MIMSAC 2015 PROGRAM DESCRIPTIONS Communicating Up as New Student Affairs Professionals Dustin Fulton, University of Tennessee Health Science Center & Dr. Stephen Smith, Meharry Medical College Great communication and execution are paramount to success in our work as student affairs professionals. In this program, new professionals will be introduced to relevant research while learning best practices in communicating up in student affairs. Learning Outcome: Participants will learn how to better communicate with supervisors to build trust and support as well as identify the political landscape of office and manager’s supervisory styles. Competency: Human and Organizational Promoting Career Success for First Generation and Diverse Student Populations Amy Ware, Christian Brothers University & Clay Woemmel, University of Memphis In working with first generation and diverse student populations in relation to career development, it is important to address the specific needs that these students bring with them to college. Learn how Christian Brothers University and the University of Memphis Career Services offices provide programming and resources to meet the unique needs of these populations. Participants will also have the opportunity to share best practices that are currently occurring at their own institutions. Learning Outcome: Participants will be able to learn about best practices in providing career services to first generation and diverse student populations across various types of institutions. Competency: Advising and Helping Self‐efficacy and resiliency in first generation students Tanda Patrick & Dr. Rene Couture, Arkansas Tech University We provide an overview of self‐efficacy and resiliency among first generation students and discuss the results of a survey we conducted measuring these two concepts. The guiding question is: are first generation students as resilient as other students? We also share ideas to help students make gains in these areas. Learning Outcome: Participants will gain a better understanding of self‐efficacy and resiliency in first generation students in comparison to continuing generation students. Competency: Equity, Diversity, and Inclusion QPR: Suicide Prevention for Student Affairs Gatekeepers Dr. Kimberly Williams Collins & Dr. Umieca N. Hankton, University of Memphis First generation and diverse student communities face many challenges similar to students who have had more experience with institutions of higher education. Yet, they also may face additional challenges associated with lack of guidance, support and connection. These challenges may place these students at higher risks for developing mood disorders, feeling overwhelmed and yet being less likely to make use of campus resources. QPR stands for Question, Persuade and Refer and outlines three steps that anyone can learn to help prevent suicide and provide support. Just like CPR, QPR is an emergency response to someone in crisis and can save lives. Learning Outcome: Student affairs participants will learn how to become gatekeepers to implement strategies in their respective areas to prevent suicide. Competency: Human and Organizational Time, Money, Work: Managing Students' Perception of Involvement Eric Bailey, II & Kaymesia Barkoh, University of Memphis This presentation will describe obstacles that prevent students from becoming involved and the impact of those challenges related to students developing work place skills. Participants will learn how the traditional methods of promoting involvement on a college campus can be a major deterrent to students who have multiple obligations outside of their education and will suggest alternatives to engage students with community involvement. Presenters will also discuss recommendations for program development practice. Learning Outcome: Understand campus culture, a city’s economic status, and how it impacts students’ engagement. Competency: Advising and Helping BRAND Academy: Applying Campus Resources to Help Students Develop Long‐term and Sustainable Success Sean Pinks, Southeast Missouri State University BRAND Academy seeks to provide a realistic perspective of professional development by promoting individuality and core professional standards. The goal is to help students highlight their individual talents and expand their network to launch their careers while in college. B‐ Brilliance; R‐ Reality; A‐ Attitude; N‐ Network; D‐ Diligence. Learning Outcome: Participants will discover the importance of getting students quickly connected to a major of interest. Competency: Advising and Helping Intermediate Keynote Follow‐Up Roundtable Senior Student Affairs Administrators are invited to meet with Dr. Rosie Phillips Bingham to hold a follow‐up discussion about topics related the keynote address and assisting first generation students. You Don’t Know What You Don’t Know: Maximizing Campus and International Opportunities for First Generation College Students Eva Navarijo, Washington State University, Charles Frame, University of Memphis, Martina Martin, University of Kentucky This workshop will share access and marketing strategies to campus programs and services invested in enhancing the experience of first‐generation college students. Many first‐gens are unaware of the vast campus opportunities available through student leadership, student support services and study abroad programs. This session aims to provide practitioners with marketing and engagement strategies to increase first‐gen awareness and participation in these high impact programs, bridging the gap from flyer to front door. Learning Outcome: Participants will learn how to engage campus partners to create meaningful connections with first‐generation college students to maximize their access to relevant campus resources. Competency: Advising and Helping Using a Green Internship Program to serve the Professional needs of Diverse Student Communities Tola Jenkins and Sheron Davenport, University of Memphis Through academic internships and collaboration with community partners, the green internship program is valuable in improving the professional competencies of first generation, low income and students that have