver emphasize curricula, fi rst-year seminars, and learning academic content, and as a result, inte- communities. A706 grating academic skills into the seminar Julie McLaughlin has been a . cThallenge he University re- Academic Advisor, Co-Chair FYE Advisory 65 Today’s Net Generation cently began using optional workshops Committee provided by student service offi ces to ex- Students: Why They are Diane Stunp tend academic skills beyond the formal Diff erent, and Teaching Counselor, Co-Chair FYE Advisory seminar. Presenters for this session will Strategies that Work for Them Committee review the format for the academic skills A704 workshops, the expansion for fall 2010, Cincinnati State Technical and Community Robert Feldman College organization details, and preliminary as- Dean, College of Social & Behavioral sessment data. Sciences To maintain quality and consistency in an University of Massachusetts, Amherst FYE program, it is necessary to monitor all components of the program. Cincinnati 63 This session will focus on today’s Net Gen- Enhancing High State Technical and Community College eration students and research demon- Impact Practice through has addressed these issues by develop- strating how they diff er from students of Strategic Partnership ing an advisory committee that provides prior generations. Presenters will discuss Adrianna Guram oversight, a standardized syllabus, and eff ective teaching strategies for Net Gen- Coordinator of Academic Initiatives mandatory instructor training. This ses- eration students, examining the use of sion will show data on student retention Sheila Stoeckel innovative, impactful and low-cost tech- that supports this approach. We will fo- Academic Librarian nologies that can be incorporated into the cus on the evolution of our FYE instructor Ian Benton classroom. The session will center on prac- training program and provide session par- tical changes that instructors can make in Academic Librarian ticipants with practical applications and their classes to respond to Net Generation The University of Wisconsin-Madison handouts that they can take back to their students and prepare them for careers and The AAC&U’s LEAP initiative has identi- institutions. fi ed fi rst-year seminars as one of its High lifelong learning. Impact Practices. The Center for the First-Year Experience at the University of 68 Supporting the Success 66 Developing a First- Wisconsin-Madison has strategically col- Year Experience Course: of High School Students laborated with academic support services Enrolled Full-Time in College across campus for the past three years to Collaboration Between Student A707 enhance this practice. One such collabora- Aff airs and Academic Aff airs tion with University Libraries will illustrate A705 Kathrynn Adams the process. We will discuss strategies to Dana Professor of Psychology Tiff any Cresswell-Yeager align your fi rst-year seminars and other Director of Student Aff airs Gail Webster fi rst-year programs with the cultures of Associate Professor of Chemistry teaching and learning on your campus. Penn State Lehigh Valley Guilford College
38 | National Resource Center for The First-Year Experience® & Students in Transition Kim Spell is commonplace in student aff airs. While School Counselor this can produce consistent and eff ective Journal of The First-Year Sunday 6, 2011 | February The Early College at Guilford results, it potentially contributes to a cul- Experience and Students [Sunday 6, 2011] | February ture of complacency and limited scope. Guilford College, a private liberal arts col- Using an award-winning program as a pri- in Transition lege, and the Guilford County Schools, a mary example, this presentation will take public school system, collaborated to es- participants through the creative process tablish The Early College at Guilford (ECG) and identify strategies for innovation that as the fi rst early co llege in North Carolina. attendees can use to remain relevant and This session will describe the orientation engaging with the millennial generation. and support systems that are provided by college and high school staff for ECG juniors and seniors who are all full-time 71 Mentoring with college students. Assessment data will P.R.O.M.I.S.E. (Purpose, Refocus, demonstrate that the students thrive in Opportunity, Mutual, Implement, the co llege environment. Strategy, Excellence) M104 69 More Data! Using Leon Thomas Multiple Data Sources Success and Retention Advisor A semiannual refereed journal pro- Anne Arundel Community College to Improve Practice viding current research and scholar- A708 Jesse Ford ship on signifi cant student transi- Cathy Brinjak Multicultural Programming Graduate tions. The primary purpose of the Assistant Professor and Director of Assistant Journal is to disseminate empirical Academic Advisement Services and University of South Carolina research fi ndings on student transi- FYRST Seminar Why peer-to-peer mentoring? What are tion issues, including: Slippery Rock University the benefi ts? This session will explore • Explorations into the academic, what it means to be a peer mentor and Sherry Woosley personal, and social experiences— discuss proven practices that create suc- Associate Director of Institutional including outcomes related to suc- cessful relationships and programs. Par- Eff ectiveness, Academic Assessment and cess, learning, and development— Institutional Research ticipants will share ideas and experiences within and/or programming a peer men- of students at a range of transition Ball State University tor program. Learning outcomes and best points throughout the college Multiple measures can strengthen as- practices contained within mentorship years. These transitions include, but sessment eff orts and more eff ectively will be used to bridge participants’ and fa- are not limited to, the fi rst college demonstrate programmatic impact.- As cilitators’ understandings. year, the transfer transition, the sessments such as institutional-specifi c sophomore year, the senior year surveys, national surveys, institutional 72 and transition out of college, and counts, and outcome data can be linked Searching for GEMS: the transition to graduate work. How a Simple Question to provide professionals multiple sources • Transition issues unique to specifi c of evidence about the quality of their Altered a Campus Climate populations (e.g., nontraditional, programs and the characteristics of their M105 traditional, historically underrepre- students. This session willw sho how to Lerita Coleman Brown sented students, transfer students, locate data sources, strategies for combin- Director of GEMS Program/Professor of commuters, part-time students) ing data, and provide concrete examples Psychology such as social integration, eff ectiveness of • Explorations of faculty develop- the FYE course, and satisfaction with the Jennifer Cannady ment, curriculum, and pedagogical institution. Assistant Dean of the College and innovations connected to any of Director, Academic Advising the transitions identifi ed above 70 Agnes Scott College Beyond Best Practices: This presentation illustrates how one insti- Infusing Innovation and tutional initiative can generate a positive To submit or subscribe, Creativity Into Student Learning “contagion” eff ect across campus. Assess- please visit M109 ment results indicate that through aca- www.sc.edu/fye/journal demic and social support, the GEMS (Gen- Matthew Ferguson erating Excellence in Math and Science) Assistant Director for Student Life Program at Agnes Scott College, equips National Resource Center for Rutgers University The First-Year Experience® students with the confi dence and skills to & Students in Transition persist in the STEM disciplines in their fi rst- The process of studying the actions of peer UNIVERSITY OF SOUTH CAROLINA institutions and adopting “best practices” year and beyond.
30th Annual Conference | 39 73 participants will discuss the issues and for nontraditional/adult students. For each Faculty Insights challenges they have faced on their own of the four areas, the presenters will pro- Into Teaching First-Year campuses. vide detailed models of the key strategies Success Courses that are easily implemented with reason- M106/107 able cost. 75 Faculty Perceptions of Cheryl Rinker First-Year Student Engagement Teaching Specialist, Reading 77 The Art of Choosing M302 Julie Hernandez M304 Thomas Nelson Laird Psychology Faculty Marilyn Thomas Assistant Professor Sharon Cooper Professor of English Indiana University Business Faculty Menlo College Drawing on data from institutions that George Hernandez Given the diversity of backgrounds and participated in the 2010 Faculty Survey of Psychology Faculty degrees of college readiness in the stu-
[Sunday | February 6, 2011] [Sunday Student Engagement, this interactive pre-
Sunday | February 6, 2011 Sunday dents admitted to colleges today, it is a Audra Cooke sentation examines faculty perceptions daunting challenge to choose just one Coordinator of First-Year Experience of the nature and frequency of fi rst-year common reading book for all incoming Rock Valley College students’ engagement in educationally students. Another challenge is choosing eff ective practices. Session participants A roundtable discussion of faculty and a book professors will want to use to en- will learn, for example, how often faculty staff from Rock Valley College, a two-year courage conversation inside and outside report the typical students they teach par- Community College will discuss their ex- the classroom. So how do we choose? And ticipated in active and collaborative learn- periences teaching the Planning for Suc- when we choose, how successful are we in ing practices and interacted with faculty cess course. The discussion will include using the book chosen? What should the members. an overview of the components of the criteria be in making that selection? Are Planning for Success course, teaching our choices now being dictated by the styles used in the success course vs. other 76 The Idea Model for publishers who have seen an opportunity discipl, ines best practices for teaching the to profi t by publishing catalogs of fi rst- Community College Success course, stories of best and worst experi- year reading? Is using a common book a ences, and strategies for recruiting new and Student Development trend that will die because it doesn’t ac- course instructors. M303 complish the goal we set out for it, or is it Phyllis Curtis-Tweed actually fulfi lling the purpose for which it Interim Associate Provost was initiated? These questions will be con- 74 Sustainable Medgar Evers College, City University of sidered in this session. Collaborations: Developing New York & Maintaining Cross-Campus Partnerships Programming Timothy L. Walter 4:00 p.m. – 5:00 p.m. Dean M301 Oakland Community College 78 Undergraduate Brad Harmon Women in Science Program Associate Director of Residence Life Sherry Miller Brown Director, McCarl Nontraditional Student A702 Brannon Anderson Success Center Professor and Chair, Department of Earth Linnette Good and Environmental Sciences University of Pittsburgh Assistant Director, Science Diversity Offi ce Wes Dripps The session will focus on presenting the Toyinda Wilson-Long Associate Professor, Department of Earth “Idea Model for Community College Suc- Purdue-Louis Stokes Alliance for Minority and Environmental Sciences cess and Student Development.” The “Idea Participation (LSAMP) Model” is a comprehensive research based Purdue University-West Lafayette Brittany DeKnight model that focuses on the critical factors This session will describe retention strate- Associate Director, David E. Shi Center for that come into play as an institution de- Sustainability gies incorporated into the Women in Sci- velops a community college environment ence Program (WISP) at Purdue University. Furman University that enhances the probability of student Data on increases in the number of female success. The “Idea Model” focuses on four This presentation will emphasize the im- undergraduates, retention and graduation critical areas key to college success and portance of cross-campus partnerships rates of the women in science will be dis- appropriate student development: Intro- between academic aff airs and student af- cussed. Findings of specifi c interventions, duce community college students to the fairs professionals in successfully develop- suggestions to key elements contributing ing sustainable programming, both in the world of higher education; develop pro- to the program’s success and references fi rst-year experience and beyond. Campus grams for community college students to other universities with such programs faculty and staff will provide insight into to help them successfully negotiate their will be shared. In addition, this session will their unique partnerships and will address path through community college; em- provide information about the introduc- the specifi c issues and challenges faced power students to be high achievers in tion of the university’s fi rst Sophomore in sustaining each initiative. Program their academic programs; and advocate Learning Community.
40 | National Resource Center for The First-Year Experience® & Students in Transition 79 Sarah Wilde This session examines the development Increase Motivation by Academic Advisor of an undergraduate peer-mentoring Including Career Development University of North Carolina Charlotte program with focus on engaged learn- in Your College Success Course ing and college student development Sunday 6, 2011 | February A comprehensive survey of students on A703 theory. Specifi cally, attention is given to academic probation at UNC Charlotte the professional development programs, Marsha Fralick identifi ed particularly high probation academic coursework, online learning Professor Emeritus rates among fi rst- semester college stu- modules and practicum component for Cuyamaca Community College dents. Students understood they were students in mentoring roles. Participants in trouble and identifi ed possible strate- Career development is a key component in this session will receive recruitment gies for improvement, but few followed of a college success course which has materials, sample assessments, applica- through in seeking out assistance. The increased student persistence by 26 per- tions, and case studies for use in training 49er Rebound model addresses the mul- cent at Cuyamaca Community College. and development sessions and learn- tifaceted concerns of fi rst-year students Students are motivated to complete their ing modur les fo use in peer mentoring on probation. This session highlights as- college education if they have made a courses. sessment, program, results in improving good choice of a major and career. On- student retention, and lessons learned in line portfolios are used to summarize reaching the second-semester student career assessments and explore a career population. database. Practical online resources and classroom activities on these topics will be shared with session participants. 82 Impacting Student Transition: The First-
Year Success Series 80 Transforming the and Students in Transition Experiences of First-Year Students A706 A704 Marion Meadows Program Coordinator Maria Del Rio Assistant Professor and Associate Dean, Julie Schultz School of Science and Technology Assistant Director Roxanna Domenech Joanne Dury Instructor Coordinator Aurora Muñoz The Ohio State University Language Skills Laboratory Technician This session will examine the First-Year Universidad Metropolitana Success Series, a nationally-recognized program for fi rst-year students at The In 2009, Universidad Metropolitana de- Ohio State University. The Success Series veloped a comprehensive plan to ad- is a series of approximately 300 sessions dress the needs of its most academically which address transitional issues and challenged fi rst-year students. Building supplement the university survey course. learning communities that incorporated Presenters will discuss the history of the academic and social initiatives along Success Series, the theoretical basis for with systematic assessment monitoring Spring 2011 the program, qualitative and quantitative to improve and fi ne tune support and March 7-April 8, 2011 assessment of the program in its entirety, academic off erings resulted in improved Teaching That Informs and and future implications for continued student retention and student satisfac- excellence. Transforms: Strategies and tion. This presentation will show fi ndings Techniques for Engaging and and challenges. Challenging Today’s Learners 83 Sustaining a Successful 81 Peer Mentoring Program April 4-May 6, 2011 Rebound to Good Models and Methods of Student Academic Standing: Using A707 Advising: Promoting Career and Assessment to Improve First- Jason Bentley Academic Success and Transition Year Student Experiences Director, First-Year Experience A705 Samantha Thorpe May 9-June 10, 2011 Liz Fitzgerald Peer Mentor Coordinator Proving and Improving: Director of First Year Programs and The Pillars of First-Year Sabrina Hebeler Student Support Assessment Peer Mentor Coordinator Laiko Quintero Central Michigan University www.sc.edu/fye/oc Academic Advisor
30th Annual Conference | 41 84 Joseph Wassif The facilitators will introduce a few trouble Publishing on the Doctoral Student spots for those administering or teach- College Student Experience Forrest Schwartz ing in learning communities. But this is A708 Program Coordinator an open forum. The audience is invited to introduce questions, briefl y explain situ- Tracy L. Skipper West Virginia University Assistant Director for Publications ations, or just call for help. Others in the Fresh Start is a multisensory orientation audience are encouraged to respond with Jean M. Henscheid program designed to positively integrate ideas and experiences that may contrib- Fellow and Journal Editor at-risk fi rst-year students into university ute to the advancement of learning com- Dottie Weigel culture. This session will focus on how munity programs. In this session, every- Editor experiential learning, adventure based one is an expert. National Resource Center for The First- counseling, and living-learning communi- Year Experience & Students in Transition, ty tenets can be used to deve lop preven- 89 University of South Carolina tative college programs. Presenters in this What They’re Doing: A session will discuss West Virginia Univer- Profi le of First-Year Initiatives [Sunday | February 6, 2011] [Sunday Since its founding in 1986, the National
Sunday | February 6, 2011 Sunday sity’s model and student retention data. Resource Center for The First-Year Experi- A702 ence and Students in Transition has been Kadian McIntosh committed to the development of a solid 87 The One Project: PhD Candidate and Data Analyst literature base on the fi rst-year experience An FYE for Lesbian, Gay, Patrick T. Terenzini and other signifi cant student transitions. Bisexual, Transgender, Queer Distinguished Professor of Higher Our editorial staff will introduce a vari- and Ally Students at the Education and Senior Scientist for the ety of publishing opportunities available University of Maryland Center for the Study of Higher Education through the National Resource Center and discuss strategies for crafting publishable M105 Robert D. Reason Associate Professor of College Student submissions out of a research study, mod- Dian Squire Aff airs and Higher Education and el program, or general topic. While special Assistant Director of Orientation Research Associate for the Center for the emphasis will be placed on writing for Na- University of Maryland, College Park tional Resource Center publications, the Study of Higher Education tips off ered will have broad applicability Research shows that Lesbian, Gay, Bi- Pennsylvania State University sexual, Transgender and Queer (LGBTQ) to a variety of higher education publish- Bradley E. Cox students often have to balance multiple ing venues. Assistant Professor of Higher Education identities. Their LGBTQ identity requires them to live in a hetero-normative cul- Florida State University 85 Getting Students to Turn ture, while simultaneously expressing (or The fi rst of two related programs, this ses- Off Digital Distractions and Tune hiding) their LGBTQ identities. Combined sion focuses on a current profi le of what in- in to Lectures and Learning with their identity as fi rst-time college stu- stitutions are doing in the fi rst-year of col- dents, the acculturation of LGBTQ-identi- lege. Information from chief academic and M109 fying students into the university may be chief student aff airs offi cers and 12,822 Joanne Cantor more diffi cult than that of their non-LG- faculty members on four-year campuses is Professor Emerita BTQ counterparts. This session will focus used to profi le those institutions’ organiza- University of Wisconsin-Madison on the University of Maryland’s fi rst-year tional contexts by examining policies and program designed to provide signifi cant This session will highlight a workshop practices regarding structures, resources, support within the LGBTQ community. urging students to overcome digital dis- programs, academic policies, and assess- The program has resulted in an improved tractions, such as surfi ng the Internet or ment. This session will help administrators retention and commitment to the univer- texting their friends during lectures, and identify multiple internal organizational sity, higher self-reported student satisfac- multitasking while studying. Students en- mechanisms to improve their students’ tion, and higher academic achievement. gage in ‘brain exercises” that demonstrate fi rst college year success. how the brain is ill-equipped to perform these behaviors successfully, and then 88 Troubleshooting 90 Access to learn strategies for getting more done in Your Learning Communities less time but with higher quality. Student Comprehension: Cracking the M106/107 response has been enthusiastic and many Code of College Reading students spontaneously express their in- David Thompson M302 Learning Communities Director tentions to improve their habits. Christine Arieta Kennesaw State University Director of First-Year Academic 86 Making a Fresh Start: A Ruthie Payne Programming and Placement Multisensory Orientation Model Learning Communities Coordinator Debbie Gassaway-Hayward for At-Risk First Year Students Auburn University First-Year Studies Department Chair M104 Troubleshooting involves identifying chal- Lena Jahn lenges and exploring possible solutions.
42 | National Resource Center for The First-Year Experience® & Students in Transition Associate Professor, First-Year Studies Department 30 Years of FYE: Refl ecting Upon Our History and
Landmark College Looking to the Future Sunday 6, 2011 | February This presentation will off er a theoreti- 4:00 p.m. – 5:30 p.m. cal framework for understanding college Atrium Level – A601/A602 reading as a complex neurological process and will provide methods of integrating Panelists: instruction and strategies. Research helps John N. Gardner, Senior Fellow, National Resource Center for The First-Year Experi- educators discover answers about the ence & Students in Transition, University of South Carolina reading brain and the complex process President. John N. Gardner Institute for Excellence in Undergraduate Education of reading comprehension. For educators Mary Stuart Hunter, Associate Vice President, National Resource Center for The First- of postsecondary students this is relevant Year Experience & Students in Transition and University 101 Programs , University of because it helps us to understand and ad- South Carolina dress the challenges that students face when confronted with the demands of Betsy O. Barefoot, Fellow, National Resource Center for The First-Year Experience college-level reading. and Students in Transition, University of South Carolina; Vice President and Senior Scholar, John N. Gardner Institute for Excellence in Undergraduate Education
91 Mathematics Outreach Patrick T. Terenzini, Distinguished Professor of Higher Education and Senior Scien- Center: Saving Dreams tist, Emeritus, Center for the Study of Higher Education, Pennsylvania State University M303 Christian K. Anderson, Assistant Professor of Higher Education, University of South Russell Lowery-Hart Carolina Vice-President for Academic Aff airs Facilitator: Jennifer Keup, Director, National Resource Center for The First-Year Expe- Kathy Wetzel rience & Students in Transition, University of South Carolina Department Head, Mathematics & Engineering As the National Resource Center for The First-Year Experience and Students in Transi- tion celebrates its 30th Annual Conference, it provides an excellent opportunity to Amarillo College refl ect upon the history and progress of the fi rst-year experience movement in higher This session will focus on how Amarillo education and the role of the National Resource Center in the national and interna- College’s Mathematics Outreach Center tional eff orts to improve student learning and transitions into and through higher (ORC) uses innovative funding and cross- education. Five panelists will lead a discussion of the historic origins of the fi rst-year discipline cooperation to make a cost-ef- experience movement; the establishment and role of the National Resource Center in fective diff erence in the lives of students. the expansion, scholarship, and leadership of FYE; and how FYE and the work of the With limited resources and alternative National Resource Center fi ts into the broader scope of history, research, and trends funding and staffi ng sources, tutoring ses- in American higher education. sions have increased 1,176.9 percent in four years, and on average students’ test possible obstacles. Models of successful Juana Hernandez grades have increased up to two letter partnerships will be used as a basis for Academic Advisor grades. As a result, the ORC was recently this discussion, along with an opportunity The University of the District of Columbia named the STAR Award winner by the Tex- for participants to discuss unique chal- as Higher Education Coordinating Board lenges and success stories at their home The focus of this session is a comprehen- as a model program. institutions. sive analysis of the preparation, execution and evaluation involved with summer bridge programs, specifi cally the Urban 92 Strength in Numbers: 93 Urban Scholars’ Scholars’ Academy at the University of the Developing Student-Centered Academy: Implementing District of Columbia (UDC). As one of the Initiatives Between Academic an Innovative Summer historically black colleges and universities Aff airs and Student Aff airs Bridge Program to Support (HBCU), the only urban land grant insti- New Incoming Students tution in the nation and the only public M304 university in the nation’s capitol, UDC has Ann McDonough A701 the unique challenge of serving an ever- Dean, Academic Success Center Alison Rubin growing diverse student population while University of Nevada, Las Vegas Educational Consultant maintaining its historical identity and high educational standards, which is the over- It is not unusual for student support part- Esteban Olivares arching issue that panel members will dis- nerships between student services and Director of Academic Advising and Retention/First Year Experience cuss. eUltimat ly, this session will address academic aff airs to seem like “mission im- how to implement summer bridge pro- possible.” There are practical methods of Mark Rivera grams that address specifi c student needs forging these partnerships, and this ses- Academic Advisor as well as university expectations sion will highlight not only practical ini- tiatives, but also methods of overcoming
30th Annual Conference | 43 Bedford/St. Martin’s you get more | bedfordstmartins.com
The first year matters
Bedford/St. Martin’s is pleased to publish three exceptional books from the distinguished author team of John N. Gardner, A. Jerome Jewler, and Betsy O. Barefoot. Not only do these texts represent the authors’ practical experience as teachers and directors of the course and decades of their research, but each version now bears the stamp of Bedford/St. Martin’s conscientious development and attention to detail.
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Support for your course
Bedford / St. Martin’s Webinar Series
Authors and instructors constantly travel to campuses and conferences to share what they know about teaching in their disciplines. Now you can connect with them without leaving your office. Sign up for our exclusive webinars and learn — wherever, whenever, and as often as you’d like. To learn more about the webinars we offer and to register for future events, visit us at bedfordstmartins.com/webinar.
French Fries Are Not Vegetables
French Fries Are Not Vegetables is a comprehensive instructional DVD featuring three different resources. French Fries Are Not Vegetables is a 30-minute documentary that follows five students through the life-changing transition of the first year of college. Conversation Starters offers 16 very brief videos combining student and instructor interviews on the most important topics taught in first-year seminar courses, including money management, diversity, emotional intelligence, and critical thinking. Teaching Ideas and Conversations, a 45-minute documentary, features 15 expert instructors giving advice on what makes a successful first-year course. To learn more, visit us at bedfordstmartins.com/frenchfries.
