The 3rd Annual Student Success Symposium was held on February 8, 2024 in the Illini Union. Attendees participated in the ongoing discussion about what our campus is doing and will do to bolster retention and graduation rates, close equity gaps, and enhance the Illinois experience for undergraduate students. This day long event included a dynamic keynote speaker, multiple sessions from our campus community, opportunities to dialogue with colleagues, and conversations with students.
Schedule
| TIme (CDT) | Activity |
|---|---|
| 8:00 am | Registration & Continental Breakfast |
| 9:00 – 9:30 am | Welcome and Town Hall – Illini Room B & C Danita Brown Young, Vice Chancellor for Student Affairs John Coleman, Vice Chancellor for Academic Affairs and Provost Sean Garrick, Vice Chancellor for Diversity, Equity & Inclusion |
| 9:30-9:45 am | Break & Transition |
| 9:45-10:30 am | Recurring Breakout Sessions #1 |
| 10:30-10:45 am | Break & Transition |
| 10:45-11:30 am | Recurring Breakout Sessions #2 |
| 11:30 -11:45 am | Transition to Lunch |
| 11:45 am -1:15 pm | Keynote Speaker and Lunch – Illini Room B & C |
| 1:15-1:30 pm | Break & Transition |
| 1:30-2:15 pm | Recurring Breakout Sessions #3 |
| 2:15-2:30 pm | Break & Transition |
| 2:30 pm | Student Success Champion Awards Presentation – Illini Room B & C |
| 2:45 – 4:00 pm | Presenters Corner, Student Corner and Community Building with cocktail hour sponsored by Technology Services – Illini Room B & C |
Keynote Speaker
Melinda Mechur Karp
Founder + Principal, Phase Two Advisory
About Melinda Mechur Karp
Dr. Melinda Mechur Karp is a nationally recognized expert on improving students’ transitions to college and supporting them once there. She founded Phase Two Advisory after nearly twenty years conducting research and working with colleges on education reform as Assistant Director at the Community College Research Center, Teachers College, Columbia University. The proud granddaughter of refugees, Melinda works with national and institutional leaders, campus-based faculty and staff, and philanthropists to ensure that all individuals have the opportunity to realize the intergenerational mobility higher education provides. She frequently writes, speaks, and comments on education reform at professional meetings, in the media, and in academic forums.
Melinda holds a BS in human development and family studies from Cornell University; and both an MA and a PhD in sociology and education from Columbia University. She chairs the Effective Advising Practice Guide Panel for the Institute on Education Science’s What Works Clearinghouse, and she is a member of the inaugural editorial team for the Journal of Postsecondary Student Success.
Breakout Sessions #1
Sharing Initial Findings from the Bridging Online Coursework and Research Experience (BOCARE) Program
Presenter: Chadly Stern
Room: 404
For decades researchers have highlighted that members of underrepresented groups are less likely to enter the research pipeline, and that those who do initially take part in research are also more likely to leave (i.e., “leak”) over time. For example, 40% of students enrolled to conduct research in a psychology lab during the Fall 2021 semester were White, whereas only 3.7% were Black. We developed the Bridging Online Coursework and Research Experience (BOCARE) program in the Psychology Department in Spring 2022 to counter these issues and increase equity in research. Here, we outline how the program capitalizes on innovations in online learning and research to bridge coursework completed early in a student’s undergraduate career with formal research experience. We also detail how the program fosters consistent guidance and mentoring from faculty members who function as a glue through which students enter and remain in the research pipeline. We present initial results of the program pertaining to student connection, belonging, and engagement in research. Collectively, we emphasize how coursework can operate as a mechanism to increase research participation among underrepresented students while promoting creativity and excellence among the next generation of U. of I. scholars.
What Does That Mean? The Influence of Language on Student Progression
Presenter: Melinda Mechur-Karp
Room: 405
Recent research on the ways that students plan and register for classes found that typical advising materials rely on language that is opaque and confusing, particularly for first-generation students. In this session, we will explore the research findings, including the “trouble words” identified by students themselves. We will brainstorm strategies to identify similar trouble words on your campus and approaches for making advising materials more useful for your students.
