8:00 - 8:20 am (outside of SMSU Theater)
Registration and Breakfast
8:20 - 8:25 am (SMSU Theater)
Welcome, President Morales
8:25 - 8:30 am (SMSU Theater)
Welcome by Provost and Dr. Haynes and introduction of Bridget Burns
8:30 - 9:30 am (SMSU Theater)
Keynote Session + Q&A, Bridget Burns
9:30 - 9:40 am (SMSU Theater)
GI 2025 Progress Report, Dr. Muriel Lopez-Wagner (SMSU Theater)
9:40-10:10am (SMSU Theater)
Guadalupe Saldivar, Internship Specialist, Career Center, email@example.com
Sarai Maldonado, Interim Director, Career Center, firstname.lastname@example.org
Internship Programming as a High Impact Practice
Presentation of "Internship Programming as a High Impact Practice"
According to the National Association of Colleges and Employers (NACE), starting and navigating the career planning process is unfamiliar territory for many students, but it can be undoubtedly overwhelming for first generation (FG) college students. 1. FG students make up 84% of CSUSB students 2. Only 25% of FG college students attain their bachelor’s degree compared to 68% of non-FG students 3. Thus, career planning and development are critical factors for FG students in their academic success and to close the equity gap. Internships are a recognized high impact practice that exposes students to various industries and provides real-world experience. This presentation will highlight four programs that foster such programs: the Career Center Internship Award, the Stand Up for San Bernardino Internship Award, the Hispanic Association of Colleges and University Student Track Scholarship Program, and the Insight to Industry Program. Within these programs, career readiness is achieved through the development of the NACE Core Competencies: critical thinking/problem solving, oral/written communications, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management, and global/intercultural fluency. The partnership of the Career Center and the Colleges’ Student Success Teams has enhanced the alignment with these programs and competencies and has resulted in greater student participation.
10:10-10:40am (SMSU Theater)
Dr. Michael Salvador, Associate Dean, Palm Desert Campus, email@example.com
Avisinia Rodriguez, Student Advisor, Palm Desert Campus, firstname.lastname@example.org
Gina Hanson, Coordinator, PDC Student Success Studio, email@example.com
Dr. Juan Delgado, Faculty Advisor, PDC Student Success Studio, firstname.lastname@example.org
Palm Desert Campus Student Success Initiatives
Presentation on "Palm Desert Campus Student Success Initiatives"
This presentation will provide an overview of the student support strategies and services implemented by the Palm Desert Campus to enhance student success, retention, and graduation rates. These activities include:
- Cohort Model: Freshmen assigned 1 or 2 classes in common. Cohort experiences used to build learning communities.
- Peer Mentors: All freshmen assigned to peer mentor. Peer mentors host gatherings and activities designed to socialize and involve students in university life.
- University Hour: No Classes Scheduled TR 12-2. Student life activities reserved for this time.
- Student Success Studio: Integrated course-specific tutors and general instructional and study-skills support provided utilizing and open workshop model.
- Proactive Advising model: Instructors in core 100-200 level courses identify struggling students at mid-term. Students are contacted and offered support. Below 2.0 GPA students meet with Dean/Associate Dean.
10:40-10:55am (SMSU Event Center C)
10:55-11:25am (SMSU Theater)
Dr. Kimberley Cousins, Professor and Chair, Chemistry and Biochemistry, email@example.com
Dr. Timothy Usher, Professor, Physics, firstname.lastname@example.org
Student Success through Quality Mentored Undergraduate Research
Presentation on "Student Success through Quality Mentored Undergraduate Research"
A growing need for STEM professionals locally and state-wide behooves us to help our students succeed in earning STEM degrees. For these students on our campus, progress toward degree is slowed when students lack skills to succeed in coursework, and fail to understand the culture of science. The Center for Advanced, Functional Materials has mentored a total of 79 undergraduates in research here and at other sites over the past four years. These students have a remarkable retention in STEM rate of over 95% at the university, over 90% in STEM majors, and average time to graduation of 4.2 years for first time freshmen in our program, much shorter than the College as a whole. The one-on-one faculty mentoring, financial support for undertaking academic year and summer research, cohort support of research groups, and development of technical, communication, and collaboration skills associated with research have been instrumental in these students’ success. Data on student success, post graduate undertakings, lessons learned in the program, and future directions will be presented.
