National Resource Center for The First-Year Experience® and Students in Transition University of South Carolina, United States

22nd International Conference on The First-Year Experience

Cohosted by Concordia University, Canada Tamagawa University, Japan University of Auckland, New Zealand University of Teesside, United Kingdom York University, Canada

MontréalMONTRÉAL

PROGRAMPROGRAM

Table of Contents Schedule

General Information Monday, July 20, 2009 Welcome ...... 2 Goals of the Conference ...... 2 7:30 am – 9:00 am Continental Breakfast Registration Information ...... 2 7:30 am – 5:00 pm Conference Registration/Information Desk Hotel Map...... 2 8:00 am – 5:00 pm Cybercafé Message Board ...... 2 9:00 am – 5:00 pm Preconference Workshops Cybercafé...... 2 Internet Acess...... 2 5:30 pm – 6:45 pm Opening Session with Keynote Speaker – Parking...... 2 Betsy O. Barefoot No-Smoking Policy ...... 2 6:45 pm – 7:45 pm Opening Reception Cell Phone Usage ...... 2 Nametag Ribbons...... 2 Session Formats ...... 2 Tuesday, July 21, 2009 Session Evaluations...... 3 7:30 am – 8:30 am Continental Breakfast Conference Evaluation...... 3 7:30 am – 5:00 pm Conference Registration/Information Desk Session Handouts...... 3 Continuing Education Units...... 3 8:00 am – 5:30 pm Cybercafé Staff Roster...... 3 8:00 am – 9:00 am Primer for First-Time Attendees 9:15 am – 11:30 am Conference Sessions ...... 4 Exhibitor Information 11:45 am – 1:00 pm Lunch on Your Own Conference Sponsor & 1:15 pm – 3:30 pm Conference Sessions 3:45 pm – 5:45 pm International Higher Education Session Co-hosting Institutions...... 5

Opening Events • Monday, July 20, 2009 Wednesday, July 22, 2009 Preconference Workshops ...... 6 7:30 am – 8:30 am Continental Breakfast Opening Session & Keynote Address ...... 6 Opening Reception ...... 6 7:30 am – 5:00 pm Conference Registration/Information Desk 8:00 am – 5:00 pm Cybercafé Events • Tuesday, July 21, 2009 8:15 am – 11:45 am Conference Sessions Continental Breakfast ...... 7 12:00 noon – 2:00 pm Colleague Cluster Luncheon with Primer for First-Time Attendees ...... 7 Poster Sessions Conference Sessions ...... 7-12 2:15 pm – 4:30 pm Conference Sessions International Higher Education Session ...... 12

Events • Wednesday, July 22, 2009 Thursday, July 23, 2009 Continental Breakfast ...... 13 Conference Sessions ...... 13-16 7:30 am – 8:30 am Continental Breakfast Colleague Cluster Luncheon with Poster Sessions ...... 16-19 7:30 am – 12:00 noon Conference Information Desk Conference Sessions ...... 19-21 8:00 am – 11:00 am Cybercafé 8:15 am – 11:45 am Conference Sessions Events • Thursday, July 23, 2009 12:00 noon – 12:30 pm Closing Town Meeting Continental Breakfast ...... 23 Conference Sessions ...... 23-26 Closing Session...... 26

Institutional Descriptions...... 27-31

Index of Presenters...... 32-33

Hotel Map...... back cover

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 first 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 does not discriminate in educational or employment opportunities or decisions for qualified persons on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status. 1 General Information

Welcome Hotel Map Session Formats Welcome to the 22nd International Conference All conference events will be held at the Fairmont on The First-Year Experience. This conference is Queen Elizabeth Hotel. A map of the hotel is on The sessions presented at this conference designed with a setting and structure intended the back cover of this program. are in seven formats. The alpha designa- to be as professionally enriching as it is individu- tion with the session number indicates the ally pleasurable. We hope this will be an exciting session type. conference for you. If the conference staff can Message Board assist you, please contact us. There will be a message board near Conference Registration. Because it is impossible for the Poster Sessions At time of printing, conference delegates regis- conference staff to know where a particular Poster sessions are presented in the form of tered represent the following countries: delegate is at any given time, we ask that you an exhibit and delivered primarily through the Australia Portugal check the board periodically for important use of visual display and handout materials. Canada New Zealand general or personal messages. Numerous poster sessions will be scheduled Egypt South Africa concurrently, and conference delegates will be free to move from one poster session to Greece Spain Cybercafé Hong Kong Sweden another. Picture a place where you can sit away from the Ireland United Kingdom action, check your e-mail, and explore other Poster session types: Japan United States online resources introduced to you during the Netherlands Research Findings (PR) conference. That place is the First-Year Experience This type of poster session presents re- Cybercafé. The Cybercafé is located in the Saint search results focused on a specific topic Goals of the Conference Charles room and is open during most conference or program. hours July 20-23, 2009. Several computers have The International Conference on The First-Year been set up for use by conference participants Assessed Programmatic Approaches (PA) Experience is designed to examine programs only, with a limit of 15 minutes per user per visit. and initiatives, as well as research results that This type of poster session presents on a Co-sponsored by University of Auckland. are helping students in the first college year specific programmatic approach at a single adapt to higher education and become more institution. successful in their learning. The conference Internet Access objectives include: Wireless internet access is available in the public Concurrent Sessions areas of the hotel (lobby & foyer of the Conference • Providing information on successful and This session includes a formal presentation Level) and is offered at a cost of $15.75 CDN (taxes innovative programs that are helping to with time for questions and participant included) for a 24-hour period. Wired internet attract and retain students. interaction. access is available in the guestrooms for $15.75 • Encouraging the development of work- CDN (taxes included) for a 24-hour period. Concurrent session types: ing partnerships/collaborations among academic administrators, student support Research (CR) administrators, and faculty. Parking These sessions present on quantitative or Valet and self-parking are available at a rate of • Examining topics related to improving the qualitative research that has been conducted $26.00 CDN (taxes included) per day. academic experience. on issues addressing student transitions. • Learning about supplemental programs Trends & Issues (CT) that focus on the development of the No-Smoking Policy These sessions address emerging trends, first-year student as a well-adjusted, caring The conference organizers request careful ob- current issues, and broad concepts. human being, a responsible citizen, and a servance of a no-smoking policy in the meeting successful student. rooms and dining areas. We enforce this rule Institutional Initiative (CI) because of the health risks associated with pas- These sessions highlight specific programs/ sive exposure to cigarette smoke. initiatives that have been instituted, assessed, Registration Information and shown to be successful on a particular The Conference Registration/Information table campus. will be located in the Foyer on the Convention Cell Phone Usage Floor. The staff of the National Resource Center The conference organizers request that all cell Roundtable Discussions (R) for The First-Year Experience and Students in phones are switched to vibrate or the off posi- These sessions are designed to promote open Transition will be available to assist you during tion while attending sessions. discussion around a significant or major issue the following times: or theme. Roundtable discussions provide Monday, July 20, 2009 Nametag Ribbons attendees an opportunity to share ideas and learn from one another’s experiences. 7:30 am – 5:00 pm Light Blue Presenters Tuesday, July 21, 2009 Gold Outstanding First-Year Exhibitor Presentations (E) 7:30 am – 5:00 pm Student Advocates These sessions allow conference exhibitors to showcase products and share informa- Wednesday, July 22, 2009 Rainbow Hosting Institutions 7:30 am – 5:00 pm tion on services provided by the company/ Red Conference Staff organization. Thursday, July 23, 2009 Purple First-Time Attendees

7:30 am – 12:00 noon 2 General Information

Session Evaluations Staff Roster Individual Session Evaluation Forms will be distributed and collected in each session by National Resource Center for The First-Year Experience & Students in Transition/ the presenter. Presenters please bring session University 101 evaluations to the conference registration desk and copies of evaluations may be picked up at Staff the end of the conference or will be mailed after *M. Stuart Hunter Assistant Vice Provost and Executive Director the conference. *Jennifer R. Keup Director, National Resource Center for The First-Year Experience & Students in Transition Dan Friedman Director, University 101 Conference Evaluation *Peggy Burton Publications and Accounts Administrator Jennie Duval Business Associate and Conference Registrar An Overall Conference Evaluation Form will be *Bert Easter Assistant Coordinator, Instructional Systems Development and Marketing available to complete online after the conference. *Nina L. Glisson Conference Coordinator When you return to your campus, please take Angela Griffin Coordinator of Research, Grants, and Assessment a few minutes to complete the evaluation. The Shana Harrison Assistant to Conference Coordinator information you provide is used to evaluate the Jean Henscheid Journal Editor conference and to improve future conferences; Jennifer Latino Assistant Director, University 101 therefore, your comments are extremely impor- Angie Mellor Graphic Artist tant. The link for the evaluation is http://www. Adrienne Mojzik Administrative Specialist sc.edu/fye/events/international/evualation and Erin Morris Graphic Artist will also be included in a conference follow-up Tamila Pringle Budget and Human Resources Manager e-mail message. *Rico Reed Coordinator of Public Relations and Resource Development Tracy L. Skipper Editorial Projects Coordinator Session Handouts Penny J. Smoak Administrative Assistant At the conference: There are several tables set Rosa Thorn-Jones Administrative Specialist up in the Foyer on the Convention Floor for Toni Vakos Editor presenters to leave extra handouts from their Cei Mey Wu Webmaster sessions. Presenters: Be sure to include your name and the title of your presentation on the Fellows *John N. Gardner Senior Fellow handout. *Betsy O. Barefoot After the conference: If you were not able to attend Dorothy S. Fidler a session of interest, the handouts for the sessions Jean M. Henscheid will be available on our web site at http://www. Richard H. Mullendore Randy L. Swing sc.edu/fye/events/prsentation/2009international after August 21, 2009. Please note that only those Graduate Assistants handouts sent to us by presenters will be posted Spencer Bennett to the web site. All presenters are encouraged Ryan Goodwin to submit electronic versions of their session Tricia Kennedy handouts to the National Resource Center by Emily Mullins e-mailing them to Shana Harrison at scharri2@ Jennifer Powell Dottie Weigel mailbox.sc.edu. Undergraduate Student Assistants Continuing Education Units Casey McClary In order to meet continuing professional develop- *denotes those attending the conference ment needs and certification requirements, CEU credits are available to International FYE conference participants. Applicants, upon completion of the conference and submission of the registration form, will receive a Certificate of Participation from the Division of Continuing Education at the University of South Carolina. A maximum of 2.5 CEUs (25 clocked hours) may be earned. If you are interested in obtaining credit, stop by the conference registration table

by noon on July 23, 2009. 3 Exhibitor Information

The International Conference on The First-Year Experience welcomes commercial and non-profit exhibitors. The exhibit area is located in the Foyer on the Convention Floor near the conference registration area. Exhibitors registered at the time of printing are listed below:

Bedford/St. Martin’s pub- Learning Skills Services, Student Development The Touchstones Dis- lishes the college success Centre, Brock University cussion Project offers titles by Gardner, Jewler, Integrating interaction and technology to foster a powerful approach and Barefoot. These books engagement and student-centred learning, we to group discussion fit well with our publishing develop online interactive university-level skills that enables people of all cultures, races, and philosophy, emphasizing in- workshops to motivate students through game- ideologies to communicate with each other and to novation, quality, and a focus like exercises and self-testing. Now available for uncover common goals and visions. Participants on the needs of students and purchase, Online Interactive Academic Writing become life long learners with skills to map and instructors. Established in Workshop. navigate an ever-changing future. 1981, Bedford/St. Martin’s is a college textbook publisher specializing in the humanities. Our sister company, The National Resource Center for Hayden-McNeil Publishing, works with authors The First-Year Experience and Exhibit Hours to create course-specific instructional materials Students in Transition focuses for colleges and universities throughout the world on enhancing the learning and You will have the opportunity to visit with featuring the highest quality and best value for success of all college students, exhibitors during the exhibit hours below: both instructors and students. hosts a series of national and international July 20, 2009 6:45 pm – 7:45 pm conferences, workshops, and teleconferences; engages in research; publishes a scholarly journal, July 21, 2009 7:30 am – 11:30 am newsletter, and monograph series; maintains a 1:30 pm – 3:30 pm web site, and hosts electronic listservs. July 22, 2009 7:30 am – 11:45 am 2:00 pm – 3:30 pm EducationDynamics’ Retention Services develops July 23, 2009 7:30 am – 11:00 am comprehensive Web-based solutions that promote student engagement to increase retention and improve student success. From a relationship management system to content-rich purpose The Sun Life Financial Chair in Adolescent communities, dynamic video and interactive Mental Health is dedicated to helping improve content, these solutions build stronger student the mental health of youth by the effective relationships. translation and transfer of scientific knowledge. FYRE (First-Year Retention and Engagement) Our model is to use the best scientific evidence is a unique tool designed to combat attrition, available to develop application-ready training enhance campus engagement, and support programs, publications, tools, and resources that student development. It is currently being can be applied across disciplines to enhance the utilized by the University of South Carolina in understanding of adolescent mental health issues. their FYE initiatives. Visit us online at www.teenmentalhealth.org.

29th Annual Conference on The First-Year Experience February 12-16, 2010

Denver. Colorado 4 Sponsor & Co-hosting Institutions

critical citizens who are committed to learning coast and is surrounded by some of the most Sponsoring Institution and to the spirit of enquiry. This openness to beautiful and historic countryside in Britain. The new ideas inspires the university to develop an University has over 20,000 students engaged in National Resource Center for The international approach to learning, research, and courses from Diploma to PhD level in a wide range First-Year Experience and Students social responsibility that informs the over 300 of disciplines. Its intake is international in scope, in Transition undergraduate programs, and over 200 graduate and has an increasing number of agreements Our mission is to support and advance efforts programs, diplomas, and certificates. with universities in the United States and most to improve student learning and transitions European countries for exchange of students into and through higher education. The Center Tamagawa University and faculty and joint research projects. achieves this mission by providing opportunities Tamagawa University is a higher education di- The University mission is “Providing Opportunities for the exchange of practical and theory-based vision of Tamagawa Gakuen, a comprehensive -- Pursuing Excellence.” Teesside believes that the information and ideas through the convening institute covering from kindergarten to higher current diversity within the British higher educa- of conferences, institutes, workshops, and other education. Today, the university consists of 15 tion system is a strength and pursues excellence events; publishing monographs, a peer-reviewed departments in six faculties (undergraduate), within the context of its distinctive mission journal, a newsletter, guides, and books; gener- as well as six programs leading to a masters of raising aspiration, widening participation, ating and supporting research and scholarship; degree and three programs leading to a doc- providing high quality learning and teaching hosting visiting scholars; and administering a torate degree. One of the primary educational in a research active setting and contributing to web site and electronic listservs. principles is the philosophy of Zenjin Education, economic growth and regeneration. which emphasizes six aspects of culture: They University of South Carolina are scholarship, morality, arts, religion, physical York University Chartered in 1801 as South Carolina College, health, and wealth. With its 50th anniversary fast approaching in the University of South Carolina, Columbia The mission of Tamagawa Gakuen education 2009, York University is now Canada’s third larg- remains on its original site in the state capital. is to produce outstanding individuals who can est university, world-renowned for attracting The University of South Carolina is a publicly- contribute to not only Japanese society but to students who forge their own unique paths. That’s assisted, coeducational institution dedicated to the world. Currently as a comprehensive campus because York offers an unparalleled academic the entire state of South Carolina. The primary (gakuen), we are conducting from kindergarten experience. Its unique, interdisciplinary approach mission of the University of South Carolina, a division to graduate school-level educational to learning allows students to study their subjects multi-campus public institution, is the education activities within a single campus. from many different angles simultaneously and of the state’s diverse citizens through teaching, allows them to combine majors in completely research and creative activity, and service. The University of Auckland different fields. York offers full and part-time University is committed to providing its students graduate and undergraduate degree programs The University of Auckland is New Zealand’s pre- with the highest-quality education, including to over 50,000 students in 10 faculties. eminent research-led institution, and is the only the knowledge, skills, and values necessary for one nationally ranked among the world’s top The mission of York University is the pursuit, success and responsible citizenship in a complex 100 universities by the Times Higher Education - preservation, and dissemination of knowledge and changing world. Quacquarelli Symonds (THE-QS) World Rankings and promises excellence in research and teaching of Universities. As well as being New Zealand’s in pure, applied and professional fields. A com- top university, The University of Auckland is the munity of faculty, students, and staff committed Co-hosting Institutions country’s largest with around 38,500 students, to academic freedom, social justice, accessible around 10,000 of whom graduate annually in a education, and collegial self-governance, York The staff of the National Resource Center for wide range of professions and fields. The Uni- University makes innovation its tradition. The First-Year Experience and Students in Tran- versity of Auckland has the most comprehensive sition expresses appreciation to our co-hosts range of courses in the country with teaching for their support and assistance: and research conducted in eight faculties and a number of research institutes. The University Concordia University has a strong international focus and is the only Concordia University’s reputation as one of Canada’s New Zealand member of Universitas 21 and the most dynamic and innovative universities has Association of Pacific Rim Universities. Currently its roots in over 180 years of pursuing academic more than 4,000 students from 93 countries excellence and student success. The university choose to study at the University annually. was formed in 1974 with the merger of Loyola The University’s mission is to be a research-led, College and Sir George Williams University. From international university, recognized for excel- its roots as a teaching institution, Concordia has lence in teaching, learning, research, creative developed a strong research profile that builds work, and administration. Its seeks to make a upon the expertise represented in its Faculties. significant contribution to the advancement of It is home to 75 research chairs, of which 20 are knowledge and is committed to serving its local, Canada Research Chairs. national, and international communities. Concordia is a welcoming community where values of equality, non-discrimination and tol- University of Teesside erance of diversity are appreciated and actively The University of Teesside is situated in northeast promoted. The university prepares its graduates, England in an industrial area on the North Sea

