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Publication Concurrent Sessions - Designing a New, or Improving Your Existing, Peer Cooperative Learning Program: A Workshop Based on Bridgewater’s Successful STEM Program(2014-09-19) Kling, Dr. Thomas; Salomone, Dr. MatthewAs the central part of a $1 million NSF-STEP grant (DUE-0969109), Bridgewater State University completely reorganized its teaching of all gateway science and math courses by utilizing changes in classroom pedagogy tied to a variety of forms of peer cooperative learning, of which supplemental instruction (SI) is an example. After briefly sharing the success of Bridgewater’s different departmental models, the facilitators will lead a workshop in which participants begin to plan or design course changes supported by SI for either new implementations or improved implementations.Publication Concurrent Sessions - Assessing for Success: Using Common Technology to Evaluate Academic Engagement of First-Year Students(2014-09-19) Geraghty, Marissa; Gowen, Garrett; Manning, KatieTracking and analyzing the interactions of paraprofessional student staff and first-year students in their residence halls is an important method for understanding the needs of transitioning students, especially when it comes to academic issues. This research report will utilize existing data on academic interactions in residence halls to demonstrate the benefits and challenges of using common technology to design and implement low-cost assessment practices.Publication Invited Addresses -Thinking Outside the (Classroom) Box: The Role of Student Affairs in Student Success(2014-09-19) Schiff, Tom; Collins, OscarWe know that Student Affairs plays a key role in student success. Please come join us for a dialogue about best practices and key considerations for student affairs professionals to support student success. We will be exploring: 1) What it means to support the Whole Student; 2) What effective collaboration looks like; 3) The critical impact of Multiple Identities on student success; 4) Innovation in a time of budget constraints; 5) The importance of assessment and evaluation. In addition, we will highlight two specific efforts from the UMass campus, the Center for Multicultural Advancement and Student Success (CMASS) and UMass Phallacies.Publication Concurrent Sessions - Leaning Into My Discomfort: Facilitation and Teaching Inclusivity of All Learning Styles(2014-09-19) Bell, Rebecca; Liseno, Mary Ellen; Sigda, Mary KayWe teach/present from our preferred learning style. In this interactive workshop, participants will examine the impact of their personal learning style on the facilitation choices they make in the classroom. We will look at our preferred teaching and facilitating styles, incorporate the use of technology into our work and model best practices, so that by the end of the session, participants will walk away with raised awareness and concrete strategies to intentionally engage all of the learners in their classrooms.Publication Concurrent Sessions - Consider Prior Learning and a Different Classroom Environment: Two Innovative Techniques to Teach for Student Success(2014-09-19) Dahany, Salah; Glazer-Weisner, MarilynExplore retaining at-risk students and increasing enrollment in difficult to fill classes in one or more sectors of higher education. Session introduces two innovative techniques, one administrative and the other pedagogical, involving students’ prior learning of native languages and different approaches to teaching classes that foster student success and impact retention. Topics addressed include: 1) High yield and low risk credit for PLA opportunities. 2) Technological use to expand students’ interactions with faculty and staff. 3) Classes that blend face-to-face learning with online technology. 4) Using technology to tailor large classes to individual learning styles. 5) Integrating student activities with classroom instruction.Publication Welcome and Morning Plenary: Setting Students Up for Success: Addressing Analog Issues in a Digital World(2014-09-19) Subbaswamy, Kumble; Lisker, DonnaIn a higher education environment focused on transformative technologies, it can be easy to lose sight of foundational issues -- devoid of platforms, apps and circuitry -- that nonetheless influence student success. This talk will cover principles that help faculty and administrators address the education of the whole student, and ensure students' ability to thrive in modern educational environments.Publication Invited Addresses - Gateway Courses — Catalysts for Completion or Barriers to a Better Life? It is up to you . . .(2014-09-19) Koch, AndrewThis session explores the deleterious impact that gateway courses can have on students’ postsecondary and broader life goals — especially for students of color, first-generation, and low-income students. Data gleaned and lessons learned from institutions working with the Gardner Institute to study and improve outcomes in historically high failure rate (a.k.a. gateway) courses will be shared. In addition, information on other forms of gateway course success initiatives will also be conveyed. Come learn about meaningful gateway courserelated actions that faculty and staff can take to significantly improve student and institutional performance in gateway courses.Publication Registration and Continental Breakfast(2014-09-19)Publication Invited Addresses - The Practice of Education: The Transitional Year Program at Middlesex Community College(2014-09-19) McNulty, TerenceFor many students, education is a priority in idea but not in practice. This problem is magnified at many community colleges because students spend so little time engaged with the campus as a physical setting. This presentation will focus on the philosophy and results of the Transitional Year Program at Middlesex Community College (CT), a program that provides a cohort of "at risk" students (students who place below college level English), with an immersive, rigorous, and community based education that helps them prioritize their education in the context of their other responsibilities. Guiding the cohort from the