44 | National Resource Center for the First-Year Experience® & Students in Transition 96 and a student mentor (and sometimes a 5:30 p.m. – 6:30 p.m. Enhancing Academic staff professional). The faculty member FOCUSED DIALOGUES Self-Effi cacy Through is responsible for the academic portion, Success Coaching which focuses on some aspect of the city Sunday 6, 2011 | February 94 5Cs: A Model for A703 of Chicago. The student mentor, trained Supporting, Advancing and by student aff airs, teaches the Common Samantha Thorpe Hour. The staff professional assists with Improving Decision-Making Skills Peer Mentor Coordinator Common Hour. A701 Danielle Merrill Rhonda Atkinson Success Coach 98 Using Blackboard to Professor of Education Melissa Bussear Promote a First-Year Community Valencia Community College Coordinator for Administration A705 Debbie Longman Sabrina Hebeler Amber Manning Professor Peer Mentor Coordinator Graduate Assistant, Saluki First Year Southeastern LA University Central Michigan University Southern Illinois University Carbondale While students understand the impor- Successful athletes train with excellent First-year student success is linked to tance of big decisions such as choosing a coaches. Senior executives engage in solid support networks. Implementing a college or a major, they often fail to see that coaching to prepare for advancement. fi rst-year Blackboard course can create a To support fi rst-year student success and daily decisions about time, learning, mon- support community for students in tran- address issues related to low academic ey, health and other issues have long-term sition. Blackboard creates a safe space self-effi cacy, Central Michigan University eff ects on academic and personal success. where students can utilize open dialogue created personal success coaches to pro- A structured plan for thinking through the about their adjustment and experiences. vide fi rst-year students with enhanced decision making process in authentic situ- The session’s objective is to introduce op- academic and personal supports. Coaches ations provides support for advancing and portunities to expand a fi rst-year support assisted students identifi ed as having tran- improving decision-making skills. This ses- community through Blackboard. sitional concerns related to academic and sion describes the 5C model (Challenge, soc ial integration, academic behaviors pre- Choices, Consequences,, Choose Check) dictive of departure, and fi nancial stress. 99 Integrating Technology with applications to FYE topics. This session will actively engage partici- Into First-Year Courses pants through discussion of the theoretic 95 Kennesaw State underpinnings of academic coaching and A706 the practical strategies utilized to support University’s Early Start Melissa Johnson early development of habits contributing Assistant Director, Honors Program Bridge Academy: Support to academic success and persistence. for Mathematics Students University of Florida A702 First-year experience courses can provide 97 Perfect Match: ideal environments for developing tech- Ralph J. Rascati Blending Academic and nological competencies and skills among Associate VP for Advising, Retention & Student Aff airs Resources to students. This presentation will show Graduation Initiatives and Dean of Operate a First-Year Seminar multiple methods of using technology as University College a complement to course delivery and as- A704 Kathy Matthews signments, including blogs, microblogs, Alex Miller Assistant Professor of English wikis, word clouds, course management Associate Director, Offi ce of New Student systems, discussion boards, and social net- Nicoly Myles and Family Engagement working sites. Participants will leave with Coordinator, Early Start Bridge Academy Douglas Long a greater understanding of how to imple- Rob Birrell Director of the First-Year Program ment relevant technologies into their own Senior Lecturer of Mathematics courses. Michael Edwards Robin Saunders Assistant Director for Academic Lecturer of First-Year Programs Administration, First-Year Program 100 Running on Empty: Kennesaw State University Sarah Miller Sustain Yourself First! Assistant Director for Student A708 This session describes Kennesaw State Administration, First-Year Program University’s Early Start Bridge yAcadem Chris Benson (ESBA), a research based summer bridge DePaul University Associate Dean of Academic Advising and program, off ering learning communities Presenters will discuss DePaul University’s the First-Year Experience for developmental mathematics and col- Chicago Quarter, cooperative program- Madonna University lege algebra students. Each mathematics ming approach involving faculty, staff , Nicole Nagy course is coupled with a fi rst-year semi- and students. First-year students are re- Graduate Student nar in this unique curricular and program quired to take a Chicago Quarter class Eastern Michigan University design. that is team taught by a faculty member
30th Annual Conference | 45 Higher education professionals spend Indiana University-Purdue University their days teaching students how to bal- Indianapolis ance school, family/home, work, social- FORFO When most of us entered our undergradu- CCOLLEGE izing, and self. Yet, these professionals TTRANSITIONSR ate institutions, we learned rather quickly SOURCES seldom follow their own advice. Are you www.sc.edu/fye/esource what the rules were for college classrooms, balanced emotionally, physically, and spir- and we adapted. We were used to a set of itually? Are you happy? Evaluate your cur- expectations coming out of our second- rent state of being, set goals for self-nour- ary experiences. Many of our entering ishment and happiness, and create a plan students today are coming from very dif- E-Source for College Transitions is to bring rest, refl ection, and rejuvenation ferent home and learning environments a complimentary biannual into your daily life. The end result: healthy and are unaware of basic rules of etiquette practitioners who are energized for their electronic newsletter published that most of us take for granted. This na- work with students. Learn how one practi- by the National Resource Center ivete on the part of our students can turn tioner overcame failure, found happiness, into classroom management issues, which for The First-Year Experience lost weight, and ran three marathons! [Sunday | February 6, 2011] [Sunday can both disrupt and invigorate the learn- and Students in Transition. Sunday | February 6, 2011 Sunday ing environment. This session will address 101 Engaging Students: these two questions: What are the current Its primary purpose is to provide etiquette issues in your classrooms? How Using Problem Based and practical strategies for supporting can we either change or adapt to “Genera- Active Learning Techniques tion Me’s” expectations? student learning and success. Articles in Library Instruction on a variety of topics related to M104 103 student transitions are welcome, Debbie Malone Students Helping including those focusing on: Library Director Students: A Service-Learning > Strategies for addressing the DeSales University Partnership Between the First-Year Experience Colleen Boff Course and GEAR UP First Year Experience Librarian & Acting M301 of institutions Instruction Coordinator Doug Gardner > Innovative teaching strategies and Bowling Green State University Assistant Professor programs addressing the needs of Problem-based learning presents an op- Laurie Miller special student populations portunity for librarians and instructors to Director of Utah Statewide GEAR UP > Strategies for assessing student collaborate on designing learning expe- Program riences that allow students to improve learning experiences, programs, or Alexis Palmer their information literacy skills within their courses Director of Volunteer and Service-Learning standard course curriculum. The focus is > Descriptions of institutional Denny Aldridge on moving from lecture and demonstra- initiatives with demonstrated results tion to asking students to solve interesting Counselor, GEAR UP research problems in guided small groups. Sharon Bluth > Descriptions of new and relevant Such interactive learning experiences can Assistant Director, Utah GEAR UP print and online resources both engage students and lead them to Utah Valley University use higher quality information sources. This session introduces a Service-Learning partnership between FYE instructors and 102 How Are We the federal college access program GEAR Handling Changing Times? UP.E FY instructors at Utah Valley Univer- Examining “Generation Me’s” sity provided an opportunity for their stu- Expectations Against Ours dents to engage the curriculum by men- toring high school students enrolled in M105 GEAR UP. During this session, representa- David Sabol tives from the FYE and GEAR UP will share Senior Lecturer, Department of English experiences, activities, assessments, and and University College results. While sharing our experiences, we Academic Coordinator for Learning will also guide participants in brainstorm- Communities, University College ing ways to institute similar programs. Co-Director, IUPUI Summer Bridge Visit www.sc.edu/fye/esource Program nto up sig for content alerts, University College Coordinator, IUPUI view archived issues, or Summer Success Academy submit an article.
46 | National Resource Center for the First-Year Experience® & Students in Transition VISIT US AT KNOPF DOUBLEDAY BOOTH # 35 & 36 EXCITING NEW TITLES FOR FIRST AND COMMON YEAR READING PROGRAMS
Jaron Lanier JOSH NEUFELD YOU ARE NOT A GADGET author of A Manifesto A.D.: New Orleans After the Deluge “A provocative and sure-to-be-controversial book. . . . Lucid, powerful and persuasive. It is necessary reading for anyone interested in how the Web and the software we use every day are reshaping culture and the marketplace.” —Michiko Kakutani, The New York Times Author Dinner featured speaker VINTAGE | PAPER | 224 PAGES | $15.00 Saturday, February 5, 7:45-10:00pm Stop by our booth for details and complimentary tickets. Nicholas D. Kristof & Sheryl WuDunn HALF THE SKY Turning Oppression into Opportunity for Women Worldwide “I read Half the Sky in one sitting, staying up until 3 a.m. to Jorge Ramos do so. It is brilliant and inspirational, and I want to shout A COUNTRY FOR ALL about it from the rooftops and mountains. It vividly illus- An Immigrant Manifesto trates how women have turned despair into prosperity and bravely nurtured hope to cultivate a bright future.” In this timely book, award-winning journalist Jorge Ramos —Greg Mortenson, author of Three Cups of Tea makes the case for a practical and politically achievable solu- VINTAGE | PAPER | 320 PAGES | $15.95 tion to America’s broken immigration system. VINTAGE | PAPER | 176 PAGES | $14.00
Charles Pierce IDIOT AMERICA Dave Eggers How Stupidity Became a Virtue in the Land of the Free ZEITOUN
“[A] witty and pointed indictment of our nation’s disturbing “Fifty years from now, when people want to know what hap- ability to vilify smart people and elevate chowderheads to pened to this once-great city during a shameful episode of positions of power and influence.” our history, they will still be talking about a family named —The Salt Lake Tribune Zeitoun.” ANCHOR | PAPER | 320 PAGES | $15.95 —Timothy Egan, The New York Times Book Review VINTAGE | PAPER | 368 PAGES | $15.95
Jon Krakauer WHERE MEN WIN GLORY Richard Wiseman The Odyssey of Pat Tillman 59 SECONDS Change Your Life in Under a Minute “On one level, Jon Krakauer’s Where Men Win Glory repre- sents a detailed look at the tragic tale of Pat Tillman. . . . But “Imagine taking thousands of papers from the vast world of Krakauer’s book is also an exhaustive examination of Amer- psychology and distilling them down to the most important, ica’s political and military involvement in Afghanistan and unexpected, salient and straightforward lessons for how to Iraq. . . . It all makes for painful, infuriating, and required live our lives. That’s Wiseman’s book.” reading.” —The Boston Globe —David Eagleman, author of Sum ANCHOR | PAPER | 480 PAGES | $15.95 ANCHOR | PAPER | 336 PAGES | $14.95
David Shenk Michele Norris THE GENIUS IN ALL OF US THE GRACE OF SILENCE New Insights into Genetics, Talent, and IQ A Memoir
“David Shenk sweeps aside decades of misconceptions about “A riveting, inspiring memoir of an at once singular and genetics—and shows that by overstating the importance of representative American family. . . . Powerful and tender, The genes, we’ve understated the potential of ourselves. . . . [A] Grace of Silence reveals our human complexity in exemplary persuasive and inspiring book that will make you think anew fashion.” —Henry Louis Gates, Jr., about your own life and our shared future.” Director of the W. E. B. Du Bois Institute, —Daniel H. Pink, author of Drive and A Whole New Mind Harvard University, and author of Colored People ANCHOR | PAPER | 400 PAGES | $15.95 PANTHEON | CLOTH | 208 PAGES | $24.95
KNOPF DOUBLEDAY ACADEMIC 1745 BROADWAY, 20TH FLOOR, NEW YORK, NY 10019 PLEASE STOP BY OUR BOOTH FOR COMPLIMENTARY COPIES OF SELECTED TITLES [email protected] • WWW.RANDOMHOUSE.COM/ACADEMIC
30th Annual Conference | 47 RANDOM HOUSE, INC. BOOTHS #28 & 29 www.commonreads.com
A new book by the author Anthony Grooms’ amazing An updated, expanded Top Common Reading Book Educator Geoffrey of Look Me In The Eye novel of the Civil Rights edition of the popular guide A story of a Honduran boy’s Canada’s personal history dangerous journey to find of violence in America his mother in the U.S.
Random House, Inc. is proud to exhibit at this year’s Annual Conference on ® Top Common Reading Book The First-Year Experience Top Common Reading Book An illuminating and An American odyssey from the humorous memoir of inner city to the Ivy League growing up bi-cultural Please visit Booths #28 & 29 to browse our wide variety of fiction and non-fiction on topics ranging from an appreciation of diversity to an exploration of personal values to an examination of life’s issues and current events. With so many unique and varied titles available, you will be sure to find the right title for your program!
A True Story A poignant novel of the International Bestseller pre-Civil Rights South by Yemen child bride
A professor’s inside An inspiring story, An activist approach An engaging and 2009 Common Reading guide to college success against all odds to end world poverty sometimes humorous Selection at Indiana memoir by an Aspergian University of Pennsylvania
48 | National Resource Center for the First-Year Experience® & Students in Transition RANDOM HOUSE, INC. BOOTHS #28 & 29 www.commonreads.com
AUTHORS in APPEARANCE WES MOORE EBOO PATEL JOHN PRENDERGAST REBECCA SKLOOT
One name and two fates The story of an An activist The amazing story of the – An inspiring story of American Muslim’s confronts Africa’s first “immortal” human tragedy and hope struggle for identity human rights crimes cells grown in culture
Visit the Random House, Inc. Booths #28 & 29
• Browse our display of more than 200 fiction and non-fiction books appropriate for your First-Year Reading Program • Pick up FREE giveaways, advance reading copies, book discussion guides, and our new catalogs One woman’s journey Top Common Reading Book to justice at Little Rock A riveting account of a great humanitarian, Dr. Paul Farmer Central High School And hold these two dates!! The National Resource Center has set aside a special time for authors to chat and sign in the exhibit hall on Saturday, February 5th, 5:00pm – 7:30pm
Come by the RH booth and sign up for our Seventh Annual Luncheon with the authors Monday, February 7th, 11:30am – 1:30pm See next page for luncheon details
* SPACE IS LIMITED * Top Common Reading Book Email [email protected] to reserve a seat today! An uplifting account of a A powerful story about a refugee soccer team and Burundian survivor of civil an American town war and genocide
THE CROWN PUBLISHING GROUP: Broadway, Crown, Crown Business, Crown Forum, Clarkson Potter, Doubleday Image/Religion/Business, Harmony, Monacelli, Ten Speed Press, Three Rivers Press, Shaye Areheart, Watson-Guptill, WaterBrook/Multnomah, Fodor's, Prima, Princeton Review, Sylvan, RH Puzzles/Games/Reference THE RANDOM HOUSE PUBLISHING GROUP: Ballantine, Bantam, Del Rey, Delacorte, Dell, Delta, Dial Press, ESPN, Modern Library, One World, Presidio, Random House, Spiegel & Grau, Villard RANDOM HOUSE DISTRIBUTION-CLIENT PUBLISHERS: Allworth Press, DC Comics, Egmont USA, Hatherleigh Press, Kuperard, Melville House, National Geographic, New York Review of Books, North Atlantic Books, Osprey Publishing, Other Press, Shambhala, Steerforth Press, Titan Books, Vertical, Welcome Books, and Wizards of the Coast
QUERIES: call 1-212-782-8387; email: [email protected] or visit www.freshmanyearreading.com • www.commonreads.com
30th Annual Conference | 49 RANDOM HOUSE, INC. BOOTHS #28 & 29 www.commonreads.com
THE SEVENTH ANNUAL Random House First-Year Experience® Luncheon
WHEN: Monday, February 7th, 11:30AM-1:30PM WHERE: Marriott Marquis, Atlanta, GA, Room A602 on the Atrium Level WHY: To hear four authors speak about their books
(Past speakers include: Tracy Kidder, Carlotta Walls LaNier, Sonia Nazario, Warren St. John and Bill Strickland)
*vegetarian option included
VISIT OUR BLOG:
Common Reads is dedicated to bringing you the latest in adoption news, program information, and resources related to common reading programs at high schools, univer- sities, and within communities. www.commonreads.com
SPREAD THE WORD! Tell your colleagues about this event. To rsvp, pass by Random House booths #28 & 29 or email [email protected] with your name, title, and institution. SPACE IS LIMITED! First Come, First Served.
“Like Us” on Facebook: www.facebook.com/commonreads Follow us on Twitter: www.twitter.com/commonreads
50 | National Resource Center for the First-Year Experience® & Students in Transition At the Seventh Annual Random House First-Year Experience® Luncheon
Selected for common reading at several colleges, including California State University at Bakersfield (Bakersfield, CA) Two boys named Wes Moore were born in the same neighborhood of the same American city only a year apart. One grew up to be a Rhodes Scholar, army officer, White House Fellow, and a top young business leader—the other is serving a life sentence in prison. Through an unlikely friendship, the two Wes’s discovered all of the similarities in their stories, and also the dramatic points of inflection—involving incidents of sudden violence, luck, uninformed WES MOORE choices, and powerful mentors—where their stories fatefully diverged. Here is their dramatic twinned story, set against the larger story of the persistent The Other Wes Moore: The challenges—and new possibilities—facing young men in America. Story of One Name and Two Fates Afterword by Tavis Smiley “Moving and inspiring, The Other Wes Moore is a story for our times.” Spiegel & Grau | TR | 978-0-385-52820-7 —Alex Kotlowitz, author of There Are No Children Here 272 pp | $15.00 www.theotherwesmoore.com
Selected for common reading at several colleges, including Saint Louis University and Luther College As a young Muslim growing up in Illinois, Patel faced racism and ignorance. Rather than withdraw into fundamentalism, Indian-American Muslim and former Rhodes Scholar, Eboo Patel today strives to create bridges across faiths, convinced that interfaith understanding is key to ending religious intolerance and warfare. “Acts of Faith, a beautifully written story of discovery and hope, chronicles EBOO PATEL Dr. Eboo Patel’s struggle to forge his identity as a Muslim, an Indian, and Acts of Faith: The Story of an an American. In the process, he developed a deep reverence for what all American Muslim, in the Struggle faiths have in common, and founded an interfaith movement to help for the Soul of a Generation young people to embrace their common humanity through their faith. Beacon Press | TR | 978-0-8070-0622-1 This young social entrepreneur offers us a powerful way to deal with 192 pp | $14.00 one of the most important issues of our time.” —President Bill Clinton Author Interview: http://tiny.cc/g0n2d
John Prendergast lectures widely at college campuses Human rights activist John Prendergast and Oscar-nominated actor Don Cheadle bring us an empowering and hopeful new book, as they reveal the steps being taken by engaged citizens—“Upstanders”—famous and unknown, here and abroad, to combat genocide, rape, and child soldierdom in Africa, and show how you can be a part of the movement. Learn how to join the JOHN PRENDERGAST burgeoning people’s movement dedicated to ending these horrific practices, The Enough Moment: now and forever, in this inspiring call to smart activism and meaningful Fighting to End Africa’s Worst action. Prendergast is Co-Founder of Enough, the anti-genocide project at Human Rights Crimes the Center for American Progress in Washington, D.C. by John Prendergast with Don Cheadle To read more about these stories and learn how we can end these crimes, Three Rivers Press | TR visit www.enoughmoment.org. 978-0-307-46482-8 | 304 pp | $14.99 Top Common Reading Book, adopted at more than 30 colleges Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor black tobacco farmer whose cancer cells—taken without her knowledge in 1951— became one of the most important tools in medicine, with disastrous consequences for her family. Today, her family can’t afford the health care advances their mother’s cells helped make possible. It’s a story inextricably connected to the dark history of experimentation on African Americans and the birth of bioethics. “ An incredibly readable and smart text that should be a part of countless university discussions . . . Ethically fascinating and completely engag- REBECCA SKLOOT ing—I couldn’t recommend it more.” The Immortal Life of —Deborah Blum, Helen Firstbrook Franklin professor of journalism, Henrietta Lacks University of Wisconsin-Madison Crown | HC | 978-1-4000-5217-2 “ A stunning illustration of how race, gender and disease intersect to 384 pp | $26.00 produce a unique form of social vulnerability, this is a poignant, PAPERBACK COMING SOON necessary and brilliant book.” —Alondra Nelson, Associate Professor of Sociology, Columbia University www.RebeccaSkloot.com
30th Annual Conference | 51 Julian Smit groups, we introduce diversity to students Continental Breakfast with Poster Professor of College Success early in their college careers. What better Sessions and Exhibitors Utah Valley University learning environment to host “Let’s Talk 7:30 a.m. - 9:00 a.m. About It” as part of a cultural series? Ex- This study analyzed the university records Marquis Ballroom Foyer amples will be displayed. of 106,234 UVU students who attended Conference Registration and between 1999-2010. Focus was on back- Information Desk ground and demographic traits which 108 Does One-Size-Fit 7:30 a.m. - 5:30 p.m. contexted their FYE and contributed (or All? A Segmented Analysis of Marquis Ballroom Foyer didn’t) toward matriculation and gradu- Psychosocial and Generational ation with an associates or bachelors de- Cybercafé Issues That Infl uence gree. Race, sex, age, credits brought with 7:30 a.m. - 5:30 p.m. M102 them to their fi rst term and coming at a Retention of Adult Learners Bookstore high school age predicted their outcomes. Debbie Ritter-Williams 7:30 a.m. - 5:30 p.m. M101 The traits were put into a regression mod- Associate Faculty [Sunday | February 6, 2011] [Sunday el depicting their complex interactions
Monday | February 7, 2011 Monday Ruby Rouse together. Executive Director, University of Phoenix 7:30 a.m. – 9:00 a.m. Institute POSTER SESSIONS 106 Tapping the Fountain University of Phoenix Marquis Ballroom D of Youth: Hiring Peer Instructors Few studies examine psychosocial factors to Infuse FYE Program aff ecting adult student retention. In addi- 104 MAP-Works and with Renewable Energy tion, most studies aggregate all learners over the age of 22 into a one size fi ts all Retention from Year 1 to Year Catherine Queener “adult” category, without acknowledging Director of Learning Communities 2: A Programmatic Approach or investigating unique diff erences based Cathy Warner Heather Casto on generational cohort. The presenters Residence Hall Director Academic Advisor/Coordinator of in this session will report on preliminary Shawn Wilson Supplemental Instruction results from a national, multi-institutional Director of Student Retention Wright State University survey of adult learners designed to identi- fy how psychosocial and generational fac- Abby Howe Comparison of learning communities (LC) tors infl uence retention of adult learners. Resident Assistant, Student Assistant at evaluation data and average grades for Offi ce of Retention supplemental instruction (SI) non-users, Dan Auer casual users, and committed users, shows 109 Chocolate: Financial Resident Assistant that fi rst-year students at Wright State Uni- Accounting as a First-Year versity experience higher satisfaction and Central Michigan University Seminar perceive greater achievement of LC goals Priscilla (Penny) Wightman In 2009-2010, Central Michigan moved to with peer instructors compared to staff in- Business Department Chair using MAP-Works as a student assessment structors and also earn higher grades, on Hartwick College and retention tool. As part of this change, average when seriously participating in several offi ces were involved to building Supplemental Instruction led by student The challenge is combining technical pre- partnerships, create a referral process, and SI leaders, compared to students in the professional learning outcomes with those develop follow-up loops. From 2009 to fall same class who do not participate in SI. identifi ed by Hartwick College’s Mellon 2010, retention increased 3.5 percent from This session will explore these fi ndings. FYS grant participants, including the value fi rst year to sophomore year. Presenters of the liberal arts. What better way than to will discuss the approach and overall strat- study chocolate and visit Hershey, PA? This egies used in reaching out to students, ad- 107 “Let’s Talk About It”: session will present the activities chosen dressing concerns, and providing referrals Learning Beyond the Classroom to achieve the combined outcomes and to resources, offi ces, academic support, the results of chocolate assessment com- and fi nancial aid. Thura Mack pared with other Mellon courses and with Professor/Coordinator of Community other fi nancial accounting courses. Learning Services 105 100,000 First-Year Laurie Roberson Trajectories: Trends and 110 Using a Case Study Director of Student Services Traits that Matriculate to Assess Student Learning of University of Tennessee Ron Hammond Principled Problem Solving Professor Sociology Libraries are the heartbeat of college and Clay Harshaw university campuses. The University of Coordinator of the First-Year Experience Alisa Hammond Tennessee Libraries’ Diversity Committee Guilford College Student takes a multi-disciplinary approach to en- Guilford College requires the introduc- Natalie Smith gaging a diverse student body. Though in- tion to principled problem solving (PPS), Student novative collaboration with other campus an initiative that strengthens the college’s
52 | National Resource Center for the First-Year Experience® & Students in Transition transformative education as a part of its in- When entering college, fi rst-year students terdisciplinary fi rst-year seminars. PPS has 112 Successful experience more freedom than ever be-
three tiers through which students learn Academic Partnerships fore. Their opportunity to make choices Monday 7, 2011 | February PPS: foundations, stories and narratives, Natalie Bernardina infl uences both health and academic suc- and application. The use of case studies is Graduate Assistant for Academic Centers cess. Brigham Young University developed an eff ective method to assess the students’ for Excellence (ACE) and Marketing a program to support students in making learning of PPS. This poster session explains better choices around issues of healthy Mckinlaye Harkavy how case study was used eff ectively in a habits. The program included surveys to Graduate Assistant for Academic specifi c fi rst-year interdisciplinary seminar. track progress and behavioral changes to Programs and Partnerships help students with health habits and aca- University of South Carolina demic success. This session shares the spe- 111 The Psychosocial The purpose of this poster session is to cifi cs and the positive impact the program Predictors of Academic Success illustrate the benefi ts of partnerships be- has had on fi rst-year students. of First-Generation African tween academic success programs and American College Students campus offi ces. These partnerships equip 114 Creating Meaningful Angela L. Williams students with necessary skills to succeed Academic Advisement Specialist academically by providing resources to Orientation Experiences: Transforming Orientation Bowie State University which they might not otherwise be ex- posed. Programs such as ACE (Academic Programs at a Private Liberal With a growing number of fi rst-generation Centers for Excellence) off er a coaching Arts College for Women college students entering institutions of model that can be tai lored to students’ in- Erin Howle higher learning, educators are striving to dividual needs, which in turn will allow for Director of Student Leadership broaden their understanding of this group’s an increase in academic performance. educational strengths and limitations in an Agnes Scott College eff ort to help them be successful. This ses- Focusing on transformational changes in sion focuses on the study’s examination 113 Promoting a orientation program design and structure of the predictors of academic success of Healthy College Lifestyle at a private liberal arts college for women, fi rst-year, fi rst-generation African American this poster presentation will review quali- college students. The predictors included Chantelle Fowler internal locus of control, internal resilience, Coordinating Peer Mentor and Teaching tative and quantitative research on the and protective factors. The dependent vari- Assistant for Freshman Seminar orientation group and peer mentoring ex- able or outcomes were student success as Becky Crawford perience. Specifi c attention will be given measured by GPA and retention. Freshman Seminar Instructor and to the design and implementation of the Freshman Mentoring Administrative orientation peer mentor program as well Assistant as collaboration between student aff airs and fi rst-year seminar faculty. Brigham Young University
RESOURCES for Families Available in English and Spanish Empowering Parents of First-Year A Family Guide to Academic Advising, College Students: A Guide for Success 2nd edition Richard Mullendore & Donald C. Smith & Virginia N. Gordon Leslie Banahan A joint publication with the National A joint publication with the Academic Advising Association National Orientation Directors An easy-to-read overview of this criti- Association cally important educational program. This guide helps parents under- Written by a college faculty member and stand the nature of the college a veteran academic advisor, the guide transition by off ering tips to make describes the role of the academic advisor, that transition a successful one outlines the advising process, and high- for not only the fi rst-year college lights important academic issues facing new student but for their families as college students. The second edition includes well. An ideal resource for orienta- a new section on fi rst-generation college tion programs, parents’ weekends, students and an expanded discussion of career and other parent programs. (2007). 32 pages. National Resource Center for counseling. (2008). 32 pages. ISBN 978-1-889-27163-7. ISBN 978-1-889-27156-9. $3 each. The First-Year Experience® $3 each. Guía para los padres de los estudi- & Students in Transition antes de primer año (2007). 36 pages. UNIVERSITY OF SOUTH CAROLINA Guía de consejería académica para la ISBN 978-1-889-27156-9. $3 each. familia (2008). 36 pages. ISBN 978-1-889-27163-7. $3 each. Bulk pricing available
30th Annual Conference | 53 University of South Carolina self-questioning and peer-questioning 115 Fostering Success to enhance fi rst-year students’ compre- Interactions between students and fac- of First-Year College hension of principles presented in the ulty can provide much-needed support Students with Disabilities course textbook. The results suggest that for fi rst-year students; however, these using these strategies without lectures Holly Hoff man students may not feel comfortable initiat- can improve students’ comprehension Associate Professor ing this contact on their own. This poster of textbook material. The added bonus is Ann Roberge session will outline two programs that en- that students come to class prepared to Special Education Graduate Student courage faculty/student interaction. Out- participate. to-Lunch is a program that allows students Central Michigan University to take their professors to lunch at campus This presentation will show results of a dining venues, while mutual expectations 120 Making the Central Michigan University survey de- helps open the lines of communication Connection: Providing a Faculty signed to discover trends in sources of suc- between students and professors regard- Mentorship Program for New cess for fi rst-year students with disabilities. ing their expectations of each other in the Students with Disabilities [Sunday | February 6, 2011] [Sunday Students reported BN their families and classroom.
