The persistent labeling of first-generation, limited-income scholars as "at-risk" has perpetuated a damaging deficit mindset across higher education, obscuring the extraordinary potential these scholars bring to our institutions. This session challenges these counterproductive narratives by showcasing transformative strategies that propelled traditionally underserved populations to graduation rates that shattered institutional expectations. Drawing from compelling longitudinal evidence, presenters will demonstrate how intentionally designed community-building initiatives, rigorous academic rehabilitation programs, and validation-centered frameworks catalyzed remarkable scholar achievement. Participants will explore how the Educational Opportunity Fund Program revolutionized institutional approaches by rejecting remedial models in favor of accelerated academic pathways, creating vibrant peer support networks, and implementing comprehensive summer academies that positioned scholars for academic excellence from day one. Beyond theoretical frameworks, this session delivers actionable implementation strategies that have proven successful even amid the unprecedented disruptions of COVID-19. By fundamentally reimagining support structures through asset-based perspectives, institutions can transform graduation outcomes for scholars previously dismissed as unlikely to succeed. This session challenges practitioners to abandon outdated deficit approaches and embrace revolutionary retention models that recognize, harness, and amplify the extraordinary strengths and resilience first-generation scholars bring to higher education.
Learning Objectives:
This innovative pre-conference session reveals transformative strategies that significantly increased four-year graduation rates among first-generation and limited-income scholars. Drawing from the documented success of the Educational Opportunity Fund Program, participants will explore a comprehensive model that produced graduation rates exceeding institutional averages for traditionally underserved populations—even during the unprecedented challenges of the COVID-19 pandemic.
By participating in this session, attendees will:
- Evaluate high-impact practices that create academic momentum for limited-income and first-generation scholars, including strategic course selection, required academic support, and proactive advising interventions that reduce time to degree completion.
- Construct relationship-based advising frameworks that incorporate the SSIPP model—sustained, strategic, integrated, proactive, and personalized approaches—to create meaningful connections between scholars and institutional resources.
- Develop programmatic touchpoints throughout the scholar life cycle that build community, strengthen identity development, and provide critical validation experiences for scholars navigating unfamiliar academic environments.
- Create assessment frameworks that effectively measure both quantitative outcomes (retention rates, GPA, time to degree) and qualitative impacts (sense of belonging, self-efficacy, academic identity) to demonstrate program effectiveness.
- Design crisis-responsive support systems that maintain scholar momentum during institutional disruptions, incorporating lessons learned from pivoting traditional programming during the pandemic.
This session challenges deficit-based approaches that label scholars as "at-risk" and instead presents evidence for asset-based frameworks that recognize scholars' cultural wealth, resilience, and potential. Presenters will demonstrate how intentional language shifts create environments where scholars from limited-income backgrounds thrive rather than merely survive their college experience.
Participants will examine longitudinal data showing how targeted interventions—including mandatory summer academy experiences, structured peer mentoring, academic rehabilitation programs, and leadership development opportunities—contributed to remarkable four-year graduation rates. The presenters will disaggregate this data by gender and other demographic factors to highlight strategies particularly effective for male scholars of color, whose graduation rates often lag behind institutional averages.
Special attention will be given to strategic partnerships between scholar affairs and academic affairs, showcasing how collaboration between EOF counselors, academic advisors, and faculty members created seamless support systems. Participants will explore how these relationships facilitate early intervention for academic challenges and connect scholars with appropriate resources before small issues become insurmountable barriers.
The session will also address financial support strategies, including summer/winter course funding that accelerates degree completion and reduces overall educational costs. Participants will learn approaches for securing additional financial resources for scholars and maximizing existing institutional aid to support scholar persistence.
Through interactive elements, participants will apply these frameworks to their institutional contexts, identifying potential implementation challenges and developing strategies to overcome them. Presenters will facilitate small-group discussions focused on adapting these approaches for different institutional types, scholar populations, and resource constraints.
Attendees will leave with practical tools, including assessment templates, program models, scholar success checklists, and implementation timelines that can be immediately applied at their institutions. This session is ideal for retention specialists, scholar affairs professionals, academic administrators, and faculty members committed to transforming institutional approaches to scholar success through evidence-based, relationship-centered strategies.
Presenter(s) & Institution:
Daniel Jean, Montclair State University – Dr. Daniel Jean serves as Associate Provost at Montclair State University. He has been featured in the LA Times, NJ.com, PBS NewsHour, Black Enterprise, Ebony Magazine, the Hechinger Report, Diversity in Action, USA Today, Miami WSRF 1580AM Radio and twice on the cover of Diverse Issues in Higher Education. Dr. Jean is the founder of PhinisheD/FinishEdD #WhoGotNext, an online community supporting over 25,000 future doctors, and has presented 700+ seminars/keynotes for organizations including NASPA, ACPA, CSRDE, N-CORE, APLU, NACADA, and prestigious universities nationwide. His accolades include citations from the NJ and NY legislature, Educator of the Year Awards from Zeta Phi Beta Incorporated and Uprising Stars LLC, the ACPA Educational Excellence Erica Holloman Award, and the Diversity, Equity and Inclusion Award from the African-American and NJ Chamber of Commerce. Dr. Jean, is a proud EOF alumnus, the #524 graduate of the SREB Institute for Faculty Teaching and Mentoring and has a goal to directly assist 1,000,000 future graduates and deliver 10,000 seminars/keynotes before retirement.