at all levels, to live as informed and responsibly 5 Monday • July 20, 2009

W-3 Continental Breakfast 12:00 noon - 1:00 pm Best Practice in the First College Year: 7:30 am – 9:00 am Defining What Works and Why Foyer – Convention Floor Lunch for workshop participants only 9:00 am - 4:00 pm • Saint-Maurice Room Hochelaga 1 Conference Registration John N. Gardner 7:30 am – 5:00 pm Executive Director, Policy Center on the First Year of Foyer – Convention Floor College; Senior Fellow, National Resource Center for The First-Year Experience and Students in Transition, 5:30 pm - 6:45 pm University of South Carolina Cybercafé Betsy O. Barefoot Opening Session & 8:00 am – 5:00 pm Co-Director and Senior Scholar, Policy Center on Saint-Charles Room the First Year of College; Fellow, National Resource Keynote Address Center for The First-Year Experience and Students in Marquette/Jolliet Rooms Transition, University of South Carolina Preconference Workshops Betsy O. Barefoot 9:00 am - 5:00 pm United States Co-Director and Senior Scholar, Policy Lunch is provided for preconference workshop participants. Center on the First Year of College; Fellow, National Resource Center for The W-4 First-Year Experience and Students in Strategies for Transition and Retention: Transition, University of South Carolina Embedding the First-Year Experience Preconference Workshops and Developing a Value Proposition United States 9:00 am – 4:00 pm • Gatineau Room Standing on Common Ground: W-1 Lessons Learned from Over 20 Years of Wayne Clark Strategies for Training Supplemental International Focus on the First Year Director of Student Administration Instruction Leaders and Facilitating In this 22nd year of the International Confer- Bill Crome Small Group Learning ence on The First-Year Experience, it is time Group Manager Student Support Services 9:00 am – 12:00 noon • Bersimis Room to take stock and to acknowledge what University of Auckland we have learned over two decades—what Glen Jacobs New Zealand successes we share, and what challenges Executive Director of the International Center for first-year educators around the world con- Supplemental Instruction; Director of the Center for tinue to face such as motivating students, Academic Development W-5 Mentoring: Constructing Meaning addressing inadequate preparation for University of Missouri, Kansas City During Times of Transition college, and improving progression and United States graduation rates. In spite of differences in 1:00 pm – 5:00 pm • Peribonka Room nationality, we are standing on common Stefinee Pinnegar ground. In her review of “lessons learned,” W-2 Director ESL Endorsement Program BYU/Public Barefoot will reflect on the past and the Creating and Implementing First- School Partnership; Acting Dean Invisible College future, and she will use both research and Year Seminars to Fulfill Varying for Research on Teaching and Teacher Education examples of best practice to propose a new Curricular and Student Needs Pat Esplin vision for student success in the first year 9:00 am – 12:00 noon • Richelieu Room Director Freshman Academy and beyond. Brigham Young University L. Lynn Marquez United States Associate Professor of Geology Linda L. McDowell 6:45 pm - 7:45 pm Coordinator of the First-Year Experience W-6 Carol Y. Phillips Developing Collaborations Opening Reception Associate Provost Emerita Between Academic and Support Foyer – Convention Floor & Hochelaga 1 Millersville University of Pennsylvania Staff in Locating and Supporting Co-sponsored by United STates “At Risk” First-Year Students Tamagawa University 1:00 pm – 5:00 pm • Richelieu Room University of Auckland University of Teesside Colleen Blaney Doyle Student Adviser, College of Engineering, Mathematical, and Physical Sciences, University College Dublin Claire Laudet, Lecturer Department of French Trinity College Dublin

Ireland 6 July 21, 2009 • Tuesday

3-CR Continental Breakfast 9:15 am – 10:15 am The Importance of Individual Efforts in 7:30 am – 8:30 am Supporting First-Year Student Retention Foyer – Convention Floor 1-CI Hochelaga 4 Identifying Social and Economic Factors Conference Registration in Supporting the First-Year Experience Frank Ross 7:30 am – 5:00 pm Assistant Vice Chancellor for Student Life Foyer – Convention Floor Hochelaga 2 and Learning Marco Angelini Gayle Williams Cybercafé Project Officer Assistant Dean, University College 8:00 am – 5:30 pm University College London Indiana University Purdue University Saint-Charles Room UNITED KINGDOM Indianapolis UNITED STATES In this session, a possible route in constructing a model of transitional support for first-year Many colleges and universities dedicate resources 8:00 am – 9:00 am students, in the context of the experience of toward comprehensive efforts to increase first-year developing and embedding such a program student retention rates. While these programs Primer for First-Time at University College London (UCL), will be do make a difference, institutions must also discussed. The Transition Program at UCL has consider the role individual faculty, students, and Attendees been designed to engage first-year learners both staff play on a daily basis to support retention. Saint-Maurice Room socially and academically. Our experience in This session will detail three years of research developing the program over the last three years involving first-year students, identifying who M. Stuart Hunter has led to a series of refinements and adapta- on the campus most made a difference in their Assistant Vice Provost, National tions triggered by trial and error and feedback success and why. Findings as well as implications Resource Center for The First- exercises. This session will discuss evaluation of for practice will be shared. Year Experience and Students in how the program has been embedded based Transition/University 101 Programs, on first-year attrition rates and student feedback University of South Carolina differentiated by socio-economic background. 4-R Jennifer Keup The data used here is particularly interesting Faculty/Librarian Partnerships: A Model Director, National Resource Center as it allows for a comparison between students for Interdisciplinary Collaboration for The First-Year Experience & who participated in the Transition Program and Hochelaga 5 Students in Transition, University of those who did not. South Carolina Bill Gillis Reference & Instruction Librarian John N. Gardner 2-CI Senior Fellow, National Resource Katherine Larsen Engaging Students: One Teaching Instructor, University Writing Center for The First-Year Experience Size Does Not Fit All! & Students in Transition, University Program of South Carolina; Executive Director, Hochelaga 3 The George Washington University Policy Center on the First Year of Kim Keffer UNITED STATES College Director, First-Year Experience Faculty/librarian partnerships as a component United States Ohio University Southern of a first-year writing program can facilitate the UNITED STATES transition to college-level research and writing. A tradition at First-Year Experience Confer- Such collaboration can also ease the intellectual ences since 1984, the “primer” reviews the The academic, social, and community involvement shift from writing for a closed community—the events that led to the creation of University of first-year students, while an important goal, can typical student/teacher exchange—to a larger 101 at the University of South Carolina, the be particularly challenging at a small commuter and more public discourse community. This resulting series of conferences, and an inter- campus. This session will provide an overview of roundtable will allow participants to explore national education reform movement known how Ohio University Southern addressed these the possibilities of such collaborative practices as “The First-Year Experience.” The presenters issues through learning communities, commu- and partnerships. will attempt to situate the meaning of this nity partnerships, and special events. Benefits now ubiquitous concept in higher education and challenges of program implementation and define the philosophical assumptions will be discussed and data concerning student undergirding this conference series. They outcomes and campus perception of program will also reflect on the current status of the impact will be provided. movement, its accomplishments, and the current challenges bringing us together

at this meeting. 7 Tuesday • July 21, 2009

9:15 am – 10:15 am cont’d 7-CR 10:30 am – 11:30 am Technology and the First-Year Experience Duluth 5-CI 9-CI Multi-layer Safety Net: Developing a Mark Urtel A Community Welcome: The Mountains Comprehensive Network of Help to Assistant Professor, Department of Ocean Valley Experience (MOVE) Physical Education Ensure Student Success and Retention Hochelaga 2 Hochelaga 6 Indiana University Purdue University Indianapolis Joanna Royce-Davis Gideon Botha UNITED STATES Dean of Students/Co-Chair, First-Year Director of Academic Development Experience Center The purpose of this study was to determine the extent that first-year courses utilized technology Dan Shipp Rachel Phillips-Buck to enhance student engagement and academic Assistant Vice President Academic Counselor performance. A secondary purpose was to de- Bill Swagerty Abilene Christian University termine if the technology was assessed and the Professor UNITED STATES types of assessment used. Preliminary results Kristina Juarez indicated moderately high usage rates of 4 of During this session, the presenters will focus on Graduate Student the 10 surveyed forms of technology. While the development of “safety net” programs that Wendith Stratton there was an absence of assessment for most identify and support struggling students. Begin- Director, Pacific Recreation technologies used, a high level of certainty for ning with the creation of an early-alert program, future adoption of technology was found. University of the Pacific and expanding into midterm, probation, and UNITED STATES Discovery programs, and a ‘work in progress’ program focused on at-risk emotional intelli- 8-CR MOVE (Mountains Oceans Valley Experience) is a part of orientation for all new Pacific students gence profiles, we will discuss the development, Improving the Persistence Rates of and is the result of university-wide collabora- operations, effectiveness, and corresponding First-Year College Students Through tion between faculty, staff, and students. This challenges of these programs. a Case-Management Approach program allows students to experience Pacific’s and Financial Incentives values in action while participating in one of 6-CT Saint-Maurice seven trips with common learning outcomes First-Year Experience Movement and core activities. Assessment findings indicate Yves Pelletier in Japan: How It Developed and that students meet expected learning outcomes Manager, Pilot Projects, Canada the Issues It Focuses On and experience increased confidence in their Millennium Scholarship Foundation Mackenzie student role, increased involvement in campus Fiona Bain-Greenwood life, and increased persistence. Reiko Yamada Manager, Foundations for Success Professor, Doshisha University Seneca College 10-CT Atsushi Hamana CANADA Can They Learn? Creating and Developing Professor, Kansai University of Foundations for Success is the first significant First-Year Student Scholars International Studies college-specific demonstration project in Hochelaga 3 Keiko Yoshihara Canada to measure the impact of case-managed Professor, Hyogo University access to student support services. Currently, Allen Shelton 3,200 students with specific risk factors (e.g., Associate Professor JAPAN language skills below college requirements, Timothy Ecklund First-year experience programs in Japan are career uncertainty, or difficulty in adapting to Associate Vice President for Campus Life rapidly spreading against the background of the new environments) are participating. The project aims to find out which combination of services Buffalo State College reform of the higher education system. Learning UNITED STATES and teaching has to become more emphasized. is most effective in improving the chances of This presentation will demonstrate how we student success and increasing a colleges’ overall Too often, success in the first year of college is have institutionalized the new field “first-year graduation rate. measured by retention and not by the intellectual experience” in order to deal with the changing transformation that students experience. This student population. This session will focus on session will demonstrate how an interdisciplin- having a good grasp of how first-year experience 10:15 am – 10:30 am ary approach to first-year learning can jump programs work in a different higher education start students in their pursuit of a liberal arts system and what problems are to be focused Morning Break education.

on during new student transitions. Foyer – Convention Floor 8 July 21, 2009 • Tuesday

11-CI 13-CI 15-E Success With Parent Education: A Mutually Beneficial Partnership: Beyond Socratic Seminar: New Dialoguing at the Collegiate Level Supplemental Instruction and Leadership Paradigms Hochelaga 4 Learning Communities Duluth Hochelaga 6 Brian Nossaman Howard Zeiderman Senior Academic Counselor Fiona Brantley President, Touchstones Discussion University of Oklahoma Coordinator of Supplemental Instruction/ Project UNITED STATES Assistant Professor, English St. John’s College Kennesaw State University UNITED STATES How do you interact with parents on your UNITED STATES campus? At the University of Oklahoma, we This presentation will inform participants about are developing a new way to dialogue with the This session will present information about the pedagogical basis and critical need for touch- parents of incoming students. Parent’s roles are Supplemental Instruction (SI) and its involvement stones discussions in the first-year experience. important, but their expectations are changing. with learning communities at Kennesaw State Through excerpts from case studies, program This presentation will explore techniques to University. It will focus on a case study of SI in a evaluations, video, testimonials, and anecdotal assist both the parent and student in changing themed learning community comprised of two evidence, participants learn how collaborative their focus, involvement, and vocabulary. By courses with an enrollment of 25 students each leadership engages all students and transforms setting the stage of education, both parents and then a large course with up to 200 students. passive learners through active and shared and students can make the successful transition In our case study, we will look at SI’s impact on inquiry. Touchstones go beyond the Socratic within the appropriate boundaries. SCI 1101 (200 seats per section). We will present seminar method to teach students how to lead course results, feedback, and findings. together in a genuinely collaborative, rigorous, and responsible exploration with their peers. 12-R Intersecting Identities, Intersecting 14-CR Insights: What are the Unique Insights of Emotional Intelligence in a First- 16-CI Faculty and Staff Who Hold a Dual Role Semester Success Course Surviving the Global Financial as Parents of College-Going Students? Mackenzie Crisis (GFC): Maximize Your Hochelaga 5 Employability Through PASS! Barbara Bond Saint-Maurice Pamela Person Professor of Psychology; Coordinator of Director, Center for First-Year Experience Psychology Sally Rogan and Learning Communities Rose Manser Head, Student Services; Head, National University of Cincinnati Professor of Business and Technology PASS Centre UNITED STATES Fleming College University of Wollongong AUSTRALIA Conference goers who are also parents of college CANADA students hold a unique and valuable perspec- The goal of the current study was to modify a Given the global economic crisis and uncertain tive on students’ collegiate experiences and first-semester course to include curriculum related job prospects, the development of students’ their impact. Participants are invited to share to improving emotional and social competen- personal and professional skills, in addition their observations and insights with colleagues cies in a group of first-semester students. The to their educational qualifications, is critical. who share this dual role as college educator effectiveness of the modified course in improving Supplemental Instruction/PASS promotes the and parent of a college student. We will discuss emotional intelligence levels was assessed by development of outstanding graduate quali- patterns and ideas that can guide our individual comparing emotional and social competency ties in both participants and peer leaders. The and collective efforts to enhance all aspects of levels to a matched group of students who presenter will focus on these qualities and the the first-year experience. did not take the modified course. The results enhancement of leadership, communication, indicated that students who took the course and teamwork skills in the peer leaders to dem- were significantly higher in self-awareness, a onstrate how students, through peer learning key emotional intelligence dimension. programs, can maximize their skills and enhance their employability.

