2022 Schedule

2022 Conference Schedule

Schedule will be updated as additional details are finalized or if changes occur.

Conference Program

Download Accessible Program Document

Wednesday, October 19

2:30- 6:30 p.m.

Conference Check-In
Texas A&M Hotel Lobby

5:30- 8:30 p.m.

Opening Reception Bus Service

Buses load outside of the Texas A&M Hotel and Conference Center starting at 5:30 p.m. and will shuttle participants throughout the evening. The last bus departs BigShots Golf at 8:30 p.m.

6:00-8:00 p.m.

Opening Reception at BigShots Golf
BigShots Golf | 400 W. Villa Maria Road Bryan, TX 77801

Sponsored by The Texas A&M University System.

All attendees are invited to an offsite opening reception with fun activities and food. There is no additional cost for this event.

Thursday, October 20

7:30 a.m.-
6 p.m.

Conference Check-In and Information Desk
Texas A&M Hotel Lobby

8:00-8:45 a.m.

Breakfast
Century Ballroom

8:45-9:00 a.m.

Opening Remarks – Jason Mastrogiovanni, TXCSS Conference Chair
Century Ballroom

9:00-9:50 a.m.

Keynote Address – Dr. Gina Ann Garcia from University of Pittsburgh
Century Ballromm

Defining Servingness in Practice at Hispanic-Serving Institutions

Beyond having over a quarter of their undergraduate students Hispanic, what makes Hispanic-Serving Institutions (HSIs) uniquely Latinx? And how can university leaders, faculty, and staff transform these institutions into spaces that promote racial equity, social justice, and collective liberation? This keynote address is recommended for colleges and universities that have already achieved the HSI designation and are figuring out what it means to be an HSI in practice, beyond the 25% enrollment of Hispanic/Latinx students. Dr. Garcia discusses her book Hispanic Serving Institutions in Practice: Defining “Servingness” at HSIs, which is an edited volume offering 16 chapters written by Title III and Title V Directors at HSIs across the country. She lays out the Multidimensional Conceptual Framework for Understanding “Servingness,” providing a definition of the concept of servingness. She talks about the “structures for serving” and gives examples of how HSIs are transforming their structures in practice. She also complicates the “indicators of serving,” providing examples of how HSIs can assess the extent to which they are serving Latinx students. Dr. Garcia challenges audience members to think about servingness as a multidimensional concept that can be addressed in unique ways by each college and university.

About the Keynote Speaker

Dr. Gina Ann Garcia is a leading scholar on Hispanic Serving Institutions (HSIs) and an Associate Professor in the department of Educational Foundations, Organizations, and Policy at the University of Pittsburgh.

Dr. Garcia’s research centers on issues of equity and justice in higher education with an emphasis on understanding how HSIs embrace and enact an organizational identity for serving minoritized populations. She also seeks to understand the experiences of administrators, faculty, and staff within HSIs and the outcomes and experiences of students attending these institutions. Finally, her research looks at the ways that race and racism have shaped the experiences of minoritized groups in higher education.

10:00-10:50 a.m.

Educational Sessions

Q&A Session with Dr. Gina Ann Garcia
Century Ballroom

Following the keynote presentation, continue the conversation and engage in a small group discussion with keynote speaker Dr. Gina Ann Garcia. This is an informal session with Dr. Garcia where she will answer audience questions.
- Dr. Gina Ann Garcia, University of Pittsburgh

Building Success in Pathways through Faculty Mentorship Experiences
Corps Room

Success Through Engaged Advising (SEA) is Alvin Community College’s SACSCOC Reaccreditation Quality Enhancement Plan (QEP) and focuses on advising and mentoring relationships among students, professional advising staff, and faculty. This session will explore the pathways model, the development of this high-impact practice at a two-year institution, and the impact of mentorship experiences on student engagement, retention and success.
- Holly Williams, Alvin Community College
- Michael Pounds, Alvin Community College
- Cindi Robinson, Alvin Community College
- Michael Goodman, Alvin Community College

Leading First-Generation College Students to Success
Reveille Room

College can be a terrifying and challenging time, especially for first-generation college students. When these students have mentors available to them, academic advisors, and success coaches who understand first-generation barriers, they feel more connected to the university and are usually more successful. We will be discussing the challenges faced by first-generation college students and how higher education professionals can mentor them by providing appropriate campus resources. In this presentation, you will learn about the Generation Jacks Program at Stephen F. Austin State University (SFA), first-generation college student success stories, and initiatives that you can adopt at your institution to create a successful environment for first-generation college students
- Kate Childress, Stephen F. Austin State University
- Raquel Skidmore, Stephen F. Austin State University
- Dr. Emmerentie Oliphant, Stephen F. Austin State University