Monday | February 7, 2011 Monday services on campus as major factors in- Larry Markle fl uencing their levels of success. They also Director, Disability Services shared types of accommodations used, as 118 Identifying and Jacqueline Harris well as suggestions for teaching practices Measuring Peer Mentor Coordinator of Study Strategies and to assist in learning at the college level. Development: A Qualitative Writing Rubric Analysis Ho Taiping 116 Elizabeth Yates Professor of Criminal Justice and What Happens Criminology to Peer Mentors: The Freshman Mentoring Peer Mentor Long-Term Infl uence Mindy Davis Roger Wessel Associate Professor of Higher Education Sanita Ley Freshman Mentoring Peer Mentor Ball State University Freshman Mentoring Peer Mentor Stefi nee Pinnegar Professor, Teacher Education How can faculty members be prepared Ramona Cutri to eff ectively mentor new students with Professor, Teacher Education Fred Pinnegar disabilities? How can faculty be recruited Pat Esplin Associate Director, Freshman Mentoring to mentor these students? What do they Program Director, Freshman Mentoring Brigham Young University need to know? The presenters in this ses- sion will share an educational program Brigham Young University First-year programs invest resources in specifi cally designed to prepare faculty developing strong peer mentors. How- Research has explored the impact of men- who mentor students with disabilities. ever, because research has provided few tors on protégés’ experiences as well as This project, funded by a grant from the guidelines to direct selection and training, the peer mentors’ own learning during U.S. Department of Education, includes a the criteria used is largely intuitive and and immediately after their experiences mentorship program for students with dis- haphazard. This poster session explores as peer mentors, but little research has abilities, best practices to use when work- whether the use of peer mentor construct- examined the long term impact on their ing with students with disabilities, and en- ed rubrics can inform these processes. It life choices and experiences. This poster hanced learning center support. session reports the long term eff ects of reports the analysis of such rubrics created mentoring experiences on the mentors by 41 peer mentors of varying abilities. In and how these experiences have shaped the analysis, we tracked three dimensions 121 Student Perceptions their decision-making skills, community of peer mentor development: action, mo- of The Immortal Life of tivation, and intention. invo lvement, adult development, and ca- Henrietta Lacks and the reer choices. Common Book Program 119 Eff ects of Peer- Esther Godfrey 117 Conversations Questioning and Self- Director of Composition Around the Table: Promoting Questioning Training on College University of South Carolina Upstate High Impact, Low Cost, Easy Students Comprehension The process of selecting a common book Implementation of Faculty/ of Text book material and of coordinating co-curricular activities Student Interaction Tanya Haye for fi rst-year students is a challenging and Instructor Katie Patton labor intensive task. Committee members Graduate Assistant for Academic Success Douglas College must take into consideration a range of factors, including current events, oppor- Initiatives This session will present the use of self- tunities for interdisciplinary collaboration, questioning and peer-questioning as Samantha Young and students’ unique backgrounds and teaching and learning strategies for Graduate Assistant for the Offi ce of interests. Prior to this study, no system- fi rst-year college students. This presen- Student Engagement atic assessment of the program had been tation will report on the eff ects of using
54 | National Resource Center for the First-Year Experience® & Students in Transition performed. This session will focus on this project’s assessment of students’ percep- 124 Appreciative 126 FY Glee: Making the
tions of the common book program and College Instruction: A Positive Music Video…Without a Budget! Monday 7, 2011 | February its value to their fi rst-year experience. Approach to Teaching First- Rod Santos Year Seminar Courses Academic Achievement Counselor 122 Jennifer Bloom University of California, Berkeley A Vibrant Arts Clinical Associate Professor and Director Community Live at University Boyana Barbula of the Higher Education and Student Systems Coordinator, IT of Toledo: A Six-Year Study Aff airs Master’s Degree Program Jennifer Rockwood Vance Jarrard Claire Robinson FYE Peer Mentor & Club President Director, First-Year Experience Assistant Director of the Academic John Kanemoto Katherine Abu-Absi Centers for Excellence (ACE) FYE Peer Mentor & Club Vice President Director, FYE Arts Living Learning University of South Carolina (Events & Fundraising) Community Appreciative College Instruction (ACI) is California State University, Sacramento University of Toledo the creation of a positive classroom cul- Sacramento State’s “FY Glee” music video This poster session will highlight the con- ture that empowers students and teachers debuted this summer at Orientation to tinued success of the Arts Living-Learning to build on their own strengths and expe- rave reviews and was an instant online hit. Community and its students who enroll in riences, realize their full potentials, and This session will describe the process of the Arts Living Learning Forum Interdis- meet specifi c learning outcomes. Based producing a video from music selection, ciplinary Studies 1000 course in both fall on the theory of Appreciative Inquiry, ACI story design, recording vocals, and legal and spring semesters. This one credit-hour is the practical application of six phases— considerations to camera equipment, cho- class meets once a week and not only ful- Disarm, Discover, Dream, Design, Deliver, reography, and fi lm editing. Learn how the fi lls the University of Toledo’s core require- and Don’t Settle—providing a positive peer mentors and 150 personnel complet- ments but also helps fi rst-year students framework for college-level courses. This ed this project without a budget and how explore their interests in the arts and see session will demonstrate how ACI can you can use music video as a promotional how all the branches—music, visual arts, be used in fi rst-year seminar courses and tool for your FYE program! a, cting fi lm, creative writing—are con- highlight its previous application to a nected.. Because the course size is kept U101 academic recovery. course small, students can debate with others, 127 An Innovative, share their ideas and perspectives and ask 125 Involving Peer Modular Approach to the First- questions without getting lost in a sea of Year Experience: Teaching faces in a big lecture hall. At the end of the Advisors to Provide Proactive year students produce fi lms that charac- Advising and Outreach FYE Outside the Traditional terize their fi rst-year of college. Scott Bennett Academic Schedule Associate Director, Discovery/New Marquis Ballroom D Student Programs Maxine Fawcett-Yeske 123 Relationships: The Lisa Bowker Course Director for FYE and Academic Key to Student Success Academic Support Coordinator, Advisor Paula Hixenbaugh Discovery/New Student Programs United States Air Force Academy Professor of Psychology Binghamton University Distinct among institutions of higher University of Westminster This presentation aims to assist student learning, service academies such as the At the University of Westminster, a large aff airs and academic aff airs personnel in United States Air Force Academy (USAFA) metropolitan university in London, the employing proactive advising and out- must tailor FYE programs to an environ- Widening Participation Survey Group has reach at their institution through the uses ment that combines academics, military developed an online survey of all fi rst year of peer academic advisors. In addition, we training, and physical development. FYE students. The online survey provides infor- will discuss examples of how proactive at USAFA presents fourteen modules un- mation about the students’ perception of advising utilizing peers reaches students folding over a year’s time. Conducted their university experience. It also includes who would not otherwise seek student outside the traditional academic sched- a number of standardized psychometric support services. Participants will learn ule, this approach has raised cadets’ scales which allow the investigation of how to eff ectively utilize the invaluable level of achievement and off ers a model health and mental health, coping, social talent pool (e.g., peer advisors, GAs, and relevant and applicable to institutions and academic integration. The analysis interns) available to them, despite recent exploring creative ways of delivering a provides information on the variables budget cuts. dynamic fi rst-year curriculum. leading to student success in the fi rst year. This session will explore the data.
30th Annual Conference | 55 6WXGHQW/LQJR )RFXVHGRQ6WXGHQW6XFFHVV
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:RUNVKRSVFDQEHSXUFKDVHGLQGLYLGXDOO\RU DVSDUWRIDSDFNDJH $FDGHPLF &DUHHU([SORUDWLRQ 0D[LPL]H 3HUVRQDO0DQDJHPHQW /HDUQLQJWR/HDUQ 7LPH0DQDJHPHQW 7HVW$Q[LHW\ &RQTXHULQJ3URFUDVWLQDWLRQ 'LVFRYHU ZZZLQQRYDWLYHHGXFDWRUVRUJ HPDLO 6WXGHQW/LQJR#LHLQIRRUJ 56 | National Resource Center for the First-Year Experience® & Students in Transition 130 What happens when you take your fi rst- 9:15 a.m. – 10:15 a.m. Understanding and ear experience curriculum and combine Serving Under-Resourced it with adventure experiences? Research Monday 7, 2011 | February 128 College Survival 101 College Students results from Adventure West Virginia’s A701 A703 fi rst-year seminar demonstrate surpris- ing outcomes when compared to a class- Marinda Ashman Karen Becker Director, Student Success and UV Mentor Coordinator, Reading & Study Skills room-based fi rst-year course. Come fi nd Program Center out why Noel-Levitz awarded Adventure WV a retention excellence award in 2007. Youngstown State University Jason Biggs Discover how this program built upon Student The more we get to know our students, some standard program models that can Cassdi Taylor the more we learn about their needs as be replicated on other campuses. Student learners. Understanding students who are under-resourced can drastically infl uence Natasha Carlton 133 how we build approaches for their suc- Happy 25th! Student cess. This session will examine the many Celebrating the Silver Lindsay Farnworth ways a student may be under-resourced Anniversary of the Georgia Student and start the process for meeting those Tech First-Year Seminar: Utah Valley University needs in the classroom and in mentoring Lessons Learned from this students. Be prepared to examine experi- College students prefer to learn from their Foundation of Student Success ences, mindsets, paradigms and core be- peers, and students at Utah Valley Univer- A706 liefs that might not match your own. sity have developed College Survival 101. Steven Girardot These monthly seminars cover a broad Director, Offi ce of Success Programs range of topics from pl anning to test tak- 131 Understanding ing and other survival tips every student a Path to Graduation Sandi Bramblett should know. This session, presented by Director, Institutional Research & Planning A704 students, will provide information and data John Stein needed to help your institution implement Catherine Andersen Associate Provost for Enrollment Dean of Students/Assistant Vice President a similar seminar to benefi t your students. for Student Aff airs Thomas Kluwin Georgia Institute of Technology 129 Professor of Educational Foundations and What Works: Findings Research In 2011, Georgia Tech will mark the 25th from the Parsing the First- Gallaudet University year of off ering a fi rst-year seminar. The Year of College Project course, GT 1000, is primarily an extended Organizing its retention eff orts around a orientation seminar but includes elements M301 concept termed “the path to graduation,” of study skills, pre-professional, and aca- Robert D. Reason the University of Gallaudet has established demic fi rst-year seminar formats. In this Associate Professor of College Student a continuous improvement and monitor- interactive session, presenters who have Aff airs and Higher Education and ing approach that looks at critical jun ctures overseen the development, teaching, and Research Associate for the Center for the along the path to student success. Best assessment of the course will discuss the Study of Higher Education practices in student retention are used, including Supplemental Instruction, fi rst- evolution of its structure, curriculum and Kadian McIntosh year seminars, early alert, and a strong fac- learning outcomes as well as its impact on Ph.D. Candidate and Data Analyst ulty development component. The results, fi rst-year retention over this 25-year period. Patrick T. Terenzini which include signifi c antly improved stu- Distinguished Professor of Higher dent retention, will be shared, along with 134 Assessment Design for the assessments use to drive this success. Education and Senior Scientist for the Reporting of a Two-Year College Center for the Study of Higher Education First-Year Experience Program Pennsylvania State University 132 Beyond the Classroom: Combining an Experiential A707 Bradley E. Cox Evan McHugh Assistant Professor of Higher Education Education Program with the First-Year Seminar Associate Dean of Science Florida State University A705 Lisa Mehlig The second of two related programs, this Executive Director of Institutional Brent Bell session provides an overview of the eff ec- Research, Outreach and Planning tiveness of common fi rst-year policies and Assistant Professor of Kinesiology, practices implemented on college cam- Outdoor Education Audra Cooke puses using data from students, senior University of New Hampshire Coordinator, First Year Experience, Stu- administrators, and faculty members on dent Retention and Success four-year campuses. This session will help Greg Corio Patrick Peyer administrators identify multiple internal Director of Mountaineer Adventure organizational mechanisms to improve Program Director, Student Retention and Success their students’ fi rst college year success. West Virginia University Rock Valley College 30th Annual Conference | 57 This session will explore Rock Valley Col- examination on the dimensions of literacy Purdue University lege’s eff orts to improve services to fi rst- development within higher education and Common reading programs at educa- year students by developing a method to further examines how literacy activities— tional institutions nationwide are gain- monitor student academic experiences by reading and writing during college—pre- ing traction and providing a common grouping students into cohorts at the be- dict students’ need for cognition. academic and intellectual experience for ginning of the semester. In addition, RVC’s students. Forging an intentional partner- institutional research department has cre- 137 How Soon is Too ship between a common reading program ated a detailed data gathering and report- and learning communities can create in- Soon? Beginning the Advising ing process, supplying information to assist creased student and faculty engagement. with making decisions that improve the Process Months Before This roundtable discussion will focus on College’s services to fi rst-year students. Students Begin Classes how a partnership with learning commu- M105 nities can enhance a common reading program and share ideas about how to 135 Supporting First-Year David Henriques Success Through Global Learning Assistant Dean, School of Academic create and maintain that partnership. [Sunday | February 6, 2011] [Sunday Communities and Web-Based Programs and Services Monday | February 7, 2011 Monday Technology: The UTEP and Shippensburg University 140 Staying Mission Victoria University Collaboration At Shippensburg University, the Offi ce of Focused With Your Residential A708 Placement Testing and the Offi ce of Advi- First-Year Experience Irma Montelongo sor Training fall under the auspices of the Program: A Look Into Lecturer School of Academic Programs and Ser- Western Carolina PEAKS vices. This presentation will highlight the Thenral Mangadu M302 Research Associate benefi ts of having these interconnected offi ces falling under a common School— Stephanie Sue Helmers The University of Texas at El Paso the 75-80 percent of incoming fi rst-year Assistant Director for Residence Life A global learning community (GLC), linking students required to test gain access to Laura Ansley courses and students from diff erent coun- curricular and policy information beyond Resident Director tries and cultures, off ers a space for enter- what a typical placement testing offi ce Brian Boyer ing students to achieve transitional goals may be able to off er. Resident Director while better understanding intercultural connections. Since 2009, The University of Western Carolina University Texas at El Paso has linked a fi rst-year semi- 138 Electronic Portfolios Western Carolina University invites you to nar with a comparably-themed course at and First-Year Residential learn about a residential fi rst-year experi- Victoria University in Melbourne, Australia. Students: Let the Learning Begin! ence program, Western Carolina PEAKS. This session examines how the GLC’s multi- M106/107 While fi rst-year student retention rates cultural interactions develop students’ cul- served as a major impetus behind the Sandra Nadelson tural sensitivity, preparation to understand introduction of the program, it has since Associate Professor, Director of Student global issues, and interest in study abroad. been broadened to serve a variety of is- Services in College of Health Sciences sues facing fi rst-year students. This session 136 Louise Nadelson will present a history of the program while First-Year College Assistant Professor, College of Education focusing specifi cally on fi ve major topics: Students’ Literacy Development Boise State University student intervention strategies, program- and Need for Cognition: Electronic portfolios have many benefi ts to ming, staffi ng, collaboration, and the im- A Replication Study Using both higher educational institutions and portance of regular program evaluations. Longitudinal Data students. This session will focus on how e- M104 portfolios can be used to assist students at 141 Eff ective Practices Ryan Padgett all levels to be active and refl ective learners. for Basic Skills Students: Assistant Director of Research, Grants, and Attendees will be given information on the Lessons Learned from the Assessment pros and cons of e-portfolios. In addition, Cindy Kilgo practical tips on how to create and use e- California Basic Skills Initiative Graduate Research Assistant portfolios with fi rst-year students will be M303 National Resource Center for The First- off ered during this session. Joyce Bishop Year Experience & Students in Transition, Student Success Professor, Basic Skills University of South Carolina 139 Reading, Writing, and Coordinator Higher education’s reliance and depen- Rithmetic: Common Reading + Coast Community College District dence on non-replicated research may cre- Learning Communities = Impact This session will include a brief overview of ate inaccurate assessments on the impacts M301 the 26 eff ective practices that were deter- of the college experience across new and mined from a California research project Jim Pukrop emerging student learning outcomes, in- which reviewed 250 studies of basic skills Senior Assistant Director and Coordinator cluding inquiry learning. Using data from students. Several specifi c activities will be of Learning Communities the Wabash National Study of Liberal Arts demonstrated that have been shown to Education (WNS), this presentation repli- Jaclyn Palm strengthen the learning skills of basic skills cates Bray, Pascarella, and Pierson’s (2004) Assistant Director, SATS students. 58 | National Resource Center for the First-Year Experience® & Students in Transition Monograph #55 – Available March 2011 Students in Transition: Research and Practice in Career Development Paul A. Gore, Jr. and Louisa P. Carter, Editors A new monograph from the National Resource Center for The First-Year Experience and Students in Transition responds to the dual challenge facing career development educators—designing cutting-edge career development interventions and demonstrating their eff ectiveness. (2011) ISBN 978-1-889-27173-6. 120 pages. $35 Academic Advising & Career Development RESOURCES Monograph #43 Facilitating the Career Development of Students in Transition Paul A. Gore, Jr., Editor This monograph focuses on the theoretical underpinnings of career development and the unique needs of diff erent student populations such as underrepresented students, fi rst-generation college students, community college students, and undecided students. (2005). 230 pages. ISBN 1-889271-49-7. $35 Monograph #46 Academic Advising: New Insights for Teaching and Learning in the First Year Mary Stuart Hunter, Betsy McCalla-Wriggins, & Eric R. White, Editors A joint publication with the National Academic Advising Association This monograph challenges readers to embrace the tremendous potential that academic advising has for educating today’s college students and adds signifi cantly to the ongoing conversation of ad- vising as teaching. (2007). 250 pages. ISBN 978-1-889-27155-2. $40 A Family Guide to Academic Advising (2nd edition) Donald C. Smith & Virginia N. Gordon A joint publication with the National Academic Advising Association Written by a college faculty member and a veteran academic advisor, the guide describes the role of the academic advisor, outlines the advising process, and highlights important academic issues facing new college students. (2008). 32 pages. ISBN 978-1-889-27163-7. $3 each. Bulk pricing available. Guía de consejería académica para la familia (2008). 