disabilities. This session will discuss best practices that cater to the needs of this diverse student group within an experiential learning environment. Learning Outcome: Participants will learn how to implement programs of this nature for targeted student populations. Competency: Student Learning and Development “Not so Soft Skills: Emotional Intelligence, Grit, Resiliency and College Success” Dr. Patrick L. Perry, R. Dewey Knight, and Dr. Rebekah Reysen, University of Mississippi This session will focus on non‐cognitive factors influencing college student success. Employers have recently noted that these skills, sometimes called “soft‐skills” are missing from our students’ skill sets when they arrive in the work force. Specifically, the presenters will discuss Emotional Intelligence, Grit and Resiliency. Session presenters will demonstrate the value of incorporating non‐cognitive skills in first‐year experience and other student programming. Results of a fall 2014 pilot study on emotional intelligence and first‐year student success at The University of Mississippi will be presented. Learning Outcome. Session attendees will be able to utilize resources provided in the session in classroom and program settings to help students increase their skills in non‐cognitive skills. Competency: Student Learning and Development Serving the needs of Student Veterans in Student Affairs Dr. Richard T. Scott, Christopher Honeycutt, and Dr. Chelsea Thomas, University of Memphis As student veteran enrollment in higher education rises and veterans return from service to pursue a degree, student veterans face many challenges transitioning to college life. This program will present resources to assist student affairs professionals to provide help and assistance for student veteran's needs and concerns. Learning Outcome: Participants will learn about factors relevant to the retention and graduation of student veterans and active service military. Competency: Advising and Helping Selecting Professional Organizations to Achieve Your Goals Daniel Armitage, University of Memphis & Dr. Becky Spurlock, Sewanee University Today's focus is on the success of first generation and the diverse student. The Student Affairs profession has a multitude of organizations designed to meet your professional focus. This program will demonstrate why it may be best to examine your immediate goals in finding your professional development connections and how that may change depending on the circumstances. Learning Outcome: Participating in this program, attendees will have a foundation for selecting and engaging in professional organizations. Participants will be able to separate professional needs from personal professional needs in selecting membership and activity in an organization. Competency: Leadership Summer STEM CAMP: Demonstrated Success in Helping Students Prepare and Graduate from College! Shawn A. Boyd, University of Tennessee Health Science Center & Amanda Williams, University of Memphis The goal of the Academy is to help high school students, who are first generation students, envision themselves attending college and to explore the field of STEM. The curriculum is designed to de‐mystify algebra and enhance attitudes toward STEM majors/careers. Over 90 percent of the program participants go on to attend college. Learning Outcome: Participants will be able to understand specific details, logistics, and strategies in developing and implementing this type of program. Competency: Advising and Helping Reconstructing Student Affairs Practice: Applying New Models to Position Student Affairs as Relevant in Today’s Higher Education Dr. Daniel Bureau, University of Memphis It's time to think differently about student affairs practice: what has historically worked and what transformations are needed for the future of the field. This highly interactive session will engage participants in a discussion about if we had to start all over again, what might student affairs look like? Learning Outcome: Attendees will identify how modern day priorities of student affairs align with existing structures of student affairs practice. Competency: Personal Foundations Triple Threat: Impacting Retention of Students with Multiple High Risk Factors Sabrina Brown & Tiffany Bellafant Steward, Tennessee State University With the diversification of enrollments, Student Affairs has been challenged to support individual student identities and reform support to fit their needs. Unfortunately, little focus is placed on the cross‐sectionality of identities that provide barriers to matriculation. This session includes best practices, strategic planning, and legislative impacts on this population. Learning Outcome: Participants will be introduced to practices and strategies used to counteract at risk identities present on campus to enhance retention and success. Competency: Equity, Diversity, and Inclusion Increasing Academic Self‐Efficacy in First Gen Students Dr. Stephanie Blaisdell, University of Memphis Self‐efficacy is the most predictive psycho‐social factor in academic success. First gen students often lack access to the four sources of academic self‐efficacy. This fun, hands‐on workshop will allow participants to apply Social Cognitive Theory to virtual (Axl from the TV show "The Middle") and real first gen case studies. Learning Outcome: Participants will be able to apply social cognitive theory to increase student self‐efficacy. Competency: Student Learning and Development Remaining Undiscovered: Barriers in Student Vocational Identity Development Jeremy T. Lynch, Britany N. Beasley, Nadia N. Bethley, Chelsea Thomas, University of Memphis This applies to first generation students. One challenge that many college students face, especially first generation students is vocational identity development. We will discuss stages, barriers, and tips to be aware of to help students transition into their vocational identity. Strong vocational identity has been proven to help increase retention rates, and making better career choices. Learning Outcome: Participants will be able to identify barriers to vocational identity and how they relate to first generation students. Competency: Advising