11:25-11:55am (SMSU Theater)
Lesley Davidson-Boyd, Director of Student Success and HPAC, College of Natural Sciences, email@example.com
Carolina Meza, STEM Counselor, UEC/HPAC/CNS, Carolina.Meza@csusb.edu
Shawn McMurran, Professor, Mathematics, firstname.lastname@example.org
Advising 4 Undergraduate Success
Presentation on "Advising 4 Undergraduate Success"
This project, a five-year long project funded by the US Department of Education, is a collaborative effort between the College of Natural Sciences and the Office of Undergraduate Studies. The primary goal of the project is to increase student success for STEM majors; both first-time freshman and transfer students. The core activities of this project, now in its second year, are:
- Advising/counseling. Each of the participating students meet with a STEM Counselor once each year and students are encouraged to make additional advising appointments.
The STEM Counselors are also pro-active in identifying those students whose GPA is between 2.00 and 2.50 and providing instructive advising to these students
- Professional Development. This is offered for:
- STEM Counselors to assist them in being effective.
- Professional advisors and faculty members so that they may collaborate on developing and implementing advising.
- Faculty members from CSUSB and community colleges so that they may align lower level courses, particularly those with high failure rates.
Training for (and by) professional advisors and faculty members is also offered so that they may effectively use SSC campus.
- Research. Data is being analyzed to determine the factors that lead to high DFWI rates and to students being put on probation so that targeted solutions may be implemented.
This presentation will provide additional details about the project activities, discuss their experiences of participating in it, and will provide information from the year 1 (pilot year) evaluation conducted by an external evaluator.
11:55-12:55pm (SMSU Event Center C)
TABLE LUNCH DISCUSSIONS
Marci Daniels, Director, Services to Students with Disabilities and WorkAbility IV, email@example.com
Agustin Ramirez, Interim Director, Veterans Success Center, firstname.lastname@example.org
Exploring Vocational Mentorship as a Method to Improve Four-Year Graduation Rates among Historically Disenfranchised Students
This session explores two vocational mentorship pilot programs constructed to improve four-year graduation rates by fostering a sense of belonging to professional networks for two historically disenfranchised student populations those with disabilities and military veterans. The social isolation of people with disabilities restricts their access to networks that could assist in finding employment, and consequently may motivate them to take unnecessary courses instead of moving to a career (SSD FTF take 5.25 years to graduate compared to 4.94 years for non-SSD FTF). Approximately 50% of campus student veterans are first-generation students, 75% are historically underrepresented minority students and 30% are female. A survey of CSUSB student veterans’ perceptions revealed that 25% were uncertain about finding employment after graduation. Lack of engagement correlated with having concerns about finding employment. Mentorship builds congenial relations among faculty, students, and administrators and has been demonstrated to counteract negative effects associated with discrimination. Moreover, substantive contact had net positive effects on vocational preparation and intellectual skills development. The Coyote Career Network, built upon Briel and Wehman’s recommendations for career development for students with disabilities, pairs faculty, staff and alumni mentors with students with disabilities by major fields of study to conduct vocational activities that aid in students’ personal and professional development. The VSC Mentorship Program attempts to close the certainty gap by pairing students with professional mentors in their career field who help them understand career paths and options. This session will also address how NSSE data informed program development and assessment design.
Alysson M. Satterlund, Ph.D., Associate Vice President & Dean of Students, Student Affairs, email@example.com
Aaron Burgess, Executive Director, SMSU, firstname.lastname@example.org
John Yaun, Ed.D., Executive Director, Department of Housing and Residential Education, email@example.com
Transforming Campus Facilities to Support Student Success
Table on "Transforming Campus Facilities to Support Student Success"
How many of you have worked in an office where the physical space is not in line with the services you must provide, air conditioning is not quite right or tried to complete an important project only to have your progress hampered by poor wi-fi and a slow, desktop computer? Each of us have many stories of the challenges associated with trying to produce our best work without the proper workplace infrastructure. Similarly, our students also need a functional and comfortable physical infrastructure to support their academic work, success, and sense of belonging. During the last four years, California State San Bernardino has undertaken several facility improvement and construction projects to support student, faculty and staff success. In this presentation, we will provide highlights of the research into campus facilities improvement and its correlation to student achievement and engagement. We will also share information on the new CSUSB facilities improvement and development projects and the potential they have to support and advance student success at CSUSB.