Get Them Talking, Keep Them Talking: Enhancing Group Discussions
Hullabaloo Room

“Does anyone have any questions?” If you’ve ever said something like this to a group of people, you’ve probably seen what happens next—blank stares, awkward silence, maybe a half-hearted question or two (if you’re lucky). When discussions don’t go as planned, it’s all too easy to blame participants for their lack of engagement. But engagement is something we can control. When done well, we can lead discussions that peak people’s interest, get people talking, and ensure that everyone has a chance to participate. This session will introduce participants to various discussion-leading strategies—and to a framework for thinking about the question-asking process—in order to help everyone lead better and more engaging discussions.
- Dr. J.D. Thomas, The University of Texas at Dallas

Building a Talent Pipeline Highlighting Diversity, Equity and Inclusion
Traditions Room

The HACU National Internship Program (HNIP), the nation’s largest Hispanic college internship program, has a 30-year history of being recognized by federal and corporate entities for its ability to bring forth opportunities to talented college and graduate students.HACU continues to work with its federal and corporate partners to increase diversity, inclusion, and equity within their organizations.Through these internships, students develop knowledge, skills, and abilities that make them more competitive for future employment. Learn how students can benefit from paid internships and professional development opportunities. Federal agencies and Fortune 500 companies are looking to diversify their workforce and are just becoming aware of minority serving institutions, specifically Hispanic Serving Institutions, and the diversity of the student populations on those campuses. The challenge during the pandemic and post pandemic times is what is the best way for HSIs to create opportunities for engagement between corporations/federal agencies and its student population and what are the best ways to prepare students for these engagements. Through two scenarios, we will generate a dialog with attendees on the challenges experienced by HSIs in developing career ready students. Furthermore, we will share insights HACU has gained over 30 years of implementing the HNIP program.
- Jeanette Morales, Hispanic Association of Colleges and Universities
- Cynthia Meca, Hispanic Association of Colleges and Universities
- Luis Sanchez, Hispanic Association of Colleges and Universities

Reimagine the Student Experience | Sponsored by Salesforce
Ross Room

We now live in an “experiences economy” where data-advised personalized interactions create opportunities for lifelong engagement. Future-ready universities are delivering the personalized experiences your students have come to expect.

Salesforce provides universities with the tools to strengthen student engagement, understand students more deeply, close equity gaps, and build stronger paths through graduation. By connecting Advising, Financial Aid, Career Services, Athletics, Faculty, and other student support services, Salesforce empowers staff with a 360-degree view of their students.

Join our Texas Trailblazers to hear how Salesforce is bringing the same Experience Economy leveraged by Marriott and Ticketmaster to higher education.
- Michelle Clifton, Salesforce
- Meredith Langer, Salesforce

11:00-11:50 a.m.

Educational Sessions

Fostering Creative Thinking Through Bio-Design Brainstorming
Hullabaloo Room

DaVinci documented well how he was often looking to nature to address challenges ranging from “how to fly” to “how to wage war.” That level of creativity is often missing in the classroom as well as in student general thinking. Teen academic lives often appear scripted and it is our responsibility as educators to free them from those scripted boxes and encourage them to re-examine what can be had by applying unbounded imagination to serious challenges. Brainstorming practice, with a bio-design overlay and preface, encourages students to tackle challenges via a lens which they do not often choose.

The session will begin with a flurry of images connecting nature items with human biomimicry products to help set the mindset of the participants for the session. Then we learn to brainstorm, practice in teams, and present our findings.

Attendees will:
1. Explore existing biomimicry, and consider potential for new products using this vision,
2. Practice working through a brainstorming process,
3. Explore the PhotoVoice assessment tool and consider how to deploy this in their classroom.
- Randy Brooks, Texas A&M University

Maximizing the Ecosystem: First-Generation Student Success
Reveille Room

Student success is the foremost objective of higher education. How are we as staff, faculty, and administrators intentional about helping students define success? In this session, we take a multifaceted approach to examining student success and traditional success metrics, specifically in connection to first-generation college students. Often our students face unique experiences that require purposeful approaches for them to thrive in Higher Education. We will examine and reflect on our collaboration efforts across departments to better understand the significant role the ecosystem contributes to the student experience. We will explore the importance of a holistic approach to engaging students through services and messaging. We will discuss how we can better invest in one of our greatest assets, our student leaders, to provide quality peer mentorship to students. The goal of this session is to explore how all these elements come together to build a sense of belonging and professional identity for our students that supports their visions of success.
- Andrea Gonzalez De La Cruz, University of Texas at San Antonio
- Lyric Pryor, University of Texas at San Antonio
- Vivian Guilfoyle, University of Texas at San Antonio

Session 1: The Well-being Improvement Survey for Higher Education Settings | Session 2: Adapting Career Success Services to the Needs of Undocumented Students
Corps Room

