Conference Session Descriptions

Abstract:

The U.S. Surgeon General recently issued an Advisory which describes the urgent need to better support the mental health and well-being of parents, caregivers, and families. As RU-NB looks to support student success, graduate students who are  (or become) parents while in graduate school are an essential demographic. This session will feature a panel of current and former graduate students who also identify as mothers and provide an opportunity for shared reflection and knowledge-building on how best to serve this population.

By highlighting the experiences, challenges, and successes of graduate students who are also parents and caregivers, this session aims to create equitable environments and increase the success of this population at Rutgers. Through shared knowledge-building, this session will better equip faculty, mentors, advisors, and research partners in their support of graduate students.

Facilitator: Krista Klein — Honors College

Program Type: Discussion Session

Session Length: 50 minutes

Abstract:

Join our panel of employers from diverse industries as they share essential insights on the qualities, skills, and experiences they seek in candidates for internships and full-time roles. This session aims to enhance faculty and staff understanding of employer expectations, empowering them to better prepare students for the job market. By exploring career readiness strategies and current industry trends, attendees will gain valuable knowledge to help bridge the gap between academic preparation and real-world career success.

This program aligns with the AMP by focusing on employer expectations, which fosters a welcoming and equitable learning environment for students. By bridging the academic-industry gap, we support timely graduation and reduce debt through relevant, skills-based education. Our initiatives promote student career readiness and diverse pathways, ensuring all students are equipped for various roles. Additionally, fostering collaboration between employers and academia enhances high-impact learning opportunities, preparing students for future success.

Facilitator: Catarina Caulfield — Career Exploration & Success

Program Type: Discussion Session

Session Length: 50 minutes

Abstract:

Since 2012, the Learning Assistant (LA) Program has expanded from 43 LAs supporting 689 students to 458 LAs supporting 14,277 students in 2024. This remarkable growth raises a crucial challenge: how do we ensure our student employees receive the personal and professional development they deserve? Using Rachel Cooke’s 4 Pillars of Mentorship Model, the LA Program aims to foster a vibrant, interdepartmental discussion focused on maintaining a student-centered approach amid increasing program demands.

By promoting dialogue about student experience, we aim to identify actionable strategies to better serve our student body, addressing how personal and professional development can foster belonging and help mitigate historical inequities, as the LAP encourages students to take ownership of their education, improving outcomes and promoting on-time graduation. This session will motivate stakeholders to evaluate their own support for students and consider enhanced resources for LAs, ultimately enriching the educational experience for all students.

Facilitator: Olivia Maikisch — Learning Centers

Program Type: Discussion Session

Session Length: 50 minutes

Abstract:

Student engagement has decreased, while conversations about access and equity are increasing. At the same time, Reddit threads tell us trust in and understanding of advising and office hours is low. So, how do we create a welcoming environment that meets students where they are at and utilizes high level advising pedagogy in innovated ways? During this interactive session, participants will learn of some of the programing happening at SEBS and discuss ways to build on each other's programming ideas to implement across schools and departments.

This discussion session will utilize the proactive and developmental advising approaches to  build student engagement with academic advising with their faculty and staff academic advisors. Academic Advising is central to student success, when students and advisors work together students retention, timely degree completion, student success, and learning outcomes all improve. Students' trust institution and antiquated ideologies of advising, have create a barrier that must be overcome to make sure advising is safe, welcoming, and equitable.

Facilitator: Moriah Nester-Watt — Office of Academic Programs

Program Type: Discussion Session

Session Length: 50 minutes

Abstract:

Experiential and community-engaged learning are high-impact practices that address Pillars III and IV of the Academic Master Plan. Many departments and programs already offer outstanding examples of experiential and community-engaged learning. The challenge is scaling to make them available to as many students as possible. This session will feature a panel discussion sharing current practices and open discussion to brainstorm ways to enhance and expand experiential and community-engaged learning campuswide.

The Discovery Advantage report made multiple recommendations about high-impact practices and high-impact experiential learning, which my office is explicitly designed to address. The proposed session would spread awareness of and excitement about experiential and community-engaged learning, while also identifying issues that we need to address as we look to improve structural support for both.