Fred Mccall, Director, Office of Student Engagement, firstname.lastname@example.org
Joanna Oxendine, Institutional Effectiveness Associate, Office of Institutional Research, email@example.com
Exploring Pathways of Student Engagement at CSUSB
Student engagement, both inside and outside of the classroom, presents an important opportunity for CSUSB students to develop a sense of belonging, learn valuable skills, and support retention and graduation. As a campus with 94% commuter students, it is imperative to move beyond a residential student mindset and tailor engagement information and scaffold engagement experiences for students with limited on-campus timeframes and sparse knowledge of engagement options. Exploring and mapping engagement pathways for students provides specific information for both the student and campus professionals to better understand intersections of students’ curricular and co-curricular experiences. Additionally, developing an intentional strategy to communicate and brand these pathways to all CSUSB students informs the campus community of important engagement entry points while allowing space for students to create their own unique pathways based on majors, student groups, identities, and other interests. This presentation will describe the concept of engagement pathways and review several new data sources, including student focus group data and a commuter student engagement survey. Participants will be encouraged to share their insights on building engagement pathways for CSUSB students.
12:55-1:25pm (SMSU Theater)
Judith Osorio, Graduation Retention Specialist, Undergraduate Studies and College of Arts and Letters, firstname.lastname@example.org
Mandeep Thind, Graduation Retention Specialist, Undergraduate Studies and Jack H. Brown College of Business and Public Administration, email@example.com
Kristen Rogers, Graduation Retention Specialist, Undergraduate Studies and College of Natural Sciences, firstname.lastname@example.org
Shannon Long, Graduation Retention Specialist, Undergraduate Studies and College of Social and Behavioral Science, Shannon.email@example.com
Graduation and Retention Specialist: Working Towards 2025
Presentation on "Graduation and Retention Specialist: Working Towards 2025"
The Graduation and Retention Specialist (GRS) team uses targeted campaigns and proactive advising to increase retention, 2 year, and 4 year graduation rates. While directly reporting to the Dean of Undergraduate studies, each person on the GRS team also works under a designated academic college to attempt to reach the goals set for the GI 2025. This partnership between Undergraduate Studies and the academic colleges allows the GRS to collaborate with the existing resources, such as professional and faculty advisors, to ensure student success. This presentation is to highlight the ongoing campaigns the GRS team manages and how they utilize the existing data base and tools. Some examples of the campaigns are First Time Freshmen retentions outreach, Golden 4 completion, Sophomore cohort tracking, and Repeat and Incomplete resource referral.
1:25-1:55pm (SMSU Theater)
Dr. Jordan Fullam, Assistant Professor, Teacher Education and Foundations, firstname.lastname@example.org
Dr. Andrew Hughes, Assistant Professor, Educational Leadership and Technology, email@example.com
Faculty-Student Interaction in the Context of a Faculty-in-Residence Program: Experiences and Outcomes for Students
Presentation on "Faculty-Student Interaction in the Context of a Faculty-in-Residence Program: Experiences and Outcomes for Students"
This presentation explores a recently established Faculty-in-Residence program at California State University, San Bernardino. Faculty-in-Residence programs are a promising route to improving the conditions for collaboration between student affairs staff and faculty. These programs provide faculty with residential positions that allow them to collaborate with student affairs professionals and extend student learning beyond the classroom and into the residence halls. In this presentation, we will explore some of the research literature that has informed the work of Faculty-in-Residence, in particular research on faculty-student interaction. We will also introduce a research project on the Faculty-in-Residence program that is underway, and show a short video that showcases some of the Faculty-in-Residence work that is being done on our campus.
1:55-2:25pm (SMSU Theater)
Dr. Alexandru Roman, Director, Research Institute for Public Management and Governance Public Administration, GI2025 Faculty Data Fellow, firstname.lastname@example.org
Factors Associated with Retention and Four Year Graduation: Insights from the 2011 First-Time Freshpeople Cohort
Presentation on "Factors Associated with Retention and Four Year Graduation: Insights from the 2011 First-Time Freshpeople Cohort"
This study explores and presents the factors that are associated with higher (lower) probabilities of student retention and four-year graduation. The insights are developed using complete quarter and year level data for the 2011 first-time freshpeople cohort. This study is part of the Faculty Data Fellows Program.