Student Sense of Belonging at Illinois
Presenters: Beth Hoag, Ryan Young & Sandy Kao
Room: 406
The purpose of this study was to better understand how Illinois students conceptualize sense of belonging, allow students to tell their stories of belonging or not belonging on campus, and identify what campus environments/experiences contribute to belonging to make programmatic improvements/interventions. Researchers from across Student Affairs conducted 60-minute semi-structured interviews with Sophomore and Junior students, oversampling African American students. We discuss several findings from these interviews, focusing where students were asked to share experiences that made them feel like they belonged and were valued at Illinois, experiences that challenged those positive feelings, and their interactions with campus activities, services, offices, student groups, and other experiences that were instrumental in developing or detracting from their sense of belonging. Findings will be utilized across Student Affairs to call into question how programs and services are presented to students and how students are encouraged or discouraged to interact with various offices. Additionally, this project was conducted with a focus on how Student Affairs research should be conducted at Illinois and the ethic of care that must be applied when discussing topics of a potentially sensitive nature—these best practices will be shared.
Hybrid Session:
Sharing Students as Design Consultants
Presenter: Toni Gist
Room: 407
Educators are responsible for creating a classroom inclusive of differing religious beliefs, sexual orientations, and abilities. However, creating inclusive materials in STEM fields can be challenging as historical contexts need to be updated, or they could be perceived as insensitive. Terms like “pregnant women” can trigger transitioning students, and discussions of chronic disease correlated with socioeconomic status (SES) can be seen as unsympathetic unless carefully approached. Students are genuinely the clients of the classroom and should be seen as inclusive design consultants. We selected a diverse team of undergraduate students to vulnerably share their experiences and thoughts concerning Universal Design for Learning (UDL) as it pertains to STEM courses at U. of I.. The students were selected based on their diverse majors, domestic/international, gender, LGBTQ+, and DRES status, and differing SES statuses. Their insights were captured in various forms including short articles for local publication, videos, infographics, and reflective pieces. The team hopes the efforts and published work will inspire faculty to evaluate and redesign courses with UDL constructs focusing on DEI.
Breakout Sessions #2
Course Redesign Strategies for Student Retention & Support
Presenters: Lucas Anderson, Cheelan Bo-Linn, Jane Colemen, Erin Creuz, Mitch Fisher, Tina H. Huang & Lisa Travis
Room: 404
Many courses here at U. of I. and across the Big 10 face noticeable achievement gaps among students, with members of historically marginalized communities failing or dropping at higher rates than other students. Three faculty at Illinois participated in a new project, the Inclusive Course Redesign Initiative, to address this concern. They come from different departments – Accountancy, Chemistry, and Psychology – and they all oversee large courses with combined enrollment of thousands of students from across the University. Supported by the Center for Innovation in Teaching & Learning (CITL) and the Vice Provost for Undergraduate Education, these faculty explored whether changes in the design of their courses could reduce achievement gaps. Changes ranged from somewhat small, such as adding new communication strategies and student support, to larger changes, such as reducing course content. These faculty implemented their changes during the Fall 2023 semester and will share their experiences and the initial impact upon their students.
STRIVE for Survivor Success & Belonging
Presenters: Gabrielle Schwartz & Kasey Umland
Room: 405
Student experiences with sexual misconduct directly impact admissions, retention and student learning and success. Research shows students who experience sexual misconduct have lower perceptions of their academic efficacy, higher levels of collegiate stress, lower institutional commitment (likelihood of returning the following semester), and lower scholastic conscientiousness (diligence in meeting academic commitments/responsibilities) than students who do not experience sexual misconduct. University of Illinois students regularly cite difficulties with concentration, attendance, assignment completion, and emotional stability in class because of their traumatic experiences. Confidential Advising provided by the Women’s Resources Center is essential to crafting a campus support system for those who have experienced gender-based violence and providing avenues to proactively determine one’s next steps in a truly informed manner.This presentation will provide an overview of advocacy services and the role of confidential advisors in supporting survivors on their own terms to help them initiate their healing journeys and assure their continued academic success. We will also highlight systemic barriers to support seeking and current strategies in place, such as the Embedded Confidential Advisor model. This presentation will end with identifying continued gaps in advocacy and support services and potential strategies to create a campuswide approach to collectively address sexual violence.
Bending & Breaking: How Academic Advisors Balance Institutional Rules & Our Relationships to Students
Presenter: Morgan Smith, Sean Beal, Jen Anderson-Bliss & Caitlin Marie Alvarez
Room: 406
Universities have rules/policies that we as advisors are supposed to abide by (ex. add/drop deadlines, credit/no credit, residency). But we work with students who have lives that don’t fit the mold of those rules. Advisors can find that institutional policies are not a “one size fits all,” even though we are expected to uphold these policies – often staunchly. How do we balance the line of adhering to the rules while also maintaining our basic human duties to the students we serve? When do we know what rules to bend/break? In this panel presentation, we will hear from advisors from different offices across campus and their experiences of walking the line between the rules of our institutions and the responsibility to our relationships with students.
