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Tuesday Sessions

PLENARY SESSION 3
8:45 a.m. – 9:45 a.m.

Let’s Talk About Mental Health in Minority Student Populations
Help expand the conversation on mental health in minority populations. According to the American Psychiatric Association (APA), minorities are more likely to have persistent and long-lasting mental illness compared to their white counterparts. By focusing on attitudes toward mental health in minority communities, university professionals can: identify social structures that amplify the effects of mental illness; gain awareness on how to identify minority students who may be struggling with mental illness; and share resources relevant to underrepresented student populations.
Kariny Contreras-Nunez, Purdue University (IN)
Khala Granville, Indiana University 

 

BREAKOUT SESSIONS 4
10 a.m. - 11 a.m.

EMERGE College Trips: Exposing High-Performing Students from Low-Income Communities to Selective Colleges
In a recent study conducted by the Jack Kent Cooke Foundation, entitled, Opening Doors “How Selective College and Universities Are Expanding Access for High-Achieving, Low-Income Students, traveling for campus visits is reported as among the largest barriers faced by low-income applicants, according to both students and representatives of community-based college access organizations (Glynn, 2017). EMERGE, a community-based organization that works with this student population in Houston-area school districts, has invested in creating week-long summer college trip experiences as part of its curricular developmental model. EMERGE believes that through increased exposure, students are more likely to aspire toward applying and matriculating to selective colleges. Through these experiential learning opportunities, students can see themselves at a selective college. Explore the EMERGE model for selective college trip experiences and hear suggestions for how colleges and universities can support this access effort.
Felicia Martin, EMERGE (TX)
Mikayla Brennan-Burke, Colgate University (NY)
Marina Offner, Brandeis University (MA)

Negotiating Your Professional Future as a Person of Color
As you consider your journey in the profession, are you making the right decisions, asking the right questions, doing a deeper investigation of what really lies ahead? Is it all about the money, the title, or the longevity? Are you getting bogged down or tired of where you are and feel it is time to move? Is the grass always greener on the other side? Get tips on how to negotiate your professional future as you grow and move in the profession.
Beverly Woodson Day, The University of Texas at San Antonio
Beverly Henry Wheeler, Hendrix College (AR)

Harvard Cited Weaker Rec Letters for Asian American Applicants: Now What?
The Wall Street Journal reported that Harvard’s admission dean testified that weaker teacher and school counselor recommendations are one reason Asian-American applicants as a group score lower than white applicants in the personal rating portion of the school’s admission process. How much of the issue is implicit bias—the unconscious bias for or against certain groups—on the part of the recommendation letter writers and/or the application readers? We all operate at times through the lens of stereotypes, even when it’s done unconsciously. Learn how to recognize the impact of implicit bias as it affects the way we read and write letters of recommendation.
Alyson Tom, Castilleja School (CA)
Christine Loo, The Stony Brook School (NY)

Deviating from the Standard: Removing Barriers for Underrepresented Students in STEM
Although participation by minorities in higher education has increased, the gap in access and graduation in the STEM fields is growing between students of color and their white counterparts. While enrollment in engineering continues to grow, the achievement gap widens, with minorities only making up 16 percent in 2013, down from 17.4 percent in 1995 (Chubin, May & Babco, 2005). Researchers have identified barriers like institutional leadership, peer support, faculty engagement, and campus climate as factors that deter access and success among students of color in STEM. Find out what can be done to shrink the gap.
Aimee Huffstetler, University of Louisville (KY)
Jonathan Hughes, University of Louisville (KY)

Pedagogy of Dialogue: How to Create a Trust Bond Through Deliberate Verbal Communication
What do a young, hip, African-American man with dreads and an old straight (but not narrow), white woman who wears cameos, have in common? What do they have to offer each other as allies and friends? Do they have what each other needs to create a healthy world? Explore how boundaries are crossed and how each party grows to understand what each doesn’t know. What can young people of color, heading off to college, learn about whom to trust, how to trust, and why they must trust. What skills are required to make the transition from a high school student and an independent college student? How do you identify allies for support? Who should you NOT trust and how do you know? What are the indicators of authentic support and authentic communication?
Bryan Nance, The Ohio State University
Kathy McMahon-Klosterman, Miami University (OH)


BREAKOUT SESSIONS 5
2:30 p.m. - 3:30 p.m.

Should I Stay or Should I Go?
It’s common knowledge that the days of staying at one institution for the bulk or entirety of one’s career is rare in the current employment landscape. The benefactors of such longevity primarily have been and continue to be white men. Examine the realities, challenges, and benefits of staying at one institution and making strategic moves within one’s career and within the context of the current state of college admission.
Suzi Nam, The Lenfest Scholars Foundation (PA)
Vern Granger, University of Connecticut
Art Rodriguez, Vassar College (NY)
Tamara Siler, Rice University (TX)
Adele Brumfield, University of California-San Diego 

Just Do It—The importance of Black Male Leadership in Higher Education and College Access
Make a greater impact and increase outreach to underrepresented students by scaling efforts and building partnerships that help the students who need it the most. Get2College, a program of the Woodward Hines Education Foundation, is a non-profit organization that helps first-generation, low-income students in Mississippi prepare, plan, and pay for college. Without hiring more people or spending more money, discover ways to assess scaling opportunities in your recruitment strategies, develop partnerships, and determine how to increase college access and success to underserved students.
Donnell W. Wiggins, University of Dayton (OH)
Marion Meadows, I Know I Can (OH)