It’s no secret that the severity and prevalence of anxiety and depression among college students has reached an all-time high. Students are grappling with fear, stress, isolation, lack of focus, decreased happiness, and learning difficulties. This workshop, facilitated by skilled educators and experienced practitioners, equips participants with the tools to counter this growing trend. It offers proven strategies that are suitable for all types of institutions, fostering engaging educational methods for resilience and stress management. Participants will gain tangible tools and practical exercises that they can apply immediately in their teaching, advising, and mentoring roles.
Learning Objectives & Outline:
- Participants will be able to discuss the mental health challenges (increased anxiety, stress, and depression) particular to today’s college students and use this knowledge to develop effective curricular and other interventions to increase resilience, mindfulness, and personal leadership.
- Participants will be able to discuss the concept of resilience and apply stress management strategies in their teaching, advising, and other work with first-year students.
- Participants will practice active learning strategies relevant to resilience and stress management and be able to assess their usefulness in their specific context.
Participants will benefit from diverse institutional perspectives to learn personal leadership and stress management strategies that can be immediately applied in their institutional roles. Our active learning workshop will immerse participants in wellness strategies, focusing on resilience and mindfulness. Current research, theory, and best practices will be presented. We will cover coping strategies, resilience skills, relaxation techniques, communication, self-care, positive thinking, and mindfulness. Each activity and strategy is designed to model a curricular component that participants can apply in their personal lives, advising, mentoring, and teaching. After each activity, we will debrief and directly teach the relevant concept or strategy and provide additional resources. At intervals, participants will be invited to engage in a brief, structured process to discern how a particular activity or strategy could be integrated into their classrooms, student advising and mentoring, or other roles. Participants will be guided in setting goals for implementation and will leave with tangible skills and access to a digital repository. This repository includes our conceptual framework, learning modules, and application exercises that participants can use immediately.
Presenter(s) & Institution:
Marinda Ashman: Marinda Ashman, an educator with over 30 years of experience, is an Associate Professor at Utah Valley University. She specializes in First Year studies, stress management, personal leadership, internships, resilience, and peer mentoring. Her research includes power and social dynamics. Marinda serves on committees for mentoring, innovation, accreditation, student retention, and Rank, Tenure, and Promotion. She has received awards for teaching and student advocacy. Skilled in curriculum development, educational technology integration, and faculty development, Marinda fosters a supportive and inclusive environment, making her an inspiring pre-conference presenter.
Sandi Bennett: For nearly 20 years, Sandi Bennett has supported student success through one-on-one advising and teaching student development courses such as learning strategies, stress management, and Freshman Seminar at Utah Valley University. She is the co-founder and faculty editor of The Journal of Student Leadership, promoting student scholarship and leadership. At Brigham Young University, she designs and leads training for 175+ peer mentors who support first-year students. In addition to supervising mentors, she provides ongoing training and guidance. With an M.Ed. in Instructional Technology and an M.S. in Curriculum and Instruction, Sandi brings expertise and dedication to student growth and achievement.
Benjamin A. Johnson, Ph.D.: Dr. Benjamin A. Johnson is an Associate Professor in the Department of Student Leadership and Success Studies at Utah Valley University. He earned his Ph.D. in Educational Philosophy and Psychology, with an emphasis on Educational Policy & Leadership, from The Ohio State University. He is an advocate for students and promotes efforts focused on student retention. Benjamin has mentored numerous students on independent research projects and co-founded The Journal of Student Leadership, a peer-reviewed journal addressing leadership issues. His service-learning efforts support underrepresented students during their first year of college, and his research spans educational design, metacognition, and student success.
Stacy Waddoups: Stacy Waddoups, an Associate Professor at Utah Valley University, has over 30 years of experience in education. She has taught all grade levels except kindergarten and works with diverse students. Stacy holds degrees in History, Economics, Political Science, and Adult Literacy, plus a post-graduate certificate in ESL. She values relationships, fairness, and fun, and develops curriculum for courses like Student Success, Internships, Stress Management, and Power Learning Strategies. Passionate about student success, Stacy is committed to helping students build strong academic foundations and grow in self-awareness.
Get your feet wet with Google Colab and Vibe Coding in this hands-on introduction to student retention analysis and machine learning. Participants will learn retention calculation basics, explore retention data fundamentals, and build their first machine learning model to predict dropout rates. This beginner-friendly hands-on workshop emphasizes vibe coding techniques and collaborative learning - perfect for higher education professionals taking their first steps into data science.
