Copyright (c) 2013 University of Massachusetts - Amherst All rights reserved. http://scholarworks.umass.edu/studentsuccess Recent documents in New England Conference for Student Success en-us Fri, 25 Jan 2013 23:40:15 PST 3600 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/26 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/26 Fri, 21 Sep 2012 08:00:00 PDT Jackie Brousseau-Pereira http://scholarworks.umass.edu/studentsuccess/2012/Schedule/25 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/25 Fri, 21 Sep 2012 15:45:00 PDT Jackie Brousseau-Pereira http://scholarworks.umass.edu/studentsuccess/2012/Schedule/24 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/24 Fri, 21 Sep 2012 14:45:00 PDT Randy Swing http://scholarworks.umass.edu/studentsuccess/2012/Schedule/23 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/23 Fri, 21 Sep 2012 13:30:00 PDT Student success does not “just happen”; it is a collaboration of many parts which creates a framework that students can use to create their success. In 2005, the University of Massachusetts Amherst established a Center for Student Development (CSD) within the Division of Student Affairs and Campus Life to coordinate a variety of initiatives designed to promote student success in multiple environments. In this session, staff from the CSD will discuss the structure, planning and assessment of recent initiatives, and encourage participants to share information about initiatives on their campuses.

]]> Michael Wiseman et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/22 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/22 Fri, 21 Sep 2012 13:30:00 PDT The presenters will share research showing how service-learning contributes to student success as defined by persistence to graduation. Then as a group, we will identify learning outcomes (knowledge, skills, and values) associated with another concept of student success, that of engaged citizenship in a democratic society. We will explore how service-learning can contribute to these outcomes and models for assessing the extent to which students achieve them. Through this session, administrators and faculty will be better able to envision service-learning as a strategy for increasing student success defined both as retention to graduation and as enhanced capacity for civic engagement.

]]> John D. Reiff et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/21 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/21 Fri, 21 Sep 2012 13:30:00 PDT With limited time, energy, and finances, institutions are unable to allocate the necessary resources to support each and every student subpopulation. As a result, transfer students are frequently viewed as “square pegs” that institutions try to fit in the “round holes” of categories like first-year students or visiting and exchange students. In this session, after the presentation of an assessment project and the resulting collaborative and cost saving approaches of one institution, participants will be encouraged to think critically and economically about creative initiatives to specifically foster transfer student success.

]]> Terrace Hanlon http://scholarworks.umass.edu/studentsuccess/2012/Schedule/20 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/20 Fri, 21 Sep 2012 13:30:00 PDT More than 30% of incoming freshman nationwide are first generation college students (G-1). Their background affects every dimension of life as a college student, yet few programs exist to address the specific needs of this population. The Merrimack College O’Brien Center for Student Success launched Generation Merrimack to assist G-1 students as they transition in, and through, college. This session will provide an overview including program structure, assessment, and student feedback on this new campus-wide initiative. Recommendations for implementation at other campuses will also be discussed.

]]> Heather Maietta et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/18 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/18 Fri, 21 Sep 2012 13:30:00 PDT Explore the partnerships and pathways essential to the community aspect of a community college. To meet the educational and career needs of multiple constituencies, colleges must develop partnerships with governmental agencies, schools, community based organizations, other colleges, and for-profit businesses. Learn about successful pathways and partnerships including: an early education collaborative, early college high school programming, a middle school prevention program, and a contextualized program partnering with statewide workforce development efforts.

]]> Cynthia O'Donnell et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/19 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/19 Fri, 21 Sep 2012 13:30:00 PDT Social media and student engagement is an issue that touches all campus sectors – from admissions, to classrooms, to career services. We will explore current research on Alexander Astin’s Theory of Student Engagement and today’s students’ use of social media. Participants will have an opportunity to learn and share strategies that are helping students stay connected, get better grades and express higher satisfaction with their college experience! Technophobes and social media experts alike are welcome.

]]> Lisa Giddens et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/17 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/17 Fri, 21 Sep 2012 13:30:00 PDT This session will focus on ways that external grant funding served as a catalyst for the School of Adult and Professional Studies at Bay Path College to be innovative and experiment with career services for their nontraditional female undergraduate students. The presenters will share how the team, as a learning organization, gathered existing and new data, used assessment to improve their career programming and delivery methods, and negotiated definitions of career success. Attendees will have an opportunity to collaborate with each other and to explore best practices for student career success.

]]> Gina Joseph-­‐Collins et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/16 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/16 Fri, 21 Sep 2012 13:30:00 PDT How does your department or institution use data to inform student success and retention practice? What kinds of data are considered retention data? In this session, we will discuss key metrics for institutional/ departmental success in relation to student success and retention. We will review a sample data-driven action plan (The First Six Weeks Initiative at Colby-Sawyer) and outline a strategy for creating your own departmental or institutional plan. Participants will share methods of communicating data as well as strategies for turning this information into action.