11:45 am – 1:00 pm

Lunch on your own 9 Tuesday • July 21, 2009

1:15 pm – 2:15 pm 19-CT 21-CI Thinking Outside the Box: Moving The SciTech model: From From Multiple Choice to Authentic First Year to Career 17-CI Assessment With Millennial Learners Hochelaga 6 Creating an Academic Focus in the Hochelaga 4 First-Year Seminar by Connecting the Eva Söderman Seminar, Liberal Education, and Career Brad Garner Senior Faculty Administrator Development: One U.S. Model Assistant Dean for Teaching and Learning Uppsala University Hochelaga 2 Indiana Wesleyan University SWEDEN UNITED STATES Leon Book The SciTech (science and technology) model Director of Student Transitions & First- Multiple-choice and true-false testing are a) shal- developed at the Faculty of Science and Tech- Year Experience low, b) incentives to rote memorization and then nology is based on a number of key concepts later forgetting, c) promote lower-order thinking, and aims to counteract dropout rates and to Southeast Missouri State University d) do not provide opportunities for application, improve student progress towards receiving UNITED STATES synthesis, or evaluation, and e) all of the above. a degree. These include personal contact, ac- Presenters will show how their institution’s The “correct” answer is “E.” How did you do on cess to information, and an understanding of first-year seminar gained an academic focus by this test? This session will provide participants academic life with a focus on activities during connecting the seminar to their liberal education with 10 readily adaptable and transportable the student’s first year. program. University Studies, as well as career assessment strategies that are responsive to the development, have been incorporated into the classroom needs of millennial learners. 22-CR seminar in two ways: (a) through a co-requisite Examining the Effects of career proficiency and (b) through the nine life 20-R Involvement on First-Year STEM skills University Studies features as its basis. Jump Start: Providing the Winning Students’ Learning Outcomes Participants will strategies for incorporating Edge for Inbound Students career development in first-year seminars and Mackenzie the effectiveness of connecting them to liberal Hochelaga 5 education. Terrell Strayhorn Joy Brastrom Associate Professor of Higher Education; Director of Education Special Assistant to the Provost 18-CT Tom Saunders The University of Tennessee, Knoxville Academic Programming in Residence: General Education faculty UNITED STATES A Comparison of Options High-Tech Institute Orlando Broadening participation among women and Hochelaga 3 Kay Russell minorities in science, technology, engineering, Mildred Eisenbach Corporate Consultant and math (STEM) fields is a major global policy Assistant Director (Acting) Residence Life Psychotherapy Resources issue. Strategies for achieving this goal, however, lack empirical support. Analyzing survey data University of Guelph UNITED STATES from 854 undergraduates using path analysis, CANADA we found that background variables and in- Since the early 1990’s, academic learning com- Jump Start is a new initiative designed to bet- volvement experiences have both direct and munities in residence have been an integral and ter prepare students for entrance into two-year indirect effects on learning outcomes among highly successful part of the support services career colleges. This session will be fast-paced, first-year STEM students; ultimately, explaining offered to entering students at the University of creative, and fun—allowing participants to actu- approximately 21% of the variance in perceived Guelph. Research across North America confirms ally experience the “jump start” rather than to learning. Findings from the study will be the the positive effects of living in a learning com- just watch and listen. Participants will choose focus of this session, alongside implications for munity. During this session, we will review the from an agenda of exercises similar to those used policy, practice, and research. success of residence academic programming, with students in the actual two-day program including a pilot project of clustering of students offered at High-Tech Institute two weeks prior by academic program, without their selecting to formal orientation. it as a residence option. An opportunity for discussion and sharing of learning community models from the session participants will add to the understanding of the positive effects of

this system. 10 July 21, 2009 • Tuesday

23-CI 2:15 pm – 2:30 pm 27-CI Program for Leadership and The start of something great: Designing University Success – A Real “PLUS” peer mentoring programs to build a Afternoon Break sense of connection between students Duluth Foyer – Convention Floor Hochelaga 4 Marlene Gross Co-sponsored by Tamagawa University Coordinator, Student Success and New Tristana Sidoryn Student Programs Coordinator, Student Transition Concordia University University of South Australia CANADA 2:30 pm – 3:30 pm AUSTRALIA The PLUS program is designed to allow a small This session will present a case study of a peer team of peer mentors to provide a large number 25-R mentoring program (Business Mates) from the of new students with support throughout the The International First-Year Experience: University of South Australia. The program was set first year. An additional objective is to build Universal Themes, National Variations up to assist first-year students with the transition leadership and soft skills in all students and to university. Strategies were implemented to particularly in mentors. This session will provide Hochelaga 2 enhance first-year students’ sense of connection, an overview of the program, including the nature Joe Cuseo including social activities and the creation of an of interaction between mentors and mentees; Professor, Psychology; Director, First-Year online community through a Facebook group. practices related to hiring, training, and ongo- Seminar Filmed footage will be shown highlighting the ing supervision of mentors; leadership building social aspects of the peer mentoring program. activities; and assessment. Marymount College UNITED STATES 28-R This audience-centered discussion will share 24-CT “Says Who?”: Academic Integrity international similarities and differences in the Accreditation and the First-Year Experience and the First-Year Experience nature of the first-year experience and approaches Saint-Maurice to it. Universal themes and national differences Hochelaga 5 will be explored through questions such as: Why Kay Smith Robert Kenedy is there interest in the first-year experience? Associate Vice President for the Academic Assistant Professor, Department of What’s fueling it? Who is involved? Who are its Experience Sociology supporters and saboteurs? What are its target College of Charleston areas? When are interventions taking place? How Rod Webb UNITED STATES is it delivered? What is working and failing? What Associate Vice President, Academic are its challenges, obstacles, and threats? In what This session will examine the trend for institutions Marilyn Lambert-Drache direction does it seem to be moving? to develop first-year experience plans to satisfy Associate Dean, Students (Arts) regional accreditation agencies. Particularly in Paula Wilson the SACS region but also in other areas, accredi- 26-CR Associate Dean (Science and Engineering) tation processes have required institutions to Ready, Set; FLY [First Learning develop plans that enhance quality and lead to Year]: A Causal Model for Risk at York University demonstrable student learning outcomes. Several the University of Pretoria schools have chosen to create or enhance their Vivienne Monty first-year experience programs to satisfy this re- Hochelaga 3 Senior Librarian, Frost Library quirement. Colleges and universities as different Juan-Claude Lemmens Glendon College as the University of Memphis and Warren Wilson Research Analyst, Department for College, the University of New Orleans and Wes- Education Innovation CANADA leyan College, Austin Peay State University and the Citadel have all been involved in developing University of Pretoria This roundtable discussion will explore current first-year programs for reaccreditation. This ses- SOUTH AFRICA and future issues, trends, and best practices sion will examine the various approaches these The purpose of this research is to identify the associated with fostering academic integrity and other institutions have taken to developing noncognitive entry characteristics of first-year in the first year. It will also explore strategies to first-year experiences through the accreditation students as they relate to academic performance facilitate the integration of academic integrity process, provide an in-depth look at this process and voluntary withdrawal. A questionnaire was into student learning and scholarship. Facilita- at the College of Charleston, and evaluate the developed for this purpose and distributed to tors will consider a pedagogical approach to accreditation process as a motivating factor in first-year students at the faculty of economic and academic integrity that treats it as a complex, first-year reform. management sciences. A causal model, based on multidimensional issue, and which includes logistic regression analysis of the questionnaire information literacy, ethics, academic integrity and biographical information from the student tutorials, quizzes, and various online resources. database, was developed to profile students at The group will explore the value of having uni- risk for failure or withdrawal. fied, multilevel, and integrated approaches. Finally, group members will be encouraged to explore the role of technology both in promoting

academic integrity and in facilitating academic

dishonesty (i.e., through online essay mills and other similar services). 11 Tuesday • July 21, 2009

2:30 pm – 3:30 pm cont’d 31-CI 3:45 pm – 5:45 pm You Can’t Just Pay for Lunch: Creating Campus Commitment to Linked Courses International Higher 29-CI Duluth The Wright State Model for Engineering Education Session Mathematics Education: Increasing Andrea Luna Grand Salon First-Year Student Retention, Motivation, Co-Coordinator of First-Year Seminar and Success in Engineering Philip Parisi M. Stuart Hunter Assistant Vice Provost, National Hochelaga 6 Faculty, Interactive Digital Media Resource Center for The First- Lyndon State College Year Experience and Students in Nathan Klingbeil UNITED STATES Director of Student Retention and Transition/University 101 Programs Success Linking courses doesn’t create learning commu- University of South Carolina nities all by itself. Everyone involved—students, Wright State University United States faculty, peer leaders, administration, and staff—has UNITED STATES to help those communities evolve. This session Jennifer R. Keup The inability of incoming students to advance past will explore the backfill required to create com- Director, National Resource Center the traditional first-year calculus sequence is a mitment from various campus constituencies for The First-Year Experience & primary cause of attrition in engineering programs to a well-meant, but top-down, initiative to Students in Transition across the country. As a result, this session will link the first-year seminar with other courses, University of South Carolina describe a National Science Foundation funded including a review of the different obstacles United States initiative at Wright State University to redefine encountered, solutions found, and challenges the way engineering mathematics is taught, still to be met. Denis Calderon with the goal of increasing student retention, Assistant Director, Learning and motivation, and success in engineering. Teaching Development, Centre for 32-CI Learning and Quality Enhancement Basic Essentials for Academic and University of Teesside 30-CT Real-World Success (BEARS): A First- United Kingdom A Self-Evaluation and Enhancement Year Experience Course Redesigned Tool Derived From an International Saint-Maurice Diane Nutt Literature Review Head of the Retention Team; Mackenzie Evelyn A. Ellis University Teaching Fellow Associate Dean for Academic Support University of Teesside Mark Schofield Services United Kingdom Professor and Dean of Teaching and United States Coast Guard Academy Learning UNITED STATES This session is designed to create a shared Edge Hill University experience enabling participants to learn BEARS is a mandatory course recently imple- UNITED KINGDOM about the similarities and differences in mented for all fourth class cadets (first-year cultures of higher education among the This presentation will focus on the success of a students) at the U.S. Coast Guard Academy. countries represented at the conference. tool for self-evaluation and review its use in ac- Designing this course to accommodate cadets’ The session will draw upon work that will tion planning of themes derived from the Higher needs and interests, incorporating community be published later this year in the edited Education Academy (HEA) literature review of resources, ensuring alignment with the institu- monograph, International Perspectives on the first-year experience (Harvey, 2006). The tion’s mission, and expanding cadets’ personal The First-Year Experience in Higher Education, tool acts as a vehicle for introducing teaching horizons presented challenges. This interactive as a foundation for discussion. The session and administrative staff to relevant literature; presentation will present lessons learned and will be structured to facilitate collaboration reflecting on current practice; setting agenda future modifications for BEARS as well as recom- between delegates from different countries, for professional development; deriving research mended strategies that can be easily applied highlight good practice around the world, themes that are local, institutional, and sector when redesigning existing first-year experience and contribute to the networking aspect related; and strategic planning. courses or developing new ones. of the conference. Come hear about other educational experiences and contexts as

well as share your own. 12 July 22, 2009 • Wednesday

36-CI Continental Breakfast 8:15 am – 9:15 am Transitional Adjustment Tools 7:30 am – 8:30 am Foyer – Convention Floor Hochelaga 4 34-CR Assessing a Biology-Math-English Betty J. Sanford Conference Registration First-Year Learning Community: Senior Academic Advising Specialist 7:30 am – 5:15 pm Statistical Comparisons Between Michigan State University Foyer – Convention Floor Learning Community and UNITED STATES Regular First-Year Students Cybercafé Many underprepared urban students enter col- Hochelaga 2 lege expecting their skills and learning strategies 8:00 am – 5:00 pm to be adequate for college. This session will Saint-Charles Room Deborah Bidwell Instructor of Biology share strategies with professionals that will enable students to create skills for sustained College of Charleston high performance. It will also present tools that 8:00 am – 9:15 am UNITED STATES will equip students with self-monitoring skills, Two years of student performance and retention performance-tracking techniques, and other data were statistically analyzed for a College of ways to direct their focus and to strengthen 33-R Charleston nonresidential, first-year learning their self-efficacy. Is it Possible to Sustain Individual community (LC) including introductory biology for majors, pre-calculus, and English composi- Spirituality, Authenticity, Wholeness, and 37-R Self-Renewal in the Academy Today? tion. LC students formed a cohort within mixed Peer Support: Who Benefits? * Note this is a 75-minute session. LC/regular sections of biology and math while English sections contained exclusively LC stu- Hochelaga 5 Hochelaga 6 dents. Statistics indicate LC first-year students out-performed regular, non-LC first-year students Marcia Ody M. Stuart Hunter Teaching and Learning Manager Assistant Vice Provost, National Resource enrolled in the same classes. A correlation be- Center for The First-Year Experience and tween increased student performance and SI The University of Manchester Students in Transition/University 101 attendance was also found. UNITED KINGDOM Programs, University of South Carolina The use of peer support is widespread, providing John N. Gardner 35-CI academic and socialization assistance for first-year Senior Fellow, National Resource Center Support Me! Develop Me! Retain students in their transition into and within higher for The First-Year Experience & Students Me! How a Reflective Skills Activity education. The benefits of peer mentoring and in Transition, University of South Carolina; Has Increased Student Engagement, peer-assisted study to the first-year experience Executive Director, Policy Center on the Motivation, and Success are well-researched and evidenced, but do these First Year of College schemes have wider benefits that are perhaps Hochelaga 3 overlooked? This roundtable discussion will United States Becka Currant provide a forum to discuss and explore who the various stakeholders of peer support programs It seems that many faculty and staff today struggle Dean of Students are and how they benefit. with incongruities in their academic lives. Do Neil Currant our institutional cultures fuel incongruence or Lecturer in ePortfolio and PDP do they encourage authenticity? What kinds of University of Bradford collegial behavior or administrative policies and ENGLAND actions are likely to generate value conflicts or inauthentic behavior? In this session, participants This session will focus on an innovative Skills and will be encouraged to think deeply about their Personal Development Reflective Activity (SaPRA) own beliefs and values and consider how their developed by Bradford University. SaPRA provides institutional cultures foster authenticity or perhaps students with an opportunity to assess levels of generate intra-personal conflict and engage in confidence in different skill areas. The results of discussion around these topics. SaPRA have led to a wholesale transformation of curriculum design, delivery, and assessment for first-year students. Enhanced transition activities to aid initial engagement have been implemented, leading to increased retention rates and a more

holistic student experience. 13 Wednesday • July 22 • 2009

8:15 am – 9:15 am cont’d 40-CI 42-CI Retention to Completion Project: EI + C = The Best You Can Be! A First-Year Raising the Bar on Retention, Initiative That Encourages Emotional Transfer, and Graduation Rates Intelligence Skills Through Coaching 38-CI No Time Like the Present: Engaging Saint-Maurice Hochelaga 3 First-Year Students in Career Planning Jeff Porter Lisa Decandia Mackenzie Dean, Student Development Services Program Coordinator, Counseling and Disability Services Gregg Henderschiedt Patrick Henry Community College Senior Assistant Director of Career UNITED STATES Steve Fishman Director of Student Success Development, First- and Second-Year Patrick Henry Community College, in an attempt Experience to increase student retention, embarked on a Seneca College University of Florida comprehensive initiative funded by Title III that CANADA UNITED STATES resulted in the Integrated Advising, Testing, and Emotional and social competencies are impor- Career Center. This presentation will describe In 2007, our career center dramatically increased tant factors in the successful transition into the the design, development, implementation, programming and outreach efforts for first-year postsecondary environment. First-year students and evaluation of this comprehensive retention students. We implemented a series of programs, face the tasks of making new relationships, model. The session will include a discussion increased targeted outreach to first-year students, modifying existing relationships with family and of rationale, design, and development based designed parent programming, and collabo- friends, adjusting to increased independence, on data-driven decision making, implementa- rated with other departments on campus to and learning study habits for a new academic tion strategies, and comprehensive outcomes. better serve first-year students. This interactive environment. A failure to master these tasks ap- Highlighted accomplishments of this model workshop will detail our outreach to first-year pears to be one of the most common reasons for include significant increases in the transfer and students, and participants will be encouraged students withdrawing or becoming unsuccessful graduation rates. to share best practices in facilitating first-year in their postsecondary program. The College career planning at their institutions. Coach Approach is a proactive and systemic initiative, which focuses on the development 9:30 am – 10:30 am of emotional intelligence (EI) skills of first-year 39-E students. As part of a collaborative effort, more Transitions: Student Reality Check than 150 college employees (administrators, staff 41-CI and faculty) utilize their experiences, leadership, Duluth Strategies in First-Year Programming and EI skills to make a meaningful difference David Venn to Improve Student Success in the lives of first-year students. In their role Advisor, Sun Life Financial Chair in Hochelaga 2 as College Coach, they encourage students to Adolescent Mental Health develop those EI skills (e.g., adaptability, inter- Ralph J. Rascati Magdalena Szumilas personal skills, time management, and stress Associate Vice President for Academic Research Associate, Sun Life Financial management) that are paramount for being Affairs & Dean of University College Chair in Adolescent Mental Health academically successful. Stephen W. Braden IWK Health Centre & Dalhousie University Coordinator of First-Year Programs CANADA Kennesaw State University This presentation will showcase Transitions, a UNITED STATES signature mental health literacy project. Pre- senters will focus on key mental health issues Kennesaw State University’s learning com- as they relate to first-year students and describe munities program and its first-year seminar how Transitions normalizes the issues of youth course (KSU 1101) have been shown to increase mental illness within the broader context of first-to-second-year retention. Student perfor- student health. mance and pre/posttesting are also measures of the effectiveness of various strategies that have been employed. Academic advising, peer advising, and a common reader (to promote civic engagement and global awareness), are performance-enhancing strategies employed within KSU 1101. These and other strategies, as well as the associated assessment data, will

