2021 First Year Student Success Virtual Institute
Details & Registration
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Conference Agenda and Resources
| Time | Session Type | Session Title/Activity | Presenter |
|---|---|---|---|
| 8:30-8:40 AM CST | Plenary | Opening Remarks | Dr. Heidi Leming, Vice Chancellor for Student Success, Tennessee Board of Regents |
| 8:40 - 9:45 AM CST | Plenary | Leveraging First-Year Seminars for Student Belonging, Participation, and Success | Dr. Dallin George Young, Associate Professor, Department of College Student Affairs Adminstration & Student Affairs Leadership, University of Georgia |
| First-Year Seminars are a widely adopted and flexible tool for helping support first-year student success as they enter institutions of higher education. This presentation will use recent research and theoretical perspectives on the First-Year Experience and student transitions – with a particular focus on community colleges – to illustrate how higher education professionals can: more clearly identify outcomes of the seminar; consider assessment of the seminar as an exercise in organizational learning; and create conditions for how the seminar can be sites for belonging, participation, and transformation. | |||
| 9:50 - 10:40 AM CST | FYSE | Student Success and the First-Year Experience Course: Early Data on Course Success and Retention from TBR Community Colleges | Lindsey Koch, Research Analyst, TBR& Dr. Amy Moreland, Assistant Vice Chancellor for Policy and Strategy, TBR |
| Across Tennessee community colleges, more than two-thirds of incoming freshmen are enrolled in first-year seminar courses during their first semester of college. However, colleges take different approaches to the design of first-year seminar courses and the focus of the curriculum. This session will provide an overview of data about participation in first-year seminar courses across the system and outcomes for students who enroll in first-year seminar courses, including a discussion of how curriculum and design differences translate to improved student outcomes as well as the relationship between first-year seminar courses and corequisite learning support. | |||
| PM, FYSE | Utilizing Peer Leaders In a First-Year Seminar | Emma Reabold, Assistant Director for Peer Leadership, University of South Carolina & Mikaela Rea, Program Coordinator for Peer Leadership, University of South Carolina | |
| This interactive session will outline the role and impact of utilizing peer leaders in the first-year seminar, while encouraging instructors to identify ways a peer leader could benefit them as a teaching partner. Additionally, best practices for recruitment, selection, and training will be shared. | |||
| FYSE | Summer Bridge to Success |
Dr. Shawn Boyd, Postsecondary Program & Engagement Manager, State Collaborative on Reforming Education (SCORE) |
|
| Summer melt is one factor that impacts community college enrollment and completion. Nearly 42% of the Class of 2019 students who applied for TN Promise did not enroll in any form of postsecondary in the fall after high school graduation. Summer melt disproportionately impacts students of color and students from low-income backgrounds. This presentation will examine the effects of a Summer Bridge Program had on academically at-risk students who entered their first year of college. Additionally, this study looked at participants' and non-participants' involvement in extracurricular activities, academic progress in remedial courses, and retention of first-year college students after the first semester. Programs like Summer Bridge help students adjust to college and ultimately decrease summer melt. | |||
| 10:45 - 11:35 AM | FYSE | Ask-Connect-Inspire-Plan: How to Reimagine Onboarding into a Program of Study |
Hana Lahr, Senior Research Associate & Program Lead Community College Research Center |
| FYSE | The Past and Future of First Year Programming at Two Year Institutions | Rayane Alamuddin, Ithaka S+R, Associate Director for Research and Evaluation, & Christy McDaniel, Ithaka S+R, Analyst | |
| FYSE | First-Year Seminars at TBR Community Colleges - Faculty Development |
Andrea Franckowiak, DSCC |
|
| Join FYS Coordinators from Dyersburg State and Nashville State as they share their processes for FYS faculty development. Participants will be provided time for Q&A and discussion, as well |
Dr. Julie Williams, NSCC
Andrea Franckowiak, DSCC
|
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| 11:35 - 11:45 AM | BREAK | ||
| 11:45 AM - 12:50 PM | Plenary | Purpose and Power of a First-Year Seminar | Dr. Dan Friedman, Executive Director of University 101 Programs, University of South Carolina |
| This workshop will inspire and motivate instructors to make the most of the first-year seminar for their students, unpack the principles of an effective seminar, share successful practices in teaching a first-year seminar, discuss how to leverage the course to increase student success and persistence, and highlight resources and strategies for engaging students. | |||