Facilitator: Chuck Keeton — Office of the Provost

Program Type: Discussion Session

Session Length: 50 minutes

Abstract:

This panel discussion will explore the evolving role of artificial intelligence (AI) in higher education, focusing on its applications, potential, and limitations in supporting student success. The conversation will address how AI is currently used on campus, ways it could further enhance the student experience, and areas where its use may raise ethical or practical concerns. The session aims to encourage dialogue, foster understanding, and outline actionable and practical ideas for implementing AI in responsible and effective ways, empowering

This panel discussion will delve into the current and future uses of artificial intelligence (AI) on campus, focusing on its potential to enhance student success, well-being, and preparedness while addressing its limitations and ethical considerations. By creating space for dialogue among students, educators, and administrators, this session will aim to foster understanding and generate actionable insights for responsible AI implementation.

Facilitator: Kevin Dowlin — Rutgers University - Newark

Program Type: Discussion Session

Session Length: 50 minutes

Abstract:

Research examining the use of academic advising services revealed that, as a demographic group, Black male undergraduate students are less likely to participate in academic advising when compared to their White undergraduate counterparts (Lee, 2018; Museus & Ravello, 2021). This qualitative study used a critical race framework to examine, understand, and explain the interpersonal and institutional barriers Black male undergraduate students experienced with academic advising while enrolled at Rutgers, a historically White institution.

The session will inform the audience of the individual, interpersonal, and institutional challenges that Black male undergraduates face in academic advising settings within Rutgers and discuss ways to adapt advising practices and advising spaces into a more welcoming and supportive environment.

Facilitator: Kevin Ewell — School of Communication and Information

Program Type: Research Spotlight

Session Length: 50 minutes

Abstract:

This study explores the impact of Rutgers–New Brunswick's Learning Assistant (LA) Program on students' interest in STEM, using General Physics students from 2021-2023 as a focus group. It measures “STEM-interest” through the number of STEM courses students took before and after the LA-supported course. Results show an increase in STEM workload, mainly among STEM majors, though a subset of non-STEM majors also showed higher interest post-course. Further research will analyze additional factors and extend the data for broader insights.

The Learning Assistant Program is a high-impact learning experience for the students who participate in the program. This session explores the impact this program has on student STEM interest with the potential to inform strategies to improve STEM retention and engagement. By determining the impact of the LA Program, we will also gain insight into ways to improve this high-impact learning experience for our students.

Facilitator: Sangya Varma — Rutgers-New Brunswick, SAS, MPS

Program Type: Research Spotlight

Session Length: 20 minutes

Abstract:

This presentation will review the findings regarding the design, implementation, and impact of the hyflex modality which has been used in a large lecture communication course during the last three years. Through this mode, students have the option of participating in the course activities face-to-face or online. Specifically, the presentation will address the unique opportunities and challenges of this novel instructional format including a discussion of the applicable assessment strategies.  

This specific project contributes to all three objectives of Student Success:

• Feel welcome, equitable, and supported in managing their responsibilities outside academics due to the flexible nature of the delivery mode as well as managing social anxiety associated with being forced to be in a packed physical classroom
• Prioritize on-time graduation with minimal debt as students who would not have otherwise been able to enroll in the course now can
• Expand high-impact learning opportunities to prepare students for future success

Facilitator: Nick  Linardopoulos — Communication

Program Type: Research Spotlight

Session Length: 50 minutes

Abstract:

Student activism has been a part of the college experience since the beginning and has played a prominent role in the history of Rutgers University.  There are several reasons students engage in activism, and there are significant outcomes that include cognitive, interpersonal, and identity development.  This session will review research on Latina women to examine how interactions with peers, class assignments, and participation in cultural organizations' activism influenced an internalized motivation to serve their communities.

This session supports RU Master Plan’s third objective, expanding high-impact learning opportunities to best prepare students for future success.  College student activism is often painted negatively by the media and, for many reasons, is considered a campus nuisance that must be contained.  However, this research demonstrates that activism is an activity that can promote significant development outcomes that lead to a lifelong commitment to be civically engaged. 

Facilitator: Ebelia Hernandez — Graduate School of Education - Educational Psychology

Program Type: Research Spotlight

Session Length: 50 minutes

Abstract:

Drawing upon data collected from 2018-2024, this presentation will examine (1) the ability of students to apply and transfer what they have learned through their internships to the field of Communication more generally, (2) the internship supervisor’s perspective regarding the ability of students to successfully apply what they have learned at their internships, and (3) the value for all students when obtaining and completing internships, and specifically when completing internships within a specific for-credit curriculum. 

This session contributes to student success by enhancing objective III of the Academic Master Plan. By expanding high-impact learning opportunities to best prepare students for future success through the completion of an internship for credit, it illustrates the value for all students when obtaining and completing internships, specifically within a for-credit curriculum. This provides additional knowledge regarding how to best prepare students for future success as they develop career-ready skills to succeed in the workplace.