be discussed. 14 July 22, 2009 • Wednesday

43-CI 44-CT 10:30 am – 10:45 am Examining the Impact of an Intensive Academic Integrity: Referencing First-Year Seminar on At- Risk Students and Avoiding Plagiarism Using an Interactive E-Learning Tool Morning Break Hochelaga 4 Foyer – Convention Floor Hochelaga 6 Donna Dahlgren Director of the First-Year Program Ann Peterson Greg Roberts Chair of Teaching and Learning, School of Academic Adviser for School of Arts and Geography, Planning and Environmental 10:45 am – 11:45 am Letters Management Dana Creamer The University of Queensland 46-CI AUSTRALIA Academic Adviser for the School of Social Organized for Impact: How a University Sciences This session will highlight an online tutorial that College Enhances a First-Year Experience Greg Phipps addresses why it is necessary to cite references and Hochelaga 3 Social Science Lecturer how to acknowledge sources, discusses collusion Indiana University Southeast and plagiarism, describes the consequences of Scott Johnson UNITED STATES misconduct, and highlights good writing skills. Interim Dean, University College In the online tutorial, which was implemented in Buffalo State College A larger number of students who attend college first-year courses, students interact with several Gayle Williams now enter with personal characteristics that scenarios, which test their understanding. It has Assistant Dean place them at risk of attrition. This intervention shown significant success in reducing plagiarism Indiana University Purdue University targeted conditionally admitted students. Dur- and provides equity and fairness. Its design, Indianapolis ing their first semester in college, the students relevant language, and ease of operation make Ralph Rascati were required to participate in an intensive, one- it a very successful educational tool with broad Associate Vice President, Academic credit first-year seminar focused on skills previ- application potential. ously linked to college success. The conditional Affairs and Dean of University College admit students were compared with standard Kennesaw State University admit students who enrolled in a semester long 45-CI first-year seminar at the same university. The The Effectiveness of Campus-Wide Peer- UNITED STATES College Student Inventory was used to identify Assisted Learning Using Supplemental Creating an impact on the first year of college areas of concern. Findings indicated interesting Instruction Model (PALSI) Scheme requires the ability to directly and indirectly affect similarities and differences between conditional Mackenzie many parts of the university. University colleges and standard admits. An analysis of the impact provide academic breadth, an institution-wide on the end of semester student performance Theresa Fuk Ning Kwong perspective, a collaborative environment, and a and implications for future interventions with Education Development Officer change-driven mission. This session will explain students, both conditional and standard admit, David Santandreu the function and structure of university college will be discussed. Senior Education Development Officer models at three institutions in the U.S. to dem- Eva Wong onstrate how such a structure provides greater Director impact on the first-year experience. Hing-ho Chiu Research Assistant 47-CI Raymond Chan E-portfolio in First-Year Course Executive Officer Hochelaga 4 City University of Hong Kong HONG KONG S.A.R. Naoyoshi Kinukawa Professor, Faculty of the Business The Peer Assisted Learning (using Supplemental Administration Instruction model) Scheme (PALSI) at the City Bunkyo Gakuin University University of Hong Kong was first launched JAPAN in 2002 and has proven successful for student learning. Student performance was analyzed Bunkyo Gakuin University introduced its own and the average course grade for students who e-portfolio in 2009 for first-year students in the had joined the PALSI scheme was significantly department of business administration after higher than their counterparts who took the having tried its handwritten version in 2008. same course but had not joined the scheme. Within the strong teamwork of the 17 advisors, The success of the PALSI scheme will be shared e-portfolio helps students to get involved in the in this presentation as well as the limitations University. Expansion of the e-portfolio into career and/or difficulties of the scheme. education is also being implemented, where the staff at the career center work closely with the

teachers in charge of the students. 15 Wednesday • July 22, 2009

10:45 am – 11:45 am cont’d 50-CT 12:00 noon – 2:00 pm Increasing Accessibility: Lessons Learned in Retaining Special Population Students Colleague Cluster 48-R Duluth Strategies for Capturing and Assessing Luncheon with Poster First-Generation Student Data Clayton Smith Sessions Vice-Provost, Students & Registrar Hochelaga 5 University of Windsor Grand Salon and Hochelaga 1 Elizabeth Dantas Susan Gottheil The “colleague cluster luncheon” has been First-Generation Project Manager Associate Vice-President, Enrollment designed to provide conference participants Deliah Jackson Management with the opportunity to connect with con- First-Generation Team Leader Mount Royal College ference participants from other institutions who share similar roles and interests. To George Brown College CANADA that end, table numbers correspond with CANADA interest group topics. The participation of Canadians in postsecondary During this roundtable discussion, we will explore education has never been higher. It is primarily Interest Areas: the identification and assessment tools used by the result of increased participation rates of spe- 1. First-Year Assessment postsecondary institutions to identify and track cial population students, including low-income, 2. Learning Communities first-generation student progress. Participants Aboriginal, and first-generation students. Using 3. Faculty Development will be invited to share ideas, strategies, and a strategic enrollment management conceptual institutional experiences in working with first- lens, we will examine barriers to access, attrition 4. Technology generation students. factors, and lessons learned. We will also present 5. Minority Students a sample of some of the best first-year experi- 6. Non-Traditional Students 49-CR ence intervention practices in use at Canadian 7. Peer Mentors colleges and universities. Student Success, College Quality, & the 8. Honor Students First-Year Experience: What Really Matters 9. Adult Students 10. Service-Learning Mackenzie 51-CT Rollercoaster Ride of a Lifetime: 11. Civic Engagement Joe Cuseo The Peer Leader Journey Institution Types: Professor, Psychology; Director, First-Year 12. Community Colleges Seminar Saint-Maurice 13. Small Colleges Marymount College Donna Keely 14. Research Universities UNITED STATES Director, First-Year Experience Roles: This session will examine traditional assumptions Lyndon State College 15. Academic Advising and popular myths about what determines col- UNITED STATES 16. Faculty/Instructor/Lecturer lege or university quality. The case will be made Each year, a group of elite students are selected to 17. First-Year Seminar Director that quality should not be defined in terms of serve their college communities as peer leaders, 18. Counselor student selectivity, i.e., who the college lets in, and unknowingly commit themselves to a journey but in terms of what the college actually does like none other. Engaging and supporting your 19. Orientation/Intake Programs with and for the students after they have been students in this experience will not only enrich 20. Undergraduate and Graduate admitted, and the type of students the college your first-year initiatives but will also enhance Students turns out. Key quality indicators of student success their collegiate experiences. Take an inside look 21. Chief Academic Officers will be identified, research-based principles of at the journey of a Lyndon peer leader from their 22. Chief Student Affairs Officers student success will be delineated, and practices work during summer orientation through the that have the potential to exert synergistic effects academic year alongside their students. on student success will be discussed. We encourage you to visit the poster sessions after lunch, where you have an opportunity to learn about a variety of initiatives at your leisure. Descriptions of the individual poster

sessions follow on pages 17-19. 16 July 22, 2009 • Wednesday

52-PA 54-PR 56-PA Employing a University Theme Pre- and Initial Entry Support and Establishing an Academic Cornerstone to Connect Students With a First- Development Program for First-Year Through Self Exploration: An Attempt Year Common Reading Students: A South African Perspective at Academic and Career Advising Caro Mercado Mpho Jama Chiiko Inoshita Assistant Dean of Student Life and Lecturer, Medical School and School of Professor Director of First-Year Programs Allied Health Professions Akiko Matsukubo CANCELLEDSusquehanna University University of the Free State Instructor UNITED STATES SOUTH AFRICA J.F. Oberlin University Similar to many campuses, Susquehanna University Although the South African higher education JAPAN employs a common reading aimed at creating system has undergone transformation with This poster session will present the course design a shared intellectual point of engagement for one of its principles being access with success, of part of the first-year experience program first-year students. Making this program more national statistics still show that 40% of students developed by the academic and career advising unique is the use of a yearlong campus theme drop out in their first year of study. Most of these division in the University College of Cornerstone to which the chosen text relates. The goal is students come from disadvantaged social and Education of the J.F. Oberlin University. To help to introduce new students to a community of school backgrounds. The pre- and initial entry students engage with the learning community, learners where all are engaged in discussion and period into the university environment is critical four elemental skills areas were developed for reflection around the common theme and text. in reducing the dropout rates. Specific academic this course: (a) understanding fellow students, This poster session will present the process by support and development programs need to (b) self-exploration, (c) communication skills, which the University theme is selected, how the be designed during these two periods in order and (d) critical thinking. These areas will be common reading is chosen, and how both are to reduce the dropout rates. The presentation highlighted along with the course evaluation expressed during the first-year experience. will include a diagrammatic presentation and and assessment results. brief explanation of a theory called “Circles of Progression,” elaborate on the first two circles of 53-PR the theory (i.e., the pre-entry and initial stages 57-PA Historical Perspectives on Student of progression) and explain an integrated and Answering the Call to Action: Infusing the Engagement: Are Millennial Students More holistic program that can be used to support First-Year Seminar With Service-Learning Engaged Than Their Boomer Parents? and develop nontraditional undergraduate Karla Sanders Carla Davey students. Director, Center for Academic Support & Doctoral Candidate Achievement Paul Gore 55-PA Eastern Illinois University Associate Professor Professional Pathways: Helping UNITED STATES University of Utah Students Prepare Early for Life After This poster session will share strategies for in- UNITED STATES Their Undergraduate Degree corporating service-learning into the first-year Examining historical trends in incoming students’ Jessica Mercerhill seminar to meet common goals for this course: levels of engagement can inform student affairs Director, Special Interdisciplinary (a) integrating social and academic goals, (b) professionals about the nature of changing student Programs connecting new students to their new commu- needs. This study examines the trends in high The Ohio State University nity and postsecondary institution, (c) helping school engagement activities and out-of-class UNITED STATES students make a smooth transition from high accomplishments from 40 million students from school to college, (d) working in groups, (e) 1973 to 2006, using self-reported data from a Professional Pathways seminars provide the op- honing written and oral communication skills, college entrance exam. Findings demonstrate portunity for students to explore professional (f) thinking critically, and (g) solving problems. mixed results with some engagement activities career paths in a particular field (currently, there Ways to monitor, track, and assess global citizen- and accomplishments increasing and others hav- are 10 distinctive seminars offered including ship will be presented. ing downward trends. Implications for student entrepreneurship, health professions, and non- affairs professionals working with incoming profit organizations), including postsecondary millennial students will be discussed. educational opportunities, the background information needed to function professionally in these areas, and current professional issues. This session will provide information regarding the history of the program, how it is assessed,

and plans for the future. 17 Wednesday • July 22, 2009

Poster Sessions cont’d 60-PA 62-PA Three Themes and Eight Weeks: Assessing Adventure Programs 12:00 noon – 2:00 pm How to Jumpstart the First Year as a Retention Tool Carlye Kalianov Carol Smith Associate Director, University College Associate Professor 58-PR Sam Jennings Transition to University: The Impact Illinois State University Student of a First-Year Group Experience on UNITED STATES Student Outcomes and University Fit The First Year Learning in Communities (LinC) Elon University Melinda Harper seminar is an eight-week, one-credit course UNITED STATES Assistant Professor of Psychology designed to assist first-semester students in Adventures in Leadership is a weeklong program Christine Allegretti their transition to the university community and offered to incoming first-year students the Professor of Psychology to understand how to maximize the resources summer prior to attending university. This is an provided at Illinois State. The three major themes adventure-based program, and the students have Queens University of Charlotte addressed in the seminar include: (a) success- been assessed as to retention level to sophomore UNITED STATES ful transitions to and within the university; (b) year. A comparison to programs at other institu- This study explored university peer group major, minor, and career exploration; and (c) tions will be shown and discussed. dynamics related to individual outcomes and civic engagement and issues and problems university fit. Results indicated that Transition to that impact the public. A comprehensive as- University (Pancer et al., 1995) participants who sessment plan was developed in the first year 63-PR reported feeling more connected and sociable of the pilot. Results from the fall 2006, 2007, Reaching “At-Risk” First-Year Students with their group reported less loneliness, self- and 2008 seminar will be presented. Through the First-Year Seminar silencing, and stress and greater self-esteem, Debra David self-efficacy, and social support. These group 61-PA Associate Dean, Undergraduate Studies members also reported greater university Assessing Student Perspectives of a adjustment and university fit. Implications of San Jose State University First-Semester Liberal Education Course the program related to student retention and UNITED STATES John Robertson outcomes will be discussed. We examined the extent to which our first- Associate Professor; First-Year Program year seminar benefits three populations with Coordinator lower-than-average retention rates: (a) African 59-PR Westminster College Americans, (b) Hispanics, and (c) students need- Assessing the Experience of ESL Students: UNITED STATES ing remediation. Analysis of five cohorts found Involvement, Success, and Retention that the first-year seminar improved one- and This poster session will detail the design and Chris Hill two-year retention rates for all students, but was results of an assessment program examining Academic Program Specialist particularly valuable for African Americans and student reactions to, and perspectives on, a Hispanics. For students needing remediation, the The Ohio State University required first-semester course, Introduction to first-year seminar was associated with greater UNITED STATES a Liberal Arts Education. The end-of-semester, improvement in two-year retention rates. Pos- survey-based evaluation focuses on student ex- International non-native English-speaking stu- sible explanations and implications for practice periences of the course in relation to established dents face a unique set of academic, cultural, and will be discussed. social transition issues as they begin college in a course objectives, curriculum, and outcomes. new country. This study examined the relation- Data from three years of assessment will be ship between student involvement and both presented and use of results in assessing and 64-PA student success and retention in an intensive, revising the course will be discussed. Whole Person Development pre-college ESL program at a large, university in Program for First-Year Students the midwestern United States. The correlation Margaret CC Poon between these factors will be discussed, though Associate Professor of Department of no causal relationship can be determined. Accountancy City University of Hong Kong CANCELLEDCHINA As well-rounded, competent professionals are demanded by the society, the need for whole Become a fan! person development of students has been inten- sifying. At City University of Hong Kong, first-year undergraduate students in the department of Visit accountancy are given an opportunity to join a whole person development scheme that consists the NRC of a special orientation program, student/faculty/ professional mentoring, peer-assisted learning, page on career advising, and reading club activities, which equip them to be proactive learners who are

able to face challenges and changes. 18 July 22, 2009 • Wednesday

65-PA 68-R 2:15 pm – 3:15 pm Critical Thinking as the Cornerstone Flexible Learning Environment: A of First-Year Seminar Curriculum Pedagogical Model for Student Success Nathan Phelps Britt Englund 70-CR Faculty, University College Licentiate of Art, Head of Department for Multiple Student Voices: What Western Kentucky University Educational Development and Flexible Makes an Effective Tutorial? UNITED STATES Learning Hochelaga 2 Karin Orving The first-year seminar at Western Kentucky PhD Director, Senior Lecturer Megan Burgoyne University has been significantly revised in Educational Advisor order to improve the critical-thinking ability of Ulla Andersson Stellenbosch University (SU) students and to provide more consistency across Master of Art, Lecturer SOUTH AFRICA all sections of the course. The new curriculum Mid Sweden University has created significant improvements in both SWEDEN In this session, we will report on the responses student learning and faculty/campus support. of 811 students enrolled in Economics 114 who Conditions for success vary across heterogeneous This poster will present the results of assessment were asked to report on their tutorial experiences. student groups and a mix of campus, distance, data collected over the last two years and outline The results emphasize the need for adopting and net distribution of programs, inspiring Mid the approaches that have been most useful in flexible modes of delivery and for ensuring the Sweden University to a unique plan for pedagogi- achieving these positive results. review of entrenched modes of teaching that cal development with four perspectives. One of may hinder student participation. It is hoped the perspectives focuses on the qualifications that this study will lead to the optimization of students need to be successful in their studies. 66-PA tutorials at SU and contribute to the existing Support programs will be offered the students, Organizing a Student-Centered University: literature on the first-year experience. A General Proposal Based on Knowing especially during the first year, to assure condi- the First-Year Students as Learners tions for success. Jose Cela-Ranilla 71-CI Professor, Department of Pedagogy 69-PA Developing and Assessing High-Impact Universidad Rovira Virgili Engagement and Success: The First Educational Programs to Support First- SPAIN Year Experience at York University Year Student Learning and Success Hochelaga 3 The transition to university is a crucial moment Robert Kenedy in the personal development of students and a Assistant Professor, Department of Sociology Frank Ross time during which students could develop their Assistant Vice Chancellor for Student Life potential. Are universities really organized to Rod Webb and Learning focus on the student as the center of their activ- Associate Vice President, Academic Indiana University Purdue University ity? This poster session will offer a framework in Marilyn Lambert-Drache Indianapolis (IUPUI) which the university is oriented to the student Associate Dean, Students (Arts) Jillian Kinzie from the very beginning including actions of Paula Wilson Associate Director, NSSE Institute for gathering of relevant educational information Associate Dean (Science and Effective Educational Practice and the about first-year students. Engineering) Center for Postsecondary Research Vivienne Monty Indiana University 67-PA Senior Librarian, Frost Library UNITED STATES Facilitating Students’ Success: Project York University ROCS (Retaining Our College Students) CANADA Educational programs and activities such as Carolyn Princes learning communities, student-faculty research, We will be discussing our Academic Orienta- Associate Dean of Students for study abroad, and capstone experiences engage tion survey results and how important it is for Multicultural Affairs first-year students and elevate their performance students to understand academic expectations on desired outcomes measures. Presenters will Zhiling Wu in academic orientation of peer advisors as part Graduate Assistant summarize results from the National Survey of of academic orientation, critical skills, and other Student Engagement (NSSE) that measure the Indiana University of Pennsylvania aspects of the orientation. There are overwhelm- effects of participating in these high-impact UNITED STATES ing survey responses that indicate a high com- practices on other college experiences. Present- fort with the university as a result of attending With a unique focus on the learning styles and ers will detail the IUPUI first-year experience Academic Orientation. We will also discuss how as a case study demonstrating high-impact cultural background of students, this session will we did a post-orientation evaluation and survey demonstrate the goals, objectives, and outcomes practices to support first-year student learning four months after Academic Orientation to see and success. of a project that has revealed relative success in how it helped students with the transition to facilitating the second-year persistence, retention, university. This research is based on surveying and graduation of students of color through a 120 students at the time of the summer Academic longitudinal display that will be accompanied Orientation and doing a follow up survey with by a video and print materials. 47 students four months later in the middle of