Let’s Get Together and Feel Alright: High School and College Partnerships to Promote Access
High school counselors and college admission representatives have the same goal: supporting students in the college process and increasing college access and inclusion. However, most of the time we approach this goal separately. Finding ways to work together will better serve students and families. Hear survey results on how high school counselors and college admission representatives spend their work day and how they see these collaborations impacting their work. Explore a model for approaching partnerships between high school counselors and college admission representatives, along with several successful examples. Share experiences and ideas and brainstorm how you can turn them into practice.
Beth Gilfillan, The Pennsylvania State University
Seinquis Leinen, North Dakota State University
Victoria Herrera, Texas Christian University

I’m Still First-Gen: Ongoing Challenges, Triumphs, and Lessons of Being a First-Generation Professional
Once first generation in the classroom and campus spaces, now first generation in secondary and higher education work spaces. In the transition from student to employee, how have our identities impacted our navigation in career spaces? Explore lived experiences as first-generation professionals around the topics of supports, community building, professional development, and personal development. Share your perspective on what advice worked or didn’t. Where did you find your support in college? Where do you find your support now? Are they the same or different? Does the support need to look similar or is it different? Are there any reading materials that you've found helpful? Come share your lived-experience.
Nicole Williams, Merrimack College (MA)
Jamiere N. Abney, Colgate University (NY)
Cristina Usino, Lafayette College (PA)

Collective Recruiting: Making Recruitment Everyone's Job
With recruitment resources and funds continually becoming more limited, it is important to utilize every resource available. Leveraging campus partners and community-based organizations who share similar goals is a promising way to meet recruitment and enrollment goals. These partnerships can be more difficult to start and navigate throughout year due to numerous challenges such as organizational structures, competing interests, differing priorities, and the ever-existing lack of resources. Learn some of the different methods and programs Oregon State University is using to cultivate and foster partnerships with campus partners and community based organizations, as well as some of the challenges they faced along the way. Prepare to think about, and share how your institution can better utilize partnerships across campus and hear from other institutions on how they have implemented similar initiatives and programming to expand multicultural recruitment efforts.
Heather Wofford, Oregon State University


BREAKOUT SESSIONS 6
3:45 p.m. - 4:45 p.m.

Managing an Enrollment Management Crisis: How One Institution Responded to a Campus Incident of Bias
When a Snapchat video goes viral and exposes an incident of bias days before an overnight yield event for underrepresented students, how do you react? What happens when your event relies on current students to host prospective students on-campus and the university response to the incident is seen as insufficient? With the current political climate and an increased number of incidents of bias being reported across the United States, are you prepared to navigate and coordinate a university-wide response through the lens of enrollment management? Participate in a case study and learn how a large, predominantly white research institution managed an on-campus incident and the outcome. Learn how to develop a plan to respond to an incident of bias, identify campus stakeholders and partners to create a university-wide response, and how to align your response with your university’s mission and strategic goals.
Kayla St. Clair, Virginia Tech
Alphonso Garrett, Virginia Tech
Kimberly Williams, Virginia Tech

Diversity Enrichment Programs: A Holistic Approach to the Recruitment, Yielding, and Retention of Underrepresented Students at the University of Oklahoma
This presentation provides an examination of Diversity Enrichment Programs, a department within Admissions and Recruitment, tasked with the recruitment of underrepresented students. Through targeted outreach including visits, programming, and use of student interns, Diversity Enrichment Programs (DEP) at the University of Oklahoma, utilizes a holistic approach to reach underrepresented students. Explore DEP’s recruitment model, which includes: programming, communications, and the structure utilized by the office. Take away a recruitment model that can be utilized by universities in their work with underrepresented populations.
Trey Moore, University of Oklahoma
Kayla Storrs, University of Oklahoma

#FIUStrong: Student Success After A Disaster: A Holistic Approach to Supporting Students
The 2017-18 school year was filled with uncertainty and devastation. Harvey flooded parts of Texas; Irma had the entire state of Florida on alert; Maria tore through Caribbean islands and left places like Puerto Rico in ruins. However, less than a week, FIU became a hub to nearly 300 college students evacuating the devastation left behind by Hurricane Maria. There is no manual for how to recruit and retain students when disaster strikes your campus. How to address it in an information session; how to evaluate a transcript for a student who may or may not have a home institution? What about the students who just started? How do you assure the parents that your institution has their best interest in mind when making institutional decisions? What is your plan? Hear how FIU, the largest HIS, served its community of faculty, staff, and students and evacuees and became the #FIUStrong project.
Jody Glassman, Florida International University
Bridgette Cram, Florida International University

I Feel Like Grit!
Abstract Session Description: GRIT is the science of what it takes to persevere, flourish, and succeed. It is courage and resolve and strength of character. Our students need GRIT in order to navigate the higher education maze, but so do we as practitioners. Our emotional and mental health is extremely important in order for us to be able to operate properly in every area of our lives. This presentation will give insight to the GRIT Theory as it pertains to our students, but it will also help the attendee to look deep within themselves by taking a transparent journey with the presenter as she shares how her GRIT saved her life, and walk away with a tool that could possibly save theirs.
Mosadi Porter, Lone Star College (TX)

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