safety of its learning community into the broader college as a whole, TYP offers students a safe opportunity to learn how to "play school" in a post-secondary environment while developing the mindset of "education as practice."Publication Invited Addresses - From Clickers to Clouds: How Technology is Transforming Learning in Higher Education(2014-09-19) Hudson, KateEmerging technologies provide new ways to engage students in learning activities, expanding the definition of the “classroom” as a physical space. This presentation is for instructors, staff, and administrators who are looking for ways to use technological tools to engage with students. We will discuss some of the exciting technology innovations that instructors are using now, as well as giving a preview of what is on the horizon, in the context of supporting student success. Attendees will take away a better understanding of both today’s and tomorrow’s technology, and how it can benefit students.Publication Keynote Address - Evidence-Based Teaching: What We Know and How to Promote it On Your Campus(2014-09-19) Sorcinelli, Dr. Mary DeaneOver the last twenty-plus years, educational research has provided a better understanding of how students learn, how learning works, and what teaching approaches most help students learn. This interactive session extends the conversation about how to improve student learning with a parallel exploration of how to support effective teaching. We will look at the current understanding of what evidence-based teaching practices are, the factors that encourage or discourage adoption of successful classroom practices, and what faculty and student affairs leaders can do to promote the use of effective pedagogical approaches on their own campuses.Publication Concurrent Sessions - Mindset Matters – Promoting a Growth-Oriented Academic Mindset in Undergraduates(2014-09-19) Wall, Dr. Kathleen H.; Fallon, Dr. MarianneNative intelligence and adequate academic preparation do not ensure students’ success in college. Recent research indicates that nonintellectual factors, including academic mindset, play a critical role in determining student success. In this session, participants will learn how to differentiate fixed and growth mindsets, learn that mindsets are malleable and context-specific, and share strategies for developing growth mindset in ourselves as teachers and advisors and in our students.Publication Invited Addresses - Tactile Teaching as Classroom Technique(2014-09-19) Foster, CherylHow do we respond to the challenge posed by our students' fragmented attention spans? To the ubiquity of mediation that increasingly shapes their experiences? This session explores the discovery of one's own presence as a teacher, the interpretation of haptic signals, and the creation of memorable heuristic bridges between abstract ideas and concrete understanding. We will also reflect on taking inventory of the tools at one's disposal in the face to face classroom setting.Publication Publication Publication Concurrent Sessions - Meaningful Participation Through Providing Effective Feedback(2014-09-19) Gregory, Jess L.; Lamonica, AukjeAs higher education becomes more personalized, students find it difficult to fully participate in peer learning, particularly outside their own frame of reference. This presentation shares experiences of two public university faculty in coaching students at both the undergraduate and graduate levels to meaningfully participate through providing effective feedback; and demonstrates the scaffolding techniques to support students as they learn how to go 'beyond the nice' and help each other grow through useful feedback.Publication Concurrent Sessions - Integrative Thinking as an Essential Learning Outcome: Intersection in Faculty and Students Perspectives(2014-09-19) Stassen, Martha L. A.; Herrington, Anne; Wiggins, Yolanda; Jones, AllisonThe American Association of Colleges and Universities (AAC&U) has identified integrative thinking as one of its “Essential Learning Outcomes” in response to the large body of research indicating the importance of integrative thinking in facilitating learning. The challenge for higher education institutions is in designing curricula, courses, and other interventions that effectively facilitate this complex form of thinking. Drawing upon a range of evidence drawn from both faculty and students as a part of the campus’s assessment of the University of Massachusetts Amherst’s new Integrative Experience (IE) requirement, this session will work with participants to identify the commonalities in faculty and student perspectives about the importance of integrative thinking and how to promote it. In this session, participants will work together to identify promising strategies for facilitating integrative thinking across all of our campuses.Publication Concurrent Sessions - The Space Between: Teaching in the Learning Continuum(2014-09-19) Butera, Rae-Anne; Black, Alison; Canavan, LindaThe space between the classroom and a student’s home, be that the residence hall or otherwise, is a vast gap ripe with opportunity for teaching and learning. This session will introduce participants to one model for structuring that space which engages faculty, staff, and students in the enterprise of teaching and learning. Participants will engage in dialogue about ideas as well as draft a Learning Continuum for their own community.Publication Concurrent Sessions - Flipping the Classroom: Using Short Video Podcasts and Learning Catalytics to Enhance Student Learning Outside and Inside the Classroom(2014-09-19) Shea, Kevin M.This session will focus on a discussion of how to effectively flip a classroom using examples from my general chemistry and organic chemistry courses at Smith College. I will provide examples of the generation, student use, and student feedback on short video podcasts for outside classroom learning and introduce a student response system called Learning Catalytics to enhance the use of time in the classroom.Publication Panel of Afternoon Speakers(2014-09-19)Want to hear what another speaker had to say? Come to this wrap up and ask your questions.