the academic year. 19 Wednesday • July 22, 2009

2:15 pm – 3:15 pm cont’d 74-CT 76-CT A Thorny Issue: Encouraging Students Student Development Theory in Film to Engage in Large Classes Duluth 72-CT Hochelaga 6 Creating a Supportive Environment Eileen Merberg for First-Year Students by Jane Brown Retention and Leadership Specialist Developing a One-Stop Shop Lecturer/Teaching Fellow Tim Ecklund Hochelaga 4 Edinburgh Napier University Associate Vice President for Campus Life SCOTLAND Buffalo State College Michelle Taylor UNITED STATES Associate Vice President for Student At the crucial time of transition into university, Services students are often taught in large classes. They John Cusack struggles to bring purpose to his feel anonymous, and lecturers’ complain of poor life, while Robin Williams provides the support Liz Childs relationships with students, resulting in first-year Director of One Stop needed so a student can move toward develop- teaching being perceived as low-status and given ing intellectual and social competence. Perhaps Utah Valley University insufficient priority. This session will address this the most widely known and applied theory UNITED STATES thorny issue and discuss the design of a first- of student development, Arthur Chickering’s semester module for 250 students, which creates Providing a one-stop shop where staff are cross- psychosocial model of identity development meaningful teaching experiences for lecturers trained in admissions, registration, records, comes to life through engaging and powerful and a positive learning environment encouraging financial aid, parking, and cashiering allows for movie clips highlighting each vector along which successful transition for students. a higher level of service for first-year students. traditionally aged college students develop. This This presentation will discuss how Utah Valley session will show how we can apply the theory to enhance our students’ success. University was able to design and implement 75-CR One Stop in an effort to create a culture of A Comparison of Learning Skills support. Ideas and strategies of how to imple- Delivery Models: Individual 77-CR ment this concept on other campuses will be Appointments, Non-Credit Workshop Evaluating an Outdoor Adventure highlighted. and Transitional Success Course Program as a First-Year Seminar Mackenzie Saint-Maurice 73-R Sheilagh Grills Academic Retention of Students Brent Bell Learning Skills Specialist in Transition: Areas of Consensus, Assistant Professor of Outdoor Education Areas of Controversy Brandon University University of New Hampshire CANADA Hochelaga 5 UNITED STATES This presentation will examine three delivery Thinking of ways to engage students? What if Marjorie Getz models for academic support of first-year students. Coordinator, Turning Point Retention you teach your first-year seminar in an intensive At Brandon University, learning skills support has outdoor adventure environment? Would the CANCELLEDProgram, Instructor, Department of historically been provided by individual appoint- Psychology course be better, different, or less effective? ments and non-credit workshops covering the This session reports on research comparing an James A. Pilkey most common issues. In 2005, a critical think- adventure based first-year seminar to a more Graduate Student ing and learning skills course was introduced traditional seminar. Utilizing an exploratory Bradley University to help bridge the transition to university for sequential design (Creswell & Plano Clark, 2007), UNITED STATES underprepared or nontraditional students. A researchers used qualitative data to explain the longitudinal comparison of these groups of differences in quantitative finding with broad College involves balancing studies, work, and students will be discussed in terms of retention, implications for first-year experience courses. other opportunities, which can lead to academic academic performance, and graduation. probation for first-year students. Understandably, many schools focus on strategies for retaining these students. This roundtable will promote 3:15 pm – 3:30 pm dialogue about the efficacy of retention of first-year students and lead to positing models Afternoon Break that might describe how students end up with Foyer – Convention Floor academic difficulties and suggested strategies Co-sponsored by University of Teesside for professional staff who work in the area of

learning assistance and academic retention. 20 July 22, 2009 • Wednesday

3:30 pm – 4:30 pm 80-CT 82-CR Promoting Student Success First-Year Students’ Perceptions of Through Emotional Intelligence the Quality of Their Learning 78-CI Hochelaga 4 Mackenzie Critical Inquiry: A Comprehensive Strategy for Student Success Patrick Kilcarr Tom Russell Director, Center for Personal Chair in Teaching and Learning Hochelaga 2 Development, Georgetown University Queen’s University at Kingston Martha Bell Oscar Sweeten-Lopez Stefinee Pinnegar Chair, SEEK Department Retention Manager, Dell Scholars Program Professor of Teacher Education Robert J. Kelly Dana Copeland Brigham Young University Professor Emeritus, SEEK Department Student Success Advisor, Fanshawe Sharona A. Levy College CANADA Professor, SEEK Department Derek Mann This session will report analysis of more than Brooklyn College, CUNY Research Associate, MHS, Inc. 400 (11%) responses to an anonymous online UNITED STATES Jon Duffy survey of first-year students at Queen’s Univer- Emotional Intelligence Education sity concerning the quality of first-year learning In response to the problem of how to help Specialist, MHS, Inc. experiences. The survey focuses on adjustment educationally and economically disadvantaged from high school to university, engaging learning students succeed in a selective college with a experiences, and changes students recommend challenging core or general education curricu- UNITED STATES to improve the quality of their learning. Students lum, the SEEK Department at Brooklyn College Emotional intelligence (EI) as measured by the were also asked several questions about uses of developed a comprehensive curricular model EQ-i has been shown to predict several competen- technology to support learning. to meet this important goal. The pedagogy was cies related to student retention and academic developed under three major US Department success. This session will provide an overview of of Education FIPSE grants in which approxi- EI, including the application of the EQ-i within 83-CR mately 40 colleges and universities ultimately student development at Georgetown University, Enhancing First-Years Students’ Academic participated and adapted aspects of the project scholarship recipient support within the Dell Literacy: An Intervention Study on their campuses. Scholars program, and student success in first- Duluth year business students at Fanshawe College. 79-CI Ursula Wingate Lecturer, Languages in Education Emotional Intelligence and Postsecondary 81-CT Success: Examining the Impact Closing the GAP on Student Satisfaction: A King’s College London from First Year to Graduation Cross-Discipline Approach for Developing UNITED KINGDOM Hochelaga 3 Student-Centered Programs and Services This session will present a writing intervention Hochelaga 6 that was carried out with a first-year undergradu- James Parker ate cohort of 68 students. Writing instruction Vice President for Research, International Al Smith was embedded in the subject teaching. The and Strategic Enrollment Management Assistant Dean for Undergraduate research objectives were to assess the feasibility Laura Wood Programs of embedding writing instruction and to assess Program Officer Gillian Naylor the impact of the formative feedback provided Katia Keefer Associate Professor, Marketing to students. The results showed overall improve- Graduate Student Mary Martin ments in writing but also a greater gap between high and bottom achievers. The findings also Trent University Academic Advisor, College of Business suggest that some students need additional CANADA University of Nevada, Las Vegas (UNLV) literacy support. This presentation will examine the efficacy of a UNITED STATES postsecondary mentoring program designed to The College of Business faculty and student increase student retention rates. The program advising services at UNLV recently collaborated collected emotional intelligence (EI) informa- on designing a process for improving the quality tion to identify first-year students at risk for of the services their students’ experience. Using dropping out. Based on EI-related cut-off scores, a marketing model for improving customer several successive cohorts of at-risk students services (Gap Model for Effective Customer were selected to participate in the mentoring Service), the advising center was better able to project. The program, which will be described diagnose gaps and strategically design services in the presentation, has significantly improved to meet their students’ needs. This session will retention rates in multiple cohorts of at-risk offer an overview of the GAP Model as a process students. for developing student-centered programs and

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bedfordstmartins.com/ briefcollegeexp/catalog July 23, 2009 • Thursday

85-CR 87-R Continental Breakfast The Power of Two: Researching the The Role of Undergraduate Research 7:30 am – 8:30 am Effects of Peer Mentoring on Student in the First-Year Experience Foyer – Convention Floor Retention and Engagement Hochelaga 5 Hochelaga 3 Conference Registration Svetlana T. Karpe 7:30 am – 12:00 noon Margie Bader Director, Undergraduate Research Foyer – Convention Floor Program Coordinator, SMILE Mentoring Scholars Program Program Amy Sloane Cybercafé Sheryl Minnett Faculty Associate 8:00 am – 11:00 am Faculty, SMILE Mentoring Program University of Wisconsin - Madison Saint-Charles Room Seneca College of Applied Arts and UNITED STATES Technology This roundtable will facilitate discussion on CANADA research as an integrative dimension of the 8:15 am – 9:15 am Is peer mentoring an effective retention first-year experience. Undergraduate research strategy? Does it increase engagement? The experiences have been linked to a wide range of SMILE (Student Mentoring in Life & Education) student achievement outcomes, such as liberal 84-CI Program from Seneca College partnered with education learning goals; closing the achieve- Giving Students an Opportunity an external research company to determine ment gap for underrepresented students; sense to Succeed: Developing and the efficacy of mentoring at this multi-campus of belonging in college; engagement with and Coordinating a Successful Summer college. Presenters will discuss the design and commitment to addressing social problems; Program for First-Year Students implementation of the study, which involved and personal and professional development. 600 first-year students. They will also provide The facilitators will encourage discussion on: Hochelaga 2 an overview of this highly developed mentor- (a) participants’ successes and challenges with Hazel Hooker ing program and share both quantitative and undergraduate research programs at their in- Assistant Director, Academic Advising qualitative data from the research. stitutions, (b) strategies for recruiting students Center/First-Year Experience and faculty mentors, and (c) effective ways to assess outcomes. The session will be open to Monica Roca 86-CI additional areas of interest and concern as they Assistant Director, Academic Advising Implementing a Common Reading arise in the discussion. Center at a Commuter Campus Florida International University Hochelaga 4 UNITED STATES Kim Keffer Studies have shown that attending a summer Director, First-Year Experience program prior to the first year of college has many positive effects for students, including higher Mikiko Crawford retention and graduation rates. Consequently, Faculty Coordinator it is essential that resources are allocated and Ohio University Southern mechanisms are put in place to assure that UNITED STATES students are guided into courses that lead them toward a successful first year. The main objective Common reading programs are an outstand- of this session will be to address the resources ing way to build community among first-year and mechanisms implemented to accomplish students. This session will provide an overview this task. of the implementation of a common reading program at a commuter campus from the selec- tion of text through classroom integration. In addition, information will be shared regarding campus and community activities related to the common reading. The results of a survey assessing faculty perception of program implementation

and student learning will be provided. 23 Thursday • July 23, 2009

8:15 am – 9:15 am cont’d 90-CT 9:30 am – 10:30 am Campus After Dark: First-Year Experiences of ‘Raunch Culture’ 88-CR Duluth 92-CT Considering the First-Year Growing Faculty and Students in First- Experience for Native American/ Lyndsay Anderson Year Seminar Learning Communities Residence Life Manager Indigenous College Students Hochelaga 2 Hochelaga 6 Dalhousie University CANADA Kathleen Skubikowski Timothy Ecklund Director of First-Year Seminars/Associate Associate Vice President for Campus Life, ‘Raunch Culture’ is a trend that is sweeping across Professor of English Buffalo State College campuses with alarming popularity. Whether demonstrated as sexist and offensive language/ Mary Ellen Bertolini Danielle Terrance graffiti, ‘pimp and hoe’ parties, or the hyper- Associate Director of Writing Doctoral Student, The Ohio State sexualization of everyday (campus) life, it’s time to Katy Smith Abbott University begin discussing this emerging issue. Participants Associate Dean of the College Amy Reynolds should be prepared to explore language, gender, Middlebury College Assistant Professor, University at Buffalo sex, and violence within the first-year student UNITED STATES (SUNY) population, in order to ensure that we engage in and create opportunities for safe and open The first-year seminar program at Middlebury UNITED STATES dialogue among these students. College has, in 22 years, become a locus for faculty development. Recently, we integrated Research has shown that American Indian students teaching and learning services into a team of have unique experiences on college campuses. The 91-CI professional staff and student mentors (i.e., ability of these students to adjust to campus life, including academic demands, may clearly be related The New Look of First-Year reference librarians; educational technologists; to the experiences they have had with racism and Academic Advising: A Perspective peer writing tutors; and ACEs, peer Academic other forms of discrimination and their resilience from the Provost’s Office Consultants for Excellence) for each seminar. when faced with these and other challenges. This Saint-Maurice This presentation will examine the resulting presentation will explore the results of a study synergy when cross-campus collaboration works of approximately 331 American Indian college Jodi Koslow Martin well. With this team approach, seminars become students from the United States and Canada that Assistant to the Provost mini-learning communities. Both faculty and examined the interaction among academic and Andrew Manion students take more risks, are more ambitions in cultural attitudes. The participants will be asked to Provost what they ask of themselves, and grow. We will give insights to how the results of this study may share longitudinal data assessing that growth. apply to their work with indigenous students. Also, Aurora University the participants will be asked to consider how this UNITED STATES information will assist college student affairs profes- 93-CI In the provost’s office, assessment is essential in sionals who are directly involved in working with First-Year Retention Initiatives: The leading and justifying change. When retention American Indian students in providing culturally Kettering University Experience relevant programs and services, particularly in the rates remained stagnant after the implementa- first year. Programming and training implications tion of first-year, faculty-based advising program Hochelaga 3 for meeting the needs of American Indian students and student satisfaction inventories indicated Caron Wilson will be examined. academic advising needed improvement, one small university got creative. We developed a Director of Special Projects student success center combining academic John Geske 89-CI advising and career development with close Department Head, Computer Science Implementing Strengths in ties to admissions to support first-year students Kettering University a First-Year Program and all undergraduates. Participants will learn UNITED STATES Mackenzie what to consider when strategizing and imple- menting changes in first-year student academic Kettering University has witnessed a significant Sondra Cave advising. jump in first-year retention from a 10-year average Director of Freshmen Seminar of 84.9% to 94.3% for the 2007 first-year student cohort. This presentation will discuss the reten- Mid America Nazarene University tion initiatives that contributed to this success. UNITED STATES 9:15 am – 9:30 am It will focus on the first-year seminar, a course This session will highlight the steps taken to Morning Break that employs a unique instructional model of successfully implement the use of the strengths coordinator, faculty volunteer, and upper-class philosophy into a first-year program. Not only Foyer – Convention Floor student. In this session, topics covered will be will the implementation process be shared, but achieving faculty and student buy-in, surprises samples of curriculum and interactive learning and successes, and student assessment of the exercises will also be presented. In addition, the results. presenter will share with participants important things to consider when implementing a new

