Providing effective remediation for students who enroll in community college without the necessary academic preparation to be successful is an issue faced by every community college. The new demands of national completion agenda are prompting many colleges to evaluate the college’s remediation programs. Providing effective and accelerated remediation for students who are struggling academically is critical to student success and persistence.

The webinar will describe the approach taken by the Colorado Community College System to evaluate and re-design the state-wide remediation program from assessment to completion.

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.

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.

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.

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.

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 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.