VALC Schedule at FYE 2022

We are very pleased to be attending the Annual Conference on the First-year Experience this year in Orland, Florida.  In addition to presenting at 11 different sessions, we will be  a vendor located in the Grand Ballroom at booth 29. We will be there Sat 2/12 from 7 - 8:30pm, Sun 2/13 from 7:30 - 11am and 1 - 5pm, and Mon 2/14 from 7:30am - 12pm.  Please come by and see us. We would be happy to share more information and materials and answer any questions. 

Below is the relevant information for each session listed in chronological order as it is scheduled. We cannot wait to meet you there!

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1. Training Peer Mentors with Inclusive Modeling and Professional Development
 
Session Type: CT 
Abstract: Peer mentorship can have a significant impact on students’ feelings of belonging to their campus community. Since it is widely known college students who engage in first-year programs with peer mentorship are correlated with higher achievement, intentional peer mentor training and continued professional development opportunities promote greater understanding of their role to be a bridge from the classroom to campus. This presentation will introduce activities utilized in training, along with continued professional development opportunities for peer mentors promoting increased role efficacy.  
 
Presenters: Alexis Hauck, Hailey Sands, Jordan Martell, and Angela Vaughan
Date and Time: Sunday, February 13, 2022, 9:00-10:00 AM
Room:  Salon 12

2. Laughing While Learning - Best Practices for Humor Usage While Teaching

 

Session Type: CR-

Abstract: This session will open with a discussion about humor. “How might humor promote holistic teaching, what are the possible pros and cons of using humor, and why is humor hard to implement in FYE curriculum?” Then, the presenters will review four of their own studies and present findings pertaining to humor, teaching, memory, anxiety, and academic performance. Finally, the presenters will ask participants in the session to engage in a reflective writing exercise, challenging them to consider ways in which the results of these four studies impact their holistic teaching approach and curriculum within their FYE role.

 

Presenters: Ivan Wayne and Michael  Graham      

Date and Time: Sunday, February 13, 2022  10:15-11:15 AM

Room:  Salon 5/6

3. Trauma-Informed Positive Education Strategies for a FYE Classroom
 
Session Type: CT-
Abstract: This session will define Trauma-Informed Positive Education and introduce ways to incorporate trauma-informed pedagogy into First Year Experience classrooms. Specific lesson planning strategies will be shared and attendees will discuss how these techniques and activities might be incorporated or adapted for any topic or discipline. General neuroscience frameworks will be discussed as well as specific activities meant to help facilitators build skills necessary to understanding how trauma shows up in the learning process. Participants will leave with specific techniques that they can immediately put into practice in their own classrooms based on the needs of their students.
 
Presenters: Hailey Sands, Alexis Hauck, Dylan Kriescher, and Angela Vaughan
Zoom Session Type: Webinar
Date and Time:  Sunday, February 13, 2022; 2:00 - 3:00 pm

4. Classroom Strategies to Foster Self-Awareness and Promote Multiculturalism
 
Session Type: CT- 
Abstract: This session will discuss the importance of incorporating diversity curriculum within an FYS to support overall student wellbeing and college success as well as promote civic mindedness. Three strategies will be introduced to foster increased critical self-reflection, effective interpersonal communication skills, and self-awareness that have been effective in providing necessary skills for productive work and engagement within a global community. Although specific examples will be shared, including relevant demonstrations, the presenter will also discuss how each of these can be adapted. Participants will leave the session with materials they can adapt to their specific needs.
 
Presenters: Jordan Martell, Brianne Dixon, Kristen West, and Angela Vaughan
Date and Time:  Sunday, February 13, 2022, 4:30-5:30 PM
Room:  Salon 15/16


5. Teaching and Incorporating Critical Reflection Across Topics in an FYS
 
Session Type: FD- 
Abstract: Reflection-based interventions lead to increased self-awareness and positive learning outcomes. Integrating critical self-reflection throughout the curriculum for first-year students provides an opportunity to learn a transferable skill that encourages active engagement and meaningful learning. Additionally, critical self-reflection is positively associated with critical thinking, decision making, self-concept, autonomy, and increased self-regulation in study habits. During this session, participants will discuss evidence-based strategies to teach critical self-reflection, as well as discuss strategies for integrating critical self-reflection in the curriculum across topics and the semester. 
 
Presenters: Brianne Dixon, Chelsea Miller, Alexis Hauck, and Angela Vaughan
Date and Time:  Monday, February 14, 2022, 8:00-9:00 AM
Room:  Junior F 

6. SYE Program Development: Strengthening Relationships Between Academic and Student Affairs

 

Session Type: CT-

Abstract: The “sophomore slump” is characterized as a combination of interpersonal and academic challenges second-year students experience such as low self-confidence and academic commitment (Black, 2014; Gregory, 2020; Loughlin, 2013). Coupled with dramatic decreases in institutional support compared to the first-year, a need remains for higher educational institutions to develop Second-Year Experience (SYE) programs. This presentation provides an overview of initial implementation phases for a SYE program at a small-sized Midwest liberal arts university. Sequential steps of strengthening partnerships between Academic and Student Affairs emphasize importance of establishing stakeholder relationships to adequately meet developmental needs of second-year students.