36 pages. ISBN 978-1-889-27163-7. $3 each. Bulk pricing available. National Resource Center for The First-Year Experience® & Students in Transition UNIVERSITY OF SOUTH CAROLINA www.sc.edu/fye 30th Annual Conference | 59 Access, Transition, and Success Programs Associate Director of First-Year Experience Morning Break with Yvonne Smith Indiana University Purdue University Fort Exhibitor Drawing Associate Director of Student Access, Wayne 10:15 a.m. 10:45 a.m. Transition, and Success Programs Do you know which students struggle with Purdue University Marquis Ballroom study skills? Learn how two institutions Providing students with fi nancial assis- identify and work with students with self- To showcase the wide range of re- tance is essential in helping them access reported poor study skills and behaviors. sources available to professionals in higher education. Recent fi ndings have One institution created learning modules higher education, the Annual Con- indicated that personal support is equally to educate students on study skills and en- ference on The First-Year Experience important in helping students succeed in gage them within an active learning com- will host an exhibitor drawing. In ad- college. So, in fall 2009, Purdue University munity while the other institution created dition to the prizes that will be given implemented a fi nancial, academic, and a learning community called “community away, this will provide an additional social four-year support program for low- hour” to connect students to faculty and opportunity for participants to view income and fi rst generation college stu- to other students to create study teams [Sunday | February 6, 2011] [Sunday exhibitor products and services and dents from the state of Indiana. The ses- and build a sense of belonging. Monday | February 7, 2011 Monday ask questions regarding the materi- sion will highlight the positive outcomes als available. associated with this integrated approach 144 Preliminary Findings to supporting students. from a National Survey of Eff orts 10:45 a.m. – 11:45 a.m. 143 to Improve Undergraduate Helping Students Student Success and Retention Create Successful First-Year 142 A703 Purdue Promise: Academic Behaviors Betsy Barefoot A Multifaceted Approach to A702 Helping Students Transition Vice President and Senior Scholar Jennifer Rockwood to and Succeed in College Director of First-Year Experience Andrew Koch Vice President for New Strategy, A701 University of Toledo Development, and Policy Initiatives Jenna Seabold Senior Assistant Director of Student Greg Anderson John N. Gardner Institute for Excellence in 60 | National Resource Center for the First-Year Experience® & Students in Transition Undergraduate Education the gap between student aff airs and aca- aff ecting success include course availabili- demic aff airs: the summer common read- ty, working too many hours, and personal/ This session shares preliminary fi ndings ing experience. This session wirll also cove family responsibilities that interfere with [Monday 7, 2011] | February associated with a national survey that col- how to get a common reading program timely navigation of the co llege environ- lected comprehensive data about eff orts started, what makes the program fl ourish ment. Factors positively aff ecting success to enhance student success and retention and how to get faculty to incorporate the are eff ective advising, early intervention, across the undergraduate continuum. Dis- book in your fi rst-year course. Come learn proper preparation, and multi-faceted, tributed in fall 2010 to regionally accred- how to carry the common reading experi- targeted fi rst-year programming. Results ited four-year colleges and universities ence out of the classroom. of this investigation and proposed next in the United States by the John N. Gard- steps for improving student success will ner Institute, the fi ndings augment the be discussed in this session. robust knowledge base about fi rst-year 147 The Implementation of programs with data about the prevalence a First-Year Mentoring Program 149 of and outcomes associated with success A Roadmap for A706 initiatives for sophomores, juniors, seniors, Creating First-Year Seminar and transfer students. Matt Trainum Courses for African American Director, Guide to Personal Success Male Students Program A708 145 Using the First-Year Nicholas Sampogna Derek Moore Seminar to Improve Campus Life: Program Coordinator, Academic Success FYE Instructor/Student Success Coach A Multi-Campus Perspective Initiatives A704 The George Washington University Marcus Montgomery FYE Instructor/Student Success Coach Catherine Andersen Come learn about the successes and cha- Pulaski Technical College Associate Provost of Enrollment lenges of establishing The Guide to Per- Management and General Studies sonal Success (GPS) program at George This highly interactive workshop will pro- Gallaudet University Washington University (GW). The program vide an overview of the organization, is designed to establish a connection be- implementation and results of an eff ective Gail Summer tween fi rst-year students and members fi rst-year seminar course targeted to Afri- Dean of Academic Programs and Faculty of the GW community. Each student is can American male students. Included in Development partnered with a GPS guide who helps the session is a fi rst-year seminar textbook Ferrum College him or her navigate the University in both for men of color, innovative classroom academic and social settings, helping Marilyn Kurata activities, Common Academic Experience students make the transition from high Director, Core Curriculum program, and strategies for strengthen- school senior to fi rst-year college student. Enhancement ing reading and writing. A report of the Now in its third year, the program has retention rates and GPAs of African Ameri- University of Alabama Birmingham added intervention and expanded assess- can male students in comparison to their Do you struggle to use assessment data to ment methods. Come learn how to start a peers will be shared. create change? This presentation explores similar program on your campus. three campus’ use of assessment, actions created, and outcomes achieved. The fi rst 148 Multiple Factors 150 The Plug-and-Play institution created a common time where Aff ect Students’ Successful Potential of Online Games for all students and facculty/staff an attend Teaching Students Library activities in order to build out-of-class Transition to College and Research Skills and Concepts engagement, the second institution cre- Successful Navigation of ated a conference for fi rst-year students Their College Experience M109 to improve connections, and the third in- A707 Karen Markey stitution worked to create community and Ralph J. Rascati Professor, School of Information campus identity. Come learn how to use Associate Vice President for Advising, Chris Leeder assessment date to make positive changes. Retention & Graduation Initiatives and Doctoral Student, School of Information Dean of University College University of Michigan 146 How to Make Your Carolee Larsen Assistant Professor of Sociology and This session will focus on how students’ Common Reading Flourish University College Director of Assessment perceptions of their library research skills from Beginning to Success! changed signifi cantly as a result of play- Dennis Loubiere A705 ing an online game that helped them Research Assistant conduct library research while completing Julie Fisher Kennesaw State University Program Coordinator a writing assignment at the University of Michigan. Game play increased their con- The University of Texas at San Antonio Kennesaw State University recently inves- tigated factors aff ecting students’ success- fi dence and reduced the challenges of li- This session will explore what The Univer- ful transition from high school to college, brary research tasks. sity of Texas at San Antonio has successful- their retention, and their satisfactory ly done over the past seven years to bridge progress to graduation. Factors negatively 30th Annual Conference | 61 151 Roxanna Domenech negative ways. This session will focus on Do Relationships Instructor the trends in the national survey data to Matter in the Eff ects of a determine to what extent this phenom- Maria Eulalia Del Rio First-Year Seminar Class? enon is true and how it is impacting the Associate Dean M104 lives of fi rst-year college students. Aurora Munoz Denise Bartell Associate Professor of Human Lab Technician 156 Development Universidad Metropolitana Incorporating Career Development Skills Brenda Amenson Hill Why is thinking so diffi cult? Is it because, if into the First-Year Seminar Dean of Students we engage in thinking we have to commit M303 Martha Davis and therefore act upon it? These and other Undergraduate Research Assistant questions as well as pedagogy situations Ann Blasick and teaching strategies to encourage our Assistant Director, Internship Program Jessica Hopp students to think will be explored in this Steven Girardot [Sunday | February 6, 2011] [Sunday Undergraduate Research Assistant roundtable discussion. Monday | February 7, 2011 Monday Rebecca McCabe Director of Success Programs Undergraduate Research Assistant Georgia Institute of Technology 154 Service-Learning The University of Wisconsin-Green Bay Real-world work experience in the form and the First-Year Experience: of internships and co-ops is becoming This session will examine the eff ects of re- Promoting Civic Engagement lationships with instructors and peer men- an increasingly important factor in a stu- in the First College Year tors on the infl uence of fi rst-year seminars. dent’s post-graduation career success. It is Specifi cally, presenters will examine data M301 critical that students begin as early as their from the University of Wisconsin-Green Jimmie Gahagan fi rst year to develop the skills needed to be Bay’s fi rst-year seminar program on the Director of Student Engagement successful in fi nding positions that will en- quality of the relationships students form hance their educational experience. This Kimberly Caudle with their seminar instructor and peer session will discuss how Georgia Tech’s Graduate Assistant for Service-Learning mentor, to see whether these variables fi rst-year seminar course, GT1000, incor- infl uence student academic ac hievement, April Brohawn porates career development skills within engagement, and retention. Graduate Assistant for Student an extended orientation seminar format. Engagement University of South Carolina 157 152 Using Assessment to Advancing Orientation: Jump Start Your Outreach Plan A fundamental purpose of higher edu- A Seminar-Based Approach to cation should be to prepare students to Community Development M105 become responsible citizens. Participants M304 Rachael Switalski in this roundtable discussion will discuss Associate Director, Undergraduate ways to promote civic engagement and Bethany Nohlgren Advising Center responsible citizenship as a part of the Associate Dean of Student Aff airs and Engagement Jeff Birou fi rst-year experience through the practice Advisor of service-learning. David Pack Drexel University Area Coordinator Through a fi rst-year advising assessment, 155 How Overwhelmed Lora Seery Drexel University learned that students Are Today’s First-Year Assistant Dean of Student Aff airs and were not using advising services, a prob- College Students? A Close Engagement lem that could quickly become a retention Look at the Data Bard College issue. These fi ndings pushed the Univer- M302 Evidence has shown that strong student- sity to plan and implement a multifaceted Rob Major staff relationships lead to increased reten- fi rst-year outreach plan that begins in Associate Dean tion and student success. In light of this, June and continues through the year. The Bard College developed an innovative, University’s assessment indicates that the Kate Tippo seminar-style approach to orientation new plan worked. Presenters in this ses- Program Manager where new students engage in learning sion will share the University’s plan and Babson College about their environment in small groups implementation process, the assessment Conventional wisdom is that college stu- co-led by Peer Counselors (RAs) and staff . ,resu lts and plans to extend into the soph- dents are busier and more overwhelmed Topics include developing residential omore year. than ever before. They are committed to communities, classroom power dynamics, a myriad of activities such as community campus expectations, drugs and alcohol, 153 How Do We Get Our service, organized sports, technology and safety, among others. Students learn Students to WANT to Think? and jobs. These commitments can impact through readings, group projects, fi eld the college experience in positive and trips and interactive group play. M106/107 62 | National Resource Center for the First-Year Experience® & Students in Transition Booth 39/40 Invites You to Meet Our Authors! WILLIAM TORI MURDEN CONOR KAMKWAMBA McCLURE GRENNAN Author of Author of Author of The Boy Who Harnessed the A Pearl in the Storm: Little Princes: One Man’s Wind: Creating Currents of How I Found My Heart in Promise to Bring Home the Electricity and Hope the Middle of the Ocean Lost Children of Nepal © Gilbert Mofat © Molly Bingham © Morris J. Kennedy William will be signing in our booth Tori will be appearing at our Conor will be appearing at our during the reception. He’ll also speak Author Luncheon taking place Author Luncheon taking place at our Author Dinner taking place Monday, February 7th Monday, February 7th Saturday, February 5th starting at 11:30 am starting at 11:30 am starting at 7:30 pm in Room A601 in Room A601 in Room A601/A602 on the Atrium Level on the Atrium Level on the Atrium Level WHAT ELSE?! Stop by the HarperCollins booth to pick up your tickets for lunch and dinner and for personal book recommendations for your students. We will also have book giveaways throughout the conference! www.HarperAcademic.com 30th Annual Conference | 63 AUTHOR LUNCHEON Join us for lunch! co-sponsored by PENGUIN & HARPERCOLLINS Monday, February 7, 11:45AM Marriott Atlanta Marquis, Atrium Level, Rooms A601 Book signings to follow lunch Penguin Group (USA) authors JOSH SUNDQUIST, THOMAS CHATTERTON JEAN KWOK, author of WILLIAMS, author of author of Just Don’t Fall Losing My Cool Girl in Translation HarperCollins authors TORI MURDEN McCLURE, CONOR GRENNAN, author of author of A Pearl in the Storm Little Princes Space is limited — Visit any participating publisher boo th to RSVP 64 | National Resource Center for the First-Year Experience® & Students in Transition summer reading, the session will review Plenary Address Mercer University’s comprehensive ap- 1:30 p.m. - 2:45 p.m. Atrium Ballroom AB proach to Mercer University’s successful Monday 7, 2011 | February summer reading program. Objectives What We Can Do To Increase College Completion Rates? of the session include reviewing ways in which the summer reading initiative is Community colleges serve the students most “at-risk” of promoted, discussing the fi rst-year stu- not completing their goals, including the most fi nancially dents summer reading opportunities, and disadvantaged and fi rst-generation college students. Many highlighting the creative and eff ective enter college underprepared; for many, English is not their ways Mercer uses the text during the fi rst fi rst language; others attend part-time to accommodate year. Examples of fun new student orienta- work schedules and/or family responsibilities. Returning tion and fi rst-semester programs advisors students, who have been away from an academic environ- can use will be provided. ment for a while, may be intimidated and may need active support if they are to succeed. There are many pressures George R. Boggs on these students and a variety rof fo ces working against 159 Tablet PCs, Interactive their success. It is important for colleges to focus on support President and CEO Teaching and Integrative mechanisms, starting early in their fi rst year. Financial aid, Emeritus, American Advising Promote STEM Success developmental education programs, college success skills Association of Com- A702 munity Colleges; classes, learning communities, and other fi rst-year experi- Superintendent/ ences can make the diff erence between success and failure. Carla Romney President Emeritus, Four-year institutions and community colleges must col- Chair, Science and Engineering Program laborate to move more of these students into baccalaureate Palomar College programs and to help them overcome the many obstacles Cathy Lysy they face. Senior Academic Counselor Paniagua Juan Pedro 4th Annual Undergraduate Student Fellowship S enior Lecturer of Science and Award Recipients Engineering These fi ve undergraduate students were selected from a diverse pool of fellowship Fabian Torres-Ardila applicants by a special committee composed of staff from the National Resource Assistant Professor Center for The First-Year Experience and Students in Transition. As a group, these stu- Boston University dents are active ly involved on their respective campuses in fi rst-year experience pro- Boston University’s Science and Engi- grams, and they have demonstrated a desire to learn more about fi rst-year students, neering Program’s two-year transitional and issues and services related to this population. They aspire to not only enhance program provides enhanced academic student life on their current campus, but to infl uence fi rst-year students as profes- support to students who are interested in sionals as well. STEM fi elds but lack credentials for direct Christina Knips, Bryant University admission into these majors. This session Emmanuel Nwokocha, Voorhees College will demonstrate the use of tablet PCs to Oaksoon Callahan, Indiana University-Purdue University Indianapolis enhance academic success in STEM and John Kanemoto, California State University, Sacramento discuss the science and engineering pro- Nolan Ryan, Southeast Missouri State University gram’s integrated approach to teaching and academic advising within a tight-knit Congratulations! supportive community. This integrated approach improves the academic perfor- Inaugural McGraw-Hill mance of at-risk fi rst-year students. Excellence in Teaching First-Year Seminars Award Recipient 160 David Sabol, Senior Lecturer, Indiana University-Purdue FRACTAL: Freshman University Indianapolis Advising Connection for Teaching and Learning A703 Tony Kemp Marcia Knutt 3:00 p.m. – 4:00 p.m. Associate Director, Offi ce of Academic Director, Freshman Program 158 and Advising Services To Read or Not to Mercer University Alice Cherestes Read: Making the First-Year Professor/Freshman Advisor Should we have a summer reading? If so, Summer Reading Relevant McGill University’s Macdonald Campus what should it be? What do we do with it A701 once we have it? Since fi rst-year advisors McGill University’s Macdonald Campus C. Jay Pendleton and advising offie ces ar often charged FRACTAL (Freshman Advising Connec- Vice Provost with implementing key components of a tion for Teaching and Learning program 30th Annual Conference | 65 is a relatively new initiative that provides student development and systemic or- ways to collect and use assessment data. fi rst-year students with the structure and ganizational change. This session will ex- Sample materials, including copies of the academic skills necessary for a smooth plore the intentionally designed fi rst-year pre/post test, will be provided. transition into all aspects of university life. seminar. This session will show how this integrated approach of teaching and advising along 163 ACE in the with the use of the latest teaching tech- 162 Using Direct Measures Hole: Increasing First-Year nology in the classroom has drastically of Assessment to Inform and Retention With Agents for reduced the number of students on aca- Improve Our Approaches Campus Engagement demic probation and increased retention. to Information Literacy A706 A705 Michele Kelly 161 The Potential Power Dan Friedman Director of Academic Advising of the First-Year Experience Director of University 101 Programs Ulrike Miles Course: Holistic Outcomes Paul Millard Director, Center for Academic Success Monday | February 7, 2011 Monday & Systemic Impact Graduate Assistant, University 101 Amber Perrell Programs A704 Director of Student Activities University of South Carolina Joe Cuseo Queens University of Charlotte Professor Emeritus, Psychology This presentation will highlight various The goal of the Agents for Campus approaches to covering information lit- Marymount College Engagement (ACE) program is to ensure eracy in the fi rst-year seminar and will new fi rst-year students connect with The fi rst-year seminar may appear to many explore the development of a strategy appropriate resources while establishing as nothing more than a single circum- to assess information literacy using di- meaningful interpersonal relationships scribed course taken by fi rst-year students rect measures. Presenters will share fac- with Queens’ staff , which will increase in their fi rst term of college. However, an tors that were considered in creating a student engagement and improve intentionally designed fi rst-year seminar methodology, what they learned from retention. The spirit of the program is to has the capacity to function as much more the assessment, and what they did with connect students with professionals who than a “band aid.” It can take on the broad- the information to help instructors better are empowered to assist students and er properties of an educational program achieve this course outcome. By sharing who themselves are linked to a network with the potential to exert pervasive and lessons learned and challenges faced, of available resources to help students. enduring eff ects which include holistic participants should gain ycl arit of feasible :MWMXThe Perseus Books Group EX&SSXL ERHPIEVREFSYXSYVKVIEXEYXLSVWPMOI 7,)61%2%0)<-)19,%11%(=9297(-%2)6%:-8', ERHQSVI [[[TIVWIYWFSSOWGSQ *SVQSVIMRJSVQEXMSRGSRXEGX %KYWXMRE'EWEP+VSYT1EVOIXMRK1EREKIV EKYWXMREGEWEP$TIVWIYWFSSOWGSQ 66 | National Resource Center for the First-Year Experience® & Students in Transition connecdte within the University’s virtual document the history of possible futures 164 Transforming a First- network transition more smoothly, persist for the Gowanus Canal neighborhood in Year Leadership Program for in great numbers, and rate overall Univer- Brooklyn, New York. Monday 7, 2011 | February High-Achieving Students Into a sity satisfaction higher than those in the Multi-Year Experience control group. 168 Sustaining First-Year A708 Seminar Faculty Brian Wooten 166 An In-Depth Look M106/107 Director at DFW Rates in a Study Skills Judith Lysaker Phillip Poskus Intensive First-Year Seminar Associate Professor Program Coordinator M104 Angela Hofstetter Christie Pugh Rebecca Campbell Lecturer Program Coordinator Director, Academic Transition Programs James Keating Ken Hill Margot Saltonstall Instructor, First-Year Seminar Program and Instructor Assessment Coordinator, Student Aff airs English Department Nancy Prochaska Butler University Melissa Welker Professor of Management Project Director, Student Learning Center In this session, participants will have the Kennesaw State University opportunity to discuss ways in which Erin Grisham colleges and universities can systemati- In fall 2009, Kennesaw State University Director, Educational Support Services started the President’s Emerging Global cally support faculty who teach fi rst-year Northern Arizona University Scholars Program for high-achieving, fi rst- students. A moder l fo developing and year students to develop global leadership Compiling data across multiple sections, sustaining fi rst-year faculty will be off ered skills and foster applications for nationally the relationship between DFW rates in by the roundtable discussion leaders. Par- prestigious scholarships. Now recruiting for a three-credit study skills intensive fi rst- ticipants will then discuss and debate this its third cohort, the program has expanded year seminar and course performance model and subsequently create models to a multi-year experience with interna- (attendance, assignment submission and suitable for their institutions. These mod- tional civic engagement each year. This assignment performance), GPA, retention, els will be shared within the whole group, presentation will highlight the multi-year academic standing, controlling for entry and action plans will be developed. pedagogy, best practices gleaned from as- characteristics (high school GPA and SAT/ sessment, and provide student refl ection. ACT) will be presented. Session partici- 169 pants will engage in discussions related FYE Peer Educators: 165 to how trends in DFW rates should im- It’s About Their Learning, Too! Social Networking pact course policies and practices includ- M301 Websites as a Tool for ing pedagogy, attendance, acceptance Brad Harmon Student Transitions Within of late work, and test make-ups. Partici- Associate Director of Residence Life the First-Year Seminar pants also will discuss strategies for pro- Furman University M109 viding early feedback, intervention and communication. Many fi rst-year experience programs use Ronald Kovach peer educators to provide new students Assistant Vice Chancellor of Academic with guidance and support that is crucial Aff airs 167 Brooklyn College for their successful transition to college. Jessica Fish Students Take on the Future Greater attention has been given to the Graduate Assistant of the Gowanus Canal impact peer edu cator programs have on fi rst-year students than the peer educa- Kathryn Jones M105 tors serving in them. This roundtable Graduate Assistant Brett Branco session off ers participants the opportu- David Nalbone Assistant Professor of Earth and nity to discuss the development of peer Associate Professor, Behavioral Sciences Environmental Sciences educator programs that intentionally Purdue University Calumet Brooklyn College defi ne the learning experience for peer educators and assesses their learning and This session will focus on a study explor- The Brooklyn College Learning Communi- development. ing the role of Facebook in creating virtual ty initiative called for robust interdisciplin- learning communities within the fi rst-year ary instruction and increased community seminar. Academic and student aff airs engagement. In response, two professors at Purdue University Calumet purpose- created an integrated learning commu- fully used Facebook in conjunction with nity that employs scenario planning, a the university’s portal to increase virtual methodology for imagining the future learning communities to help connect by understanding the past. This session students with peers and faculty. Research- will explore how students in the learning ers are measuring whether those students community applied scenario planning to 30th Annual Conference | 67 170 Learning and Outreach Librarian, for managing dynamics, and impressive Critical Assistant Professor relational and student success outcomes. Thinking Strategies for Texas A&M University the “NOW” Generation Do more and spend less. This is the charge M302 175 Engaging Faculty in from many higher education administra- Shaping Academic Expectations Timothy Walter tors. How do we reach out to our students Dean of Academic & Student Services for First-Year Students with little or no money and overworked Lisa Nemitz staff members? The answer is through col- A703 Faculty Member laboration. Texas A&M has a very success- Chris Caplinger Oakland Community College ful extended orientation program, and Director, First-Year Experience This session will focus on presenting a vali- through a clear letter of intent, network- Georgia Southern University dated instructional program that focuses ing, and persistence, the library became a part of this unique experience. Learn how Faculty everywhere report that enter- on the development of critical thinking ing college students don’t have realistic strategies for the “NOW” generation of stu- to get your foot in the door with stellar academic expectations. Moreover, na- dents. Between 1979-2010, the presenters programs in your community! Monday | February 7, 2011 Monday tional surveys reveal that many fi rst-year developed and provided instruction in ba- students don’t feel their institutions do a sic cognitive and behavioral critical think- good job of communicating those expec- ing and learning strategies to students 4:15 p.m. – 5:15 p.m. worldwide who were enrolled in fi rst-year tations. This session exp lores how Georgia Southern University addresses this prob- seminar courses, traditional liberal arts 173 Appreciative