Facilitator: Erin Christie — Department of Communication, SC&I

Program Type: Research Spotlight

Session Length: 20 minutes

Abstract:

Driven by exponential growth in migration from Africa, Black immigrants and their U.S.-born offspring comprise roughly one in five or 21% of the entire Black population in the U.S.  Rutgers University is home to rich and diverse communities of Black immigrant-origin students within its 9.2 %  African American student population. This study offers important implications and recommendations for administrators and faculty at Rutgers-NB to better understand and support Black immigrant-origin students.

Rutgers University is a thriving and diverse community that strives to support the success, well-being, and belonging of our student communities.  To do that, staff, faculty, and leaders must be intentional about learning about the students we serve and the ways their various identities impact how they experience life at Rutgers.  The study presented in this session is a critical contribution with important implications for better supporting Black and African immigrant-origin students at Rutgers.

Facilitator: Dawn  Ogali-Frederic — Faculty Diversity Collaborative

Program Type: Research Spotlight

Session Length: 50 minutes

Abstract:

As frontline student services professionals who prioritize ensuring student needs are met, knowing where to start developing a meaningful assessment and what to do with the data can seem overwhelming. How do we know we are accomplishing that without expertise in assessment? By following the Assessment Cycle! This presentation details an overview of the basic features of assessment, surveys as an assessment tool, and the different components of the Assessment Cycle. 

As student support staff, we play a crucial role in prioritizing on-time graduation, minimizing debt, and fostering a welcoming and equitable environment that promotes learning. However, well-intentioned procedures aimed at enhancing the student experience may inadvertently be influenced by biases or personal beliefs about their effectiveness. Without basic assessment skills, we cannot accurately determine if we are truly achieving our improvement goals.

Facilitator: Stephanie Jones — One Stop Student Services Center

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

This session will discuss the philosophy of building a microcredential program which is different from a one-off or standalone microcredential; review examples of microcredentials we see to point out key aspects to consider when creating a microcredential program; then lead participants in an activity where they can build out a draft outline of a microcredential pathway relevant to their areas of teaching or research interests.  The session will wrap up with a discussion for participants to share their ideas and thinking about microcredentials.

Digital badging is a valuable tool for expanding high-impact learning opportunities, offering a focused way to target the skills essential for success in the 21st century. From a programmatic standpoint, microcredentialing is especially beneficial, as it encourages faculty and staff to intentionally reflect on their own programming. This process ensures that they are effectively integrating and assessing the development of key skills and competencies. Microcredential initiatives support PIllar III, Objective III of the Academic Master Plan.

Facilitator: Brian Canares — Office of Undergraduate Education, Office of the Provost

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

This session explores how to leverage Canvas tools like Ally, the Rich Content Editor (RCE), and Cidi DesignPLUS to enhance course accessibility. Participants will learn practical methods to evaluate and resolve accessibility issues, making learning materials more inclusive. Through a combination of instructional content and interactive activities, attendees will gain the skills to improve accessibility in their courses, fostering better student outcomes.

This session aligns with the goal of expanding high-impact learning opportunities to best prepare students for future success by focusing on improving the accessibility of online course content for all learners. Faculty will learn to identify, evaluate, and address key barriers to accessibility for students, who will, in turn, benefit from access to essential course content in a timely manner.

Facilitator: Dena Novak — University Online Education Services

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

When students understand policy, they advocate for themselves and make informed, appropriate decisions to degree completion. We know that policy can often be text-heavy and hard to find in a large institution. Creating visual aids that provide students with digestible methods of understanding policy doesn't have to be hard, pricey, or time-consuming! Join us to learn how to get the most out of free tools like Canva to increase efficiency in the way you serve students. Beginners encouraged - no design experience necessary!

This session aligns with the Academic Master Plan as it expands our options for serving students. Our cohort populations can be large and full of varied types of learners. Often, students fall behind or make incorrect decisions because they are unaware or misinformed about policies. Having the skill to create digestible methods of typically detail-heavy or ambiguous information allows students to quickly understand their options and limitations and cut down on obstacles to graduation.

Facilitator: Jaclyn Sagona — School of Engineering Office of Academic Services

Program Type: Upskilling Session

Session Length: 20 minutes

Abstract:

Interns at the Department of Family and Community Health Sciences at Rutgers Cooperative Extension gain hands-on experience in public health & community-engaged research through programs like the Healthy Corner Store Initiative, New Jersey School Climate Change Corps, and Rutgers Culture of Health School Program. They receive professional development training and mentoring on research and pedagogy. Interns are vital to implementing and evaluating programming in NJ communities while gaining valuable skills that prepare them for future careers.