2:25-2:55pm (SMSU Theater)
Dr. Diane Podolske, Director, Community Engagement, email@example.com
Dr. Beth Jaworski, Assistant Vice President, Student Services/Student Affairs, firstname.lastname@example.org
Supporting Student Success through the Basic Needs Initiative
Presentation on "Supporting Student Success through the Basic Needs Initiative"
Student success is determined by factors both inside and outside of the classroom. In 2016 and 2018, the CSU investigated two out-of-classroom factors, food and housing insecurity that negatively impact students’ academic functioning. At CSUSB, 36.6% of students reported food insecurity with 17.9% experiencing very low food security, which translates to skipped meals, nutritional deficits and worry about access to adequate food, and 10% reported experiencing homelessness one or more times in the past year. The CSU Basic Needs Initiative is designed to target and mitigate these factors through campus-based efforts and leveraging of federal, state and local programs and resources. This session will share CSUSB data including those students who are disproportionally affected, rates of associated physical and mental health symptoms, and academic problems and underperformance. Implementation of the Basic Needs Initiative at CSUSB has provided students with free food through the Obershaw DEN, enrollment in CalFresh that provides funds to purchase food, food packs and hot meals in addition to temporary housing through Housing and Residential Education, and intensive case management to address longer-term solutions to basic needs. Progress on the implementation and next steps for the Basic Needs Initiative will be presented.
2:55 - 3:15pm (SMSU Theater)
Moving Forward Session, Dr. Muriel Lopez-Wagner and Dr. Clare Weber
Presentation on Moving Forward
Lisa Bartle, Coordinator of Collection Development, John M. Pfau Library, email@example.com
How the Library and the Campus Bookstore Work Together for Textbooks
Presentation on "How the Library and the Campus Bookstore Work Together for Textbooks"
Though the Pfau Library has been purchasing textbooks for ten years for our students' use, that information is still new to many faculty. The presentation discusses processes and priorities in the library's purchasing of textbooks. In addition, it bespeaks the interactivity and inter-dependence on administration, academics (librarians and teaching faculty), and non-academic services must have in order to level the economic playing field for students to learn, to succeed, and to graduate in a timely manner.
Melissa Davila, Outreach and Special Programs Coordinator, Office of Admissions and Student Recruitment, firstname.lastname@example.org
Jonathan Gonzalez-Montelongo, Campus Tours and Events Coordinator, Office of Admissions and Student Recruitment, email@example.com
Creating a Dynamic Mentorship Program
Presentation on "Creating a Dynamic Mentorship Program"
The Office of Admissions and Student Recruitment (ASR) at CSUSB has implemented a dynamic mentorship program, Coyote GROW. See how we have borrowed Iowa GROW and made it our own. Come and discover why ASR has been successful in creating a program that guides paraprofessionals (student assistants) to be successful both in their career and their education. Coyote GROW has proven to help students make meaningful connections between what they are learning in the classroom and learning in their job, through feedback provided by their supervisor. In return, the paraprofessionals display an increased commitment to their job within the office and the university. In addition to improved job satisfaction and mood. The implementation of this program allows for student supervisors to foster student success both within and beyond the classroom. As it pertains to GI 2025, our program helps students stay on top of their academics. The program encourages students to excel in their academics and take advantage of on-campus resources through workshops and training hosted by our office. Coyote GROW has seen a significant increase in student's academic GPA. We promote student-faculty relationships and taking advantage of on-campus advising centers for their major and professional development.
Maria Barragan, Coordinator, Undocumented Student Success Center, firstname.lastname@example.org
Olivia Rosas, Associate Vice President, Student Success and Educational Equity, ORosas@csusb.edu
Serving Undocumented Students and Their Families
Presentation on "Serving Undocumented Students and Their Families"
Since 2014, many California State Universities have established resource centers to serve the undocumented/DREAMer student population. The mission of such centers is to create a welcoming and safe environment for the undocumented students and their allies. In 2015, California State University, San Bernardino took a creative approach to become the fourth CSU to establish what is now the Undocumented Student Success Center. This presentation will engage participants by addressing the approach CSU, San Bernardino is taking to assist the undocumented student population and their families as well as the strategies implemented and the immigration policies impacting students. The presentation will offer recommendations for campus partners to welcome undocumented students. Our goal is to promote the creation of safe spaces and networks that better assist the undocumented, immigrant and mixed-status students.