Advising courses, and academic support courses. lem through a faculty-led initiative called Participants in this session will learn vali- A701 “Conversations with Professors” that takes dated strategies by which instructors can Jennifer Bloom place the day before classes begin. The engage the “NOW” generation of students Clinical Associate Professor session will conclude with a discussion in interactive classroom exercises that University of South Carolina about what institutions can do to better facilitate the learning of critical thinking instill accurate academic expectations for strategies that have been adapted for this This session will focus on providing an new students. new generation of students. overview of an exciting movement within the academic advising community called 171 Appreciative Advising. The presenter will 176 Bring the Bling: Developing the fi rst defi ne the terms academic advising Engaging Students Through Developmental Semester and Appreciative Advising and look at the Varied and Dynamic Teaching M303 important role that advising plays in stu- A704 Eugene McAvoy dent success. The six phases of Apprecia- Dean of Academic Services and First-Year tive Advising—Disarm, Discover, Dream, Brad Garner Programs Design, Deliver, and Don’t Settle—will be Assistant Dean for Teaching and Learning defi ned. Participants will not only learn Indiana Wesleyan University Carolyn Strickland what each phase means, but they will also Assistant Vice President for Academic There is always a need to provide learn- have the opportunity to learn how to im- Services ing experiences that engage our students. plement each of these phases. Pennsylvania College of Technology Sometimes this task is undertaken in the The developmental semester was de- midst of competing distractions that lure signed to allow students requiring devel- 174 Empowering Student student attention in any number of direc- opmental work in math, writing, and read- Interdependence Through tions. This session is designed to provide participants with a variety of quick and ing the opportunity to attend college full- Semester-Long Small Groups time while concentrating solely on their easy teaching tools that can be imple- developmental needs. Despite the com- A702 mented across a variety of disciplines. mitment of disproportionately signifi cant Jo Anne Cripe These techniques were selected based resources, data suggested that their re- Career & Life Management Faculty upon their “bling” value, the level at which tention and academic performance were Butte Community College they canw dra an immediate response well below those of their peers. This ses- from students. Participants will learn at sion explores how Pennsylvania College Structured small group work, when well least 10 new strategies during this session. of Technology used data from “fi rst touch” managed, has positive outcomes for both through the completion of the develop- students and teachers. Teachers wishing mental semester to meet student needs. to harness the power of group work need 177 Student Leaders to know how to establish and maintain a Take the Lead on Building a 172 cooperative, interdependent classroom. Peer Mentoring Program Hitching Your Come lwearn ho building semester-long A705 Wagon to the Right Star: A small groups in your classes will help stu- Case Study in Collaboration dents learn meaningful interdependence Nicole Henderson Director of the FYE Program/Associate M304 skills. Hear research supporting teacher-de- termined small group make-up, strategies Professor of English Lea Susan Engle 68 | National Resource Center for the First-Year Experience® & Students in Transition Denise Bentley-Drobish content across all sections). Although Director of Academic Support, Liberal Coordinator of the First-Year Experience important fi rst-year issues and topics Arts & Human Sciences are covered, instruction is de livered with Program Virginia Tech Monday 7, 2011 | February little knowledge of the specifi c needs of Ben McNamee the students. This lack of knowledge can This session will highlight a new univer- Peer Mentor limit the eff ectiveness and effi cacy of the sity-wide initiative at Virginia Tech called Pathways to Success and is described Kaitlyn Hoff mann course. This session will explore how this from the planning through implementa- Peer Mentor approach provides a more eff ective al- ternative for addressing specifi c student tion and assessment stages. Pathways Stephanie Waryasz needs and delivering fi rst-year seminar in- programs are an indication of Virginia Peer Mentor struction, post student course enrollment. Tech’s commitment to providing support Southern Connecticut State University to fi rst-year students and institutional- izing that commitment. Programs are Since 2007, student leaders at Southern 180 Helping First-Term based in academic units, involve multiple Connecticut State University had been Online Students Learn to Learn partners across the university including asking for a peer mentoring program for student aff airs, grounded in best prac- fi rst-year students. Finally, in 2009, the Uni- A708 tices literature and essential learning out- versity let some student leaders take the Christine Halem comes, incorporate e-Portfolios for peda- l. eadT his session will focus on what hap- Professor, Department of Professional gogical and assessment purposes and are pened when nine outstanding orientation Studies rigorously assessed. ambassadors created a peer mentoring Michelle Fischer program, building important bridges Professor 182 Using Summer Bridge between faculty and student aff airs and Kaplan University greatly enhancing the campus experience to Engage High-Risk Students for fi rst. Learning-to-learn is a not a new concept; M104 however, it is becoming more and more Beth Bir important as education moves to online. Assistant Professor of English 178 Without the constant presence of the Students Can’t Fayetteville State University Succeed—Or Complete— teacher, students are called on to manage If They Don’t Come Back! their own learning experiences. In recent Presenters will share the facets involved in years, too, more nontraditional students using a summer bridge program to engage Six Design Principles for have returned to college. First-term stu- high-risk students with their university ex- Entering Student Success dents are often adults with family and perience. The session will include specifi c A706 work responsibilities. In addition, in to- suggestions for structuring the program, Angela Oriano-Darnall day’s knowledge society, one of the most some of which are applicable to the aca- Associate Director for College Relations important skills that students can learn is demic year as well. Multiple methods of the abiy lit to retrieve knowledge. Given assessment and resulting data focusing on The Center for Community College Student these facts, the competence to direct one’s student success as well as long-term pro- Engagement (CCCSE) own learning becomes a necessary skill for gression and retention will also be given. The Survey of Entering Student Engage- both college and career success. This pre- sentation will explore the tenets of self- ment (SENSE) provides colleges with criti- 183 Defi ning FYS directed learning and off er suggestions cal data about students’ earliest experi- Learning Outcomes That Are ences. This session will focus on how the that ate chers can use in their practices to SENSE benchmarks of eff ective education- encourage students to become indepen- Distinctive, Implementable, and al practice can be used as design princi- dent learners. Assessable Across Disciplines ples for helping to create a more engaging M106/107 and purposeful entering student experi- Laura Malloy 181 Concurrent Assessed ence that will help more students succeed. Professor Institutional Initiative 179 A Diagnostic and KinHo Chan M109 Associate Professor of Psychology Prescriptive Tool for Developing Mary Ann Lewis Johanna Mitchell Targeted and Class-Specifi c Implementing First-Year Programs Assistant Professor of Education First-Year Seminar Instruction Campus Wide Post Student Enrollment Director of First-Year Experiences Priscilla Wightman Associate Professor of Accounting A707 James Penven Hartwick College Michael Heard Associate Director of Residence Life Associate Dean, University College Marc Zaldivar This roundtable discussion will explore Director, Electronic Portfolio Initiative strategies for defi ning focused and insti- Kathy Matthews tutionally valued learning outcomes for Director of First-Year Initiatives Therese Lovegreen fi rst-year seminars. With funding from Kennesaw State University Associate Director, University Academic a three-year Mellon Foundation grant, Advising Center the Hartwick College faculty is redesign- Many schools off er a one-size-fi ts-all ing fi rst-year seminars. One persistent fi rst-year seminar (seminars with uniform Karen Watson 30th Annual Conference | 69 challenge has been identifying primary objectives and creating a common set of Extended Session – First-Year Student Panel fi rst-year seminar learning outcomes that are distinctive, implementable and assess- 4:15 p.m. - 5:45 p.m. A601/A602 able across disciplines. Student Voices: Our Turn to Listen 184 Do I Have To Take That? Moderator: Richard Mullendore Increasing Eff orts to Bypass Professor, College Student Aff airs Administration the First-Year Experience University of Georgia M301 Fellow, National Resource Center for the First-Year Experiene & Students in Chris Benson Transition Associate Dean of Academic Advising and Join us for this opportunity for conference attendees to hear from the ones we the First-Year Experience serve. First-year students from local area colleges will be ther panelists fo this open Madonna University forum. What are the issues facing these students in their fi rst year of college? What Monday | February 7, 2011 Monday has worked…or not? What suggestions do they have for improving the fi rst year Nicole Nagy experience? Attendees will be able to ask questions during this high ly interactive Graduate Student session. As faculty and staff , we spend a lot of time, energy and eff ort talking about Eastern Michigan University students; this session will provide us the opportunity to hear their voices. Traditional-aged, fi rst-year college students are entering higher education with more credits than ever before. LASSI assessment tool at the onset, and University 101 Programs and the Dual enrollment, Advanced Placement then completed 10 weekly meetings, National Resource Center for The First- credits, and early/middle colleges are which started during week fi ve of the Year Experience & Students in Transition, just a few of the ways students and their semester. University of South Carolina parents are using to reduce the full-time, John N. Gardner undergraduate college experience to fewer 186 Senior Fellow than four years. How are higher education Data Results from institutions responding to this trend? What a Longitudinal of First-Year National Resource Center for The First- impact does this shift have on programs Students Year Experience & Students in Transition, University of South Carolina such as orientation and structures such M304 as learning communities? Come to this President Beth Lingren Clark roundtable session ready to share your John N. Gardner Institute for Excellence in Director of Orientation & First-Year experiences, concerns, and ideas. Undergraduate Education Programs Laura Coffi n Koch Betsy O. Barefoot 185 Academic Coaching in a Associate Vice Provost for Undergraduate Fellow FYE Course: A Collaborative Eff ort Education National Resource Center for The First- M302 University of Minnesota - Twin Cities Year Experience & Students in Transition, University of South Carolina Chad Bennett At this session, presenters from the Uni- Vice President and Senior Scholar Assistant Professor/Program Counselor versity of Minnesota will share their results John N. Gardner Institute for Excellence in Gregory Ochoa from a longitudinal study of fi rst-year stu- Undergraduate Education Assistant Professor/Director, Academic dents which began in 2007. Overall, this Success Program study focuses on fi rst-year student suc- It seems that many faculty and staff today cess and retention. Presenters will discuss struggle with incongruities in their aca- Karen Hamilton the assessment plan, methodology, and demic lives. Is it possible to sustain indi- Transition Counselor most importantly, the results. The results vidual spirituality, authenticity, wholeness, Anthony Calvario of this assessment plan are used to infl u- and self-renewal in the academy in the Counseling Assistant ence fi rst-year program content and de- 21st century? Do our institutional cultures Shippensburg University livery, making an impact on the student fuel incongruence? In this session, partici- experience. pants will be encouraged to think deeply This session highlights a pilot program about their own beliefs and values and between the Department of Academic consider how their institutional cultures Services and the special education gradu- 4:15 p.m. – 5:45 p.m. foster authenticity or perhaps generate ate program at Shippensburg University. intra-personal confl ict. Discussion at this FYE students were paired with gradu- 187 Spirituality, session will revolve around these issues. ate students studying special education who served as academic coaches, pro- Authenticity, Wholeness, and viding tutoring, academic monitoring, Self-Renewal in the Academy and the teaching of specifi c skills aimed M301 at increasing the likelihood of academic Mary Stuart Hunter success. The FYE students completed the Associate Vice President 70 | National Resource Center for the First-Year Experience® & Students in Transition ► ► ► ► ► ► 30th Annual Conference | 71 Exciting New and Classic Titles for First-Year Reading Programs The Things They Carried Interpreter of Maladies / Everything Is Illuminated / The Best American Tim O’Brien The Namesake Extremely Loud & Nonrequired Reading 2010 Mariner | Paper | 256 Pages | $14.95 Jhumpa Lahiri Incredibly Close Edited by Dave Eggers HMH | Cloth | 528 Pages | $22.00 Jonathan Safran Foer Introduction by David Sedaris HMH | Cloth | 656 Pages | $22.00 HMH | Paper | 512 Pages | $14.95 The Big Burn Please Don’t Come Back The Power of Half Whatever It Takes Teddy Roosevelt and the Fire from the Moon One Family’s Decision to Stop Geoffrey Canada’s Quest to That Saved America Dean Bakopoulos Taking and Start Giving Back Change Harlem and America Timothy Egan Mariner | Paper | 274 Pages | $14.00 Kevin Salwen and Paul Tough Mariner | Paper | 352 Pages | $15.95 Hannah Salwen Mariner | Paper | 336 Pages | $14.95 Mariner | Paper | 256 Pages | $14.95 Revised edition coming in August! Odd Girl Out Easter Rising Animals in Translation The Places in Between The Hidden Culture of A Memoir of Roots and Rebellion Using the Mysteries of Autism to Rory Stewart Aggression in Girls Michael Patrick MacDonald Decode Animal Behavior Mariner | Paper | 336 Pages | $14.95 Rachel Simmons Mariner | Paper | 256 Pages | $13.95 Temple Grandin and Mariner | Paper | 320 Pages | $14.95 Catherine Johnson Mariner | Paper | 372 Pages | $15.00 Visit www.hmhbooks.com/fyr for more information 72 | National Resource Center for the First-Year Experience® & Students in Transition 190 at Longwood University has provided a 5:30 p.m. – 6:30 p.m. Continuing unique co-curricular experience for new Innovations in the First-Year students through the continuous use of Monday 7, 2011 | February 188 Using Program Seminar: Evidence from the 2009 a student peer leader team during fi ve Audit Data to Enhance the National Survey of First-Year linked fi rst year experience initiatives. First-Year Experience Seminars These programs include Orientation & Registration, the 1839 Experience, New A701 A703 Lancer Days, the First Year Reading Expe- Ryan Padgett Rebecca Campbell rience and Longwood Seminar. This has Assistant Director of Research, Grants, and Director, Academic Transition Programs established university wide investment Assessment Erin Grisham in the fi rst year experience and extensive University of South Carolina Director, Educational Support Services collaboration across academic disciplines This presentation provides academic pro- and divisions (Academic Aff airs, Student Margot Saltonstall fessionals, student aff airs practitioners, Aff airs, Student Success) while aiding in Assessment Coordinator, Student Aff airs and researchers with detailed analyses of student persistence. Northern Arizona University the fi rst-year seminar using national, insti- Data from a program audit was used to tution-level data from the 2009 National 193 Maintaining Our compile four First Year Profi les. The four Survey of First-Year Seminars. The fi ndings profi les inclecuded a dir tory of programs, suggest signifi cant disparities exist across Commitment to Native Student a cross-walk of served students to the in- various institutional controls with regards Success stitution’s demographics, a cross-walk of to how the fi rst-year seminar is defi ned, A707 the delivery timeframe and the fi rst year administered, taught, and assessed. Addition- Colleen Angaiak calendar, and a cross walk of the program’s ally, the data reveal how institutions continue Academic Advisor Student Learning Outcomes and the Insti- to organize the seminar into a practical and tution’s First Year Learning Outcomes. The intentional educational program. Olga Skinner First Year Profi les were then used in focus Academic Advisor groups to identify gaps and fl oods in pro- University of Alaska Fairbanks 191 The Best Dissertation gramming, broad questions and a set of is a Done Dissertation Rural Student Services (RSS) is a unique recommendations for enhancing our fi rst department at the University of Alaska A705 year experience. Fairbanks that provides culturally respon- Jean Henscheid sive advising to Alaska Native and rural Fellow and Journal Editor Alaskan students. For over 40 years RSS 189 Transitioning into the National Resource Center for The First- advisors have edevl oped a variety of strat- Major: Career Planning Courses Year Experience & Students in Transition, egies to assist these students as they make and Career Decision Self-Effi cacy University of South Carolina the transition to college life. We will dis- A702 For several years the national First-Year Ex- cuss these strategies and how providing Mary Morsch perience conference held a roundtable for culturally responsive advising promotes Associate Director of Career and working professionals also attempting to success and retention. Academic Planning conduct research for and write disserta- tions. This session draws on success stories Heather Patterson 194 “iPads for All”: from those discussions and from research- Career and Academic Advisor / IS 202 Innovation and Application based best practices for fi nishing this monu- Coordinator in a Learning Community mental task. Whether you have yet to enroll James Madison University in your fi rst doctoral course or have fi nished A708 A signifi cant challenge facing fi rst year collecting data, this session will help you un- eJills Trit students is the development of an inte- derstand what it takes to complete the best Senior Teaching Specialist dissertation (the done one). grated academic and career plan, partic- M.S. Jensen ularly for students without a major. Career Associate Professor planning courses are common, but their 192 Creating Powerful University of Minnesota, Twin Cities impact on student learning is not often measured. James Madison University as- Partnerships for Success: Nearly 450 fi rst-year students enrolled in sessed the impact of a career planning Utilizing a Single Peer Mentor the First Year Experience program in the course designed primarily for exploratory Team Across Multiple FYE and College of Education & Human Develop- freshmen on career decision-making self- Retention-Driven Initiatives ment at the University of Minnesota re- effi cacy, with signifi cant results yielding A706 ceived iPads as part of one of the largest insights about the course, students and Sarah Whitley research-based iPad pilot projects in the strategies for assessing other decision Director, First-Year Experience nation. This session will provide a prelimi- making interventions. Longwood University nary report on the use of the iPads and students’ responses to them in a learning Restructuring of the Offi ce of First Year community featuring a public speaking Experience and Peer Mentor program class and a general biology course. 30th Annual Conference | 73 195 Chair Leadership, Counseling, & Adult 197 Immediacy Immediate- Development Keeping Students in ly: Communicating for Connection Drake University College: How Do we Increase Retention Rates? M301 Paul Gore Chris Gurrie Associate Professor, Student Success M104 Assistant Professor and Director of Speech Projects Special Coordinator Jeff Doyle The University of Tampa University of Utah Dean for Student Learning and Engagement Mehrabian defi ned immediacy as the de- Curtis Cole gree of perceived physical or psychological Registrar and Director of Enrolment Baylor University closeness between people. Characteristics Management With the increased attention on account- of this include smiling, nodding, eye-con- University of Toronto Scarborough ability and results in higher education and tact, and vo cal tone. Yet, even as seasoned Postsecondary institutions are increas- advent of performance-based funding, re- instructors engage in these behaviors, ingly re cognizing the value of early assess- tention has taken on a critical importance. student attention turns to cell phones and Attendees will learn foundational theories other distractions. This session’s purpose is ment of students’ non-cognitive abilities. Monday | February 7, 2011 Monday of retention, best practic es in retention, to identify and discuss very specifi c imme- FYE instructors, advisors and student ser- and professional sources of current infor- diacy-seeking behaviors which could help vices personnel can intervene with stu- mation on retention. Additional attention instructors better enter the competition dents to build non-cognitive abilities and will be given to retention technology, col- theyy ma face against cell phones, laptops, structure classroom and advising activities laboration with key partners, and easy and Facebook. to increase students’ engagement with the institution. The presenters of this ses- tools for benchmarking. Attendees will be 196 sion will outline non-cognitive assessment encouraged to share their best practices in Non-Cognitive methods, systematic student feedback ap- student succ. ess Assessment and Intervention proaches and comprehensive eff orts that Strategies to Promote Student encourage students’ active steps to build Engagement and Retention skills critical for success in college. M106/M107 Wade Leuwerke Associate Professor, Department 74 | National Resource Center for the First-Year Experience® & Students in Transition session will explore the literature on “mo- 202 New Stories: Continental Breakfast tivational interviewing” and working with Transforming Goal-Belief 7:00 a.m. - 8:00 a.m. ODD adolescents (Oppositional Defi ant Tuesday 8, 2011 | February Marquis Ballroom Foyer Disorder) that suggests basic strategies Through the Power of Narrative that can be used in an active peer mentor- A703 Conference Registration and ing approach to work through resistance Joel Scott Self Information Desk and productively engage all students. 