The panel discussion addresses key priorities for creating interdisciplinary, experiential learning opportunities for students. It highlights the importance of mentorship, experiential learning, and community engagement. The program will also demonstrate how FCHS’s internships provide valuable career preparation skills. By discussing these topics, the panel offers useful insights to students, faculty, and staff on creating more welcoming, equitable, and supportive learning opportunities that foster student success.

Facilitator: Erin Comollo — Department of Family & Community Health Sciences, Rutgers Cooperative Extension

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

Integrating Makerspace tools into coursework enhances experiential learning (aka problem-based learning) by providing hands-on opportunities for students to apply theoretical concepts in practical ways. These tools promote creativity, problem-solving, and innovation across disciplines, fostering deeper understanding and engagement. By merging technology with collaborative learning, Makerspaces prepares students for real-world challenges and equips them with essential skills for the modern workforce.  

1. Enhancing Student Engagement 
2. Fostering 21st-Century Skills
3. Supporting Diverse Learning Styles
4. Creating Inclusive Learning Environments 
5. Connecting Theory to Practice

The session will equip faculty/staff with practical knowledge and the skillset to help design more effective, engaging, and impactful courses that directly contribute to student academic achievement, retention, and career readiness.

Facilitator: Louli Kourkounakis — Rutgers Makerspace-Continuing Studies

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

Today, few individuals serve in the military, creating a wide knowledge gap between the military and civilians. By understanding military culture and considering our own attitudes and assumptions about the military and those who serve, professionals can gain valuable insight into military-affiliated students' experiences and transition.  Military Cultural Competency (MCC) provides a general overview of military culture, and participants will learn how to connect with military-affiliated students in a meaningful way in and out of the classroom.

A military-affiliated student's ability to integrate into higher education directly impacts their ability to succeed, and faculty are instrumental in their transition.  Cultural education programs in higher education have proven to be successful in addressing misconceptions about special student populations while increasing marginalized students’ visibility on campus.  Additionally, a direct correlation was found between student retention and persistence to how supportive students perceive an institution to be.

Facilitator: Ann Treadaway — Rutgers Office of Veteran and Military Programs and Services

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

When learners feel like they belong, it enhances their likelihood of success in college courses. First-generation learners face barriers to feeling like they belong, which can result in equity gaps in academic engagement (Gillen-O’Neel, 2021) and achievement (Totonchi et. al, 2023). How can we build equitable learning environments that nurture a sense of belonging among our learners? This session models such strategies, including participating in a gallery walk to peruse various activities that have been suggested by first-generation learners.

This session contributes to student success, as defined by the AMP, in that it provides evidence-based belonging strategies and interventions for creating welcoming, equitable, and supporting learning environments. These strategies encourage engagement and persistence, which contribute to college completion. The session models high-impact teaching strategies that mitigate equity gaps in student engagement and achievement. Although the focus will be on course learning experiences, the strategies may be modified for other learning environments.

Facilitator: Pauline Carpenter — SAS, Office of Undergraduate Education

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

This session aims to equip faculty and staff with essential knowledge about the Institutional Review Board (IRB), focusing on its purpose, researcher responsibilities, and the application process. Participants will gain a comprehensive understanding of when and why to submit IRB applications. This session will enhance faculty and staff’s ability to support students effectively in their roles as mentors, educators, and advisors.

This session will provide our colleagues with the information necessary to more effectively serve students who may be engaged in human subjects research. By providing this information, we will aid in the creation of a supportive learning environment for all students, prioritizing on-time graduation by way of access to the information needed to complete research requirements necessary for graduation and expanding learning to best prepare students for future success in research activities and graduate education.

Facilitator: Angela Cartmell-McGlyn — Office for Research, Human Research Protection Program

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

The goal of this presentation is to equip faculty and staff with the skills to identify when students are facing basic needs insecurities. Additionally, we will offer resources and guidance to help them confidently initiate conversations and address these needs within their classrooms and beyond. The Rutgers Student Basic Needs website, a comprehensive resource for Rutgers students, faculty, and staff, will be used as a training resource. This interactive session will prepare the audience to become basic needs champions.

Research has demonstrated that basic needs insecurities are significantly related to poorer academic performance (GPA and graduation rates), both when measured concurrently and longitudinally. Similarly, students’ sense of belonging on campus, which can be enhanced by direct outreach around basic needs, can also improve student success. By training faculty and staff to identify and support students with basic needs insecurities, we are likely to impact student academic performance both directly and indirectly positively.