 

Presenters: Michael Graham and Ivan Wayne      

Date and Time:  Monday, February 14, 2022  8:00-9:00 AM

Room:  Salon 15/16

7. Aligning FYS Curriculum, Instruction, and Assessment for Combatting Learned Helplessness
 
Session Type: CT- 
Abstract: This session will discuss course strategies for addressing learned helplessness and low self-efficacy of first-year students to promote persistence and resilience. Strategies, informed by research, will help align curriculum, instruction, and assessment practices to communicate the growth nature of the learning process, thereby encouraging continued persistence and effort in the face of adversity. First-year seminars could benefit from choosing content and instruction which inherently demonstrates the nature of change in human learning and achievement, provides transformative opportunities to see differences in outcomes, and uses formative assessment for providing feedback to the student showing differences in their own growth.
 
Presenters: Dylan Kriescher, Chelsea Miller, Jordan Martell, and Angela Vaughan
Date and Time:  Monday, February 14, 2022, 9:15 - 10:15 AM
Room:  Salon 9

8. Trauma-Informed Positive Education Strategies for a FYE Classroom
 
Session Type: CT- 
Abstract: This session will define Trauma-Informed Positive Education and introduce ways to incorporate trauma-informed pedagogy into First Year Experience classrooms. Specific lesson planning strategies will be shared and attendees will discuss how these techniques and activities might be incorporated or adapted for any topic or discipline. General neuroscience frameworks will be discussed as well as specific activities meant to help facilitators build skills necessary to understanding how trauma shows up in the learning process. Participants will leave with specific techniques that they can immediately put into practice in their own classrooms based on the needs of their students.
 
Presenters: Hailey Sands, Alexis Hauck, Dylan Kriescher, and Angela Vaughan
Date and Time:  Monday, February 14, 2022, 2:45-3:45 PM
Room:  Salon 2

9. Built for Students by Students - a Socioemotional Research Project

 

Session Type: FD-

Abstract: Students benefit from immersive learning experiences utilizing research skills (Nagda et al., 1998) to create divergent solutions (Huang, 2011). This facilitated discussion explores the components of a program challenging the community perceptions of students in an FYE course. Students are assigned groups and tasked with interviewing other students on campus with a few questions related to belonging, community, and connections. Based on their summative interviews, students create a hypothetical service or organization for their campus to meet the communal needs of the students they interviewed. Groups of students would present their proposed hypothetical program to their FYE class.

 

Presenters: Ivan Wayne and Michael  Graham    

Date and Time:  Monday, February 14, 2022 4:00-5:15 PM

Room:  Grand D

10. Developing Curriculum Based on Student Self-Reported Data: Goal-Setting & Time-Management 
 
Session Type: CP- 
Abstract: A 10-year review of student self-reported data was conducted within a First-Year Experience program at a small-sized Midwest liberal arts university to identify themes and topics of interest that students mentioned needing more exposure with. Data revealed Goal Setting and Time Management as topics needed to be developed and implemented into existing curriculum. Goal Setting and Time Management are educational topics and skill sets that show effectiveness in promoting academic engagement and academic achievement (Bostwisk et al., 2017; Razali et al., 2017). This presentation provides information on the utilization of student self-reported data to inform curriculum development. 

Presenters: Michael Graham, Ivan Wayne, and Angela Vaughan   
Date and Time:  Tuesday, February 15, 2022, 8:00-9:00 AM
Room:  Salon 3

11. Quasi-Experimental Design: Peer Mentors and First-Year Academic Self-Efficacy and Achievement
 
Session Type: CR- 
Abstract: To facilitate successful college transitions, a comprehensive peer-mentoring program was implemented over four years, tracking freshman academic self-efficacy, GPA, and one-year persistence compared with students who did not participate. This program included active involvement of peers inside and outside class time to provide academic and social support. Students self-reported higher academic self-efficacy, demonstrated significantly higher GPAs (up to 0.5 differences), and persisted at higher rates than their peers (up to 13% differences). In many cases, these gains were more pronounced for at-risk students, narrowing the achievement gaps. Details of the program and implications for future practice will be discussed.
 
Presenters: Kristen West, Spencer Lawrence, Dylan Kriescher, and Angela Vaughan
Date and Time:  Tuesday, February 15, 2022, 9:15 - 10:15 AM
Room:  Salon 1 

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