Learning Objectives:
By the end of this workshop, participants will be able to:
- Calculate and analyze retention rates using Google Colab and Python
- Build a machine learning model to predict student dropout probability
- Use Google Colab effectively for data analysis and machine learning projects
- Practice vibe coding to calculate retention and predict dropouts
Presenter(s) Bio & Institution:
Juan Carlos Apitz: Juan Carlos Apitz (MSc, MBA) is an Associate Director of Academic Planning and Enrollment Analytics at CSULB and an experienced Modeler with a demonstrated history of working in the higher education industry. He is a skilled professional in Python, Statistical Modeling, Social Network Analysis and R. Strong predictive analytics. He earned a Master of Science (MSc) focused in Applied Statistics.
Mahmoud Albawaneh: As the Assistant Vice President for Institutional Research and Analytics at California State University, Long Beach, Mahmoud Albawaneh is passionate about leveraging data, machine learning, and AI to foster student success and drive educational innovation. With a diverse background spanning aerospace, manufacturing, consulting, and higher education, he brings a unique blend of analytical expertise and strategic insight to the table. He is committed to shaping the future of education by harnessing technology to create meaningful outcomes.
For nearly 40 years, we have worked on that very pragmatic question, “What do I need to do to pass this course?” We began this journey in developmental education, and we ended up working with graduate students. In essence, we needed to build a universal yet flexible approach to coursework that would make sense to students, particularly those students who weren’t finding intuitive solutions to challenging coursework. The result is a model that has a great deal of face validity for our students and has become the backbone of our Supplemental Instruction (SI) initiatives. This workshop will be a condensed version of the student seminar we have presented hundreds of times to thousands of students at all educational levels (i.e. from high school to graduate studies). The workshop will be very interactive, focusing on practical strategies to learn material at the appropriate level, to manage that material in your memory, and finally, to prove that you have learned the material. Many faculty have found valuable insight into their own teaching by observing how students conceptualize these responsibilities. The first segment in this very popular student workshop – Just how stupid are tests?
Learning Objectives:
Outcomes:
- Participants will be challenged to identify exactly which of the three responsibilities they invoke when they give directions to students (e.g. when we say “learn this” we really mean “learn this at the appropriate level, carry it with you, and be prepared to produce it, upon demand, in any fashion required”)
- Participants will learn contextualized strategies related to each of the three responsibilities to share with students. They will also develop their own subject-specific strategies.
- Participants will learn how to help students differentiate the problems they face in the classroom, i.e. to understand if those problems are related to learning, memory, or proving what they have learned.
- Participants will operationalize many of the directives they give in class in order to help struggling students. Directives such as “read this”, “learn this”, “remember this”, “take notes”, and “study this.”
Presenter(s) & Institution:
Michael Morsches – Michael is a trained teacher, and holds a Master's degree in Multicultural Education. He has taught in public and private colleges and universities, and has served as an administrator in several institutions. Michael has extensive experience in the Third World serving as a Peace Corps Volunteer in Jamaica and Yemen, and supervising Peace Corps volunteers in Tanzania. He has worked with literacy, healthcare, girls' empowerment, and refugee initiatives in the Middle East and Africa. Michael’s primary interests lie in teacher education and cognition. Currently, Michael serves as the Dean of Learning Enrichment and College Readiness at Moraine Valley Community College in Chicago, Illinois.
Grant Matthews – Grant is the Associate Vice President for Career Technical Education and Workforce Development at Lane Community College in Eugene, Oregon. In this role, he oversees the School of Professional Technical Careers which includes allied health education, business, technology, trades, the Lane Aviation Academy, high school connection initiatives, integrated education and training initiatives, small business development support, cooperative education, internships, and Carl D. Perkins funding. Grant has also held the position of Dean for Health Profession, Health, and Physical Education, Career Pathways, Adult Basic Education, and Academic Learning Skills at LCC. Prior to LCC, he served as an Assistant Dean at Moraine Valley Community College in Palos Hills, Illinois and various roles at Chemeketa Community College in Salem, Oregon, including Diversity and Equity Officer. Grant is an experienced educator and education leader with a deep passion for students and the potential they bring for their own future. His passion for student success translates to dedication in his work and research. He holds an MPA in Higher Education Leadership from Portland State University and doctoral coursework in Community College Leadership at Oregon State University.
Mary Luz Contreras – Mary is a holistic nurse practicing in the Chicago area. She is a registered nurse with 25 years of experience in teaching and supervising nurses, nursing students, and other medical personnel. Mary also educates patients about self-care, empowering them to actively participate in their own health and wellness. Her B.A. is in Nursing from the University of Cartegena, Colombia and her M.S. is in Health and Nursing Management from National University of Colombia.