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Making Your Campus Safe For LGBTQ Students: Creating A Supportive Campus Climate
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Registration Fee: $345.00
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A new report entitled: 2010: The State of Higher Education for Lesbian, Gay, Bisexual and Transgender People sheds light on the safety situation on campus for LGBTQ students. Dr. Sue Rankin of Penn State completed a 30 year study of LGBTQ safety on college campuses. She found that the truth is that college campuses are not any safer today than 30 years ago for LGBTQ students. Only 7% of colleges have resources available for this population despite the fact that we know having a visible and identifiable LGBTQ community with administrative support is key to reducing bullying and violence against LGBTQ students on campus.
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Reducing Barriers, Reducing Risk: Increasing Access And Inclusion Of Students With Disabilities
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Registration Fee: $345.00
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The term “at-risk” is frequently used to describe diverse and underrepresented student populations within higher education, and students with disabilities are sometimes included under this umbrella term. Ender and Wilkie (2000) stated that at-risk students display characteristics such as external locus of control, low self-efficacy, inadequate study skills, a history of passive learning, and extrinsic motivation. Maxwell (1997) stated that at-risk students have skills, knowledge, motivation, and/or academic ability substantially below those of non at-risk students in the post secondary setting in which they are enrolled. Most students with disabilities do not have these characteristics yet are consistently considered at-risk.
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Promoting The Development, Achievement And Persistence Of Students From Diverse Backgrounds
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Registration Fee: $345.00
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Educators will achieve success in their work with multicultural/students of color, as well as students from other diverse backgrounds, when they are aware of differences, accept the fact that difference is a reality of the human experience, and when they become proficient in identifying issues and employing a broad range of appropriate attitudes, skills, and strategies.
This intensive workshop will share effective theory-based programmatic and individual interventions that have resulted in campus environments of support that increase persistence for students of color. The primary focus will be on students who are Asian Pacific American, Black/African American, Latino, and Native American/First Nations. In addition to providing an overview of theories that are critical to student success (e.g., Validation Theory, Attribution Theory, Stereotype Threat), the session will provide individual and programmatic strategies that can enable educators to support and challenge students to take greater responsibility for their own learning, development, and persistence.
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Managing Sexual Misconduct Complaints Equitably And Promptly
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Registration Fee: $345.00
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Providing online tutoring support remains a growing challenge for student support services in higher education. With limited budgets and maxed out resources, learning center professionals and faculty must have a clear understanding of the options available to buy tutoring services, to create their own online tutoring programs, or to join or create an online tutoring collaboration.
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Increasing Access & Success For Underrepresented Populations: The Importance Of Family Engagement
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Registration Fee: $345.00
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Tuesday, January 24 ~ 1:00-2:30pm EST
Many community colleges struggle with the challenge of educating students from low-income backgrounds. More specifically, community college administrators are attempting to enroll more low-income, Latino students while also increase persistence rates. We believe that connecting with families at an early stage and creating a continuum of services will increase the number of students who pursue a postsecondary education in addition to the number of adults who will enroll as non-traditional students.
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Increasing Retention And Persistence Of First-Year, Minority Male Students
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Registration Fee: $345.00
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Thursday, February 2 ~ 1:00-2:30pm EST
The Center for Academic Excellence on the campus of North Carolina A&T State University implemented a pilot male retention program entitled Project M.A.R.C.H. (Male Aggies Resolved to Change History) in Fall 2009, designed to enhance the academic progress of first-year, African-American male students to increase their persistence, retention and matriculation at the University. This program was created in response to a University System of North Carolina report which stated that “UNC should increase the educational attainment of all underrepresented populations, especially African-American males”. Project M.A.R.C.H. incorporates intensive intrusive advising, tutorial support, supplemental instruction, academic monitoring and academic skill building workshops, resulting in 100% Fall to Spring persistence and 80% retention for the first cohort during the 2009-2010 academic year.
This presentation focuses on the multifaceted approach used in this program to address both the academic and social needs of this special population, including intensive intrusive advising, academic monitoring, tutorial sessions, student development workshops, intramural sports participation, and socio-political engagements, as well as the assessment of student learning outcomes, program objectives, and the program’s effectiveness in the retention and persistence of the population.
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Promoting Access And Success Through Summer Bridge Programs
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Registration Fee: $345.00
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Thursday, January 26 ~ 1:00-2:30pm EST
After participating in this webinar, participants will leave with a clearer understanding of the challenges that at-risk students face in college, the role that summer bridge programs play in promoting their adjustment and success in college, and ways to assess the effectiveness of summer bridge programs. All participants will receive an electronic copy of a recent publication by the presenter/author on summer bridge programs.
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Universal Design Within Student Affairs: Proactive Design For Inclusion And Engagement
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Registration Fee: $345.00
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Tuesday, February 14 ~ 1:00-2:30pm EST
Institutions of Higher Education continue to strive to retain and engage all students. One way that this has been addressed specifically for students with disabilities over the past decade is through the application of Universal Design (UD) regarding reduction of physical barriers, and the application of Universal Design for Learning (UDL) regarding reduction of academic barriers (Belch, 2004; Getzel, 2008). The principles and framework of UD have been well established; notably summarized by Burghstahler and Cory (2008). As the focus on UD has increased, the value of UD beyond people with disabilities has gained positive attention (Harper & Quaye, 2009). Originally created as a framework for architecture, UD has expanded to applications inside and outside of the classroom; its very nature spurning users to think creatively and expansively.
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Developing An Effective Peer Mentoring Program Supporting First-Generation College Students
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Registration Fee: $345.00
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Thursday, February 9 ~ 3:00-4:30pm EST
In these difficult economic times of budget cuts and limited resources determining best practices for making the most of existing assets while continuing to serve students effectively is critical. First-generation college-goers experience a variety of challenges as they enter and move through higher education. In fact, much of the existing research indicates that students whose parents did not attend college are more likely than their non first-generation counterparts to be less academically prepared for college, to have less knowledge of how to apply for college and for financial assistance, and to have more difficulty in acclimating themselves to college once they enroll (Tym, et al., 2005). As Vargas (2004) explains, low-income, minority, and first-generation students are especially likely to lack specific types of “college knowledge.” Zimmerman (2000) asserts that at-risk students are less likely to seek help when they need it. As such, educational institutions must provide students with specific types of resources and support to insure that they move through college successfully. Peer mentoring programs like the one to be described here can serve to supplement existing programmatic and institutional efforts to support first-generation students, while building capacity and empowering students through the development of critical college knowledge.
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Increasing Academic Performance Using First-Year Seminars And Learning Communities
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Registration Fee: $345.00
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Thursday, March 8 ~ 3:00-4:30pm EST
Early intervention is critical to campus retention efforts. Early alert systems offer institutions systematic approaches to identifying and intervening with students exhibiting at-risk behaviors before the behaviors reach the acute stage. Many of these systems rely on a common format for student referral to a central receiving point. Systems at larger institutions use web-based technology to allow for a scalable approach to at-risk intervention. This presentation describes the development, implementation, and assessment of a web-based, fully integrated early alert referral system at a large, public university in the Southwest.
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