Hybrid Session:
Nurturing Resilience: Integrating Trauma-Informed Pedagogy in Rhetoric Courses
Presenters: Kristi McDuffie, Dana Kinzy & Dana Smith
Room: 407
In this session, Rhetoric Program leaders outline how we are integrating trauma-informed pedagogy into our first-year writing courses. The Rhetoric Program serves around 4,000 students per year through small classes where we interact closely with our students. A trauma-informed approach emphasizes awareness and support within the teaching and learning environment to address the growing challenges faced by both students and teachers. This method encompasses strategies such as boundary maintenance, empathetic listening, and community building to foster a resilient and supportive academic community. By recognizing the widespread impact of trauma, responding with trauma-informed practices, and resisting re-traumatization, we aim to create a student-centered, yet boundary-conscious, teaching approach.We share insights from our experience implementing these strategies from a teacher and administrator perspective, focusing on the importance of self-care for teachers, community building, and collaborative policy revisions. Our goal is to contribute to a trauma-informed educational environment from a teaching and student support perspective where the risk of vicarious trauma is heightened. We aim to equip instructors and student support specialists with philosophies and practical tools to navigate the complexities of student-centered classrooms and campus environments while prioritizing the well-being of students and educators.
Breakout Sessions #3
A Mixed-Methods Exploration of the Experience of Military-Connected Students at the University of Illinois
Presenters: Michael Lotspeich-Yadao, Chung-Yi Chiu, Nathan Todd, Susie Lopez, Cristian Pulgarin & Kortney Wilcher
Room: 404
This presentation elucidates the landscape of military-connected student services at the University of Illinois, offering a comprehensive needs assessment that incorporates both quantitative and qualitative methodologies. Utilizing survey data and drawing from a series of 24 interviews with military-connected students, the study delineates various dimensions of student experience, including access to and utility of programming at the Chez Veterans Center, support structures, identity formation, community belonging, and participation in high-impact academic practices. By presenting a multi-faceted analysis, the study aims to furnish educational stakeholders with invaluable insights for improving military-connected student experiences, thereby contributing to the academic discourse on holistic approaches to student services.
Implementation of Student Feedback in the Development of First-Year Experience Course; Lessons Learned from HIST 199
Presenters: Stefan Djordjevic & Chloe Parrella
Room: 405
We will discuss the development and subsequent evolution of a first-year experience course for History majors (HIST 199), with particular emphasis on how the original vision and structure of the class were altered on the basis of regular student feedback. We will reflect on how we designed the class to meet perceived student needs and how and why our understanding of those needs (and wants) changed. We will compare the structure of the first iteration of the HIST 199 course (Fall 2022) with its revised variant in Fall 2023 and assess the interventions which improved student experiences in the latter iteration. Finally, we will consider the impact of the class on students and suggest strategies for other units seeking to develop their own first-year experience course.
Essential Skills Building for Today’s Learner and Tomorrow’s Citizens
Presenters: Erin Creuz, Yury Borukhovich & Marilou Landes
Room: 406
The University of Illinois’ New Literacies initiative engages today’s students in critical topics to prepare for life-long success. These self-paced modules, designed to take one hour or less, impart essential skills early in a student’s academic career. Current topics include Financial Literacy, Media Literacy, Cybersecurity, Library Research Skills, Learning How to Learn, and Nutrition & Wellness. Each module offers research-based content in a fully accessible, highly engaging, mobile-friendly, and interactive format. Faculty enthusiasm in the adoption of these modules either for credit, or as extra-credit activities, has generated strong interest to continue developing the series. Thousands of satisfied students speak glowingly of the profound impact. One student commented, “I found this information to be very useful as a young adult in my day-to-day life.” This series lays a solid foundation of skills essential in fulfilling requirements of holistic student success in college and beyond.
Hybrid Session:
Evaluating Student Success Through the Lens of Learning Outcomes Assessment
Presenter: Linell Edwards
Room: 407
“Learning outcomes assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development” (Palomba and Banta, 1999). All degree granting programs at the University of Illinois Urbana-Champaign are expected to have a systematic process in place to assess student learning in the program. One of the most important aspects of the assessment process is closing the “loop”, which involves using assessment data to make programmatic decisions that impact student learning. During this breakout session, faculty from various programs will discuss how learning outcomes assessment data were used to make programmatic decisions and how these decisions contributed to student success in the program.