7:30 a.m. - noon Director,CANCELLED University Access Programs Marquis Ballroom Foyer 200 Vickie Cardot Cybercafé Charting a Career Path: Faculty, Student Success Program 7:30 a.m. - 10:00 a.m. M102 The Impact of Required First-Year Abilene Christian UniversityStories are Internships at Endicott College frequently used to help people understand Bookstore and explore the past, but stories can have 7:30 a.m. - 10:00 a.m. M102 A703 an immense impact on a person’s future as Beverly Dolinsky Vice President of Student Aff airs well. College instructors can help students craft their own future story by engag- 8:00 a.m. – 9:00 a.m. Sara Quay ing powerful narrative tools to navigate Dean of Education and Coordinator of the existing challenges. This session will review Honor’s Program 198 This Ain’t Your recent research in the challenges of goal- Grandma’s Library: Programs and Endicott College belief, as well as practical tools rfo helping Promotions that Communicate Research examining the importance of students engage imagination, realism, to the Millennial Student career development within the fi rst year language, and hope toward the construc- has clearly indicated that opportunities tion of a belief-transforming narrative. A701 to refl ect on one’s career aspirations have Rebeca Befus numerous academic and social benefi ts. 203 First-Year Experience Librarian Presenters in this session will discuss how Peer Power: Jill Wurm Endicott College requires all incoming Mentoring At-Risk Students Information Offi cer - Public Relations/ fi rst-year students to complete INT100 in the IUPUI Summer Success Marketing Internship I, an exploratory and experi- Academy Program entially based internship completed in Wayne State University A707 January of the fi rst year of college. This Capturing the attention of today’s millen- research examines the impact of the fi rst- David Sabol nial student requires engaging activities as year internship on students’ academic, Senior Lecturer well as innovative design and persuasive career, and social growth. Jan DeWester language geared directly to the fi rst-year Senior Lecturer experience. This interacetiv session will 201 Indiana University–Purdue University, feature new ideas for outreach programs, Designing and Indianapolis (IUPUI) classroom experiences and communica- Implementing a Quality First- tion eff orts that stand out from the crowd. Year Program Quickly in Tough The Summer Success Academy (SSA) at IUPUI, an exciting new six-week program, From common reading experiences, to Economic Times orientation activities, to videos, to the resi- provides approximately 200 conditionally A704 dence halls, the library at Wayne State Uni- admitted entering students with academ- versity and its staff has experienced it all. Tim Vick ic support in math and writing and intro- Director, Academic Resource Centers duces students to university culture. This presentation will address the overall struc- Becky Corvey 199 Active Peer Mentoring: Associate Vice President for Academic ture and assessment results of the pro- Strategies for Engaging Aff airs gram and will address the portion of the SSA program that introduces students to With Resistant Students Macon State College the university’s general education goals A702 With overwhelming administrative sup- by using experienced student mentors to Fred Pinnegar port and limited resources, Macon State facilitate sessions. Associate Director, Freshman Mentoring College increased student retention by developing a fi rst-year program in six Bryce Bunting months. Come learn how this four-year, 204 Program Manager, Freshman Mentoring A Menu of Options: public institution garnered campus buy- Brigham Young University Partnering Student Aff airs and in, recruited and trained instructors, de- Academics for Transition Success It is axiomatic that students “don’t do op- veloped curriculum, and created an as- A708 tional,”, but mandatory fi rst-year programs sessment model in a short time frame. The immediately generate resistance from presenters will discuss methods used, ac- Susan Nanning-Sorenson many students. Passive peer mentoring tions taken and policies enacted to quickly Assistant Director of COR/Professor of attracts few resistant students and rarely meet their goals. Theatre Education reaches those who need it the most. This Edgewood College 30th Annual Conference | 75 The presenter will share Edgewood Col- Executive Board lege’s experience of partnering student 207 Without a Doubt: The Ryan Marzen aff airs and Academics to develop and Footprint Project Brought to Life Orientation Leader, Orientation Team implement a new, integrative approach to M105 Executive Board college transition. Learn the key features Peter Steinfeld of this approach and the many creative Sam Brummer Associate Dean of Faculty sessions that emerged when the College Orientation Leader, Orientation Team integrated transition issues into its unique Jamii Claiborne Executive Board entry course for fi rst-year students, COR 1. Assistant Professor of Media Studies Buena Vista University Attendees will experience hands-on, active Kevin Wagner The Footprint Project, a new piece of participation as they explore sample mod- Associate Dean of Students Buena Vista University’s fi rst-year student els of transition sessions that were a part of orientation program, was created as part Edgewood’s courses. Mark Shea Director of Retention Services of a university-wide eff ort to revitalize the fi rst-year experience and to prepare new, Mysty Shaver 205 incoming students for the scholarship of Tuesday | February 8, 2011 Tuesday Using a Orientation Leader, Orientation Team Common Reader to Teach engagement. Each University Seminar Plagiarism Avoidance M109 Join us in congratulating . . . Emerson Case Associate Professor/FYE Coordinator 2010-11 Paul P. Fidler Research Grant Recipient [Paul J. McLoughlin II] Sarah Philips FYE Librarian "EPDUPSBMDBOEJEBUFBU#PTUPO$PMMFHF .D-PVHIMJOIBTCFFOTFMFDUFEGPSIJT California State University, Bakersfi eld study, High-Achieving Low-Income Students: How Low-Income Students on Full Financial Aid are Navigating an Elite College Environment. This presentation details the development of an anti-plagiarism curriculum for FYE classes. This curriculum, divided into ten The Paul P. Fidler Research Grant is designed to encourage the development and dissemination of knowledge that has the potential to improve the experiences of college students in transition. The graduated modules based on the Informa- grant is named in memory of Dr. Paul P. Fidler, a faculty member at the University of South Carolina, tion Literacy Competency Standards as whose pioneering research on student learning and success had a vital impact on work being done to developed by the Association of Colleges promote the success of all students in transition. and Research Libraries, was contextualized Comprehensive Award Package by a focus on a common reader. Present- The Paul P. Fidler Research Grant award includes a cash ers will provide the history of the program stipend, travel to two national conferences, a presentation at 2010-2011 Finalists at California State University, Bakersfi eld, a a national conference, and priority consideration for publica- description of the implementation of the tion. Specifically, the grant’s comprehensive award package Steven Brunwasser, Christopher curriculum, and qualitative and quantita- includes: Peterson, & Daniel Eisenberg, tive data, detailing the successes and fail- t 4UJQFOEPG QBZBCMFFJUIFSEJSFDUMZUPJOEJWJEVBM University of Michigan ures of the curriculum. researchers or throughe th researcher(s)’ institution(s). The Evaluating Depressive Symptoms Center will not pay institutional overhead or indirect costs. During the Transition to a t 5SBWFMUPUIFUI/BUJPOBM$POGFSFODFPO4UVEFOUTJO Large University 5SBOTJUJPO /PWFNCFS JO4U-PVJT.JTTPVSJ BUXIJDI 206 First-Year Service- the award will be presented at the conference luncheon Sarah Kiersten Ferguson, The Learning Transformed t 5SBWFMUPUIFUI/BUJPOBM$POGFSFODFPO4UVEFOUTJO University of Texas at Austin 5SBOTJUJPO /PWFNCFS BUXIJDIUIFSFTFBSDIöOEJOHT Reframing the Conversation: M104 will be reported Faculty Mentoring Under- Lynn Boettler t "OOPVODFNFOUPOUIF/BUJPOBM3FTPVSDF$FOUFSXFC represented Undergraduate page, listservs, and print publications Students in Engineering Assistant Professor, Educational t 1SJPSJUZDPOTJEFSBUJPOGPSQVCMJDBUJPOCZUIF/BUJPOBM Leadership Resource Center for The First-Year Experience and Students Dorian McCoy, University of Kennesaw State University in Transition Vermont & Rachelle Wienkl - Wagner, University of Nebraska This session shares how an instructor-led Eligibility A Bridge to the Future: The Role class service-learning project in a fi rst- The Paul P. Fidler Research Grant competition is open to facul- of Summer Institutes in Preparing year seminar is transformed into multiple ty, staff, and graduate students who plan to conduct research Students of Color for Graduate on issues of college student transitions. The following indi- Programs in the Humanities group projects created and implemented viduals are not eligible for the Paul P. Fidlrer Resea ch Grant by students and instructionally designed and may not be included as part of proposed research teams: Brian Reed, University of to meet over 15 learning outcomes rel- /BUJPOBM3FTPVSDF$FOUFSTUBòBOEGFMMPXT DVSSFOUNFNCFST Virginia evant to a variety of disciplines. Integrating PGUIF$FOUFST/BUJPOBM"EWJTPSZ#PBSE BOETUVEFOUT TUBò Factors Affecting Low-SES White research on motivational teaching as well and faculty of the University of South Carolina system. Male Persistence as components of global learning, the de- Application Procedures sign has become foundation for an entire The application and proposal will be available for down- fi rst-year course, entitled “Be the Change.” load at www.sc.edu/fye PO"QSJM $PNQMFUFEBQQMJ- National Resource Center for DBUJPOTNVTUCFSFDFJWFECZQN&45 +VMZ The First-Year Experience® Assignments, samples of students’ work, & Students in Transition and grading rubrics, will be provided in E-mail: [email protected] this session. 76 | National Resource Center for the First-Year Experience® & Students in Transition section developed, researched, and pre- 210 than an exercise? We have analyzed fi ve sented a single idea to reduce students’ Learning Communities years’ data and will report results that carbon footprint as part of an administra- Without Borders have made us stand up and pay atten- Tuesday 8, 2011 | February tor-judged competition. This concurrent M302 tion. This session will discuss the predic- session will focus on the Footprint Project Nancy Kelley tive value of midterm grades and will from brainstorming to initial skepticism to Professor and Director of First-Year engage the audience in a discussion of fi nal success. Academic Learning Communities potential interventions. Jonathan Yates 208 Killer Courses: Professor, Center for Liberal Education 213 Dawg Camp! Dawg Understanding and Reducing Villanova University Camp! The Place to Be! Roadblocks to First-Year In the past two years, Villanova University A702 Academic Success has accelerated its commitment to Rick Gray have each of its fi ve fi rst-year learning M106/107 Assistant Director, Center for Leadership communities fully engagede in int llectual Betsy O. Barefoot and Service and/or cultural experiences off campus, Vice President and Senior Scholar while clearly connecting these activities Maggie Szeman Betsy Griffi n to key texts taught in the classroom. In Graduate Assistant Senior Associate Vice President this session, presenters will share how The University of Georgia John N. Gardner Institute for Excellence in outcome measurements have confi rmed Dawg Camp is an extended orientation Undergraduate Education the signifi cant and rich learning by program for incoming fi rst-year students participating students and have distilled Most new students experience some at The University of Georgia, sponsored by the critical variables by which these “killer courses” within their fi rst year of the Center for Leadership and Service. The events could successfully be adapted to college. These courses are frequently session will focus on bridging extended other institutions. among those with high fi rst-year student orientation programs on campus to sup- enrollment and by defi nition have high port students through their fi rst year of rates of unsuccessful outcomes (i.e., D, F 211 Common the college experience. Camp-style orien- or Withdrawal). To stimulate discussion, tation programs will be explored, identify- Reading Programs: Best data refl ecting the experience of fi rst-year ing key outcomes that can be used in plan- students in the high enrollment courses of Practices Brainstorm ning fi rst-year support programs open to 162 institutions will be described. Come M303 all students on a residential campus. Aca- and e shar your institutional experience Julie Schultz demic courses and transition workshops and perspectives on remedying this per- Assistant Director will be sample programs shared during vasive problem. The Ohio State University the session. 209 This roundtable session is intended for col- “Firstransfer” Students: leagues to share best practices and new 214 Intentional A Roundtable Discussion on ideas about common reading programs. Synergy: Purdue’s Student Supporting Students Who Some potential discussion topics include Access, Transition and Enter Our Institutions With book selection processes, composing a Success (SATS) Program Previously Earned Credit selection committee, connection to aca- demic coursework, supplementary pro- A703 M301 gramming, creating campus buy-in, fund- Daniel Carpenter Jamie Brown ing structures, and project assessment. Interim Director Academic Advisor James Pukrop Shawn Wilson 9:15 a.m. – 10:15 a.m. Senior Assistant Director Director of Student Retention Jenna Seabold Central Michigan University Senior Assistant Director 212 Midterm GPA: Students are ahead of the game when they Predictor of Final GPA? Kasi Jones enter college with credits from dual enroll- Senior Assistant Director A701 ment, Advanced Placement, CLEP and Purdue University International Baccalaureate programs. Ad- Nancy Casey vanced class standing has benefi ts, but it Associate Professor of Education and College access and success programs are potentially creates challenges in support- Director of First-Year Experience multiple, varied, and impactful. However, they can be diffi cult to manage and assess, ing students eff ectively as “fi rstransfers”. St. Bonaventure University This session will explore the impact on re- and can have far less impact when scat- tention, registration and requirements for What happens when midterm grades are tered, disjointed, or disconnected. Finding fi rst-year seminars and how, in regards to reported? Does anyone pay attention to a way to make them intentionally coordi- policies, we can improve communication them? Should they? Most colleges and nated can be daunting, especially in an with prospective students for eff ective universities report midterm grades, at environment with no common core cur- course and program planning for college. least to fi rst-year students. But is this more riculum and no university-wide fi rst-year 30th Annual Conference | 77 seminar course. Come learn how Purdue Dana Keeler Gautcher University is much more than a class. Here, University tackled this issue through the Director, Offi ce of Student Academic FYE includes orientation, a reading pro- evolution of the Student Access, Transi- Success gram for fi rst-year students, major and tion, and Success Programs offi ce. career exploration, personalized advise- Julia Spears ment, learning communities, and much Coordinator of Engaged Learning more. Did we mention a class? We have Initiatives 215 Implementing that, too. And upon the development and First-Year Programs at a Northern Illinois University implementation of a comprehensive fi rst- Research University The eff ectiveness of any new campus en- year experience, Utah Valley University (UVU) has increased retention by 16 per- A704 terprise or program is dependent upon multiple factors. New initiatives must cent! Come explore what UVU defi nes as a Marilyn Kurata be carefully p,l anned alliances must be fi rst-year experience. Presenters will share Director of Core Curriculum formed, and communication must be some lessons learned as well. Enhancement crafted to represent program goals and University of Alabama at Birmingham objectives. This session will provide a Tuesday | February 8, 2011 Tuesday There are particular challenges to imple- step-by-step action plan to build a lasting menting a required fi rst-year program foundation for new endeavors based on across a range of liberal arts and profes- the presenters’ personal experiences and sional programs at a research university. on researc h regarding student retention, The goal of the University of Alabama at engagement & success. Birmingham was to impose coherence on undergraduate education, promote 218 institutional community, introduce uni- Give Them a Break: versity learning outcomes, and improve Supporting Students Placed student satisfaction and retention. This on Academic Suspension session will describe the evolution of cre- A708 ative solutions to meet the challenges of Jane Arrowsmith implementing a fi rst-year experience at Coordinator, Academic Centers for the University of Alabama at Birmingham. Excellence Kristin Abbe 216 Why Do First-Year Graduate Assistant of FreshStart Commuter Students Struggle University of South Carolina With Transitioning to College? Many institutions provide early interven- A705 tion programming for academically defi - Jennifer Hodges cient fi rst-year students. However, what Assistant Dean, University College happens when students aren’t able to Greg Dieringer recover academically and they’re placed Assistant Dean, University College on suspension? It’s important to recognize The University of Akron that even though students are away from campus while suspended, they could be Commuter students often have a diffi cult provided programmatic support as part time “fi tting-in” to the campus commu- of the institution’s retention eff orts. This nity since their main contact with other session’s goal is to provide information students is in the classroom. Presenters in about academically suspended fi rst-year this session describe an assessment study students and ideas for supporting these focused on the factors that predict the students through the suspension process. early integration of fi rst-year commuter students and which factors make the tran- sition to college more diffi cult. A practi- 219 FYE: Much tioner from a predominantly commuter More Than a Class university will discuss her assessment work, practical implications of similar re- M109 search, and interventions designed using Michelle Kearns the data. Director, Student Success and Retention/ First-Year Experience 217 From the Ground Up: Marcy Glassford Program Coordinator Building a Solid Foundation for New Programs & Initiatives Utah Valley University A706 The fi rst-year experience at Utah Valley 78 | National Resource Center for the First-Year Experience® & Students in Transition 220 Shift Happens: 222 First-Year Advising REFRESHMENT BREAK Leveling the Playing Field for at Liberal Arts Colleges: 10:15 a.m. - 10:30 a.m. Tuesday 8, 2011 | February the Nontraditional Student Creating Eff ective Models for Marquis Ballroom Foyer M104 Faculty/Staff Collaboration M303 Renee Spence 10:30 am – 11:30 am Assistant Professor of Business Julia Moffi tt Administrative Technology First-Year Advisor 224 Tammy Hinson Bennington College “Jumping” Into the First Year of College Through a Instructor of Learning Support Reading This roundtable discussion will focus on and English Virtual Summer Bridge Program, how to build a collaborative and holistic Melissa Harrell advising model in the fi rst college year. Early Entrance Experience Instructor of Criminal Justice The successes and challenges of a dual ad- and Academic Program Shelia McClendon vising model at a small liberal arts college A701 Instructor of Technical Mathematics will be addressed, prompting a discussion Kendra Wolgast of how staff and faculty can eff ectively Academic Support Center Director Ann Brannen work together to build an advising pro- The Pennsylvania State University Assistant Professor of Technical gram that meets fi rst-year students’ needs. Mathematics Participants will be encouraged to share Often summer programs and outreach Bainbridge College their experiences about fi rst-year advising for students is on the chopping block This session will engage participants in the programs and the challenges of establish- when budgets are cut. This presentation use of 21st century skills to design curricu- ing a set of shared goals and expectations will review the “Jump Start Program” tar- lum that meets the needs of nontradition- for faculty and staff . geted towards developmental students al students. Participants will learn about a in the areas of math and Engl ish. The pro- professional learning community and its gram is comprised of a summer virtual pilot program that addressed the identi- 223 Enhancing the First- bridge experience, early entrance experi- fi ed needs of college students 25 years of Year Experience of At-Risk ence, and an academic component. Par- age and older. This program’s framework Students Through Summer ticipants will learn about the successes and challenges in implementing a virtual targeted nontraditional students in their Enrichment Programs fi rst-year foundation courses at Bain- summer program as well as the qualita- bridge College. Participants evaluated the M105 tive and quantitative data results. infl uence of individual motivational and Overtoun Jenda contextual factors, including demograph- Associate Provost for Diversity and 225 The Impact of Learning ic and socioeconomic characteristics of Multicultural Aff airs Communities on Women in STEM adult learners as well as their experience Brittany McCullough Fields: The Results of a Qualitative through educational programs with lim- Diversity Analyst, Planning and Study ited 21st century skills. Assessment A702 Florence Holland Matthew Pistilli 221 The Evolution of Special Assistant to the Associate Provost Senior Assistant Director, Student Access, Mathematics Remediation for Diversity and Multicultural Aff airs Transition & Success Programs and the Impacts on the Auburn University Purdue University First-Year Student This session will explore the following Learning communities have long been M301 three residential summer programs im- heralded as a means for increasing stu- Charles Lam plemented at Auburn University main dent retention and success during the fi rst Developmental Mathematics Coordinator campus: the Summer Enrichment Expe- year of college. This study examined the rience (SEE Auburn) Program, Provost experiences of seven women majoring in Terran Felter-Murphy Leadership Undergraduate Scholarship a STEM fi eld who also were in a learning Associate Professor (PLUS) Orientation, and COSAM Summer community at Purdue University during California State University, Bakersfi eld Bridge programs. These programs are all their fi rst year of college. This presentation designed to give at-risk students a head As more students enter college requiring will highlight the outcomes of the study, start on their fi rst year. Through courses mathematics remediation, universities which indicated a positive impact of being and workshops, students have an oppor- and colleges must be prepared to help in a learning community, as well as several tunity to improve their academic skills these students succeed and become “col- other lessons about succeeding in college. and be ready for fi rst-year courses in the lege ready.” Serving this vulnerable seg- fall. ment of the population is important yet diffi cult in current fi nancial times. How are colleges and universities managing the number of fi rst-year students requiring math remediation? 30th Annual Conference | 79 Barbara Boyette 226 First-Year Students 228 Raising the Bar in Assistant Academic Dean for Advising in the Public Sphere Student Success Courses: and Academic Support A704 Expect, Give, and Get Meagan Jolliff e Student Success Counselor Thia Wolf A708 Director, First-Year Experience Program Christine Harrington Guilford College Professor, Psychology and Student Samantha Solorzano To support fi rst-year students in course Success FYE Student Director registration, Guilford College, a small lib- eral arts institution with 370-420 fi rst-year California State University, Chico Alice Picardo First Year Experience Director students annually, implemented an on- This session provides an overview of line course selection form. Students com- Middlesex County College Public Sphere Pedagogy, an approach to pleted items about themselves and their instruction in fi rst-year courses connect- The integration of reading, critical think- course choices for fi rst semester. Academic ing students’ coursework to specially con- ing, and information literacy skills into staff used that information and data from structed public settings. Examples include student success courses through the use admissions applications to provide stu- Tuesday | February 8, 2011 Tuesday a large-scale town hall featuring fi rst-year of actual research from peer-reviewed dents with customized course sc.hedules students’ research, civic questions, and journals will be described and modeled This presentation will discuss the process commitments to civic participation and a in this session. Emphasis will be on raising of developing the course selection form large-scale great debate on a local voting academic expectations while simultane- and the benefi ts of the process. issue. The research indicates that students ously providing high levels of support to in this curriculum show improved aca- students and faculty. The beauty of the demic and civic engagement scores and techniques demonstrated is that they ad- 231 Bridging the Gap: better wellness than their counterparts dress both content (what student success Using Personal Stories to taking traditional courses. research tells us) and process (how to ac- Understand the Early College cess, read, and use information). Experience of At-Risk Students 227 Turning Vision M105 into Reality in One Year 229 It’s All About Kesha Entzminger A707 Teamwork: Integrating the Academic Advisor, Academic Success Center Barbara Spies Library Into the First-Year Director of the First Year Experience Experience Stephanie Foote Program M109 Director, Academic Success Center and First-Year Experience Kate Herrick Daphne Rankin Associate, Mission & Identity Associate Vice Provost for Instruction University of South Carolina Aiken Jennifer Herrick Donna Coghill This session explores the early college ex- Director, Center for Leadership and First-Year Student Programs Librarian periences of academically at-risk fi rst-year Involvement students participating in First Pace, a fall Virginia Commonwealth University Maria Von Arx semester bridge program at the University Virginia Commonwealth University’s core Assistant Director of Residence Life of South Carolina Aiken. Specifi cally, quali- curriculum provides a seamless learning tative methods were used to capture per- Cardinal Stritch University experience that integrates the resources sonal stories to determine how students Cardinal Stritch University’s new design and services of the Virginia Common- in the program perceived the infl uence for delivery of its fi rst-year experience wealth University libraries. The fi rst-year of precollege experiences,, peers faculty/ program was a team eff ort. Following dis- student programs librarian and her team staff , and guardians, on their transition cussions fi rst held at the Annual First-Year provide consultation services and learning into the university environment. Analysis Experience Conference in 2009, members experiences for faculty members and stu- was conducted to determine common of the faculty, student development staff dents of the university college. Librarians themes, perceptions, and experiences of and mission, and identity staff worked col- ensure that students have a better under- these students. laboratively to bring the vision to reality. standing of successful academic research. The new program includes a new delivery Examples of the teamwork that has approach, multiple common experiences, evolved will be discussed in this session. 