and Helping Seeing Trans* Students in a Gendered World Mae‐Lynn Germany and Leslie Turner, University of Memphis Transgender college students have been shown to experience elevated distress levels as compared to cisgender individuals. Elevated distress may arise due to traversing gendered atmospheres, victimization/hostility, coming out, or transitioning. This talk aims to explore trans* identities, difficulties faced on college campuses, and ways of creating inclusive, safe spaces. Learning Outcome: Attendees will consider ways of developing inclusive, safe spaces for transgender students. Competency: Equity, Diversity, and Inclusion The Diversity of First Generation College Students: Psychological Considerations Dr. Umieca N. Hankton, University of Memphis This presentation takes a psychological perspective on the academic journey of first generation college students. The presentation also highlights the importance of considering the multiple cultural identities of FGCS and how these identities impact student success. First‐generation college students (FGCS) are an underrepresented group often seen as a homogenous group. However, FGCSs diverse characteristics (e.g. race/ethnicity, gender, SES, and immigration status) require specialized attention for effective interventions. These diverse layers will be explored and recommendations for service provision by student affairs will be discussed. Learning Outcome: Participant will be able to increase his/her awareness of the diverse characteristics of first generation college students to begin thinking how information from this presentation can aid in improved services offered to FGCS in student affairs.. Competency: Equity, Diversity, and Inclusion. The First HIRES Program: A Collaboration between Residence Life and Disability Resources for Students Amanda Rodino, Amanda Virag, Susan C. Te Paske, Aretha Milligan, Peter Groenendyk, Tomeco Hubbard, University of Memphis In 2014, the First HIRES program was developed at the University of Memphis as a collaboration between Residence Life and Disability Resources for Students to employ students with disabilities that had never held a paying job. This presentation will discuss the partnership, implementation, assessment, and future of the program. Learning Outcome: Attendees will be able to begin identifying departments on their campuses with whom they could collaborate to implement a similar jobs program for those students with or without disabilities that have never had paid employment. Student Learning and Development. Learning Outcome: Attendees will have a better understanding of the possible challenges to employment for students with disabilities. Competency: Human and Organizational Resources Strategies for Promoting Persistence to Graduation among Minority Students at a Predominantly White University Dr. Robert L. Owens, II, Tennessee Technological University This session will discuss the implementation of a number of initiatives (including a peer‐mentoring program and a tutoring program) that have been implemented at Tennessee Technological University to improve the social engagement and enhance academic achievement of minority students. These initiatives have yielded positive results, owing largely to the fact that they are student centered and student managed, with very minimal faculty and administrator involvement in the day‐to‐day running of the activities. By sharing these strategies, other institutions will learn from our successes and be able to replicate these at their campuses. Learning Outcome: Participants will learn methods they can implement at their respective institutions to increase minority student retention. Competency: History, Philosophy, and Values Students with Disabilities ‐ Generating Pathways to Completion Tom L. Thompson, Northern Illinois University Students with disabilities are a part of the increasing diversity in postsecondary education, but probably the least assessed in terms of their academic progress and completion. Most of the focus in higher education has been on achieving access and providing accommodations to meet the compliance requirements. This session will focus on a community college in Illinois that consistently advanced access while promoting and evaluating student success for its growing number of students with disabilities. How can Student Affairs professionals promote the success of students with disabilities on their campus? Learn about three strategies utilized on a large community college campus in Illinois that resulted in improved academic performance (retention, GPA, credits earned). This session will focus on take‐aways applicable to your own campus. Learning Outcome: Participants will understand how to form collaborative relationships with academic partners which result in designing interventions that promote success for students with disabilities. Competency: Equity, Diversity, and Inclusion Using Assessment to Improve our Work with Diverse Student Populations Dr. Daniel Bureau, University of Memphis, Becky Spurlock, Sewanee University & Daniel Kaczmarek, Campus Labs Assessment matters in today's student affairs work. When considering how we serve diverse student populations, it is vital to know how to collect information about students' needs and our effectiveness in achievement of needs. This session will address assessment basics and application of lessons learned will involve diverse student populations. Learning Outcome: Participants will be able to explain two ways of how assessment can be infused into work with diverse student populations. Competency: Assessment, Evaluation, and Research First Generation Students : Faculty Discussion Moderator : Dr. Kate Schaffzin, Provost Intern This session will be open to any faculty members to discuss their experiences with first generation students and successful strategies working with this population. In addition, faculty participants will process what they have learned at MIMSAC and determine how to best support first generation student success going forward. Learning Outcome: Faculty will learn skills to implement to better assist the needs of first generation students. Competency: Advising and Helping.