concept/curriculum such as this. 24 July 23, 2009 • Thursday

94-CR 96-CR 98-CR Virtually Onboarding First- How Learning Styles, Attitudes, Pathways to Student Success: Promoting a Year Students to Campus Experiences, and Demographics Successful Transition to Higher Education Hochelaga 4 Affect Academic Achievement in Through Mutual Support and Guidance First-Year Chemistry Courses Duluth Pamela M. Golubski Hochelaga 6 Associate Director of Undergraduate Amanda Ingleby Studies and Assessment Elizabeth Ilnicki-Stone Widening Participation Officer, Centre Carnegie Mellon University Learning Skills Instructor and Graduate for Learning Innovation and Professional UNITED STATES Student Practice Brock University Jane Andrews The high school to college transition is difficult CANADA Research Fellow, Centre for Learning for many entering students as they experience Innovation and Professional Practice interpersonal, social, academic, and career changes. At Brock University, the Faculty of Mathemat- While most colleges offer a short term in-person ics and Science has the highest proportion of Robin Clark orientation to help students adjust and integrate first-year students put on academic probation, Head of Learning and Teaching Research, into a college campus, the results of this two- with Introductory Chemistry presenting the Centre for Learning Innovation and year study investigated a summer alternative most difficulty for many students. To identify Professional Practice method of advising, acclimating, and orienting what factors are correlated to academic success Baljit Gill first-year students may be realized through the in first-year chemistry, final grades were com- Learner Enancement Manager, Centre use of virtual and Web 2.0 technologies. pared to learning styles as determined by the for Learning Innovation and Professional Kolb Learning Styles Inventory, Attitudes, and Practice Experiences; results of the Chemistry Attitudes Aston University 95-R and Experiences Questionnaire; and various UNITED KINGDOM Critical Thinking as Part of the First- demographic factors. Year Experience Curriculum This session draws upon the findings of a large Hochelaga 5 study focusing on the role played by formal 97-CI peer support and learning (PSL) programs (such Robert Kenedy Cross-Disciplinary Experiential as Supplemental Instruction) in promoting a Assistant Professor, Department of Learning: Practical Examples successful transition to higher education and Sociology From a Commuter Campus thus enhancing first-year student success. The Rod Webb Mackenzie study makes a significant contribution to current Associate Vice President, Academic knowledge in that it critically discusses the nature Wayne Powell and scope of PSL programs across the United Marilyn Lambert Drache Associate Professor and Chair, Kingdom higher education sector. Associate Dean, Students (Arts) Department of Geology Paula Wilson Liv Yarrow Associate Dean (Science and 99-CT Associate Professor Engineering) Seamless Transitions: A Guide Brooklyn College, City University of New to Latino Student Success York University York Saint-Maurice Vivienne Monty UNITED STATES Senior Librarian, Frost Library This session will offer educators and administrators Daniel Lopez Glendon College a blueprint for designing assignments that use Associate Dean of Academic the campus, city streets, and public institutions Development/Director of NEIU-El Centro CANADA to build on classroom experiences in a first-year Northeastern Illinois University This roundtable will examine the relevant peda- learning community. Students simultaneously UNITED STATES draw upon two disciplines, immediately apply gogical theory, research, and best practices for This session will provide information about the new information to real-life experience, and are teaching critical thinking. Participants will be Motivating and Engaging students Towards challenged to synthesize the information into encouraged to share their own experiences in Academic Success (METAS) program designed to holistic explanations of their observations. The this area and to brainstorm novel and innova- recruit and retain nontraditional Latino students session will end by examining actual journal tive approaches to addressing this need. The at a comprehensive urban Hispanic-Serving in- reflections by students after each exercise. discussion will assist those teaching first-year stitution in the United States. Presenters will also seminars and other first-year courses by discussing share specific program components, academic appropriate activities to encourage and assess support materials, and assessment instruments critical thinking, the successful implementation designed to assist in the development and of criteria in order to evaluate student progress, implementation of a successful recruitment and and the creation of a classroom environment in retention program. which application of critical thinking is embraced

as a tool for learning. 25 Thursday • July 23, 2009

10:45 am – 11:45 am 102-CI 104-CI The Next Chapter: Evolution and Not Your Grandma’s Advising Assessment of a Summer Reading Model: A Collaborative Approach to 100-CT Program for First-Year Students Exploratory First-Year Advising Student Leadership Academy + Week of Hochelaga 4 Hochelaga 6 Welcome = Dedicated Orientation Crew John Robertson Cynthia Fuerte Hochelaga 2 Associate Professor; First-Year Program Lead Academic Advisor Wayne Poirier Coordinator Sarah Van Nostrand Director, Student Service & Campus Life Westminster College Academic Advisor Steph Pickett UNITED STATES Tim Mazurek Supervisor, Orientation & Student Life The history and objectives of The Next Chapter, Academic Advisor George Brown College Westminster College’s summer reading program, Karin Winters CANADA will be discussed. The program’s role in the Academic Advisor first-year curriculum, including integration in George Brown College had a decentralized pro- DePaul University the course, Introduction to a Liberal Arts Educa- cess for orientation of new students. Practices UNITED STATES tion, will be described. Selection of the reading, varied widely by academic centre. In 2005, a development of ancillary resources, and the role DePaul University’s Office for Academic Advising college-wide team was assembled to investi- of the summer reading in student orientation Support (OAAS) provides holistic academic advis- gate, evaluate, and redesign week of welcome will also be examined. Finally, assessment of the ing and major exploration services to undeclared activities. After piloting a redesigned orientation experience, especially in view of established and exploratory undergraduate students. The program with one academic centre in 2006, all outcomes, will be presented. unique advising methods have helped shape academic centers participated in 10 centrally institutional advising practices and advisor train- coordinated orientation sessions in 2008. So now ing and development at DePaul. Participants will that everyone is on board, how do you sustain 103-R learn the unique ways in which OAAS advisors and improve on what you’ve built and how do Experiences of First-Generation reached more than 2,000 first-year students you manage three sites and 3,400 students over College Students during their first quarter. Presenters will discuss three days? For our institution, the answer was Hochelaga 5 specific advising approaches, programming, and The Student Leadership Academy. collaborations that substantially decreased the Daisy Santosh number of undeclared first-year students. 101-CI Program Analyst Establishing and Sustaining a Connected Communities Foundation of Texas/Texas Living and Learning Community High School Project 12:00 noon - 12:30 pm UNITED STATES Hochelaga 3 The purpose of this roundtable is to explore the Closing Session Albert DeCiccio college experiences of first-generation college Mackenzie Room Provost students and to provide a forum to discuss strate- Daniel Yalowitz gies for improving those experiences. The four This concluding session is designed as an Associate Dean for Special Projects; broad categories of influence for first-generation open discussion on ideas and information Director of the Quest for Success college students are academic experiences, presented at this conference and current Program nonacademic experiences, social experiences, issues in the undergraduate experience. and financial needs. There will be opportunity The staff of the National Resource Center Southern Vermont College for The First-Year Experience and Students UNITED STATES to explore participants’ personal experience going though college and/or working with in Transition will facilitate the session and In fall 2007, Southern Vermont College (SVC) first-generation college students. encourage active participation by all pres- instituted a first-year course with strong com- ent. Of particular interest is what has been munity service projects attached to it called learned and where we need to go from Quest for Success. While that course has been here. Please join us. both beneficial and needed, as we will discuss, it was a precursor to more innovations that we believe are helping to establish connectivity on the SVC campus. We experimented with new, out-of-the-box, financially viable initiatives and then examined short-term outcomes and effec-

tiveness. We have had measurable success. 26 Institutional Descriptions

Abilene Christian University to interact closely with their teaching assistants, lab College of Charleston Abilene Christian University (ACU) emphasizes demonstrators, and classmates. The College of Charleston is one of the United State’s high-quality academics in a distinctively Christian “colonial universities,” having been founded before environment. Founded in 1906, in Abilene, Texas, Brooklyn College, City University of New the American Revolution in 1770. The College cur- ACU is a four-year, private comprehensive university York (CUNY) rently enrolls approximately 10,000 undergraduates with current enrollment of about 4,700 students. The Brooklyn College is a public liberal arts college that and 1,000 graduate students at its historic campus University employs approximately 218 full-time faculty also offers masters programs and participates in in downtown Charleston, South Carolina. With a members. Ninety-four percent of the tenure track PhD programs at the CUNY Graduate Center. The strong emphasis on the liberal arts, the College has faculty has terminal degrees. The University offers 60 entering first-year class in fall 2008 was 1,350 (total six schools, including the School of Humanities and baccalaureate majors, 28 master’s programs, and one enrollment: 16,650), 75% of whom enter from New Social Sciences; the School of the Arts; the School of doctoral program. The University is accredited by the York City public high schools. Brooklyn College is a Business and Economics; the School of Languages, Commission on Colleges of the Southern Association commuter school. Cultures, and World Affairs; the School of Education; of Colleges and Schools. and, the School of Science and Math. Buffalo State College Aston University Buffalo State was established in 1871 and joined the Communities Foundation of Texas/Texas Located in Birmingham in the United Kingdom, Aston State University of New York (SUNY) system in 1948. High School Project University is a small, diverse university attracting Buffalo State is the largest of the four-year, compre- Communities Foundation of Texas/Texas High School students from a wide-range of backgrounds. It cur- hensive, liberal arts colleges in the SUNY system. Project (CFT/THSP) is a unique public-private partner- rently has approximately 8,000 undergraduate and Buffalo State is a master’s comprehensive institution ship dedicated to graduating all Texas high school graduate-level students. The University comprises five offering 140 undergraduate and 63 graduate degree students ready for college and career success. Texas distinctive schools: Engineering and Science, Health programs to more than 12,000 students. The goal of High School Project focuses its efforts on high-need and Life Sciences, Business, Languages and Social the college is to inspire a lifelong passion for learning schools and districts statewide, with an emphasis on Sciences, and Interdisciplinary Studies. and to empower a diverse population of students to urban areas and the Texas-Mexico border. Public and succeed as citizens of a challenging world. private organizations in the THSP include the Texas Aurora University Education Agency, the Governor’s Office, the Texas Aurora University, a small, private institution located Bunkyo Gakuin University Legislature, the Bill and Melinda Gates Foundation, in a Chicago suburb, serves 2,000 undergraduate stu- Bunkyo Gakuin University was originally founded in the Michael & Susan Dell Foundation, Communities dents. Guided by a mission focused on transformative 1924. Bunkyo Gakuen has been conducting practi- Foundation of Texas, and Texas Instruments. learning, Aurora University students focus on entering cal education under a principle that encourages careers that strongly support their communities in independence and co-existence. The University is Concordia University the areas of nursing, social work, education, criminal comprised of four undergraduate faculties: Business Concordia University is located in Montreal, Canada. justice, and business. Administration, Foreign Studies, Human Studies, and It is a large, comprehensive university with a diverse Health Science Technology. The University currently student body of almost 44,000 undergraduate, graduate, Bradley University has more than 4,000 students enrolled in the under- and continuing education students from more than Bradley University is an independent, privately en- graduate program. 150 countries, studying in over 500 programs. dowed, coeducational institution founded in 1897. It became a four-year college in 1920 and a university Canada Millennium Scholarship Dalhousie University in 1946. Bradley has five colleges and offers 100 un- Foundation One of Canada’s leading universities, Dalhousie is dergraduate and 30 graduate programs. Enrollment The Canada Millennium Scholarship Foundation is a widely recognized for outstanding academic qual- is approximately 6,000 students with each entering private, independent organization created by the Gov- ity and teaching and a broad range of educational class having 900 to 1,000 first-year students. ernment of Canada, with a mandate to deliver grants and research opportunities. Located in Halifax, Nova and scholarships to Canadian postsecondary students. Scotia, since 1818, Dalhousie attracts students from Brandon University The Foundation provides students with opportunities around the world. Dalhousie University combines a Brandon University is a predominantly liberal arts and to pursue the postsecondary education they need to tradition of excellence with the hospitality of Canada’s sciences undergraduate institution with a population of prepare themselves for the future. beautiful east coast. about 3,400 students. A number of innovative programs attract a diverse, largely commuter population. Many Carnegie Mellon University DePaul University of our students are nontraditional learners, with almost Carnegie Mellon University is a global research university Located in Chicago, Illinois, DePaul University is the one third over 25 years of age and approximately 10% of more than 10,000 students, 70,000 alumni and 4,000 nation’s largest Catholic university, with nearly 25,000 self-reporting an aboriginal ancestry. faculty and staff. Recognized for its world-class arts and students. Founded on the Vincentian principle of access technology programs, collaboration across disciplines for everyone, DePaul remains committed to providing Brigham Young University and innovative leadership in education, Carnegie Mel- a quality education through personal attention to The mission of Brigham Young University (BYU) is to lon is consistently a top-ranked university. students from diverse backgrounds. assist individuals in their quest for perfection and eternal life. To this end, BYU seeks to develop students City University of Hong Kong Doshisha University of faith, intellect, and character who have the skills and The City University of Hong Kong (CityU) was estab- Doshisha University is a comprehensive four-year the desire to continue learning and to serve others lished in 1984 and is committed to providing quality university, which has 12 undergraduate departments, throughout their lives. These are the common aims higher education to its students. The educational 12 graduate schools, and two professional schools. of all education at BYU. Both those who teach in the philosophy of the University emphasizes whole person The number of students is approximately 28,000. Our classroom and those who direct activities outside development so that students will receive ample op- research programs cover a wide range disciplines such the classroom are responsible for contributing to this portunities to nurture both the “breadth” (analytical as applied engineering, life sciences, social sciences, complete educational vision. and problem-solving skills and knowledge of the world) and humanities. and “depth” (subject knowledge and professional skills) Brock University of their minds. The campus offers programs from Eastern Illinois University Brock University, located in St. Catharines, Ontario, associate to postgraduate degrees in three colleges Eastern Illinois University is a regional, comprehensive offers a wide range of programs and excellent student (Business, Humanities and Social Sciences, Science institution in central Illinois with approximately 12,000 services to approximately 17,000 students. Although and Engineering) and two schools (Creative Media and students. The majority of students come from Illinois Brock has grown substantially in recent years, small- Law). Currently, there are more than 20,000 full-time with nearly 50% coming from Chicago. Eastern has group seminars and small lab sizes allow students students studying at CityU and more than 2,500 staff one of the highest percentages of students living on

serving the university. campus at public universities. 27 Institutional Descriptions

