Fostering Success for all Students
Friday, January 20, 2012 - University Union
Registration: 12:30 pm to 1:00 pm
Conference: 1:00 pm to 4:15 pm
Faculty and staff across the country are struggling with how to provide a high quality experience for students in a time of diminishing resources and growing student needs. One promising approach that has potential to provide more bang for our collective buck is the use of high impact practices. High impact practices are a set of highly engaging curricular and co-curricular experiences that have been widely shown to improve college student achievement, development and retention, especially for traditionally underrepresented students. In this conference participants will learn about innovative high impact practices that can improve the quality of students’ experiences in and out of the classroom and will discuss how to implement these practices in working with students in efficient and practical ways. In addition, participants will have the opportunity to dialogue with faculty and staff on ways to provide more high impact experiences for students by working collaboratively with each other.
This conference is intended for faculty of all disciplines and staff who work in all areas of academic services, including but not limited to: student life, academic advising, residence life, intercultural centers, career services, learning technology, adult access, and the registrar’s office.
KEYNOTE SPEAKER: Dr. Jillian Kinzie
Associate Director, Indiana University Center for Postsecondary Research and NSSE Institute
Jillian Kinzie is the Associate Director for Indiana University Center for Postsecondary Research and NSSE Institute. Dr. Kinzie conducts research and leads projects on effective use of student engagement data to improve educational quality and is currently co-principal investigator on the Spencer Foundation funded project; Learning to Improve: A Study of Evidence-Based Improvement in Higher Education. Jillian managed the Documenting Effective Education Practices (DEEP) project; Building Engagement and Attainment of Minority Students (BEAMS); and serves as research associate on the National Institute for Learning Outcomes Assessment (NILOA) project, an initiative to study assessment in higher education and assist institutions in discovering and adopting promising practices in the assessment of college student learning outcomes. She has co-authored numerous publications including Student Success in College: Creating Conditions that Matter and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice.
Dr. Jillian Kinzie
FOSTERING STUDENT LEARNING AND SUCCESS:
The Value of High Impact Practices
High-Impact Practices (HIPs), such as first-year seminars, learning communities, undergraduate research, and service-learning, demonstrably enhance student engagement, learning, and persistence. This session will highlight the features of these practices that make them so effective, and how institutions have emphasized these structures and other pedagogical practices to improve student learning and success. Results from the National Survey of Student Engagement (NSSE) focus attention on the activities, but greater attention must be paid to approaches that ensure more widespread participation, including setting expectations for new students, embedding experiences, and models for faculty, student and academic affairs collaboration to optimize these activities.
Breakout Session Abstracts:
Concurrent Session 1 (2:00- 2:45 pm)
1A- What is Cultural Competence?
Abstract: What is cultural competence? What does it mean to teach and lead in a culturally competent manner? Must one know the intricacies of every culture represented in the student body in order to be culturally competent? Come and explore these issues with a panel of faculty, staff and students who will share their campus experiences – both positive and negative - related to cultural competency.
1B- Learning in Real-World Settings
Abstract: Many of the most valuable learning experiences for students involve working to address some real need in their communities. These experiences may occur as a relatively small part of a traditional course, or may take place as stand-alone individualized learning courses or even as volunteer experiences. In this session faculty and staff from across campus will describe how they have created real-world learning experiences for students that foster positive student development, offering practically useful ideas and encouraging a discussion of how we all can include these types of experiences in our work with students.
1C- Student Engagement and Learning Beyond the Classroom
Abstract: This panel of professionals working in higher education at UW-Green Bay will discuss a few very practical/real examples of how students can get involved and engaged beyond the classroom. The panelists will highlight student organizations, leadership and service. We will also have a student talk about how being involved has impacted her overall college experience.
1D- High Impact Practices at UW-Green Bay: What Are We Doing, and Where Can We Go From Here
Abstract: In this session, the preliminary results of an inventory of high impact practices provided at UW-Green Bay will be shared with participants. After an overview of the reasons why high impact practices are important to UW-Green Bay students and why we should encourage students to take part in them, participants in the session will be asked to provide their insights into what we are doing, how well we are doing it, and how we might do things better.
Concurrent Session 2 (2:55- 3:40 pm)
2A- Undergraduate Research Across the Disciplines
Abstract: Involvement in faculty scholarly endeavors can have a profound impact on students’ lives. It can assist in the development of high level critical thinking, communication and professional skills, assist help them to develop mentoring relationships with faculty, and be instrumental to acceptance into graduate programs or employment. In this session faculty from across campus will discuss the ways in which we conduct scholarship with students, and we will hear, in students’ own words, about the value of these experiences. We also hope to discuss with the audience ideas for how to provide these experiences for more of our students.
2B- Faculty and Staff Collaborative High Impact Practices
Abstract: This panel discussion will highlight three current programs (Common Theme, Task Forces and First Year Experiences and Seminars) that provide students with several high impact experiences. The panelists represent faculty and staff that have worked collaboratively to create high quality learning experiences for students at UW-Green Bay.
2C- High Impact Practices as Transformative Pedagogy
Abstract: The Association of American Colleges and Universities identified promising high impact practices (HIPS) that facilitate learning in all students (Swaner & Brownell, 2008). These practices include learning communities, service-learning, undergraduate research, first-year seminars, and capstone courses and projects (Kinzie, Gonyea, Shoup, & Kuh, 2008). The rationale for this presentation is that engaging students in high impact teaching and learning practices which are inclusive of authentic and real life experiences serve as powerful and transformative pedagogy. There is evidence that these practices can lead to a wide range of positive outcomes (academic, personal, and civic) for the general population of college students as well as underserved student populations and specifically underrepresented minorities, low-income students, and first-generation college students (Swaner & Brownell, 2008). In addition, partnerships between different university departments, community organizations, and students provide a rich environment for ethical reasoning and multiple perspectives taking. Presenters will share their experiences of high impact teaching in the areas of undergraduate research, learning communities, diversity and global learning, as well as writing intensive courses. This panel presentation across disciplines addresses how the practice of high impact teaching in and out of the classroom inspire students to succeed, and conversely, how these practices inspire and transform our teaching practices. The presenters’ standpoint is that every student deserves access to teaching and teaching practices that will facilitate their retention and completion of their chosen educational goals.
Building On Our Strengths (3:45- 4:15 pm)
Abstract: Jillian will reflect upon the information presented and discussions engaged in during the conference sessions, providing suggestions for how UW-Green Bay can build upon its strengths in providing high impact practices for students and answering audience questions. Snacks will also be provided to participants.
This conference is sponsored by the UW-Green Bay Center for Students in Transition and the Center for the Advancement for Teaching and Learning in partnership with the UW-Green Bay Academic Staff Professional Development Committee, the Common Theme Committee, and the LAS Dean's Office.
For more information contact Rachel Hischke at: email@example.com or 920-465-2642.