232 Uncommon Ideas for including a common reading and a service Common Reading Programs project related to the reading. Presenters 230 M106/107 will explain the process, outcomes and the Course Selection With multiple benefi ts to the new approach. the Use of an Online Survey: Tracey Laird A Small College Initiative Charles Loridans Associate Professor of Music & Chair M104 Clay Harshaw James Diedrick Coordinator of the First-Year Experience Associate Dean of the College & Professor of English 80 | National Resource Center for the First-Year Experience® & Students in Transition Emily Grim University of Florida fi rst-generation students? Presenters Digital Design Fellow from two institutions will discuss how The number of college students taking they combined peer mentors, fi rst- Tuesday 8, 2011 | February Susan Dougherty online courses continues to explode; generation students and an assessment Faculty Services Manager, Chair of in the fall of 2008 more than 4.6 million project to improve student success Common Reading Committee students took at least one online course. and retention. First, they identify What is the role of fi rst-year programs in Kijua Sanders-McMurtry fi rst-generation students who self- distance education? How might fi rst-year Associate Dean of Students and Special report issues not conducive to success, programs better serve the online learning Assistant to the President on Diversity such as poor study skills or poor peer population? What might online fi rst year conne. Next,ctions peer mentors or Agnes Scott College programs look like? Join this roundtable administrators meet with these students Common reading programs help provide to explore answers to these questions. to off er support and make referrals to incoming students with an intellectual campus resources and then follow-ups orientation to college or university life. are conducted. One of the challenges of these programs 234 Improving Transition, is engaging students early and sustaining Retention, and Success for their involvement in the ideas and issues First-Generation Students 235 A River Flows generated by the common text from the M302 moment they enroll through their fi rst Through It: Using Mediums Clarice R. Ford co llege year. This roundtable discussion and Messages in the First- Associate Dean of Student Services, will invite discussion of uncommon ideas Year Seminar Classroom Executive Director of Diversity Center for increasing engagement with the com- M303 mon reading, from the use of social me- University of Illinois Springfi eld James Zubricky dia to partnerships between institutions. Edwin Mayes Lecturer of Chemistry Director of First-Year Experience Jennifer Rockwood 233 Developing First-Year Wright State University Director of First-Year Experience Programs for Online Learners Monique Williams University of Toledo Necessary Steps Coordinator M301 One of the challenges that face instruc- Melissa Johnson University of Illinois Springfi eld tors of fi rst-year seminar courses is how Assistant Director, Honors Program Are you struggling to retain to reach and actively engage students ListservsNational Resource Center Six unique listservs addressing six unique topics Connect...with thousands of faculty, staff, and administrators dedicated to improving the college student experience. Share...your ideas, questions, and research about student learning, satisfaction, retention and degree completion. Learn...from a diverse collection of colleagues about successful programs, new research, and valuable resources. FYE-List SOPH-List SYE-List TYE-List FYA-List GRAD-List Th e First-Year Th e Sophomore- Th e Senior-Year Th e Transfer-Year First-Year Graduate Year Experience Year Experience Experience Experience Assessment Experience Click “subscribe to a listserv” in the grey National Resource Center for To subscribe 1. The First-Year Experience® to one or more of our bar on the left. & Students in Transition listservs, visit 2. If you have any questions or diffi culties, www.sc.edu/fye/listservs email [email protected]. 30th Annual Conference | 81 in class discussions. The purpose of this relating to relevant issues in college stu- roundtable discussion is to identify how dent transitions and the fi rst-year experi- CLOSING TOWN MEETING and what media are used in the course, as ence. Through multiple rounds of dyad 11:45 a.m. - 12:15 p.m. well as brainstorming ways on how best discussions, participants will gain insight Atrium Level A601/A602 to implement media in the classroom to and learn from the expertise and experi- ensure student engagement. ences of colleagues whi le responding to This concluding session is de- constructive questions regarding best signed as an open discussion on practices in the fi eld. Participants will in- ideas and information presented 236 Speed Networking teract with a variety of professionals with at this conference and current is- sues in the fi rst-year experience. M304 a range of experience and expertise so as to refl ect upon practical and theoretical The staff of the National Resource Karin Ann Lewis issues in the profession and to develop Center for The First-Year Experi- Director, UK Academic Enhancement a broader professional network of col- ence and Students in Transition University of Kentucky leagues and informal mentors for partic- will faceilitat the session and encourage active participation. Of Stephanie J. Sipp ular aspects of the fi rst-year experience. Tuesday | February 8, 2011 Tuesday particular interest is what has been Undergraduate Research Assistant Participants also will practice the meta- communication skills of articulating the- learned and where we need to go University of Kentucky oretic al frameworks, thought processes, from here. Please join us. This workshop will bring together sea- decision making, and rationale so as to soned educators with newer members of hone research, assessment, and program the fi eld of higher education. Participants design for intentional improvement. will progress through a sequence of in- tentionally structured guided discussions National Resource Center for Transfer Students in Higher Education presents The First-Year Experience® what we know about transfer students, & Students in Transition addresses assumptions and myths about the UNIVERSITY OF SOUTH CAROLINA transfer experience, and explores the changing demographics of this student group. Adopting a student-centered approach, the monograph off ers strategies to begin (and continue) the work of serving students and creating transfer-friendly campus environments. Chapter authors explore the issue from the perspective of both sending and receiving institutions and provide research, case studies, and best practices to help institutions meet the challenges of enrollment, orientation, advisement, coordination of services, retention, and graduation of transfer students. Higher education professionals at all types of institutions need an increased understanding of the transfer experience and access to strategies to ensure the success of this growing student population. Transfer Students in Higher Education provides both. (2011). ISBN 978-1-889-27171-2. $35 82 | National Resource Center for the First-Year Experience® & Students in Transition Th e National Resource Center for Th e First-Year Experience and Students in Transition would like to thank the following members from past co-hosting institutions, advisory board, and colleagues in our network for serving as proposal reviewers: Catherine Andersen, Gallaudet Mehgan Clark, University of Wisconsin Leroy Hamilton, Norfolk State Reviews Proposal University Oshkosh University Deirdre Anderson-White, University of Jennifer Clark, The University of North Melisandre Hilliker, University of Tampa Tennessee-Knoxville Carolina at Greensboro Doriss Hambrick, Baylor University Colleen Angaiak, University of Alaska Carrie L. Cokely, Curry College Clay Harshaw, Guilford College Fairbanks Jim Cole, Indiana University Laurie Hazard, B ryant University Alfredlene T. Armstrong, Tougaloo Bloomington April Heiselt, Mississippi State College Geoff Cohen, University of California University Arleen Arnsparger, The University of Wes Condray, West Texas A&M Nicole Henderson, Southern Texas at Austin University Connecticut State University Amy Baldwin, Pulaski Technical College Richard Conway, Nassau Community Leo F. Hobaica, Jr., California Institute of Betsy O. Barefoot, John N. Gardner College the Arts Institute for Excellence in Tiff any Cresswell-Yeager, Penn State Christine Howard, Queensland Undergraduate Education Lehigh Valley University of Technology Denise Bartell, University of Wisconsin- Khushnur Dadabhoy, University of Lily S. Hsu, Mass College of Pharmacy Green Bay Colorado Denver and Health Sciences Jason Bentley, Central Michigan Judi Dallinger, Western Illinois Susan Ingram, California State University University University-East Bay Kenneth Bettenhausen, University of Lowell Davis, The University of Alabama Tanya Ingram, Northern Virginia Colorado Denver Marti Demarest, Aims Community Community College -Woodbridge Beth Bir, Fayetteville State University College Campus Joyce Bishop, Coast Community College Lora Doleh, Case Western Reserve Mark Jannoni, Endicott College District – Go lden West College University Emily Jensen, University of Central Kristi Bitz, University of Mary in Don Duncan, University of Florida Bismarck Wisconsin-Parkside Darlena Jones, Educational Laura Palucki Blake, University of Chris Dziekan, University of Wisconsin - Benchmarking Inc. California, Los Angeles La Crosse Bernadette Jungblut, University of Carolyn Bliss, University of Utah Emily Edwards, Montana State Central Florida Cathy Brinjak, Slippery Rock University University Nancy Kelley, Villanova University of Pennsylvania Faith Edwards, Northern Michigan Tony Kemp, Mercer University Patrick Bruch, University of Minnesota, University SusAnn Key, Midwestern State Twin Cities Gregory Eiselein, Kansas State University Bruce Busby, Indiana University-Purdue University Andrea Kitomary, Azusa Pacifi c University, Fort Wayne Pat Esplin, Brigham Young University University Utley Bush, Barry University Jason Finkelstein, Bronx Community David T. Kottenstette, Metropolitan Kaijsa Calkins, University of Wyoming College State College of Denver Libraries Chris Finnin, Drexel University’s LeBow Michele Lee Kozimor-King, Jennie E. Callas, Randolph-Macon College of Business Elizabethtown College College Stephanie Foote, University of South Marilyn Kurata, The University of Tracy Calley, Texas A&M University- Carolina Aiken Alabama at Birmingham Corpus Christi Vivia Fowler, Wesleyan College Juli LaRosa, Drexel University Rebecca Campbell, Northern Arizona Marsha Fralick, The Lone Star College Amy Lee, University of Minnesota University System Wade Leuwerke, Drake University Michele Campagna, Montclair State Brad Garner, Indiana Wesleyan University Jeff Llewellyn, The George Washington University University Chris Caplinger, Georgia Southern Beth Giroir, Arkansas Tech University University Peggy Lore, University of Colorado Marcy Glassford, Utah Valley University Denver Emerson D. Case, California State Krista Godfrey, McMaster University University, Bakersfi eld Katie Lynch-Holmes, Education Brian A. Griffi th, Vanderbilt University Dynamics, Enrollment and Retention Nancy Casey, St. Bonaventure University Eric Gumm, Abilene Christian University Division Lauren Chism, Indiana University- Purdue University Indianapolis 30th Annual Conference | 83 Mary Jo H. Lyons, The University of Erik Range, University of Central Florida Kate Thedwall, Indiana University - Texas at Arlington Daphne Rankin, Virginia Purdue University Indianapolis Debbie Malone, DeSales University Commonwealth University Aaron Thompson, Eastern Kentucky Thenral Mangadu, The University of Ralph J. Rascati, Kennesaw State University Texas at El Paso University David R. Thompson, Kennesaw State Lynn Marquez, Millersville University Cara S. Ray, Gainesville State College University Edwin Mayes, University College Rob Ribbe, Wheaton College Elaine Thornton, Texas A & M University Jennifer L. McCluskey, Maryville Donna Ritch, University of Wisconsin- Ben Trapanick, Framingham State University Green Bay College Julie McLaughlin, Cincinnati State Tech- Laurie Roberson, University of Jill Trites, University of Minnesota nical and Community College Tennessee Gretchen Trkay, University of Texas Arlington Proposal Reviews Wendy Merb-Brown, Ohio University Jennifer Rockwood, University of Melinda Messineo, Ball State University Toledo Wendy Troxel, Illinois State University Greg Metz, University of Cincinnati Denise Rode, Northern Illinois Shelly Vandepanne, Ferris State University Brandon B.A. Miller, Baylor University University Sally A. Roden, University of Central Nadine Montoya, University of Colo- Melissa Vosen, North Dakota State Arkansas rado Denver University Carla Romney, Boston University Steady Moono, Montgomery County Tim Walter, Oakland Community Community College David Ross, Raritan Valley Community College College Derek Moore, Pulaski Technical College Suzanne Walker, Marietta College Lisa Rouleau, Wesleyan College Ann Moran, Ave Maria University Dorothy Ward, The University of Texas Edesa Scarborough, University Of at El Paso Andrea Mosby, Campuspeak Tampa Cathy Warner, Central Michigan Richard Mullendore, University of Julie Schultz, The Ohio State University University Georgia Leslie Jo Sena, Washington State Leslie A. Werden, Morningside College Agatha O’Brien-Gayes, Coastal Carolina University University Sarah Whitley, Longwood University Mary Elizabeth Sewell, The University of Elaine O’Loughlin, Drexel University Angie Williams-Chehmani, Davenport Louisiana at Monroe University – Livonia Stephanie Osborne, Indiana University James A. Schmidt, Western Illinois Purdue University Indianapolis Gayle Williams, Indiana University- University Purdue University Indianapolis Adam Peck, Stephen F. Austin State Wren Singer, University of University Sherry Woosley, Ball State University Wisconsin-Madison Lisa Peden, Southern Illinois University Donna Younger, Oakton Community Mark St. Andre, University of Utah College Pam Person, University of Cincinnati Constance Staley, University of Susan Zimmermann, bSUNY Co leskill Ann Peterson, University of Queensland Colorado, Colorado Springs Joni Petschauer, Appalachian State M. Stalls, Southern Illinois University University Carbondale Katherine Powell, Berry College MaryLee Stansifer, University of Jim Pukrop, Purdue University Colorado Denver Leslie Rach, Gallaudet University Gail Summer, Ferrum College Cherie Randolph, University of the Dale R. Tampke, University of North Pacifi c Texas THE FIRST-YEAR EXPERIENCE® is a service mark of the University of South Carolina. A license may be granted to registered conference attendees and others upon written request to use the term THE FIRST-YEAR EXPERIENCE® in association with educational programmatic approaches to enhance the fi rst year developed as a result of participation in this conference series. This license is not transferable and does not apply to the use of the service mark in any other programs or on any other literature without the written approval of the University of South Carolina. The University of South Carolina provides equal opportunity and affi rmative action in education and employment for all qualifi ed persons regardless of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status. The University of South Carolina System has designated as the ADA Title II, Section 504 and Title IX coordinator the Executive Assistant to the President for Equal Opportunity Programs. The Offi ce of the Executive Assistant to the President is located 1600 Hampton Street Annex, Columbia, South Carolina; Telephone (803) 777-3854. 84 | National Resource Center for the First-Year Experience® & Students in Transition NAME INSTITUTION SESSION # NAME INSTITUTION SESSION # Abbe, Kristin University of South Carolina ...... CT-218 Brown, Jamie Central Michigan University ...... R-209 Abu-Absi, Katherine University of Toledo ...... PR-122 Brown, Lerita Coleman Agnes Scott College...... CI-72 Index of Presenters Adams, Kathrynn Guilford College ...... CI-68 Bruce, Herbert Lynchburg College...... CI-16 Adrienne, Duarte College of the Sequoias ...... CI-32 Brummer, Sam Buena Vista University ...... CI-207 Aldridge, Denny Utah Valley University ...... FD-103 Bunch, Dan Boston College ...... CR-60 Amenson Hill, Brenda The University of Wisconsin-Green Bay ...... CR-151 Bunting, Bryce Brigham Young University ...... CT-199 Andersen, Catherine Gallaudet University...... CR-131, CI-145 Burke, Richard C. Lynchburg College...... CT-202 Anderson, Brannon Furman University ...... CI-74 Bussear, Melissa Central Michigan University ...... FD-96 Anderson, Christian K. University of South Carolina ...... 30 Years of FYE Panel Calvario, Anthony Shippensburg University ...... CT-185 Anderson, Greg Indiana University Purdue University Fort Wayne ...... CI-143 Campagna, Michele Montclair State University ...... Preconference Workshop Angaiak, Colleen University of Alaska Fairbanks ...... CT-193 Campbell, Rebecca Northern Arizona University .. Preconference Workshop, CR-166, CR-188 Ansley, Laura Western Carolina University ...... CI-140 Cannady, Jennifer Agnes Scott College...... CI-72 Arieta, Christine Landmark College ...... CT-90 Cantor, Joanne University of Wisconsin-Madison ...... CT-85 Arrowsmith, Jane University of South Carolina ...... CT-218 Caplinger, Chris Georgia Southern University ...... CI-175 Ashman, Marinda Utah Valley University ...... CI-128 Cardot, Vickie Abilene Christian University ...... CT-64 Atkinson, Rhonda Valencia Community College ...... FD-94 Carlton, Natasha Utah Valley University ...... CI-128 Auer, Dan Central Michigan University ...... PR-104 Carpenter, Daniel W. Purdue University ...... Preconference Workshop, CI-214 Baldwin, Amy Pulaski Technical College ...... Preconference Workshops, CR-20 Carskadon, Tom Mississippi State University ...... Preconference Workshop Balsamello, Nicole Lynchburg College...... CI-16 Case, Emerson California State University, Bakersfi eld ...... CI-205 Barbula, Boyana California State University, Sacramento ...... PA-126 Casey, Nancy St. Bonaventure University ...... CR-212 Barefoot, Betsy O. University of South Carolina; John N. Gardner Institute for Excellence in Casto, Heather Wright State University ...... PA-106 Undergraduate Education ...... Preconference Workshop, 30 Years of Catlett, Rob Emporia State University...... CT-14 FYE Panel, CR-144, R-187, R-208 Caudle, Kimberly University of South Carolina ...... R-154 Bartell, Denise University of Wisconsin-Green Bay .....Preconference Workshop, CR-151 Chan, KinHo Hartwick College ...... R-183 Becker, Karen Youngstown State University ...... CT-130 Chaskes, Jay Rowan University ...... Preconference Workshop Befus, Rebeca Wayne State University ...... CT-198 Cherestes, Alice McGill University’s Macdonald Campus ...... CI, 160 Bell, Brent University of New Hampshire ...... CR-132 Claiborne, Jamii Buena Vista University ...... CI-207 Bennett, Chad Shippensburg University ...... CT-185 Cloud, Tracia University of Tennessee - Knoxville ...... CT-50 Bennett, Scott Binghamton University ...... PA-125 Coffi n Koch, Laura University of Minnesota - Twin Cities ...... CR-186 Benson, Chris Madonna University ...... CR-24, FD-100, R-184 Coghill, Donna Virginia Commonwealth University ...... CI-229 Benton, Ian The University of Wisconsin-Madison ...... CT-63 Cokely, Carrie Curry College ...... CR-43 Bentley, Jason Central Michigan University ...... CT-83 Cole, Curtis University of Toronto Scarborough...... CT-196 Bentley-Drobish, Denise Southern Connecticut State University ...... CI-177 Cole, James Indiana University ...... E-3, CR-21 Bernardina, Natalie University of South Carolina ...... PA-112 Coley, Chrissy SunGuard Higher Education ...... E-7 Bertolini, Mary Ellen Middlebury College ...... R-57 Coley, Tim SunGuard Higher Education ...... E-7 Bettenhausen, Ken University of Colorado Denver...... CT-62 Cooke, Audra Rock Valley College ...... R-73, CT-134 Bidwell, Deborah College of Charleston ...... CR-28 Cooper, Sharon Rock Valley College ...... R-73 Bigelow, Sharon Brigham Young University ...... CT-49 Corio, Greg West Virginia University ...... CR-132 Biggio, Nancy Samford University ...... R-61 Corvey, Becky Macon State College...... CI-201 Biggs, Jason Utah Valley University ...... CI-128 Cox, Bradley E. Florida State University ...... CR-89, CR-129 Bir, Beth Fayetteville State University ...... CI-182 Crawford, Becky Brigham Young University ...... PA-113 Birou, Jeff Drexel University ...... CI-152 Cresswell-Yeager, Tiff any Penn State Lehigh Valley ...... CI-66 Birrell, Rob Kennesaw State University ...... FD-95 Cripe, Jo Anne Butte Community College ...... CT-174 Bishop, Joyce Coast Community College District ...... CT-141 Crowley, Haylee California State University, Sacramento ...... CI-59 Blasick, Ann Georgia Institute of Technology ...... CI-156 Curtis-Tweed, Phyllis Medgar Evers College, City University of New York ...... CR-76 Bloom, Jennifer University of South Carolina ...... PA-124, CT-173 Cuseo, Joe Marymount College ...... CT-161 Bluth, Sharon Utah Valley University ...... FD-103 Cutri, Ramona Brigham Young University ...... PR-116 Boettler, Lynn Kennesaw State University ...... CT-206 Davis, Amelia University of Tennessee - Knoxville ...... CT-50 Boff , Colleen Bowling Green State University ...... FD-101 Davis, Martha The University of Wisconsin-Green Bay ...... CR-151 Boggs, George R. American Association of Community Colleges; Davis, Mindy Brigham Young University ...... PR-118 Palomar College Plenary Address DeKnight, Brittany Furman University ...... CI-74 Borden, Debra Corning Community College CT-52 Del Rio, Maria Eulalia Universidad Metropolitana ...... CI-80, R-153 Borden-King, Lisa Minot State University CT-19 DeShazer, Anthony Davenport University ...... CT-23 Bowker, Lisa Binghamton University PA-125 DeWester, Jan Indiana University – Purdue University, Indianapolis (IUPUI) ...... CI-203 Boyer, Brian Western Carolina University CI-140 DeWitte, Quint Kuder, Inc...... E-11 Boyette, Barbara Guilford College CI-230 Diedrick, James Agnes Scott College...... CR-232 Bramblett, Sandi Georgia Institute of Technology CI-133 Dieringer, Greg The University of Akron ...... CI-216 Branco, Brett Brooklyn College CR-167 Dolinsky, Beverly Endicott College ...... CR-200 Brannen, Ann Bainbridge College CI-220 Domenech, Roxanna Universidad Metropolitana ...... CI-80, R-153 Braun, Stacey Emporia State University CT-14 Dougherty, Susan Agnes Scott College...... CR-232 Brinjak, Cathy Slippery Rock University CI-69 Doyle, Jeff Baylor University ...... CT-197 Brohawn, April University of South Carolina R-154 Dressler, Kimberly The University of South Carolina ...... CI-51 30th Annual Conference | 85 NAME INSTITUTION SESSION # NAME INSTITUTION ...... SESSION # Dripps, Wes Furman University ...... CI-74 Harris, Jacqueline Ball State University ...... PA-120 Duarte, Daniel The University of Texas at El Paso ...... R-45 Harshaw, Clay Guilford College ...... PA-110, CI-230 Dury, Joanne The Ohio State University ...... CI-82 Hart, Olga University of Cincinnati ...... CT-31 Dyer, Patrick Kennesaw State University ...... CT-39 Haye, Tanya Douglas College ...... PR-119 Edwards, Michael DePaul University ...... CI-30, FD-97 Hazard, Laurie Bryant University ...... CR-44 Elmore, Tim Growing Leaders ...... E-9 Heard, Michael Kennesaw State University ...... CT-179 Engle, Lea Susan Texas A&M University...... CI-172 Hebeler, Sabrina Central Michigan University ...... CT-83, FD-96 Entzminger, Kesha University of South Carolina Aiken ...... CR-231 Heiman, Marcia Boston College ...... CR-60 Esplin, Patricia (Pat) Brigham Young University ...... CT-49, PR-116 Helmers, Stephanie Sue Western Carolina University ...... CI-140 Fair, Lori Harrisburg Area Community College ...... CI-22 Henderson, Nicole Southern Connecticut State University ...... CI-177 