With increasingly limited resources and high demands from faculty and staff, institutions are finding it difficult to provide training in a cost-effective manner. This session will explore a series of online tools faculty and staff can use to provide training 24/7.

The presentation will include the use of podcasts, web conferencing and videos, all of which are critical to creating a dynamic and engaging learning environment. The presenters will focus on how to utilize these tools to deliver and enhance face-to-face training, online training and on-demand training, so that you can do more with less.

This practical session is designed for new and experienced faculty members who are looking for new tools to manage difficult student situations in the classrooms. The program will demonstrate techniques to re-direct, manage and calm the disruptive students. The presenter will focus on the techniques of motivational interviewing to offer faculty members an underlying theory and clear examples of how to address today's classroom problems.

Colleges are facing an overwhelming challenge in developing part-time faculty as an institutional advantage rather than a last minute alternative. Concerns regarding the growing use of part time faculty have been widely studied and analyzed. However, virtually all existing research supports the assertion that part time faculty are as equipped to assist students in reaching their academic outcomes when hired, retained, and supported as a viable workforce demographic (Gappa & Leslie, 1993; Levinson, 2005; Wagoner, Metcalfe, & Olaore, 2005). This presentation will address the need for a more relevant and timely exploration of strategies that support part-time faculty and their role in student success and retention.

College and Universities are increasingly concerned with identifying risk factors and preventing violence from occurring on their campus. This workshop will help higher education faculty, staff, counselors and psychologists better understand aggressive behavior and how to prevent this aggression from manifesting on campus as violence. The training will offer insights into the difference between cognitive and primal aggression, the early stages of cognitive aggression called the Un-Magnificent Seven©, how individuals move through the stages of the aggression continuum (trigger, escalation and crisis) and what attitudes; behaviors and qualities are likely to be associated with individuals who make the ultimate decision to take the lives of others on their path towards revenge. Those completing the training will be better prepared to prevent violence on their campus as they become more fluent in the Aggression Management© system.

Many students enter college unaware of the expectations and unprepared for the academic rigors of college. Their initial enthusiasm and excitement is often replaced in a matter of weeks by varying degrees of discouragement. For many students, this first year of college is the “make or break” year. A national research study found that almost half of first-time students who leave their initial institutions by the end of the first year do not return to higher education. Identifying and engaging with these students is crucial to their persistence. Participants in this session will learn teaching strategies and techniques for engaging unprepared students, allowing them a better chance at success in the college classroom.

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.

This webinar is designed to help faculty, learning center professionals, and student affairs personnel develop strategies to help students become independent, self-directed learners. A discussion of the characteristics of today’s students will help participants understand why many students lack effective learning strategies when they enroll in college, and how simple it is to teach them strategies for successful learning.

Reflection and think-pair-share activities will introduce participants to cognitive science research based methods that can be used to improve teaching and learning. The session will provide a variety of strategies that have proven successful in helping students experience meaningful, transferable learning.

Transfer and access to higher education are now more intertwined than ever before. Many institutions are looking to transfer students to fill in the enrollment gaps left by fewer high school graduates. Accepting transfer students into the culture of the campus isn’t as easy as simply admitting them. Changing campus climate and culture to accept and value transfers can be a challenge for many faculty and administrators. Building a campus climate that enhances student success and welcomes this ever growing population takes an intentional effort with university-wide support. Participants will be instructed on how to assess the campus environment as it relates to transfer students and their experiences. Based on their campus audit, faculty and staff will hear some creative ways of building a transfer friendly and transfer-going culture on their campuses.

Postsecondary education affirms both access and excellence in education. Both require resources and commitment to achieve. Traditional sources of learning assistance and developmental education are under both strain of limited financial resources and the desire to reduce offerings of developmental-level courses. Instructors of first-year and lower-division college courses are uniquely positioned to increase student achievement and persistence through using Universal Design for Learning (UDL) to embed best practices of learning assistance into their classroom activities. The same UDL principles can also be used within student service units. This webinar will equip educators with a practical toolbox of activities and strategies that can easily be implemented.

Established via Legislative mandate, South Texas College opened its doors in 1993 and has grown from 1,038 to over 27,500 students in sixteen years. Serving a 95% Hispanic Student body, the College has taken bold steps to balance student access with student success. This session will focus on how an institution can positively impact student success by implementing a ‘culture of evidence’ to drive strategy development, assessment, and resource allocation/re-allocation. The session will demonstrate how one community college has utilized a culture of evidence to transform how the institution addresses student success issues.

This intensive three hour workshop (two 90 minute sessions) will identify the characteristics, challenges and strengths of African American and Latino male students whose backgrounds and experiences often put them at greater risk for not achieving their full potential and/or for leaving college.

Participants will consider how these students often confront multiple challenges due to overlapping issues (e.g., multicultural AND first generation AND first-year; multicultural AND underprepared AND GBT). The presentation will share intentional, structured and proactive theory-based individual and programmatic interventions that can increase engagement, motivation and achievement.

Zero tolerance policies attempt to keep the college or university safe from a conduct, judicial affairs and legal perspective. The student violated the code of conduct by making a threat. Allowing the student to stay enrolled creates a potential for a lawsuit for the university if the student were to follow through with his threat.

Join us to learn ways to better identify at-risk students on your campus. We will discuss how to view violence and risk within a contextual threat assessment framework rather than through profiling or list-based perspective. Focus will be on connection and assessment of these students in order to better gather data and manage risk. Learn the basic steps involved in threat assessment to better determine the nature and immediacy of the risk presented by the communicated threat. We will also explore common mistakes in terms of risk and threat assessment on campus and learn evidence-based methods to improve safety on your campus.

Critical thinking is a concept that is widely used and has high visibility in the accreditation and mission statements of educational institutions across the world. However, many educators and institutions have difficulty clarifying the concept and knowing how to infuse it within curriculum and instruction. This three part workshop focuses on explicating those concepts and principles that inform a foundational, cross-disciplinary conception of critical thinking as well as how these fundamentals translate into concrete teaching and learning strategies that, when done well, help our students improve the quality of their thinking.

Critical thinking is a concept that is widely used and has high visibility in the accreditation and mission statements of educational institutions across the world. However, many educators and institutions have difficulty clarifying the concept and knowing how to infuse it within curriculum and instruction. This three part workshop focuses on explicating those concepts and principles that inform a foundational, cross-disciplinary conception of critical thinking as well as how these fundamentals translate into concrete teaching and learning strategies that, when done well, help our students improve the quality of their thinking.

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.

Following the Dear Colleague Letter released last April, Title IX coordinator trainings have been on the rise across college campuses. Community and residential colleges have been scrambling to ensure their Title IX policy and investigations are in line with the OCR standards.

This training will provide an in-depth look at nine different core concepts that are essential for faculty and staff to understand. Jason Ebbeling (Vice President of Student Affairs at Mitchell College) and Dr. Brian Van Brunt (Director of Counseling at Western Kentucky University) will share their observations and thoughts related to sexual misconduct and harassment. They will discuss practical case examples from a legal, psychological and administrative perspective.

This 90-minute webinar is designed specifically for classroom teachers who can expect to encounter non-traditional students regularly in their courses. A significant secondary audience would be the academic administrators who supervise those faculty members and who are responsible for training them. The purpose of this webinar is to help faculty members and administrators understand who non-traditional students are, what sorts of special needs they may have and how instructors can help to meet those needs, and how non-traditional students can often make unique contributions to the learning environment. The webinar will be led by a 26-year veteran of the community college classroom who has taught literally thousands of non-traditional students over the years and who has also served as a department chair and an academic dean.