Edge Hill University training, certificates, diplomas, and degrees. The Col- contribute to the intellectual, cultural, and economic A national Centre for Excellence in Teaching and lege has three main campuses in downtown Toronto development of the region. The majority of the Uni- Learning, Edge Hill University has 20,000 students. from which it offers 150 full-time programs and 1,200 versity’s more than 5,000 undergraduates commute It is among the United Kingdom’s largest providers continuing education courses. Drawing from its close to campus. Indiana University Southeast also has of teachers and their professional development, has relationships with industry, George Brown College graduate programs in a variety of areas serving 818 provision in nursing and allied health sciences, and creates and continually enhances relevant programs students in the local community. offers a full range of undergraduate and postgraduate and curricula to serve the needs of both students and programs in arts and sciences. employers by producing workplace-ready graduates Indiana Wesleyan University who are highly sought after. Indiana Wesleyan University (IWU) is a comprehensive, Edinburgh Napier University private university with its main campus in Marion, Since 1964, when it was established, Napier University Georgetown University Indiana. IWU’s mission is to produce students prepared has become one of Scotland’s largest universities Founded in 1789, the same year the U.S. Constitution and committed to engagement in world changing with 14,000 students and 1,700 staff. It offers 102 took effect, Georgetown University is the nation’s endeavors. An evangelical Christian commitment undergraduate and 70 postgraduate programs in arts, oldest Catholic and Jesuit university. Georgetown is a permeates the university’s programming and culture business studies, computing/information technology, major international research university that embodies and guides an institutional focus on encouraging health care, engineering, and science in addition its founding principles in the diversity of its students, students to pursue their life purpose. to a growing portfolio of continuing professional faculty, and staff, the commitment to justice and development programs for working professionals. the common good, its intellectual openness, and its J.F. Oberlin University Edinburgh Napier University is a dynamic, innovative, international character. J. F. Oberlin University is located in Tokyo, Japan. The and forward-looking institution dedicated to supplying university consists of four colleges and the compulsory educational services that are relevant to the needs of High-Tech Institute Orlando foundation college, University College of Cornerstone today’s students and employers. Established in 1998, High-Tech Institute (HTI) Orlando Education (CCE). The CCE provides the core program for offers career-focused training programs in health the first and second-year students and the Academic Elon University care, computer networking, graphic design, massage and Career Advising division provides an academic Elon University is a small, private comprehensive therapy, and criminal justice. Dedicated to graduating advising program. university known for excellent arts and sciences career-focused professionals whose skills match today’s along with outstanding professional programs lo- market, HTI Orlando blends the necessary coursework Kansai University cated in the Piedmont of North Carolina. There are with real-world work environments. Kansai University was founded as Kansai Law School approximately 5,000 undergraduate students, from in November 1886, in the large commercial city of more than 40 states and more than 50 other nations. Illinois State University Osaka. Its founders consisted of a dozen people who There are more than 340 full-time faculty teaching in Illinois State University is a public, four-year doctoral/ were judicial officers and businesspersons. At present, 50 undergraduate majors. research university, founded in 1857 and located mid- Kansai University offers 10 faculties within its under- state in Normal, Illinois. Illinois’s first public university is graduate day school, and five faculties (Engineering Fanshawe College comprised of five colleges (Applied Science & Technol- and Informatics being the exceptions) within its Fanshawe College is one of the largest college cam- ogy, Arts & Sciences, Business, Education, Fine Arts, and undergraduate evening school. At the same time, puses in Ontario with more than 14,000 students and Nursing), with a current enrollment of 20,500. it also offers graduate studies in all seven faculties, access to larger centers along the Detroit-Toronto- plus the independent Graduate School staffed by Montreal corridor. Fanshawe College works with the Indiana University of Pennsylvania members of its Institute of Foreign Language Educa- Dell Scholars Program, an initiative of the Michael & Since its founding in 1875, Indiana University of Penn- tion and Research. The University, with its attached Susan Dell Foundation, which provides 250 first-year sylvania (IUP) has progressed and evolved to match senior and junior high schools and kindergarten, has students with resources and mentoring beyond initial the changing needs of those it serves. Today, IUP has a a total student body of 30,000. financial assistance to ensure they have the support diverse, vibrant, research-based, and student-centered they need to obtain a college degree. community comprising distinguished faculty members Kennesaw State University and more than 14,000 undergraduate and graduate Kennesaw State University (KSU) is the third-largest Fleming College students from across the nation and around the world. university and one of the fastest-growing institutions Fleming College is located in the heart of Central On- Consider the extensive choices and resources of the of higher education in Georgia. It is the university of tario with five campus locations. The college has more fifth-largest university in the state—including more choice for 2,200 students residing on campus, enrolling than 90 full-time programs in business, community than 140 undergraduate degree programs, a nationally more than 4,000 first-year students and a total student development, environmental and natural resource recognized honors college, and more than 70 graduate body of more than 20,000. KSU is a comprehensive sciences, fine arts, health and wellness, law and justice, programs, including numerous doctoral programs. four-year, public university with nationally recognized technology, and skilled trades. Fleming College has liberal arts, professional, and continuing education 5,000 full-time and 10,000 part-time students and Indiana University Purdue University programs. U.S. News & World Report has recognized more than 50,000 alumni. Indianapolis KSU for having one of the best “first-year experience Indiana University-Purdue University Indianapolis programs” for the last six years, consecutively. Florida International University (IUPUI), Indiana’s premier urban university, is a public, Florida International University (FIU) is a large, public, four-year commuter institution located in downtown Kettering University urban, multi-campus, research university located in Miami, Indianapolis, Indiana. With 30,000 students, IUPUI is an Kettering University, formerly GMI Engineering and Florida. It is a minority majority institution—majority urban research and academic health sciences campus, Management Institute, is a primarily undergraduate Hispanic—with a predominantly commuter population. with 22 academic schools that grant degrees in more institution specializing in engineering, science and FIU has received many accolades since it opened its than 200 programs from both Indiana University and technology. It has ABET accredited programs in engi- doors in 1972. Recent accomplishments include the Purdue University. neering and computer science, in addition to degrees addition of colleges of law and medicine. in the applied sciences and business. It is unique in its Indiana University Southeast mandatory cooperative education programs. George Brown College Indiana University Southeast is the regional campus In the heart of Toronto, George Brown College (GBC), of Indiana University that serves Southern Indiana and King’s College London founded in 1967, has become woven into the economic, the Greater Louisville metropolitan area. As a public King’s College London is one of the UK’s oldest multi- cultural, and social fabric of the city. GBC is one of comprehensive university, its mission is to provide faculty universities with more than 20,000 students. Canada’s largest, most diversified, and highly respected high-quality educational programs and services that It belongs to the Russell Group of research-led colleges, serving a broad and vibrant student body promote student learning, to prepare students for universities.

with an incredibly rich program mix of apprenticeship productive citizenship in a diverse society, and to 28 Institutional Descriptions

Kobe University Middlebury College southeastern United States. With an enrollment of Kobe University, working in a spirit of integrity, freedom, Middlebury College is a highly selective, residential, 2,300 including graduate programs, Queens has an and cooperation in keeping with its open and cosmo- four-year liberal arts college located in rural Vermont. entering class of 300 students, and a total of 1,300 politan culture and environs, aims to contribute to the It has a student population of 2,350, a student/faculty undergraduate students. global community through the creation of knowledge ratio of 9 to 1, approximately 12% international students founded on universal values and the fostering of rich and 10% US students of color. Approximately 65% of San Jose State University understanding and strong leadership skills. Middlebury students spend all or part of their junior San Jose State University is one of 23 campuses in the year abroad; all students take a first-year seminar; and California State University system. Located in the heart Landmark College beginning with the class of 2014, all seniors will do an of Silicon Valley, it enrolls a very ethnically diverse Landmark College is a private two-year college that independent capstone project. population of more than 30,000 students. exclusively serves students with diagnosed learning disorders, including AD/HD and Asperger’s syndrome. Mount Royal College Seneca College Founded in 1985, it has served more than 3,000 stu- When Mount Royal first opened its doors nearly 100 Founded in 1967, Seneca College is the largest college dents, and currently enrolls nearly 500 students in years ago on September 8, 1911, it welcomed 189 in Canada with 100,000 students receiving interna- four associate’s degree programs. students. Today, some 12,000 credit students take a tionally recognized career education and training variety of programs and courses including bachelor’s on campuses across the greater Toronto area. Every Lyndon State College degrees, applied degrees, university transfer courses, Seneca College program delivers advanced learning Lyndon State College, founded in 1911, is a four-year, diplomas, and certificates. The courses offered have and hands-on experience demanded by employers public institution located in the heart of the Northeast changed over time, but Mount Royal’s focus remains today and prepares graduates for real success in their Kingdom region of Vermont. With a commitment to the same—providing quality teaching and small class chosen careers. serving first-generation and rural students, Lyndon sizes. Experience has also taught Mount Royal the strives to serve Vermont and to prepare each of its 1,400 importance of preparing students well for life after Seneca College of Applied Arts and students for personal and professional success. graduation. That means practical and current infor- Technology mation, as well as hands-on learning through work Seneca College is one of the largest commuter colleges Marymount College placements, practica, and co-op education. in Canada with 19,000 full-time students (including Marymount College is a small, student-centered, inde- 2,400 international students) and more than 23,000 pendent college in southern California devoted primarily Northeastern Illinois University part-time students across eight campuses. Seneca to general education and the liberal arts. More than Founded in 1867, Northeastern Illinois University offers certificate, diploma, and applied degree pro- 90% of its students transfer to baccalaureate-granting continues to meet the demand for quality, afford- grams. It also has several national and international institutions across the country and abroad. The col- able education, serving 12,000 students at the main university partnerships. lege is currently in the process of redefining itself as campus on Chicago’s north side and three additional a baccalaureate, degree-granting institution. campuses including NEIU-El Centro in the metropolitan Southeast Missouri State University area. NEIU is the most diverse university in the Mid- Southeast Missouri State University is a fully accredited, Michigan State University west (according to U.S. News and World Report) and regional comprehensive institution of approximately Michigan State University (MSU) is a pioneer land- a federally designated Hispanic Serving Institution. 10,600 undergraduate and graduate students. Originally grant institution. Known internationally as a major NEIU-El Centro provides accessible, high-quality, a normal school (1873), Southeast is well-known for U.S. public university with global reach, the university and affordable undergraduate and graduate courses its teacher education programs, plus fully accredited has been transforming lives through innovative teach- leading to bachelor and master’s degrees. In addition, programs in business, communications, nursing, ing, research, and outreach for more than 150 years. NEIU-El Centro reaches out to the Latino community by music and the arts, science and technology, among In fostering both research and its application, the providing programs in the areas of education, health, many others. university will continue to be a catalyst for positive housing, and technology. intellectual, social, and technological change. It has Southern Vermont College more than 220 programs in more than 65 countries Ohio University Southern Southern Vermont College is a private, four-year, lib- on all continents. It is ranked the top public university One of five regional campuses of Ohio University (OU), eral arts college in Bennington, Vermont. More than for study abroad in the nation. With a diverse student- OU Southern offers degree completion programs at 50% of our students will be the first in their families body of 43,000, MSU is committed to remaining an the associate, bachelor, and master’s degree levels. to graduate from college and more than 80% receive equal access institution. With sites in both Ironton and Proctorville Ohio, OU some form of financial aid. Currently, approximately Southern has an enrollment of approximately 1,800 460 students attend the College, the majority being Mid Sweden University students. full-time attendees. Mid Sweden University is situated in a part of Sweden where long distances to higher education are recognized Patrick Henry Community College Touchstones Discussion Project at St. barriers to student recruitment and retention. One of Patrick Henry Community College (PHCC), which John’s College the university’s biggest challenges is to improve the serves 3,000 students each semester, is one of the 23 Now in its 25th year, Touchstones Discussion Project uses number of students in the region who enter higher Virginia Community College System comprehensive a structured seminar environment to train participants education courses. An important strategy to reach open-door institutions located in rural South-Central in a new approach to leadership and collaborative the students is distance education, which is why the Virginia. PHCC is an Achieving the Dream institution investigation. A registered not-for-profit, Touchstones university has a plan for systematically developing and has received regional and national recognition works with schools, universities and colleges, prisons, that strategy. of both academic and support services. senior centers, international concerns, governmental agencies, and private groups. MidAmerica Nazarene University Queen’s University at Kingston MidAmerica Nazarene University is a small, private, Founded in 1841, Queen’s University at Kingston is one Stellenbosch University comprehensive liberal arts university of the Church of Canada’s leading universities with an international Stellenbosch University is a medium-sized, research-led of the Nazarene located 20 minutes south of down- reputation for scholarship, social purpose, spirit, and institution situated in the Western Cape, South Africa. town Kansas City, Missouri. The total undergraduate/ diversity. With 22,000 undergraduate and graduate The university has approximately 25,000 students, with graduate enrollment is approximately 1,950. Students students, Queen’s attracts highly qualified applicants just over 4,800 making up the first-year cohort. The can choose from 41 undergraduate majors and five and maintains a strong research profile. establishment of the First-year Academy, a university- pre-professional programs. wide initiative, has focused attention on the well-being Queens University of Charlotte of first-year students to enhance student success. Queens University of Charlotte (Queens), founded

in 1857, is a comprehensive, private university in the 29 Institutional Descriptions

Sun Life Financial Chair in Adolescent The University of Tennessee, Knoxville co-op education, the first electronic organ, and the Mental Health - IWK Health Centre & The University of Tennessee, Knoxville (UTK) is a large, Golden Gate Bridge designer. Dalhousie University research-extensive, public land-grant institution that Each year, this urban, public, research-extensive uni- The Sun Life Financial Chair in Adolescent Mental serves as the state’s flagship campus. With an enroll- versity graduates 5,000 students, adding to more than Health is a partnership between Sun Life Financial, ment of approximately 27,000, UTK offers degrees at 200,000 living alumni around the world. Dalhousie University, and IWK Health Centre (Halifax, the undergraduate, graduate, and first-professional (JD, NS). The Chair functions in a knowledge enhancing MD) levels, employs approximately 1,500 instructional University of Florida capacity by systematically collecting, evaluating, in- faculty members, and houses more than 100 research The University of Florida is a public, four-year, research terpreting, translating, and disseminating scientifically centers/institutes. The College of Architecture and institution located in Gainesville, Florida. It has 16 validated information about adolescent mental health Design houses the only accredited School of Archi- colleges, which offer more than 100 undergraduate to advance the understanding of mental illness and tecture in Tennessee, the top-ranked interior design majors. With a student population of approximately to improve the disability caused by mental disorders program in the state. 52,000, it has a first-year student retention rate of 94%, in young people. which is among the highest in the nation. Trent University Susquehanna University Trent University is primarily an undergraduate institu- University of Guelph Susquehanna University is a small, liberal arts institu- tion located in central Ontario, Canada. Current enroll- University of Guelph is a mid-sized institution lo- tion affiliated with the Evangelical Lutheran Church in ment at the institution is about 8,000 students with cated in Guelph, Ontario. It has strong science and American and enrolling approximately 2,000 undergradu- approximately 5% of the students enrolled as graduate agriculture roots and is consistently ranked as one ate students. It is located in Selinsgrove, Pennsylvania students and about 15% as part-time students. of the top comprehensive universities in Canada. A in the Susquehanna Valley of central Pennsylvania. residence guarantee for first-year students results in Academic programs are offered in the School of Arts, United States Coast Guard Academy more than 90% of the first-year students living on- Humanities and Communications, School of Natural Located in New London, Connecticut, the United campus. Ninety-nine percent of the new students and Social Sciences, and School of Business. States Coast Guard Academy (CGA) is the smallest of have admission averages of 75% or higher. the five U.S. military service academies. Majors include The College of New Jersey civil, mechanical, and electrical engineering; naval University of Hyogo The College of New Jersey is a highly selective, resi- architecture; marine and environmental sciences; In April 2004, the University of Hyogo was inaugurated dential, liberal arts-based, comprehensive institution management; government; and operations research. by integrating three prefectural universities, each offering degree programs in the arts and sciences, The CGA is accredited by the New England Association crowned with own history and tradition: Kobe University education, business, engineering, and nursing. Ninety- of Colleges and Schools. of Commerce, Himeji Institute of Technology, and the five percent of first-year students live on its wooded, College of Nursing Art and Science, Hyogo. By leverag- suburban campus. It is ranked in the “Most Selective” Universidad Rovira Virgili ing the synergy of the integration and maximizing the category by Barrons. Universitat Rovira Virgili (URV) is a small university strength of the resulting multi-discipline university, the located in Tarragona, a city of Catalonia in the north- University of Hyogo aims to conduct education and The George Washington University east of Spain. URV has a wide range of studies includ- research with a particular focus on interdisciplinary Located in Washington, DC, George Washington ing health-related fields, teaching training, business, pursuit, promote unique, pioneering research, and University (GWU) welcomes approximately 2,300 and engineering. Enrollment is approximately 12,000 thereby create new knowledge. first-year students each year. GWU has a significant undergraduate students, 900 postgraduates, with international student population with political science 800 professors. University of Nevada, Las Vegas (UNLV) and international affairs as its top majors. The first-year In its 50-year history, UNLV has undergone an amaz- writing program has been in place since 2003. University College London ing transformation from a small branch college into a University College London is a large multi-faculty uni- thriving urban research institution of 28,000 students The Ohio State University versity, located in the centre of London in the United and 3,300 faculty and staff. Along the way, the urban The Ohio State University is a world-class public research Kingdom. It has been consistently ranked amongst the land-grant university has become a dynamic resource university and the leading comprehensive teaching leading higher educational institutions for research for one of the country’s fastest-growing and most and research institution in the state. It provides a and teaching, and has a large international cohort of enterprising cities. UNLV’s 350-acre main campus, distinctive educational experience for students and undergraduate and postgraduate students. located on the southern tip of Nevada in a desert val- pursues cutting-edge interdisciplinary research that ley surrounded by mountains, is home to more than brings together scholars from diverse disciplines to University of Bradford 220 undergraduate, master’s, and doctoral degree solve key problems in society. The American Language The University of Bradford is a small institution enrolling programs, all accredited by the Northwest Commission Program is Ohio State’s intensive pre-college ESL approximately 11,000 students and based in the north on Colleges and Universities. (English as a Second Language) program. of England. Bradford prides itself on being friendly and student-focused. Our student population is diverse University of New Hampshire The University of Manchester with large numbers of minority-ethnic students and The University of New Hampshire (UNH), founded in The University of Manchester is the United Kingdom’s those from low socio-economic groups. 1866, is a world-class, public research university with (UK) most popular University. It is the largest single-site the feel of a New England liberal arts college. A land, higher education institution in the UK, with more than University at Buffalo (SUNY) sea, and space-grant university, UNH is the state’s flag- 35,000 students and more than 500 different degree A flagship institution in the State University of New ship public institution, enrolling 11,800 undergraduate programs. The research-intensive university is a multi- York system founded in 1846, University at Buffalo and 2,400 graduate students. cultural environment, home to around 7,000 overseas (UB) is the largest and most comprehensive campus students from more than 150 countries. in the 64-campus SUNY system. It is a member of the University of Oklahoma Association of American Universities. UB is a premier, The University of Oklahoma, a doctoral degree-granting The University of Queensland research-intensive public university dedicated to research university, serves the educational, cultural, The University of Queensland is one of Australia’s academic excellence. Like the city UB calls home, it economic, and health care needs of the state, region, premier learning and research institutions. It is a is distinguished by a culture of resilient optimism, and nation. Enrollment is approximately 30,000 in 19 founding member of the national Group of Eight, an resourceful thinking, and pragmatic dreaming that colleges. More than 2,000 full-time faculty teach courses alliance of research-strong universities, and it belongs enable it to reach others every day. in more than 380 degree plans at the baccalaureate, also to the global Universitas 21 alliance, which aims to master’s, and doctoral levels. enhance the quality of university outcomes through University of Cincinnati international benchmarking. The University of Cincinnati has been the source of

many discoveries including, the first antihistamine, 30 Institutional Descriptions