Summer Steele, Director, Office of Pre-College Programs - GEAR UP, email@example.com
Dalia Hernandez, Director, Office of Pre-College Programs - Upward Bound, firstname.lastname@example.org
Tanika Gardner, Director, Office of Pre-College Programs - Educational Talent Search, email@example.com
Kurt Manio, Director, First Star Academy, firstname.lastname@example.org
Presentation on "Redefining Readiness"
The Office of Pre-College Programs (OPCP) at CSUSB serves over 5000 middle and high school students, spanning 3 districts and 30 schools. While all 8 programs within OPCP have slightly varied missions, delivery models, and services, all have a common goal of assisting traditionally under-served populations with their pursuits beyond secondary education. Through the use of high impact practices, timely intervention and rigorous evaluation, see how one department is leading the charge in narrowing the achievement gap for first generation students.
Dr. Davida Fischman, Professor, Mathematics, email@example.com
Dr. Carol Hood, Associate Professor, Physics, firstname.lastname@example.org
Dr. Becky Talyn, Lecturer, Natural Sciences, email@example.com
Investigating Student Success Using Evidenced-based Strategies - Expanded
This project is a five-year-long project funded by the National Science Foundation. The primary goal of the project is to increase student success in STEM through a holistic sustained professional development program for faculty members at all levels and stages of their careers. The project is grounded in Elrod and Kezar’s theory of institutional change in STEM and Wenger’s Community of Practice model for professional development, with the Faculty Learning Community (FLC) being the primary type of professional development offered. The FLCs are for:
- New tenure-track faculty members; this is designed to assist faculty members in adjusting to teaching at CSUSB. This FLC is focused on equity-minded, evidenced-based teaching practices.
- Lecturers who teach in the STEM disciplines; the focus here is also on equity-minded evidenced-based teaching practices.
- Faculty members who have knowledge about and experience with equity-minded evidenced-based teaching practices and who wish to study and implement advanced topics.
- Department chairs to assist them in hiring, retaining, mentoring and evaluating faculty members who are engaged in implementing inclusive evidenced-based teaching practices.
- The ISSUES-X project team, so that they can design and facilitate professional development appropriate for a variety of faculty needs with the ultimate goal of improving student success. This FLC addresses capacity-building and sustainability.
Dr. Davida Fischman, Dr. Carol Hood, and Dr. Becky Talyn will provide additional information about the project activities, discuss their experiences of participating in it, and will provide information on some of the outcomes of this work.
Dr. Lynn Nester, Director, Recreation & Wellness, firstname.lastname@example.org
Aaron Burgess, Executive Director, Santos Manuel Student Union, ABurgess@csusb.edu
Brian Willess, Director, Orientation & First-Year Experience, BWilless@csusb.edu
Adventure Welcome Experience: Impacting & Engaging New Students
Presentation on "Adventure Welcome Experience: Impacting & Engaging New Students"
The Adventure Welcome Experience (AWE) program will offer first-year and transfer students a warm welcome to CSUSB, as well as provide tools to successfully navigate the transition to Coyote life. Students will explore the beautiful outdoors and develop relationships while on a fun-filled journey of self-discovery, engagement, and leadership development. For decades, universities have been implementing outdoor orientation programs (OOP) with significant success. Participation in OOP may have an impact in ways that traditional orientation programs do not, such as development of: meaningful relationships, a social support network, and a sense of place. Research shows that OOP participation develops institutional commitment and increased involvement on campus. An OOP can positively impact student retention and persistence by assisting students with the transition and integration to college through early engagement, developing connections, and easing anxiety.