Farnworth, Lindsay Utah Valley University ...... CI-128 Henriques, David Shippensburg University ...... R-41, CT-137 Fawcett-Yeske, Maxine United States Air Force Academy ...... PA-127 Henscheid, Jean M. University of South Carolina; About Campus ...Preconference Workshop, Index of Presenters of Index Feldman, Robert University of Massachusetts, Amherst ...... CT-65 R-25, CT-84, CT-191 Felter-Murphy, Terran California State University, Bakersfi eld ...... R-221 Hernandez, George Rock Valley College ...... R-73 Ferguson, Matthew Rutgers University ...... CT-70 Hernandez, Juana The University of the District of Columbia ...... CI-93 Figallo, Jessica College of the Sequoias ...... CI-32 Hernandez, Julie Rock Valley College ...... R-73 Fischer, Michelle Kaplan University ...... CT-180 Herrick, Jennifer Cardinal Stritch University ...... CI-227 Fish, Jessica Purdue University Calumet ...... CR-165 Herrick, Kate Cardinal Stritch University ...... CI-227 Fisher, Julie The University of Texas at San Antonio ...... CI-146 Hill, Ken Kennesaw State University ...... CI-164 Fisher, Shani College Success Wadsworth, a part of Cengage Learning ...... E-7 Hinson, Tammy Bainbridge College ...... CI-220 Fitzgerald, Liz University of North Carolina Charlotte ...... CI-81 Hintz, Kathy Minot State University ...... CT-19 Foote, Stephanie University of South Carolina, Aiken ...... E-10, CT-36, CR-231 Hix, Jane School Specialty, Planning and Student Development ...... E-10 Ford, Clarice R. University of Illinois Springfi eld ...... CI-234 Hixenbaugh, Paula University of Westminster ...... PA-123 Ford, Jesse University of South Carolina ...... CT-71 Hodges, Jennifer The University of Akron ...... CI-216 Fowler, Chantelle Brigham Young University ...... PA-113 Hoff man, Holly Central Michigan University ...... PR-115 Fowler, Vivia Wesleyan College ...... Preconference Workshop, CI-33 Hoff mann, Kaitlyn Southern Connecticut State University ...... CI-177 Fralick, Marsha Cuyamaca Community College ...... CI-79 Hofstetter, Angela Butler University ...... R-168 Frazier, Kimberley Kennesaw State University ...... CT-39 Holland, Florence Auburn University ...... CI-223 Friedman, Dan University of South Carolina ...... Preconference Workshop, CI-162 Holliday, Julie SunGard Higher Education ...... E-7 Fulford, Michael Georgia Institute of Technology ...... CR-46 Hopp, Jessica The University of Wisconsin-Green Bay ...... CR-151 Gahagan, Jimmie University of South Carolina ...... CI-51, R-154 Howe, Abby Central Michigan University ...... PR-104 Gardner, Doug Utah Valley University ...... FD-103 Howle, Erin Agnes Scott College...... PR-114 Gardner, John N. University of South Carolina; John N. Gardner Institute for Excellence in Hunter, Mary Stuart University of South Carolina ...... Preconference Workshop, Undergraduate Education ...... Preconference & Dinner Workshop, Primer, 30 Years of FYE Panel, R-187 Primer, 30 Years of FYE Panel, R-187 Hurd, Mark College of Charleston ...... CR-28 Garner, Brad Indiana Wesleyan University ...... Preconference Workshop, CT-176 Jackson, Yolanda Davenport University ...... CT-23 Gary, Peter University of Minnesota ...... CR-18 Jahn, Lena Landmark College ...... CT-90 Gassaway-Hayward, Debbie Landmark College ...... CT-90 Jarrard, Vance California State University, Sacramento ...... CI-59, PA-126 Geller, Laurie Minot State University ...... CT-19 Jenda, Overtoun Auburn University ...... CI-223 Gibbs, Patricia Wesleyan College ...... Preconference Workshop, CI-33 Jensen, M.S. University of Minnesota, Twin Cities ...... CT-194 Gilmore, Megan Indiana Wesleyan University ...... CT-35 Jensen, Murray University of Minnesota ...... CR-18 Girardot, Steven Georgia Institute of Technology ...... CI-133, CI-156 Jimenez, Cinthia The University of Texas at El Paso ...... R-45 Glassford, Marcy Utah Valley University ...... CI-219 Jo Sena, Leslie Washington State University ...... CI-42 Godfrey, Esther University of South Carolina Upstate ...... PA-121 Johnson, Barbara Colorado Mountain College ...... CT-37 Goldfi ne, Ruth Kennesaw State University ...... R-29 Johnson, Brady University of Minnesota ...... CR-18 Good, Linnette Purdue University-West Lafayette ...... CI-78 Johnson, Melissa University of Florida ...... FD-99, R-233 Gore, Paul University of Utah ...... CT-196 Jolliff e, Meagan Guilford College ...... CI-230 Gray, Rick The University of Georgia ...... CI-213 Jones, Kasi Purdue University ...... Preconference Workshop, CI-214 Griffi n, Betsy John N. Gardner Institute for Excellence in Undergraduate Education ...R-208 Jones, Kathryn Purdue University Calumet ...... CR-165 Grim, Emily Agnes Scott College...... CR-232 Juan Pedro, Paniagua Boston University ...... CI-159 Grisham, Erin Northern Arizona University . Preconference Workshop, CR-166, CR-188 Kanemoto, John California State University, Sacramento ...... CI-59, PA-126 Gurrie, Chris The University of Tampa ...... CT-195 Kearns, Michelle Utah Valley University ...... CI-219 Gusman, Frances College of the Sequoias ...... CI-32 Keating, James Butler University ...... R-168 Halem, Christine Kaplan University ...... CT-180 Keeler Gautcher, Dana Northern Illinois University ...... CI-217 Hamilton, Karen Shippensburg University ...... CT-185 Kelley, Nancy Villanova University ...... CR-210 Hammond, Alisa Utah Valley University ...... PR-105 Kelly, Michele Queens University of Charlotte ...... CI-163 Hammond, Ron Utah Valley University ...... PR-105 Kemp, Tony Mercer University ...... CI-158 Hansen, Kiersten California State University, Sacramento ...... CI-59 Keup, Jennifer R. University of South Carolina ...... Preconference Workshop, Harkavy, Mckinlaye University of South Carolina ...... PA-112 Primer, 30 Years of FYE Panel Harmon, Brad Furman University ...... CI-74, R-169 Khouri, Bob Wisconsin Technical College System Foundation, Inc...... E-2 Harrell, Melissa Bainbridge College ...... CI-220 Kilgo, Cindy University of South Carolina ...... CR-136 Harrington, Christine Middlesex County College ...... CI-228 Kinzie, Jillian Indiana University Center for Postsecondary Research and NSSE CR-55 86 | National Resource Center for The First-Year Experience® & Students in Transition NAME INSTITUTION SESSION # NAME INSTITUTION SESSION # Kisiel, Valerie Innovative Educators ...... E-12 Messineo, Melinda Ball State University ...... CI-15 Kluwin, Thomas Gallaudet University...... CR-131 Miles, Ulrike Queens University of Charlotte ...... CI-163 Knutt, Marcia McGill University’s Macdonald Campus ...... CI-160 Millard, Bill Indiana Wesleyan University ...... CT-35 Index of Presenters Koch, Andrew K. John N. Gardner Institute for Excellence in Undergraduate Education Millard, Paul University of South Carolina ...... CI-162 ...... Preconference Workshop, E-4, CR-144 Miller Brown, Sherry University of Pittsburgh ...... CR-76 Korduner, Missy Louisiana State University ...... Preconference Workshop Miller, Alex DePaul University ...... CI-30, FD-97 Kovach, Ronald Purdue University Calumet ...... CR-165 Miller, Laurie Utah Valley University ...... FD-103 Krasnic, Toni Concise Books Publishing ...... E-5 Miller, Sarah DePaul University ...... CI-30, FD-97 Kretchmar, Matt Denison University ...... CI-27 Mitchell, Heather Samford University ...... R-61 Krueger, Jennifer Marian University ...... CI-54 Mitchell, Johanna Hartwick College ...... R-183 Kurata, Marilyn University of Alabama at Birmingham ...... CI-145, CI-215 Mittelhammer, Paul National Student Loan Program ...... E-8 Laird, Tracey Agnes Scott College...... CR-232 Mixson-Brookshire, Deborah Kennesaw State University ...... R-29 Lam, Charles California State University, Bakersfi eld ...... R-221 Moffi tt, Julia Bennington College ...... R-222 Langford, Marcus Rhodes College; National Orientation Directors Association (NODA) E-13 Montelongo, Irma The University of Texas at El Paso ...... CI-17, CI-135 Lanning, John University of Colorado Denver...... CT-62 Montgomery, Marcus Pulaski Technical College ...... CI-149 Larsen, Carolee Kennesaw State University ...... CI-148 Montoya, Nadine University of Colorado Denver...... CT-62 Latino, Jennifer Campbell University ...... Preconference Workshop, E-10 Moore, Derek Pulaski Technical College ...... CI-149 Leeder, Chris University of Michigan ...... CR-150 Moore, Sheri University of Louisville ...... E-10 Lekan, Ryan Hill Counseling and Consultants ...... CT-39 Morsch, Mary James Madison University ...... CR-189 Lemelle, Dalton Pulaski Technical College ...... CR-20 Mullendore, Richard University of Georgia ...... Extended Session Leuwerke, Wade Drake University ...... CT-196 Munoz, Aurora Universidad Metropolitana ...... CI-80, R-153 Lewis, Karin Ann University of Kentucky ...... R-236 Myles, Nicoly Kennesaw State University ...... FD-95 Lewis, Mary Ann Virginia Tech ...... CI-181 Nadelson, Louise Boise State University ...... R-138 Ley, Sanita Brigham Young University ...... PR-116 Nadelson, Sandra Boise State University ...... R-138 Lingren Clark, Beth University of Minnesota-Twin Cities ...... CR-186 Nagy, Nicole Eastern Michigan University ...... CR-24, FD-100, R-184 Long, Barbara Penn State Lehigh Valley ...... CI-66 Nalbone, David Purdue University Calumet ...... CR-165 Long, Douglas DePaul University ...... CI-30, FD-97 Nanning-Sorenson, Susan Edgewood College ...... CI-204 Longman, Debbie Southeastern LA University...... FD-94 Natcone, Audrey Northeastern Illinois University ...... CT-47 Loubiere, Dennis Kennesaw State University ...... CI-148 Nelson Laird, Thomas Indiana University ...... CR-75 Lovegreen, Therese Virginia Tech ...... CI-181 Nemitz, Lisa Oakland Community College ...... CR-170 Lowery-Hart, Russell Amarillo College ...... CI-91 Nilsen, Cheryl Minot State University ...... CT-19 Lynch-Holmes, Katie EducactionDynamics ...... E-7 Nohlgren, Bethany Bard College ...... CI-157 Lynn, Kathy Kennesaw State University ...... R-29 Ochoa, Gregory Shippensburg University ...... CT-185 Lysaker, Judith Butler University ...... R-168 Odahlen, Beth Minot State University ...... CT-19 Lysy, Cathy Boston University ...... CI-159 Olivares, Esteban The University of the District of Columbia ...... CI-93 Mack, Thura University of Tennessee ...... PA-107 Oriano-Darnall, Angela The Center for Community College Student Engagement (CCCSE) ..CR-178 Macke, Barbara University of Cincinnati ...... CT-31 Pack, David Bard College ...... CI-157 Major, Rob Babson College ...... CI-155 Padgett, Ryan University of South Carolina ...... CR-136, CR-190 Malloy, Laura Hartwick College ...... R-183 Palm, Jaclyn Purdue University ...... R-139 Malone, Debbie DeSales University...... FD-101 Palmer, Alexis Utah Valley University ...... FD-103 Mangadu, Thenral The University of Texas at El Paso ...... CI-17, CI-135 Pantlik, John Michael Georgia Institute of Technology ...... CR 46 Manning, Amber Southern Illinois University Carbondale ...... FD-98 Patterson, Heather James Madison University ...... CR-189 Markey, Karen University of Michigan/School of Information ...... CR-150 Patton, Katie University of South Carolina ...... PA-117 Markle, Larry Ball State University ...... PA-120 Payne, Ruthie Auburn University ...... R-88 Marzen, Ryan Buena Vista University ...... CI-207 Pendleton, C. Jay Mercer University ...... CI-158 Matthews, Kathy Kennesaw State University ...... FD-95, CT-179 Penven, James Virginia Tech ...... CI-181 Mayes, Edwin Wright State University ...... CI-234 Perrell, Amber Queens University of Charlotte ...... CI-163 McAvoy, Eugene Pennsylvania College of Technology ...... CI-171 Peyer, Patrick Rock Valley College ...... CT-134 McCabe, Rebecca The University of Wisconsin-Green Bay ...... CR-151 Philips, Sarah California State University, Bakersfi eld ...... CI-205 McClendon, Shelia Bainbridge College ...... CI-220 Picardo, Alice Middlesex County College ...... CI-228 McCullough, Samantha Auburn University ...... CI-223 Pierre, Kris Northeastern Illinois University ...... CT-47 McDonough, Ann University of Nevada, Las Vegas ...... R-92 Pinnegar, Fred Brigham Young University ...... PR-118, CT-199 McEvoy, Valerie Educational Benchmarking (EBI) ...... E-6 Pinnegar, Stefi nee Brigham Young University ...... PR-118 McGowan, Brian Indiana University ...... E-3, CR-21 Piscitelli, Steve Florida State College at Jacksonville ...... Preconference Workshop, CT-58 McHugh, Evan Rock Valley College ...... CT-134 Pistilli, Matthew Purdue University ...... CR-225 McIntosh, Kadian Pennsylvania State University ...... CR-89, CR-129 Pixley, Zaide Kalamazoo College ...... CT-40 McLaughlin, Julie Cincinnati State Technical and Community College ...... CI-67 Poisel, Mark Allen University of Central Florida ...... Preconference Workshops McLaurin, Ehren Lynchburg College...... CI-16 Poskus, Phillip Kennesaw State University ...... CI-164 McNamee, Ben Southern Connecticut State University ...... CI-177 McShane, Yonna Middlebury College ...... R-57 Prochaska, Nancy Kennesaw State University ...... CI-164 Meadows, Marion The Ohio State University ...... CI-82 Pryor, John University of California Los Angeles ...... CR-26 Mehlig, Lisa Rock Valley College ...... CT-134 Pugh, Christie Kennesaw State University ...... CI-164 Merrill, Danielle Central Michigan University ...... FD-96 Pukrop, James (Jim) Purdue University ...... Preconference Workshop, R-139, CI-214 30th Annual Conference | 87 NAME INSTITUTION ...... SESSION # NAME INSTITUTION SESSION # Quay, Sara Endicott College ...... CR-200 Squire, Dian University of Maryland, College Park ...... CI-87 Queener, Catherine Wright State University ...... PA-106 Staley, Constance University of Colorado at Colorado Springs ...... CT-48 Quintero, Laiko University of North Carolina Charlotte ...... CI-81 Stebleton, Michael University of Minnesota ...... CR-18 Radunzel, Justine ACT, Inc...... CR-38 Stein, John Georgia Institute of Technology ...... CI-133 Randel, Carol Norwalk Community College ...... E-10 Steinfeld, Peter Buena Vista University ...... CI-207 Rankin, Daphne Virginia Commonwealth University ...... CI-229 Stoeckel, Sheila The University of Wisconsin-Madison ...... CT-63 Rascati, Ralph J. Kennesaw State University ...... FD-95, CI-148 Strickland, Carolyn Pennsylvania College of Technology ...... CI-171 Ray, Darrell C. Louisiana State University ...... Preconference Workshop Stroud, Cortney Davenport University ...... CT-23 Reason, Robert D. Pennsylvania State University ...... CR-89, CR-129 Stunp, Diane Cincinnati State Technical and Community College ...... CI-67 Ribbe, Rob Wheaton College ...... CR-34 Summer, Gail Ferrum College ...... CI-145 Riggs-Gelasco, Pamela Jo College of Charleston ...... CR-28 Switalski, Rachael Drexel University ...... CI-152 Rinker, Cheryl Rock Valley College ...... R-73 Szeman, Maggie The University of Georgia ...... CI-213 Index of Presenters of Index Ritch, Donna University of Wisconsin-Green Bay ...... Preconference Workshop Taiping, Ho Ball State University ...... PA-120 Ritter-Williams, Debbie University of Phoenix ...... PR-108 Taylor, Cassdi Utah Valley University ...... CI-128 Rivera, Mark The University of the District of Columbia ...... CI-93 Terenzini, Patrick T. Pennsylvania State University ...... Opening Session & Keynote Address, Roberge, Ann Central Michigan University ...... PR-115 CR-89, 30 Years of FYE Panel, CR-129 Roberson, Laurie University of Tennessee ...... PA-107 Thomas, Leon Anne Arundel Community College ...... CT-71 Robinson, Claire University of South Carolina ...... CI-51, PA-124 Thomas, Marilyn Menlo College ...... R-77 Rockwood, Jennifer University of Toledo ...... PR-122, CI-143, R-235 Thompson, Aaron Kentucky Council on Postsecondary Education Preconference Workshop Romney, Carla Boston University ...... CI-159 Thompson, David Kennesaw State University ...... R-88 Rose, Bridget Samford University ...... R-61 Thorpe, Samantha Central Michigan University ...... CT-83, FD-96 Rosen, Abbey Marian University ...... CI-54 Tippo, Kate Babson College ...... CI-155 Ross, David Raritan Valley Community College ...... CI-56 Torres-Ardila, Fabian Boston University ...... CI-159 Ross, III Frank E. University of North Texas at Dallas ...... Preconference Workshop, CR-53 Trainum, Matt The George Washington University...... CI-147 Rouleau, Lisa Wesleyan College ...... CI-33 Trites, Jill University of Minnesota, Twin Cities ...... CT-194 Rouse, Ruby University of Phoenix ...... PR-108 Vick, Tim Macon State College...... CI-201 Rubin, Alison The University of the District of Columbia ...... CI-93 Von Arx, Maria Cardinal Stritch University ...... CI-227 Sabol, David Indiana University – Purdue University, Indianapolis (IUPUI) .....FD-102, Wagner, Kevin Buena Vista University ...... CI-207 CI-203 Walpole, MaryBeth Rowan University ...... Preconference Workshop Saltonstall, Margot Northern Arizona University ...... CR-166, CR-188 Walter, Timothy L. Oakland Community College ...... CR-76, CR-170 Sampogna, Nicholas The George Washington University...... CI-147 Ward, Dorothy The University of Texas at El Paso ...... Preconference Workshop, CI-17 Sanders-McMurtry, Kijua Agnes Scott College...... CR-232 Warner, Cathy Central Michigan University ...... PR-104 Santos, Rod University of California, Berkeley ...... CI-59, PA-126 Waryasz, Stephanie Southern Connecticut State University ...... CI-177 Saunders, Robin Kennesaw State University ...... FD-95 Wassif, Joseph West Virginia University ...... CT-86 Sawyer, Casey Lynchburg College...... CI-16 Watson, Karen Virginia Tech ...... CI-181 Schultz, Julie The Ohio State University ...... CI-82, R-211 Weathermon, Karen Washington State University ...... CI-42 Schwartz, Forrest West Virginia University ...... CT-86 Webster, Gail Guilford College ...... CI-68 Seabold, Jenna Purdue University ...... CI-142, CI-214 Weigel, Dottie University of South Carolina ...... CT-84 Seery, Lora Bard College ...... CI-157 Welker, Melissa Northern Arizona University ...... CR-166 Seldon, Kristen Innovative Educators ...... E-12 Wessel, Roger Ball State University ...... PA-120 Self, Joel Scott Abilene Christian University ...... CT-64 Wetzel, Kathy Amarillo College ...... CI-91 Whitley, Sarah Longwood University ...... CT-192 Shaff er, Peg Ball State University ...... CI-15 Wightman, Priscilla (Penny) Hartwick College ...... PA-109, R-183 Shaver, Mysty Buena Vista University ...... CI-207 Wilde, Sarah University of North Carolina Charlotte ...... CI-81 Shea, Mark Buena Vista University ...... CI-207 Wilenta, Ashley Lynchburg College...... CI-16 Sherfi eld, Robb The College of Southern Nevada ...... Preconference Workshop Williams, Angela L. Bowie State University ...... PR-111 Sherie, Culver Davenport University ...... CT-23 Williams, Danielle E. Kennesaw State University ...... R-29 Sherry, Barbara Northeastern Illinois University ...... CT-47 Williams-Chehmani, Angie Davenport University ...... CT-23 Shinholster, Todd Kennesaw State University ...... R-29 Williams, Gayle Indiana University-Purdue University Indianapolis Sipp, Stephanie J. University of Kentucky ...... R-236 ...... Preconference Workshop, CR-53 Skinner, Olga University of Alaska Fairbanks ...... CT-193 Skipper, Tracy L. University of South Carolina ...... CT-84 Williams, Michael Harrisburg Area Community College ...... CI-22 Skubikowski, Kathy Middlebury College ...... R-57 Williams, Monique University of Illinois Springfi eld ...... CI-234 Smedley, Dean Samford University ...... R-61 Wilson, Shawn Central Michigan University ...... PR-104, R-209 Smit, Julian Utah Valley University ...... PR-105 Wilson-Long, Toyinda Purdue University-West Lafayette ...... CI-78 Smith, Maggy St. Mary of the Woods College; The University of Texas at El Paso Wolf, Thia California State University, Chico ...... CR-226 Wolgast, Kendra Penn State Mont-Alto; The Pennsylvania State University .R-41, CR-224 ...... Preconference Workshop Wood, Susie Human eSources, Ltd ...... E-1 Smith, Natalie Utah Valley University ...... PR-105 Woosley, Sherry Ball State University ...... CI-69 Smith, Yvonne Purdue University ...... CI-142 Wooten, Brian Kennesaw State University ...... CI-164 Solorzano, Samantha California State University, Chico ...... CR-226 Wurm, Jill Wayne State University ...... CT-198 Sotto, Carolyn D. University of Cincinnati ...... CT-31 Yates, Elizabeth Brigham Young University ...... PR-118, CR-210 Spears, Julia Northern Illinois University ...... CI-217 Young, Samantha University of South Carolina ...... CI-51, PA-117 Spell, Kim The Early College at Guilford ...... CI-68 Younger, Donna Oakton Community College ...... Preconference Workshop Spence, Renee Bainbridge College ...... CI-220 Zaldivar, Marc Virginia Tech ...... CI-181 Spies, Barbara Cardinal Stritch University ...... CI-227 Zubricky, James University of Toledo ...... R-235 88 | National Resource Center for The First-Year Experience® & Students in Transition th Continuing Credits Education National Resource Center for The First-Year Experience® & Students in Transition February 4-8, 2011 | Atlanta, Georgia ______First Name MI Last Name Maiden Name ______Last 4 digits of your social security number Sunday | February 6, 2011 Conference Sessions 9:00 a.m. –10:00 a.m. Title of Session: ______ ______Presenter Signature: ______ 10:15 a.m. –11:15 a.m. Title of Session: ______ ______Presenter Signature: ______ 1:30 p.m. – 2:30 p.m. Title of Session: ______ ______Presenter Signature: ______ 2:45 p.m. – 3:45 p.m. Title of Session: ______ ______Presenter Signature: ______ 4:00 p.m. – 5:00 p.m. Title of Session: ______ ______Presenter Signature: ______ (continued on back) 30th Annual Conference | 89 Monday | February 7, 2011 Conference Sessions 9:15 a.m. —10:15 a.m. Title of Session: ______Presenter Signature: ______ 10:45 a.m. – 11:45 a.m. Title of Session: ______Presenter Signature: ______Continuing Education CreditsContinuing 3:00 p.m. – 4:00 p.m. Title of Session: ______ ______Presenter Signature: ______ 4:15 p.m. – 5:15 p.m. Title of Session: ______Presenter Signature: ______ Tuesday | February 8, 2011 Conference Sessions 8:00 a.m. – 9:00 a.m. Title of Session: ______Presenter Signature: ______ 9:15 a.m. – 10:15 a.m. Title of Session: ______Presenter Signature: ______ 10:30 p.m. – 11:30 p.m. Title of Session: ______Presenter Signature: ______ I certify that I have attended all of the above sessions at the 30th Annual Conference on The First-Year Experience, Atlanta, Georgia: Participant Signature ______Date ______ This form must be attached to the completed University of South Carolina Continuing Education & Conferences & 30th Annual Conference on The First-Year Experience form for Noncredit Continuing Education Units. This form may be found at our main conference registration desk. 90 | National Resource Center for the First-Year Experience® & Students in Transition ______ ______ ______Notes ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ 30th Annual Conference | 91 ______ ______ ______ Notes ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ 92 | National Resource Center for The First-Year Experience® & Students in Transition ______ ______ ______Notes ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ 30th Annual Conference | 93 ______ ______ ______ Notes ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ 94 | National Resource Center for The First-Year Experience® & Students in Transition J?HAOCHALIOJ"OM;# JF?;M?PCMCNOM;NNB?J?HAOCHALIOJ JEAN KWOK THOMAS CHATTERTON JOSH SUNDQUIST MAHBOD SERAJI R. DWAYNE BETTS ACLFCHNL;HMF;NCIH WILLIAMS DOMN>IHÎN@;FF LII@NIJMI@N?BL;H ;KO?MNCIH Riverhead 978-1-59448-756-9 FIMCHAGS=IIF A Hilariously True Story NAL 978-0-451-22681-5 I@@L??>IG How a Father’s Love of Childhood, Cancer, A Memoir of Learning, and 15,000 Books Amputation, Romantic TWESIGYE JACKSON KAGURI SIMON LELIC Survival, and Coming Beat Hip-Hop Culture Yearning, Truth, and of Age in Prison with Susan Urbanek Linville Penguin Press 978-1-59420-263-6 Olympic Greatness ;NBIOM;H>=ONM Avery 978-1-58333-396-9 NB?JLC=?I@MNIH?M Penguin 978-0-14-311878-7 Penguin 978-0-14-311861-9 Building a School for My Village MOUSTAFA BAYOUMI BRUCE WATSON PATRICK NEATE SIGRID NUNEZ Viking 978-0-670-02184-0 BIQ>I?MCN@??F & DAMIAN PLATT @L??>IGMOGG?L Penguin 978-0-14-311912-8 NIMICHAEL POLLAN DANIEL H. PINK One Man’s Mission A Celebration of the Last Wild Food to Promote Peace... American Life from NB?IGHCPIL?ÎM >LCP? Penguin Press 978-1-59420-256-8 One School at a Time the StoryCorps Project The Surprising Truth >CF?GG; About What Motivates Us Foreword by Sir Edmund Hillary Penguin 978-0-14-311434-5 A Natural History Riverhead 978-1-59448-884-9 CRAIG M. MULLANEY Penguin 978-0-14-303825-2 of Four Meals Penguin 978-0-14-303858-0 NB?OH@ILACPCHA BICH MINH NGUYEN GUSTAV NIEBUHR GCHON? GREG MORTENSON CH>?@?HM?I@@II> MN?;FCHA NIF?L;H=? A Soldier’s Education MNIH?M San Antonio, texas National Resource Center for The First-Year Experience® & Students in Transition UNIVERSITY OF SOUTH CAROLINA 24th International Conference Register before May 18, 2011 to receive the conference discount on The First-Year Experience at www.sc.edu/fye/ifye June 21-24, 2011 Manchester, England Held in conjunction with the European Conference on the First Year Experience June 20, 2011 Co-hosted by: Tamagawa University, Japan Teesside University, United National Resource Center for The First-Year Experience® Kingdom University College Dublin, Ireland University of Manchester, U ÊU & Students in Transition United KingdomÊU York University, Canada UNIVERSITY OF SOUTH CAROLINA