The Well-being Improvement Survey for Higher Education Settings

Now more than ever, student well-being is seen as critical to student success. Texas A&M University Student Health Services (SHS) partnered with Student Affairs Planning, Assessment & Research (SAPAR) to survey the entire A&M student body using the Well-being Improvement Survey for Higher Education Settings (WISHES). The WISHES was administered to 63,673 students over the course of six months in the 2021-2022 academic year, and 9,757 students responded. The results showed that there is ample room for improvement in student well-being overall and specific disparities in well-being. We have used these results to spur collaborations with Fish Camp (extended orientation), the Corps of Cadets, and the Offices of Fraternity and Sorority Life to evaluate the impact they have on students’ well-being. In sum, we have shown that it is possible to measure student well-being, and we share how we used our data to pave the way for interdepartmental and interdisciplinary collaborations focused on well-being and student success.
- Dr. Robert Tirso, Texas A&M University
- Dr. Martha Dannenbaum, Texas A&M University
- Kelly Cox, Texas A&M University
- Jim Fish, Texas A&M University
- Megan Cullers, Texas A&M University
Adapting Career Success Services to the Needs of Undocumented Students

Undocumented students face an uphill challenge when considering their career prospects. Despite them facing a myriad of challenges in their school, professional, and personal lives, oftentimes they are overlooked and under supported when it comes to career advising at universities. However, there are still ways to assist these students. In creating a welcoming environment, coupled with raising awareness that career services are available to this population, universities can bridge the gap between these students and their respective school’s career resources. In this session, we will discuss the importance of reaching out to this population of students and ways to target and connect with them. Join us to learn strategies that can aid university student support staff formulate plans of action to better serve an under resourced population of students.
- Sebastian Mendoza, Texas A&M University

Session 1: Rethinking Grading on the Curve | Session 2: All Carrot, No Stick: Success in Implementing Incentivized Tutoring
Ross Room

Rethinking Grading on the Curve

This evidence-based presentation questions the effectiveness of using bell curve grading for evaluation of student learning. Studies suggest that using grading on the curve may negatively impact student success. The practice reduces learner agency by introducing insecurity and uncertainty around student ability to succeed in the course. It discourages classroom community complicating teamwork and collaboration. Curving artificially restricts the number of top performers through reliance upon factors independent of students’ individual evidence of learning. Curve grading also introduces ambiguity regarding achievement of course learning outcomes given that the same level of learning might result in different grades across two semesters and student populations. For these reasons, it is important for instructors to reflect on their motivations for curving and determine if other approaches to providing meaningful feedback on learning would better support learner achievement of course learning outcomes, increase learner agency, and thereby contribute to student success. In this presentation, we will offer a succinct review of problems associated with bell curve grading and provide recommendations on and resources for alternative grading practices for student development and success.
- Dr. Bahman Shahri, Texas A&M University
- Jean Layne, Texas A&M University
All Carrot, No Stick: Success in Implementing Incentivized Tutoring

Supplemental Instruction (SI) is an internationally-recognized, U.S. Department of Education approved, and ever evolving academic support program offered across colleges and universities around the globe. Traditional SI programs run on a purely voluntary basis and tend to demonstrate that students who regularly attend SI sessions tend to earn anywhere between a half to a whole letter grade higher than students who do not attend SI sessions. At the same time, many SI programs struggle to get high utilization of this resource program wide or in specific courses. The SI program at Texas State University has implemented several “for-credit” models of SI in over 5 different subject areas over the past 4 years, wherein attending a specific number of SI sessions in a semester counts as part of their overall course grade. In this session, the presenter will share data on how SI utilization increased, in some courses over 80%, and how effective partnerships with faculty and department deans and chairs has strengthened student course outcomes through for-credit models of SI.
- Victor Vizcarrondo Velez, Texas State University

Session 1: Fostering Belonging Among Black/African American Men | Session 2: FORWARD Program Students’ Use of Academic Services
Traditions Room

Fostering Belonging Among Black/African American Men

The presenters conducted a quantitative analysis based on the 2018 Community College Survey of Student Engagement (CCSSE) to investigate the role of ‘sense of belonging’ in improving students’ overall educational experience and attendance among students identifying as Black/African American men. Results revealed that students’ sense of belonging had a significantly positive influence on the student’s overall educational experience and a negative influence on how much they skipped class. Meta-analyses have highlighted that special programs for students at risk exhibit reliable, positive effects on students’ sense of belonging. Suh and Jensen (2017), further urge and demonstrate efforts of solidarity with local communities, which both invigorate and inform professional development and practice. This session will provide professionals with strategies to support student success and foster a sense of belonging for Black, male students. Strategies include changing the deficit-informed framework approach to academic underachievement by advocating for the African American male students using an asset-based approach; and examining the role of faculty and staff mentorship initiatives at community colleges. Following this session, attendees will be able to analyze and evaluate ways in which homogeneity and microaggressions in the classroom, campus, and community can affect African American male students’ sense of belonging.
- Camrie Pipper, Texas State University
- Gail Conrad, Texas State University
- Trina Bowers-Johnson, Texas State University
- Dr. Carlton J. Fong, Texas State University
FORWARD Program Students’ Use of Academic Services