The AWE program is optional for new first-year & transfer students and consists of various summer trips:
- 4 trips, each 4 days/3 nights
- 6-10 students & 2 student trip leaders per trip
Collaboration with the Orientation & First-Year Experience will occur to effectively promote AWE and cross train the trip leaders. The program will provide opportunities for participants and leaders to achieve the following:
- Engage in self-discovery
- Increase self-confidence and decrease anxiety
- Improve leadership and communication skills
- Learn to work effectively within a group
- Gain insight and wisdom from leaders and peers
- Foster a connection to CSUSB
- Prepare to excel as a Coyote
- Develop friendships and connections
Dr. Rachel Beech, Assistant Vice President, Admissions & Student Recruitment, email@example.com
Dr. David Marshall, Director, University Honors Program, DMarshall@csusb.edu
Collaborating to Recruit for Graduation, the Admissions & Honors Partnership
The narrative of the undergraduate admissions experience has evolved to include not only how a student will enter CSUSB but also to be thoughtful on the result of that admission, the Bachelor’s Degree. As the Office of Admissions & Student Recruitment (ASR) works to recruit alumni, the strategies to bring students to the campus have moved toward engaging their academic interests. The result of this shift is the partnership between ASR and academic partners, including the ongoing partnership with the University Honors Program. From enhanced communications, identification of eligible applicants and the creation of an online application form, this collaboration has helped build the incoming Yotie Honors class. The University Honors Program has been a longstanding part of the academic community at CSUSB, but admissions procedures kept the program hidden from the view of our prospective students until they had accepted admission to the university. By undertaking the collaborative partnership with ASR, Honors has begun to position itself as a feature of the university around which recruitment efforts can be made. Attention to that candidate pool recognizes that in our under-served area, high-achievers constitute a student group that have many of the same challenges as their peers, but who benefit from educational experiences tailored to their abilities. To that end, the partnership between ASR and Honors also tends to an issue of equity even as we address graduation.
Kirsten Levine, Area Coordinator, Housing and Residential Education, firstname.lastname@example.org
Lynn Nester Ed.D, Director, Recreation and Wellness, email@example.com
Jesse R. Felix, Interim Executive Director, Associated Students Inc., Felixj@csusb.edu
Beyond a Can Drive: Commitments and Collaborative Efforts for Addressing Students' Food Insecurity
Presentation on "Beyond a Can Drive: Commitments and Collaborative Efforts for Addressing Students' Food Insecurity"
Addressing students’ food insecurity is a complicated problem, both in securing healthy food resources and reducing the stigma around being food insecure. A partnership between ASI, Recreation and Wellness, and Housing and Residential Education created an innovative campus garden to help remedy student food insecurity. The community garden teaches students how to use inexpensive resources to grow and harvest healthy vegetables, and The Obershaw DEN pantry provides a distribution site, vegetable peelers and easy recipes with garden ingredients. The commitment of campus and community partnerships has driven the success of the garden from student, staff and faculty involvement to maintain the garden, grant writing and securing of donations of time and materials from the CSUSB Greenhouse, the City of San Bernardino Municipal Water Department, the Inland Empire Resource Conservation District, and the American Heart Association’s Teaching Garden program. The goals are to demonstrate that gardening can combat the stigma associated with food insecurity, that garden grown vegetables are both nutritious and delicious, and the valuable life skills that can be learned through growing your own food. Educational programming surrounding the garden has provided opportunities for students to learn how to make a healthy and sustainable impact on their college experience. The contributions of harvested produce from the community garden have added great value to existing efforts to provide low to no cost food to students including the emergency food pack program, hot meal cards and the ability to purchase food from campus dining at a reduced cost.
Stephanie MacLean, Marketing, Membership & Engagement Coordinator, RAFFMA, firstname.lastname@example.org
Emily Sack, Education & Collections Assistant, RAFFMA, email@example.com
Eva Kirsch, Director, RAFFMA, firstname.lastname@example.org
Know Your Museum Career Options Before Graduating
The Know Your Museum Career Options BEFORE Graduating program, entering its second year in the 2018-19 academic year aims to enable all majors to engage with professionals, ask questions and perform hands-on activities. Student participation was less than hoped but building on positive feedback we are currently redesigning the program to better suit student needs and interests.
The field of museums is unique in the sense that there are few undergrad programs preparing students to work in the field; it combines theory and practice that has to be obtained on the job. There are many job opportunities in the world of museums utilizing skills from different disciplines including the humanities, social sciences, business and natural sciences. This program is designed to increase awareness among students who don’t know about museum career options that potentially await them.
The goals of this program include presenting museums as a career option to the campus population to help increase diversity within the museum field, known for underrepresenting people of color and women among staff and in leadership roles. Additionally, we hope that with better knowledge of potential career options, students may be more encouraged to pursue certain majors and work towards graduation. Meeting museum professionals from various institutions can expose students to crucial insight and experience on how to grow within the field, inspiring them to pursue internships or other opportunities. By providing hands-on workshops we aim to give students a competitive edge through unique experiences that cannot be gained in the classroom.