| 12:55 - 1:45 PM | PM, FYSE | Integrating the Relational Advising Peer Mentoring Model into First-Year Seminar | Angi Smith, Vice President of Student Affairs, Walters State Community College, & Corey Bishop, Professional Advisor |
| PM | A Nudge to Reconnect: How Colleges are Supporting Adult Student Persistence |
Gus Gluek, Policy Researcher, TBR & Dr. Amy Moreland, Assistant Vice Chancellor for Policy and Strategy, TBR |
|
| Tennessee Reconnect allows adult students to attend college free of tuition and mandatory fees. However, among the 16,000 Tennessee Reconnect students who enroll at community colleges each year, only half persist to the following year. With the help of behavioral science experts, three community colleges are leveraging technology and the influence of faculty and peers to nudge adult students to reapply for Reconnect and persist. This session will share results from these pilots and describe a toolkit that other colleges can use to promote Reconnect persistence at their institutions. | |||
| FYSE | First-Year Seminars at TBR Community Colleges - Curriculum Development |
Anita Polk-Conley, ChSCC, Anne Pharr, PSTCC, Nancy Hamilton, RSCC, & Jessica McClure, WSCC |
|
| Join FYS Coordinators from Chattanooga State, Pellissippi State, Roane State, and Walters State as they share their current FYS curricula, what is working for them, and how they have arrived at their formula for success. | |||
HIP Focus Area |
|||
| PM=Peer Mentoring | |||
| FYSE = First-Year Seminar/Experience |
Opening Remarks/Leveraging First-Year Seminars for Student Belonging, Participation, and Succes-(Dr. Heidi Leming/Dr. Dallin George Young)
Student Success and the First-Year Experience Course: Early Data on Course Success and Retention from TBR Community Colleges- (Lindsey Koch & Dr. Amy Moreland)
Utilizing Peer Leaders In a First-Year Seminar-(Emma Reabold & Mikaela Rea)
Summer Bridge to Success- (Dr. Shawn Boyd)
Ask-Connect-Inspire-Plan: How to Reimagine Onboarding into a Program of Study-(Hana Lahr)
The Past and Future of First Year Programming at Two Year Institutions-(Rayane Alamuddin & Christy McDaniel)
First-Year Seminars at TBR Community Colleges - Faculty Development-(Andrea Franckowiak & Dr. Julie Williams)
Purpose and Power of a First-Year Seminar-(Dr. Dan Friedman)
Integrating the Relational Advising Peer Mentoring Model into First-Year Seminar-(Angie Smith & Corey Bishop)
First-Year Seminars at TBR Community Colleges - Curriculum Development-(Anita Polk, Anne Pharr, Nancy Hamilton, & Jessica McLure)
Plenary Speakers
Dr. Dallin George Young
Dr. Dallin George Young’s research focuses on a line of inquiry that investigates how novices are trained, socialized, and educated as they move from the periphery to full participation in academic communities of practice. His research and practice includes: theoretical perspectives to interrogate student transitions into the academy; how graduate and professional students learn the rules, knowledge, and culture of their fields; and the (differential) impacts of educational structures on the success of students in transition. He has published his research widely in journals such as the Journal of College Student Development, Teachers College Record, New Directions in Higher Education, Journal of Student Affairs Research and Practice, Journal of Peer Learning, and Journal of Student Affairs in Africa. Dr. Young teaches in the Student Affairs Leadership (SAL) and College Student Affairs Administration (CSAA) doctoral programs as well as the CSAA master’s program. Before UGA, he was the Assistant Director for Research and Grants at the National Resource Center for the First-Year Experience and Students in Transition and an Affiliate Faculty in the Higher Education and Student Affairs master’s program, both at the University of South Carolina.
Dr. Dan Friedman
Dr. Dan Friedman is the executive director of University 101 Programs at the University of South Carolina, where he provides leadership for six academic courses, including approximately 270 sections of the nationally renowned first-year seminar taught by over 240 instructors and 260 peer and graduate leaders. Friedman earned his Ph.D. in Higher Education from the University of Virginia and is an affiliate faculty member in the Higher Education and Student Affairs program at UofSC. Prior to coming to the University of South Carolina, he served as director of Freshman Seminar at Appalachian State University and assistant professor of Higher Education. His area of research has centered on the first-year experience, teaching and learning, and assessment. Friedman regularly serves as an invited faculty of the National Resource Center for The First-Year Experience and Students in Transition’s Institute on First-Year Assessment and Institute on First-Year Seminar Leadership. He is passionate about baseball, Bruce Springsteen, Legos, and spending time with his two daughters.