Former Foster Youth, Homeless, Adopted and Wards of the Court (FORWARD) students are unprepared academically and socially for their college experience even when compared with first-generation and low income students. Student services, at most universities, do not have the adequate knowledge, and connections to serve the unique needs of this population. FORWARD students are underrepresented in post-secondary institutions even though they have aspirations for college. Hence the need for support and services that ensure their academic success. Data will be collected from the academic services database. The timeline will be from Fall 2021, and Spring 2022. A quantitative methodology will be used to analyze the data. This study will look into the use of academic services by FORWARD students from an eastern Texas university and its effect on their GPA. Results from this study will serve as guidelines to developing supportive practices to better serve this student population in their academic pursuit.
- Dr. Fadia Bahia Braktia, Sam Houston State University
- Shantal Brissette, Sam Houston State University
- Dr. Lory Haas, Sam Houston State University

11:50 a.m.-
12:50 p.m.

Lunch – Sponsored by Instructure
Century Ballroom

1:00-1:50 p.m.

Educational Sessions

Support at Your Door: Building a Residential Early Alert Process
Hullabaloo Room

Consistent with the old adage, “”it takes a village to raise a child,”” for students to succeed, an all-hands-on-deck approach is needed. Without far-reaching support, the scaffolding is not sturdy, and programmatic efforts risk not maximizing effectiveness, resulting in students not being adequately serviced. An unlikely duo at Texas A&M University consisted of the Department of Residence Life and the Office for Student Success joining forces to assist mostly first-year on-campus students via an early alert system that involved peer-to-peer outreach (e.g., academic check-ups, in-hall collaborative programs, etc.) to connect them to both internal and university-wide resources to facilitate their success. This interactive presentation will showcase our collaborative arrangement and discuss the impact of the initiative on the individual students served and also the university as a whole via compelling data from both the fall 2021 and spring 2022 semesters. The main takeaway is that attendees can apply the concepts and strategies to their own unique contexts at their institutions to benefit the students they serve.
- Aaron Petuch, Texas A&M University
- Dr. Kyle McCracken, Texas A&M University
- Shelby Hearn, Texas A&M University

Would you Check the Box?: Supporting Formerly Incarcerated Students
Corps Room

Have you ever thought about if you have served a formerly incarcerated individual at your institution? Currently, there are 2.3 million people incarcerated in the United States. Nearly 600,000 of these individuals are released each year and face reintegration into society by trying to find jobs, gain social mobility, or pursue education (Binnall et al., 2021). These students encounter challenges at institutions, including admissions barriers, lack of financial resources, and overall stigma. Our presentation will highlight formerly incarcerated students’ experiences as they engage in higher education through a research-based presentation, group discussion, and interactive activities. Participants will leave the presentation with knowledge and resources to help support formerly incarcerated students at various institutions.
- Courtney King, Texas A&M University
- Dillon, Linder, Texas A&M University

Supporting Student Success with Student-Led FYE Events
Reveille Room

This session will provide examples of opportunities for faculty and staff to support student success by increasing student-created and student-implemented academic events. While students do reap the benefits of attending faculty- and staff-created FYE events, mentoring students to facilitate and lead these events could enhance personal and professional development, and encourage networking with faculty, staff, and other students. Duram and Williams (2015) observed that when students had the opportunity to be leaders in campus initiatives, they learned methods of negotiation in institutional settings. Shepherd et al. (2017) found that student-created and -facilitated events increased student empowerment, leadership, engagement, and time management skills. Additionally, Dallaire et al. (2018) suggested that “student-organized symposia can be effective mechanisms to enhance exposure to interdisciplinary research and to integrate sustainability sciences outside the classroom” (p. 839).
- Dr. Erika Nielson, Texas State University
- Camrie Pipper, Texas State University

Reimagining Educational Achievement Cultures in Higher Education (REACH) - Sponsored by REACH
Ross Room

This workshop shares a completed study on behalf of TheCB that explores the perceptions of higher education stakeholders in Texas regarding student success initiatives at their institutions. Data analysis revealed seven findings and corresponding practices that create opportunities to accelerate student success. Incredible outcomes are happening in Student Success spaces around Texas. This research examined some of those practices, and also revealed blind spots that may deter efforts. This workshop will share the qualitative data collected through focus groups of students, their support systems (faculty, university organizations), university administrators (student affairs leaders), and staff across the state of Texas. Participants will have an opportunity to dialogue and take a deep dive into what Student Success could look like for Texas. This will be the first public presentation of the study results.
- Dr. Kimberly McLeod, Texas A&M University-Commerce
- Dr. Kamshia Childs, Texas A&M University-Commerce
- Dr. Marta Mecardo-Sierra, Texas A&M University-Commerce
- Dr. Juan Araujo, Texas A&M University-Commerce
- Dr. DeMarquis Hayes, Texas A&M University-Commerce

[CANCELED] Escape Physiology - Game-based Learning
This session has been canceled.