Facilitator: Cara Cuite — Rutgers University

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

This session introduces developments in the Student Employee Enrichment (SEE) Program and explores how on-campus work experiences enhance student career readiness and success. Beyond the SEE Program, participants will learn strategies faculty, staff, and administrators can apply to shape the student experience through a career-readiness lens, fostering career readiness awareness and reflection across all areas of the student experience.

This session aligns with the Rutgers Academic Master Plan by showcasing the SEE Program as a model for integrating career readiness into the student experience. Faculty and staff will explore NACE competencies and reflect on how they can foster career readiness within their areas, using SEE strategies as inspiration. The session emphasizes inclusive practices by offering practical approaches to mentoring, experiential learning, and equity, ensuring all students, regardless of their campus connection, have access to meaningful career development

.Facilitator: Bill Kelly — Career Exploration and Success

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

Reflection allows one to evaluate what has already occurred or what is occurring in real-time. In this upskilling session, we will focus on reflection that has already occurred and how we use it at the Learning Centers to help support the peer leaders that we work with. Learning assistants (LAs) are provided with opportunities to reflect on what has occurred when they are working with students, which can help identify their areas of strengths, areas of growth, and what they learned from working with their peers.

The session contributes to student success by focusing on creating a welcoming, equitable, and supportive learning environment. Through supporting student reflection, it will help the student identify what they are doing well or understand and areas where they may need to improve. Although the focus is on supporting peer leaders who support other students through near-peer learning, this can help instructors and staff who support student learning, as well as staff who work with and support student mentors.  

Facilitator: Hebbah El-Moslimany — Learning Centers

Program Type: Upskilling Session

Session Length: 20 minutes

Abstract:

Students develop countless skills and competencies through campus engagement. From leading a team of diverse peers to conflict resolution, these skills directly transfer to workplace aspirations. Participants will learn how to recognize connections between student involvement and career readiness competencies identified by the National Association of Colleges and Employers. Using student org/job descriptions, participants will build resume bullet points and curate stories for interviews to share with students in their units. 

This interactive session addresses objective III by broadening faculty/staff awareness of core career competencies that employers have identified as critical in the workplace and connections with campus high-impact engagement opportunities. Our session offers a guide for best-supporting students in understanding, reflecting on, and sharing those competencies so they can represent themselves as qualified candidates to earn future opportunities and achieve their professional goals.

Facilitator: Musu Davis — SAS Honors Program

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

Scarlet Knights entrusts student support professionals to provide guidance and necessary tools for their academic success journey. However, not every talk is lighthearted. The presenters explore methods for approaching challenging discussions with efficacy and transparency so as to provide students with helpful, accurate information, even when it may be difficult to digest.  Attendees will leave equipped with best practices for these discussions, such as building rapport, goal setting, and subsequent follow-up.

Faculty and staff must help students navigate highly sensitive and urgent concerns surrounding finances and academics. The cyclical nature of this work can lead to compassion fatigue in professionals. However, remaining empathetic is necessary to ensure productive and informative student interactions. We will provide strategies to implement before, during, and after difficult discussions with respect to student goals and success.

Facilitator: Kristine Harris — One Stop Student Services Center

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

Nowadays, it is more important than ever to build relationships and community in your classroom with your students. Taking time to build connections in your classes has a profound impact on student learning.  In this workshop, we will delve into the art of fostering meaningful connections with your students and among the students themselves during the first few class sessions. Our focus will be on utilizing opening exercises, which comprise a variety of short activities designed to prompt movement, conversation, laughter, and thought.

As mentioned in the abstract, taking time to build connections in your classes has a profound impact on student learning. This helps to build and foster community in classrooms, which can help to improve student self-efficacy and motivation. Staff will walk away with various meaningful opening exercises that help build a classroom community that can be used at the BOY on a weekly or monthly basis to foster community within the classroom.

Facilitator: Rebecca Clapp — Learning Centers

Program Type: Upskilling Session

Session Length: 50 minutes

Abstract:

During this session, we will explore mindsets and approaches of instructors who actively implement inclusive teaching practices in their courses to support student success. Session material will be based on findings from the book What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching, for which the session facilitator is the lead author. Participants will reflect on their own instructional methods and consider what is the most salient for their teaching contexts. 

By providing faculty and staff with concrete ways to facilitate equitable learning environments, this session will contribute to student success.

Facilitator: Tracie Addy — Institute for Teaching, Innovation, & Inclusive Pedagogy

Program Type: Upskilling Session

Session Length: 50 minutes