Beth Jaworski, Ph.D., Assistant Vice President, Student Services & Interim Director, Counseling and Psychological Services, Student Affairs, email@example.com
Lisa Root, M.A., Associate Dean of Students & Director, Student Conduct & Ethical Development, Student Conduct & Ethical Development, firstname.lastname@example.org
The CARE Team: A Case Model Approach for Student Retention, Success & Wellbeing
The tragic events at Virginia Tech in 2007 were a tipping point in higher education and catalyzed the creation of practices, procedures, and policies on how higher education and student affairs administrators in particular assist students in various levels of distress (Jablonski, McClellan, & Zdziarski, 2008). Increasingly, campuses are broadening their efforts well beyond crisis management to address a wide variety of challenges that interfere with individual student success. The presentation will highlight CSUSB’s Campus Assessment, Response & Education (CARE) Team and how it supports the safety and wellbeing of the university community, and helps maintain a productive learning and working environment through incident assessment, intervention and campus education. Using a case management model, the CARE Team also serves as an early-intervention for students experiencing personal challenges that may negatively impact their success, and might otherwise lead to their attrition. Such issues may include loss of a family member, financial struggles, food or housing insecurity, health or mental health issues, alcohol or substance abuse, social isolation, or other barriers to their success. Over 300 students were referred to CARE in 2016-2017. Using a case management model in lieu of crisis management addresses students and their emotional, physical, academic, and personal needs specifically (Adams, Hazelwood, & Hayden, 2014). The presentation will discuss the CARE Team’s structure and composition, referrals and reporting, incident assessment, and strategies used to alleviate stress factors affecting student performance. An examination of three case studies will illustrate the CARE Team’s contributions to student academic success and wellbeing.
Sara DeMoss, Interim Director, UGS Academic Support Programs, email@example.com
Barbara Herrera, Student Mentoring Program Coordinator, UGS Academic Support Programs, firstname.lastname@example.org
David Reyes, Tutoring Center Coordinator, UGS Academic Support Programs, email@example.com
Peer to Peer and Academic Support Programs
Presentation on "Peer to Peer and Academic Support Programs"
Coyote PLUS (Peer Led Undergraduate Success), is the academic student support division of Undergraduate Studies. We work closely with the advising student support divisions (AAS, EOP, Honors, & SAIL) and deliver student services through the coordination of the following programs; The Computer Lab, The Student Mentoring Program, Make-up Testing, Supplemental Instruction (SI), and Tutoring. In addition to these services, we provide specialized one-on-one math coaching to students who need supplemental support. Establishing authentic relationships and delivering reliable, effective, and personable student support services are key components in our work with students. Collecting and utilizing data, both quantitative and qualitative, informs our academic support practice. The employment of a data driven model allows us to continuously revise, improve, and identify student trends and programmatic needs. Increased use of data collection and analysis for planning and program implementation are a priority for the 2018/2019 academic year. The purpose of our presentation is two-fold; first we would like to officially introduce ourselves to the campus community and secondly, we will discuss our department practices that support and promotes GI 2025 in diverse and unique ways across its various programs.
- Attendees will become familiar with the Coyote PLUS team; student leaders, support staff, program coordinators, and interim director
- Attendees will gain a better understanding of the academic support services Undergraduate Studies offers
- Attendees will understand the distinctions between our academic support programs
- Attendees will understand the correlation between utilization of academic support services and retention and graduation rates
Matthew Markin, Academic Advisor, Advising & Academic Services, firstname.lastname@example.org
Michael Harrison, Academic Advisor, Advising & Academic Services, email@example.com
Eduardo A. Mendoza, Director, Advising & Academic Services, firstname.lastname@example.org
Helping Students Overcome Academic Probation with Success Course
Presentation on "Helping Students Overcome Academic Probation with Success Course"
California State University, San Bernardino's office of Advising and Academic Services utilizes a success course as an intervention tool for undergraduate students on academic probation. Students explore their academic strengths and challenges while developing skills in becoming successful with both their educational and personal lives. Students, academic advisors and instructor collaborate as active participants by way of various advising methods including coaching, motivational interviewing and appreciative advising. This success course can also be adapted into a series of workshops for institutions under time or budget constraints.