“Escape physiology” is a game-based learning opportunity hinging on interactive sessions where learners utilize the content presented during a course or module to engage with puzzles and uncover hints to solve a problem related to the course content. The principle is the same as an “Escape the Room” game, where players explore their surroundings systematically solving puzzles to obtain a key to leave a room. In this instance, however, the learners are not locked or restrained but need to navigate a series of puzzles, each one providing an additional clue to solving the proposed problem. This approach can be utilized by any subject matter and at any level of Education, provided the game is well designed, with information relevant to the course, and contains clear objectives. It combines problem-based learning, game-based learning, and critical thinking. In this session, the goal is to present the overall concept of Escape Physiology, including puzzle examples and a step-by-step guide on how to conduct a session for Tertiary Education learners undertaking a Physiology course. This activity fosters collaboration and engagement, offers a fantastic opportunity for revision of module content, and it has been well received by Professional Veterinary Medicine Course learners.
- Dr. Maria-Fernanda De Mello Costa, VERO – Texas A&M/West Texas A&M

2:00-2:50 p.m.

Educational Sessions

Promoting Experiential Learning & Its Impact on Student Success
Hullabaloo Room

In a job market that is rapidly adapting and changing due to the pandemic, it is important for students to secure experiential learning opportunities. Experiential learning takes what students learn both in and out of the classroom and puts it into practice. The University Leadership Network (ULN) primes students for what is to come after graduation. We work with on-campus partners to provide paid opportunities for our students as well as off-campus partners. We try to ensure that these experiences are carefully selected for their learning potential, however we recognize that at times these experiences can be unpaid and therefore less likely to be pursued by low-income students. For these students whose part-time jobs may not be related to their career field, we help them reflect on the current skills they are learning and how this can relate to their future career prospects. These experiences not only help students connect their experiences to their academics, but it also provides confidence and motivation to complete their degrees in a timely manner.
- Jorge Rodriguez, The University of Texas at Austin
- April Barnes, The University of Texas at Austin

big IDEAS: Creating an LLC and Partnership Between ResLife and the Libraries
Traditions Room

This session will showcase how a new partnership between the University Libraries and Residence Life resulted in an unclustered LLC with an emphasis on community building, information literacy and student success.
- Jillian Eslami, Texas A&M University
- Katie Campbell, Texas A&M University

Crafting Explicit Writing Prompts to Help Students Hit the Mark
Reveille Room

Have you ever given a writing assignment that you thought laid out clear expectations, only to receive submissions from your students that completely missed the mark? If so, you are not alone. In a national study of over 2,000 college-level writing assignments, Melzer (2014), found most writing prompts do not indicate a clear purpose, audience, or genre for the writing task. To address this teaching problem, participants in this interactive session will learn best practices for designing effective writing prompts, drawing from the principle that students engage in writing as a way of entering the conversation of a discipline (Burke, 1973; Hyland, 2011). To this end, session participants will design a writing prompt with explicit guidelines towards the intended genre (Cope & Kalantzis, 1993), audience (Magnifico, 2010), purpose (Magnifico, 2010) and topic (Segev-Miller, 2004). Throughout the session, participants will have opportunities to workshop their draft writing prompt, gaining feedback and insight from their peers. Based on their draft writing prompts, participants will also consider how the prompt informs feedback tools–such as rubrics, checklists, and inline feedback.
- Dr. Michelle Kwok, Texas A&M University
- Dr. Susan Fields, Texas A&M University
- Dr. Sharon Matthews, Texas A&M University

Session 1: Location Diversity in Postgraduate Medical Education | Session 2: Instructional Technique Integration for Underserved Student Success
Corps Room

Location Diversity in Postgraduate Medical Education

Postgraduate Medical Education is typically conducted at the bedside and during specific classroom-centered didactic times. Due to waning resident interest and burnout related to COVID-19, quarterly “location diverse” i.e. off-campus discussion-based didactic times were introduced and subsequently qualitatively evaluated.

These faculty-guided sessions included topics such as medical ethics, end-of-life discussions, difficult patient encounters, and clinical reasoning. At the end of three sessions residents were surveyed and the sessions received an overwhelmingly positive response, with a significant minority of respondents requesting that the sessions be more frequent.

This intervention provides initial evidence for the consideration of location as being a factor in postgraduate medical education in addition to previously studies diversity in content, presentation style, and presenters.
- Dr. Brandon Williamson, Texas A&M University School of Medicine
Instructional Technique Integration for Underserved Student Success

Integration of various educational methods such as special topics and directed studies courses, campus-wide presentations, and extracurricular activities increased student success during the pandemic.

Initially, a Special Topics course, in Biomedical Sciences (BIMS), explored foundational knowledge about the COVID-19 virus and its pandemic potential. Students shared this information with peers in creative video presentations.