]]> Kimberly Sauerwein http://scholarworks.umass.edu/studentsuccess/2012/Schedule/15 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/15 Fri, 21 Sep 2012 13:30:00 PDT One of the great barriers to increased student success – meaning not just degree completion but also high quality learning outcomes – lies in the negative funding trends affecting higher education. Across all institutions, prices (tuitions) are increasing even as costs (spending per student) are being cut. Student access and affordability are at risk and so is quality. Examples will be given of recent trends in revenues and spending and projections of where funding is likely to go in the future, which (no surprise) are likely to be more of the same. While more can and should be done to make the case for changes in state fiscal policy to put money back into higher education, we can’t wait for new revenues to solve the cost/price problem. Continuous attention to both cost management (reducing spending where possible) and cost effectiveness (putting new money into areas that pay off in quality and learning) will be needed more than ever. To do that, we will need to be very intentional about the relationship between spending and effectiveness. This will require more fiscal literacy from academic decision makers, and more academic literacy among budget officers. This session will discuss what that means in practical terms, using examples of ways to think about cost effectiveness from work on high impact practices, as well as ways to cut budgets that do the least harm to quality and access. The session will conclude with suggestions about near term strategies that can be effective at the institutional level, as well as those that need to be addressed in public policy by states and systems.

]]> Jane Wellman http://scholarworks.umass.edu/studentsuccess/2012/Schedule/14 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/14 Fri, 21 Sep 2012 12:15:00 PDT Jackie Brousseau-Pereira http://scholarworks.umass.edu/studentsuccess/2012/Schedule/13 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/13 Fri, 21 Sep 2012 12:15:00 PDT Jackie Brousseau-Pereira http://scholarworks.umass.edu/studentsuccess/2012/Schedule/12 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/12 Fri, 21 Sep 2012 11:15:00 PDT George Kuh http://scholarworks.umass.edu/studentsuccess/2012/Schedule/11 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/11 Fri, 21 Sep 2012 10:00:00 PDT More and more, student affairs professionals are being asked to incorporate evaluation and assessment into their program planning to demonstrate that they are meeting stated goals. Program review also allows practitioners to improve existing programs to better meet the needs of students. This session will focus on how one leadership office created a year-long assessment plan and used the data to implement meaningful and targeted changes to better meet the needs of the students they serve.

]]> Dawn Rendell http://scholarworks.umass.edu/studentsuccess/2012/Schedule/10 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/10 Fri, 21 Sep 2012 10:00:00 PDT This presentation will include a discussion of the design, implementation, and preliminary outcomes of the Foundation Year program at Northeastern University. Foundation Year is a first-year college program that serves Boston students who may be underprepared academically or personally for the demands of college. The program is designed to tackle barriers to students’ college success. Session participants will learn about the strengths and challenges of the design and discuss whether the model could be replicated at other institutions.

]]> Molly Dugan http://scholarworks.umass.edu/studentsuccess/2012/Schedule/9 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/9 Fri, 21 Sep 2012 10:00:00 PDT Smith College's Wurtele Center for Work & Life is a new, integrative model for co-curricular programming, offering workshops and resources designed to give students the tools and habits-of-mind that they need to thrive at college and beyond. Over the course of the session, attendees will learn about how the WCWL develops new programs and resources for students, and will think about the “nonacademic” skills that they would like their students to learn – skills like bouncing back from an unwelcome grade, speaking up in class, and emailing and meeting with professors. Attendees will consider potential stakeholders who might collaborate on developing programs or materials.

]]> Jessica Bacal http://scholarworks.umass.edu/studentsuccess/2012/Schedule/8 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/8 Fri, 21 Sep 2012 10:00:00 PDT With 72 percent of students who attend community colleges in Connecticut testing into developmental math and/or English, Three Rivers Community College (TRCC) began to coordinate efforts and communication within developmental education. The goals of the group, known as the Developmental Education Council, were to develop a mission statement, determine program assessment criteria, establish professional development needs, and explore alternative curricular approaches aimed at improving student success within developmental education. This hands-on workshop will outline the evolution of developmental education at TRCC and the steps that were taken to coordinate efforts, analyze findings, and discuss continuing challenges. Participants will engage in a number of activities to identify steps that can be taken at their institution to coordinate or strengthen their developmental education programs.

]]> David Ferreira et al. http://scholarworks.umass.edu/studentsuccess/2012/Schedule/7 http://scholarworks.umass.edu/studentsuccess/2012/Schedule/7 Fri, 21 Sep 2012 10:00:00 PDT Assessment of First-Year Experiences (FYE) can be challenging given the wide scope of activities that encompass a student’s first-year. Comprised of faculty, administrators, and students, members of a FYE Task Force at a private, 4-year college will discuss the collaborative process in assessing first-year student outcomes. Panelists will describe the development and assessment of institutional learning outcomes and highlight the applications of institutional data to improve programs and enhance learning. Attendees will share experiences about how they have, or might think about, developing successful collaborative approaches to assessment across their institutions.

]]> Raldy Laguilles et al.