University of Pretoria University of Windsor Western Kentucky University The University of Pretoria is a large, residential institution The University of Windsor is a comprehensive public Western Kentucky University is a comprehensive with approximately 38,000 undergraduate students. university, enrolling 17,000 undergraduate and graduate institution with an enrollment of more than 19,500 The university offers more than 1,800 academic students in bachelor’s, master’s, and doctoral degree students. It is located in Bowling Green, Kentucky. It programs in two of the nation’s official languages, programs across 10 faculties. The University serves enrolls approximately 2,300 students each year in its namely Afrikaans and English. It has nine faculties and a considerable number of at-risk students including first-year seminars and has an extensive offering of is regarded as one of the leading research institution those who are low-income, Aboriginal, new immi- residential learning communities and international in South Africa. grants, and first-generation. In recent years, it has also programs for first-year students. enrolled approximately 10% of the undergraduates University of the Free State and 25% of the graduate students from countries Westminster College The University of the Free State (UFS) is one of the outside of Canada. Westminster College is a residential undergraduate traditional universities in South Africa. It is a multicul- institution located in rural western Pennsylvania. With tural parallel medium (English & Afrikaans) institution University of Wisconsin - Madison an enrollment of about 1,400 students, Westminster consisting of seven faculties offering a full range of University of Wisconsin-Madison is a Research I institu- offers a curriculum emphasizing liberal education, undergraduate and postgraduate programs to more tion, the largest of the University of Wisconsin System the choice of 41 majors, and a student-faculty ratio than 25,000 students. campuses. It is a large, public university with more of 12:1. than 40,000 students, nine schools and colleges, and University of the Pacific more than 150 undergraduate majors. Wright State University The first chartered institution of higher education in Named after the world-famous Wright brothers, Wright the State of California, the University of the Pacific is University of Wollongong, Australia State University is a mid-size state university located a mid-sized independent, comprehensive university The University of Wollongong (UOW) in Australia has near Dayton, Ohio. The university serves roughly 17,000 offering a choice of high-quality undergraduate and 22,000 students enrolled. The main campus enrolls students and offers more than 100 undergraduate graduate study to students in Stockton, Sacramento, around 3,000 first-year students per year. In 2006, degrees and nearly 50 PhD, master’s, and professional and San Francisco. The University of the Pacific’s mis- UOW was awarded the number one ranking for degree programs. sion is to provide a superior, student-centered learning teaching and learning in Australian universities, and experience integrating liberal arts and professional it successfully maintains a high research profile. UOW York University education, preparing individuals for lasting achieve- achieves a five-star ranking for student experience York University is Canada’s third largest leading ment, and responsible leadership in their careers and and student satisfaction. interdisciplinary teaching and research university in communities. Canada. York offers a modern, academic experience Uppsala University in Toronto and is host to a dynamic community of University of South Australia Uppsala University is a comprehensive, research uni- almost 52,000 students, 7,000 faculty, and staff, and The University of South Australia is a university in versity dedicated to advancing science, scholarship, more than 200,000 alumni worldwide. Ten Faculties Australia which has in excess of 30,000 students. The and higher education and accepts students from all and 23 research centers conduct ambitious, ground- Division of Business has over 5000 undergraduate over Sweden. Approximately 4,200 FTE undergraduate breaking research, cutting across traditional academic students, with 21% international students. students enroll each year at the Faculty of Science and boundaries. The University has two unique campuses: Technology. Of these, 36% are women and 36% are The Keele campus features extensive facilities in a University of Utah at least 25 years old. self-contained environment, and the Glendon cam- Set in Salt Lake City, Utah, the University of Utah is the pus is York’s bilingual, liberal arts campus. Glendon state’s oldest and largest institution of higher educa- Utah Valley University is the only integrated bilingual campus of its kind in tion and is a major research university. It offers more Utah Valley University (UVU) is located in Orem, Utah. Canada, where students can take classes in English than100 undergraduate and more than 90 graduate With more than 26,000 students, the university is a and French. York provides excellent student services degree programs to over 28,000 students. teaching institution that provides opportunity, promotes to foster student success including career, financial, student success, and meets regional educational needs. disability, leadership, and academic support. UVU builds on a foundation of substantive scholarly and creative work to foster engaged learning.

FREE teleconference video TH for the rst 100 who register 16 NATIONAL CONFERENCE ON by October 9, 2009! *see website for details STUDENTS IN TRANSITION

NOVEMBER 6 8, 2009 Salt Lake City, Utah

www.sc.edu/fye/SIT09 31 Index of Presenters

Allegretti, Christine Queens University of Charlotte ...... 58-PR Fishman, Steve Seneca College ...... 42-CI Anderson, Lyndsay Dalhousie University ...... 90-CT Fuerte, Cynthia DePaul University ...... 104-CI Andersson, Ulla Mid Sweden University ...... 68-R Gardner, John N . Andrews, Jane Aston University ...... 98-CR Policy Center on the First Year of College ...... Primer, Preconference Workshop, 33-R Angelini, Marco University College London ...... 1-CI Garner, Brad Indiana Wesleyan University ...... 19-CT Bader, Margie Seneca College of Applied Arts and Technology ...... 85-CR Geske, John Kettering University ...... 93-CI Bain-Greenwood, Fiona Seneca College ...... 8-CR Getz, Marjorie Bradley University ...... 73-R Barefoot, Betsy O . Gill, Baljit Aston University ...... 98-CR Policy Center on the First Year of College ...... Keynote Address, Preconference Workshop Gillis, Bill The George Washington University ...... 4-R Bell, Brent University of New Hampshire ...... 77-CR Golubski, Pamela M . Carnegie Mellon University ...... 94-CR Bell, Martha Brooklyn College, CUNY ...... 78-CI Gore, Paul University of Utah ...... 53-PR Bertolini, Mary Ellen Middlebury College ...... 92-CT Gottheil, Susan Mount Royal College ...... 50-CT Bidwell, Deborah College of Charleston ...... 34-CR Grills, Sheilagh Brandon University ...... 75-CR Bond, Barbara Fleming College ...... 14-CR Gross, Marlene Concordia University ...... 23-CI Book, Leon Southeast Missouri State University ...... 17-CI Hamana, Atsushi Kansai University of International Studies ...... 6-CT Botha, Gideon Abilene Christian University ...... 5-CI Harper, Melinda Queens University of Charlotte ...... 58-PR Braden, Stephen W . Kennesaw State University ...... 41-CI Henderschiedt, Gregg University of Florida ...... 38-CI Brantley, Fiona Kennesaw State University ...... 13-CI Hill, Chris The Ohio State University ...... 59-PR Brastrom, Joy High-Tech Institute Orlando ...... 20-R Hooker, Hazel Florida International University ...... 84-CI Brown, Jane Edinburgh Napier University ...... 74-CT Hunter, M . Stuart Burgoyne, Megan Stellenbosch University ...... 70-CR University of South Carolina . . . . . Primer, International Higher Education Session, 33-CR Calderon, Denis University of Teesside . . . International Higher Education Session Ilnicki-Stone, Elizabeth Brock University ...... 96-CR Cave, Sondra MidAmerica Nazarene University ...... 89-CI Ingleby, Amanda Aston University ...... 98-CR Cela-Ranilla, Jose Universidad Rovira Virgili ...... 66-PA Inoshita, Chiiko J .F . Oberlin University ...... 56-PA Chan, Raymond City University of Hong Kong ...... 45-CI Jackson, Deliah George Brown College ...... 48-R Childs, Liz Utah Valley University ...... 72-CT Jacobs, Glen University of Missouri, Kansas City . . . Preconference Workshop Chiu, Hing-ho City University of Hong Kong ...... 45-CI Jama, Mpho University of the Free State ...... 54-PR Clark, Robin Aston University ...... 98-CR Jennings, Sam Elon University ...... 62-PA Clark, Wayne University of Auckland, New Zealand . . . Preconference Workshop Johnson, Scott Buffalo State ...... 46-CI Copeland, Dana Fanshawe College ...... 80-CT Juarez, Kristina University of the Pacific ...... 9-CI Crawford, Mikiko Ohio University Southern ...... 86-CI Kalianov, Carlye Illinois State University ...... 60-PA Creamer, Dana Indiana University Southeast ...... 43-CI Karpe, Svetlana T . University of Wisconsin – Madison ...... 87-R Crome, Bill University of Auckland, New Zealand . . . Preconference Workshop Keefer, Katia Trent University ...... 79-CI Currant, Becka University of Bradford ...... 35-CI Keely, Donna Lyndon State College ...... 51-CT Currant, Neil University of Bradford ...... 35-CI Keffer, Kim Ohio University Southern ...... 2-CI, 86-CI Cuseo, Joe Marymount College ...... 25-R, 49-CR Kelly, Robert J . Brooklyn College, CUNY ...... 78-CI Dahlgren, Donna Indiana University Southeast ...... 43-CI Kenedy, Robert York University ...... 28-R, 69-PA, 95-R Dantas, Elizabeth George Brown College ...... 48-R Keup, Jennifer R . University of South Carolina ...... Primer, International Higher Education Session Davey, Carla University of Utah ...... 53-PR Kilcarr, Patrick Georgetown University ...... 80-CT David, Debra San Jose State University ...... 63-PR Kinukawa, Naoyoshi Bunkyo Gakuin University ...... 47-CI Decandia, Lisa Seneca College ...... 42-CI Kinzie, Jillian Indiana University ...... 71-CI DeCiccio, Albert Southern Vermont College ...... 101-CI Klingbeil, Nathan Wright State University ...... 29-CI Doyle, Colleen Blaney University College Dublin ...... Preconference Workshop Kwong, Theresa Fuk Ning City University of Hong Kong ...... 45-CI Duffy, Jon MHS, Inc ...... 80-CT Lambert-Drache, Marilyn York University ...... 28-R, 69-PA, 95-R Ecklund, Timothy Buffalo State College ...... 10-CT, 76-CT, 88-CR Larsen, Katherine The George Washington University ...... 4-R Eisenbach, Mildred University of Guelph ...... 18-CT Laudet, Claire Trinity College Dublin ...... Preconference Workshop Ellis, Evelyn A . United States Coast Guard Academy ...... 32-CI Lemmens, Juan-Claude University of Pretoria ...... 26-CR Englund, Britt Mid Sweden University ...... 68-R Levy, Sharona A . Brooklyn College, CUNY ...... 78-CI

Esplin, Pat Brigham Young University ...... Preconference Workshop 32 Index of Presenters

Lopez, Daniel Northeastern Illinois University ...... 99-CT Sanders, Karla Eastern Illinois University ...... 57-PA Luna, Andrea Lyndon State College ...... 31-CI Sanford, Betty J . Michigan State University ...... 36-CI Manion, Andrew Aurora University ...... 91-CI Santandreu, David City University of Hong Kong ...... 45-CI Mann, Derek MHS, Inc ...... 80-CT Santosh, Daisy Communities Foundation of Texas/Texas High School Project . 103-R Manser, Rose Fleming College ...... 14-CR Saunders, Tom High-Tech Institute Orlando ...... 20-R Marquez L . Lynn Millersville University of Pennsylvania . . Preconference Workshop Schofield, Mark Edge Hill University ...... 30-CT Martin, Jodi Koslow Aurora University ...... 91-CI Shelton, Allen Buffalo State College ...... 10-CT Martin, Mary University of Nevada, Las Vegas ...... 81-CT Shipp, Dan University of the Pacific ...... 9-CI Matsukubo, Akiko J .F . Oberlin University ...... 56-PA Sidoryn, Tristana University of South Australia ...... 27-CI Mazurek, Tim DePaul University ...... 104-CI Skubikowski, Kathleen Middlebury College ...... 92-CT McDowell, Linda L . Millersville University of Pennsylvania . . Preconference Workshop Sloane, Amy University of Wisconsin-Madison ...... 87-R Merberg, Eileen Buffalo State College ...... 76-CT Smith, Al University of Nevada, Las Vegas ...... 81-CT Mercado, Caro Susquehanna University ...... 52-PA Smith, Carol Elon University ...... 62-PA Mercerhill, Jessica The Ohio State University ...... 55-PA Smith, Clayton University of Windsor ...... 50-CT Minnett, Sheryl Seneca College ...... 85-CR Smith, Kay College of Charleston ...... 24-CT Monty, Vivienne Glendon College ...... 28-R, 69-PA, 95-R Smith Abbott, Katy Middlebury College ...... 92-CT Naylor, Gillian University of Nevada, Las Vegas ...... 81-CT Söderman, Eva Uppsala University ...... 21-CI Nossaman, Brian University of Oklahoma ...... 11-CI Stratton, Wendith University of the Pacific ...... 9-CI Nutt, Diane University of Teesside . . . International Higher Education Session Strayhorn, Terrell The University of Tennessee, Knoxville ...... 22-CR Ody, Marcia The University of Manchester ...... 37-R Swagerty, Bill University of the Pacific ...... 9-CI Orving, Karin Mid Sweden University ...... 68-R Sweeten-Lopez, Oscar Dell Scholars Program ...... 80-CT Parisi, Philip Lyndon State College ...... 31-CI Szumilas, Magdalena Sun Life Financial Chair in Adolescent Mental Health Parker, James Trent University ...... 79-CI IWK Health Centre & Dalhousie University ...... 39-E Pelletier, Yves Seneca College, Mohawk College, Confederation College . . . 8-CR Taylor, Michelle Utah Valley University ...... 72-CT Person, Pamela University of Cincinnati ...... 12-R Terrance, Danielle The Ohio State University ...... 88-CR Peterson, Ann The University of Queensland ...... 44-CT Urtel, Mark Indiana University Purdue University Indianapolis . . . . . 7-CR Phelps, Nathan Western Kentucky University ...... 65-PA Van Nostrand, Sarah DePaul University ...... 104-CI Phillips, Carol Y . Millersville University of Pennsylvania . . Preconference Workshop Venn, David Sun Life Financial Chair in Adolescent Mental Health IWK Health Centre & Dalhousie University ...... 39-E Phillips-Buck, Rachel Abilene Christian University ...... 5-CI Webb, Rod York University ...... 28-R, 69-PA, 95-R Phipps, Greg Indiana University Southeast ...... 43-CI Williams, Gayle Indiana University Purdue University Indianapolis . . . 3-CR, 46-CI Pickett, Steph George Brown College ...... 100-CT Wilson, Paula York University ...... 28-R, 69-PA, 95-R Pilkey, James A . Bradley University ...... 73-R Wilson, Caron Kettering University ...... 93-CI Pinnegar, Stefinee Brigham Young University . . . . Preconference Workshop, 82-CR Wingate, Ursula King’s College London ...... 83-CR Poirier, Wayne George Brown College ...... 100-CT Winters, Karin DePaul University ...... 104-CI Poon, Margaret CC City University of Hong Kong ...... 64-PA Wong, Eva City University of Hong Kong ...... 45-CI Porter, Jeff Patrick Henry Community College ...... 40-CI Wood, Laura Trent University ...... 79-CI Powell, Wayne Brooklyn College, City University of New York ...... 97-CI Wu, Zhiling Indiana University of Pennsylvania ...... 67-PA Princes, Carolyn Indiana University of Pennsylvania ...... 67-PA Yalowitz, Daniel Southern Vermont College ...... 101-CI Rascati, Ralph J . Kennesaw State University ...... 41-CI, 46-CI Yamada, Reiko Doshisha University ...... 6-CT Reynolds, Amy University at Buffalo ...... 88-CR Yarrow, Liv Brooklyn College ...... 97-CI Roberts, Greg Indiana University Southeast ...... 43-CI Yoshihara, Keiko Hyogo University ...... 6-CT Robertson, John Westminster College ...... 61-PA, 102-CI Zeiderman, Howard St . John’s College ...... 15-E Roca, Monica Florida International University ...... 84-CI Rogan, Sally University of Wollongong ...... 16-CI Ross, Frank Indiana University Purdue University Indianapolis . . . 3-CR, 71-CI Royce-Davis, Joanna University of the Pacific ...... 9-CI Russell, Kay Psychotherapy Resources ...... 20-R

Russell, Tom Queen’s University at Kingston ...... 82-CR 33 ISSUE / EXIT SAINT-LAURENT

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