Additionally, faculty formed a publicly shared discussion panel discussing the COVID-19 vaccine and its significant steps towards national recovery. This panel was created to educate the students and public on the COVID-19 vaccines, as well as reinforce participation for the on-site COVID testing and vaccine clinics.

Next, a Directed Studies course researched the impact of the pandemic on mental health and proposed recovery methods through exercise. The presentation of the literature review findings and potential recovery methods were presented to new students for the upcoming semester.

Finally, the implementation of the suggested recovery options included, a Special Topics course on Exercise Physiology and Genetics, and the inclusion of workout classes.
- Dr. Charity Cavazos, Texas A&M University
- Dr. Catherine Silkwood, Texas A&M University
- Dr. Negin Mirhosseini, Texas A&M University

Session 1: Promoting LGBTQ+ Student Success Through Belonging | Session 2: Barriers to Student Success for Latinos in Higher Education
Ross Room

Promoting LGBTQ+ Student Success Through Belonging

This short presentation aims to introduce audiences to how programming can promote LGBTQ+ student success by fostering a sense of belonging to their campus. Assessment data from Pride Late Night highlights the impact on student perception of sense of belonging and connectedness. The session will also discuss applications to other institutions, student populations, and the impact that sense of belonging has on student success.
- Karla Alvarez, Texas A&M University
- Frances Jackson, Texas A&M University
Barriers to Student Success for Latinos in Higher Education

In this presentation, we discuss the findings of a qualitative study that explored why Lat are at increased risk for dropping out of college. We collected data from 6 at-risk Latino students at a higher education institution in South Texas. Interviews were conducted with the individual students. Data were analyzed using NVivo. Findings indicated several issues these students are facing: linguistic and cultural differences, financial difficulties, lack of sense of belonging, marginalization, stigmatization, support programs targeting Latino students, and lack of effort by faculty members to motivate and engage them. The findings of this study can be used by administrators, educators, teacher education programs, and other stakeholders to enhance these students’ level of success and graduation rate. Efforts for enhancing Latino students’ self-efficacy, inclusion, and engagement in different curricular and extracurricular activities, linguistic and cultural accommodation, and culturally responsive teaching are recommended to increase their retention rates and success.
- Sara Zohoor, Texas A&M University
- Dr. Hector Rivera, Texas A&M University
- Dr. Zohreh R. Eslami, Texas A&M University

3:00-3:50 p.m.

Educational Sessions

Agricultural Graduate Inclusive Excellence Leadership Community (AgGIE LC): Developing Graduate Students’ for Life and Career Success
Corps Room

The AgGIE (Agricultural Graduate Inclusive Excellence) Leadership Community is a cohort-based learning community in the College of Agriculture and Life Sciences at Texas A&M University that aids in the transition to graduate school by helping incoming students understand the culture and expectations of graduate students, develop an understanding and appreciation of different research approaches, decrease the research learning-curve and develop leadership and mentoring skills. It represents a diverse group of students in the College of Agriculture and Life Sciences including students who self-identified as African-American, Hispanic, or American Indian/Alaska Native and students from the following areas: minority groups that have been historically under-represented at Texas A&M University (TAMU) or certain professions, first generation college students, persons with disabilities, and veterans.

This program contributes to the success of graduate students from marginalized populations by helping them gain knowledge of self, create an individualized development plan, learn from faculty across the college and university, develop social support and mentoring from peers, and acquire skills for mentoring. Graduate students also identify their strengths and create their personal vision. Ultimately, this group of students is growing their capacity for leadership. This community was started over nine years ago and continues to evolve based on the needs of graduate students.
- Dr. Summer Odom, Texas A&M University
- Dr. Mary Bryk, Texas A&M University
- Dr. Craig Coates, Texas A&M University
- Karly Anderson, Texas A&M University

Cultivating Student Success for Racially Minoritized Students at PWIs
Hullabaloo Room

Higher education institutions are experiencing an influx of racially minoritized students enrolling at historically high levels (Ponjuan & Hernández, 2020). However, racially minoritized students, who are often first-generation students, continued to lag in degree completion compared to White students (NCES, 2019). Dr. Laura Rendón argued that higher education institutions must change to support these students who are entering a world that was not designed with them in mind. Rendon’s (1994) validation theory is an assets-based framework that helps us understand how to work with these students by building supportive relationships. In this workshop, participants will learn and understand Rendón’s validation theory, learn about the challenges racially minoritized students face at predominantly White institutions, and cultivate inclusive advising practices and approaches to foster a sense of belonging and student success.
- Rafael Almanzar, Texas State University

Cultivating Student Success Through Holistic Wellness
Reveille Room

In the aftermath of quarantine, with virtual classes, limited in-person programs, and other modifications to the college experience, the health and well-being of students took a noticeable hit across college campuses. While we have begun the transition back to “normal,” seeing students from a holistic lens can help foster their success during this time. Students bring their whole selves to campus, so if even one area of their wellness is impacted, there is a greater chance of negative academic outcomes. Our session will explore the eight dimensions of wellness and how lack of support in each area can manifest in the students we work with. We will also provide case studies where attendees will identify the area of wellness impacted, how to support students in the moment, and potential support service referrals.
- Jon Hill, Texas A&M University
- Megan Woodfield, Texas A&M University

Optimizing In-Person Education: The Role of the Teacher in 2022
Traditions Room

With the onset of the COVID pandemic, education delivery has been turned on its head. Pandemic conditions crippled access to in-class teaching across the learning spectrum, driving the maturation of technologic means of educational content delivery. In 2022, learners now have access to content taught by true subject matter experts via recorded video, often available for no cost. The internet has made other types of educational materials and programs such as text, images, flash cards, and learning exercises readily accessible. Additionally, there has been recent emphasis on self-learning and small-group interactions, further reducing traditional, in-class lectures for students. In this engaging 50-minute session, attendees will review threats to the traditional lecture and current scientific data analyzing effectiveness of various learning modalities and pedagogy. Further, attendees will use their own learning experiences to identify their most impactful teachers and the techniques that they used to teach so effectively. Finally, attendees will learn how to enhance the value of their own lectures via the principles of (1) connecting, (2) motivating, and (3) inspiring students.
- Dr. William Culp, Jr., Baylor College of Medicine, Baylor Scott & White Health

Enabling Academic Support for Every Student On Your Campus | Sponsored by Knack
Ross Room

Looking for an innovative way to provide peer tutoring support for every student on campus with limited resources available? Knack’s demand-driven model is the most affordable way to scale peer tutoring, enabling your campus to create a network of your students helping each other that provides coverage for every course in your catalog. Attend this session to learn how dozens of institutions across the country are increasing student support in an efficient and scalable manner.
- Samyr Qureshi, Knack
- Page Keller, Knack

4:00-6:00 p.m.

Happy Hour Poster Session
Century Ballroom Pre-Function Space

Explore a variety of interactive poster presentations to learn about emerging ideas in student success while enjoying light snacks and drinks.

Supplemental Instruction Facilitates Student Success: Lessons from three Federal Grants at a Border Region University
Supplemental Instruction (SI) is a well-documented, high-impact practice in higher education that facilitates student success in the STEM learning fields. This poster session shares best practices from three federally funded STEM program efforts at Texas A&M International University to improve student supports and success through the strategic use of SI leader models. In contrast to the traditional tutoring model, the SI leaders across the three grants hosted a variety of activities and lesson plans for the targeted underserved minority students to collaboratively review and practice course material, address learning gaps and facilitate collaborative group learning. A third-party evaluation team from the Public Policy Research Institute at Texas A&M used a mixed methods design to track the successes and challenges of the three programs, including qualitative and quantitative data analysis from evaluation surveys and focus groups with the program implementers, SI leaders and underrepresented students. The session will comparatively focus on the best practices identified across the innovative SI practices in the three programs and reflect on their overall impact on student performance and retention. A part aim is to highlight the implications of this innovative student support strategy for the targeted geography and the regional STEM workforce.
- Dr. Nandita Chaudhuri, Public Policy Research Institute
- Anthony Jackson, Public Policy Research Institute
- Laila Alvi, Public Policy Research Institute

Meeting Students Where They Are: Advising in the Age of COVID-19
COVID-19 forced multiple changes across the spectrum of medical education, to include how student advising took place. The need to adjust was immediate and advisors were forced to adapt how and when student advising took place. Prior to COVID-19, student meetings largely took place in person with virtual meetings through Zoom and phone available as an “as needed” platform. While both students and faculty were forced to work from home or in hybrid models beginning in March 2020, the need for student advising increased due to rapid changes in the curriculum and initially did so without the option of the tradition in person appointment.
- Chris Diem, Texas A&M School of Medicine
- Dr. Angie Hairrell, Texas A&M School of Medicine
- Dr. Erica Chance, Texas A&M School of Medicine
- Mary Ellen Santerre, Texas A&M School of Medicine

“The Step Child” Exploring Ways to Help Transfer Students
The purpose of the poster session is to showcase ways to enhance transfer students’ experience before and after they arrive. Within the State of Texas, a more significant percentage of students start at Community Colleges for various reasons that can sometimes carry into their next institution.

As literature surrounding transfer students increases, it is essential that we not only utilize the information but also tailor it to our transfer students based on ethnicity and background. Transfer students must have a sense of belonging and, in addition, meet other transfer students like themselves to develop a community.

In this poster session, I will utilize Schlossberg’s Transition theory, which provides a relevant framework to examine the transition experience of community college students pursuing admission and enrollment at a four-year institution. Transfer admission departments must work with transfer students from where they are at and understand that not just the student is transferring to the new institution.

Lastly, I will provide transfer student testimonies that led to this poster and the barriers that could be eliminated to help transfer students transition much smoother to four-year universities.
- Dalvin Dunn, Texas A&M University

Can I Teach Students How to Learn?
“Stop memorizing.” Instructors tell students this each semester, with little improvement. So what should an instructor suggest as better learning methods to replace memorizing? As a hook to capture students’ interest in learning how to learn, I welcome them with a first-day review activity – a simple matching exercise – and their poor results surprise them. Drawn in by my lure, they become interested in what learning techniques might make learning “portable,” and available for long-term retrieval. This presentation will describe the three simple learning techniques I assign, how they’re used in class, and student feedback from doing so.
- Karen Farmer, Texas A&M University

The Brazos Valley Teach Program: Applying Student Success Strategies
Developing and retaining competent teachers is a challenge in Texas’s education system. Texas A&M University, Blinn College, and neighboring school districts partnered to find solutions to this issue for the Brazos Valley. There are eight components of BVTeach: (1) active advisory that support innovation and sustainability, (2) community of practice, (3) financial literacy, (4) education and training curriculum, (5) peer mentorship, (6) externships, (7) articulated transfer agreements, and (8) community outreach. The BVTeach Program invites and supports students to become teachers in their home communities. BVTeach students follow a degree plan where they take education and training dual credit classes, engage in an externship, take two years of classes at Blinn College, and then select a four year institution to finish their education degree.
- Christine Garcia, Texas A&M University
- Caroline McCall, Texas A&M University
- Adrianna Gasca, Texas A&M University
- Dr. Valerie Hill-Jackson, Texas A&M University

Enhancing Online Engineering Courses Using Math Animations
Optimizing online courses through various learning aids has been a major interest for educators as new technologies have transformed traditional teaching styles and systems. Notably, visualizations and animations can serve as valuable means to explore and conceptualize complex mathematical principles (Asmuss & Budkina, 2019). Presenting educational material through alternative formats, such as visual animations, elicits more interest and engagement from students who otherwise would be apathetic towards learning. Through visualization tools, students can discern first-hand what mathematical algorithms actually do (MacIsaac, 2018).

We utilized Manim, a community-maintained Python library, to develop mathematical and statistical animations to explain complex derivations and create vivid graphical visualizations. Our animations are synchronized with narration to create a thorough, yet succinct video lesson. These lessons are integrated within an online learning platform, Canvas in our specific case, to provide clear aids for students to enhance their understanding of each concept. We create an integrated lesson where video, narration, images, and text reinforce each other.
- Dr. Enrico Indiogine, Texas A&M University
- Sahana Ramaswamy, Texas A&M University
- Shweta Katkar, Texas A&M University

Interdisciplinary Business Revitalization
This interdisciplinary study abroad combines the knowledge of students from Center for International Business and University Study Architecture students. These groups will unite in a mission to revitalize small businesses, non-profit organizations, or other pre-selected clients within Croatia. Students work with local businesses to analyze market conditions, business needs, and business marketing. Texas A&M University students bring in a new perspective, business awareness, and marketing experience from the user perspective, while applying the aggie values of respect, Integrity, excellence, leadership, selfless service.

Working with established, startup and non-profit ecosystems students study the European commercial environments and then be paired with preselected or selected in-country entities. The students will spend time in class exploring their entity’s business, articulating the entities’ needs and scoping work and deliverables. Students will be expected to apply business analysis principles as well as design principles to provide an updated and innovative perspective to businesses.

International studies are essential for broadening minds. A study abroad at this level allows students to explore a new culture, not as a tourist, but as an involved leader who is providing selfless service to those that need help.
- Barbara Klein, Texas A&M University

Career Coaching Pilot for Mays Business School Transfer Students for Fall 2022
The MAYS Career Coaching program was developed utilizing a combination of adult education conceptual models, individual coaching, human development and career development theories through a combination of psychological and sociological experiences. Through this blended approach, students observe career development as an integral part of their higher education experience, and not as an afterthought once graduation has occurred. In the Fall of 2022, 36% of Mays Business School transfer students agreed to participate in the 4 phased career coaching program. This student population was identified as the pilot group due to their uniqueness of recruiting season occurring only one month after their first classes begin (while a typical Mays Business School student would have 24 months to prepare for their first major recruiting season). The career coaching phases and main objectives are as follows :
- Phase 1 : “M” – Market Yourself – increase in self awareness and professional development
- Phase 2: “A” – Amplify – networking and attending Career Fairs
- Phase 3 : “Y” – Yield Results – interview skills and professional communication
- Phase 4: “S” – Success – developing career goals
- Sanjuana “SJ” Martinez, Texas A&M University
- Taylor Henderson, Texas A&M University
- Ashley Anderson, Texas A&M University

Transforming Nursing Student Mindset Beyond the Grade to Practice
Patient safety is paramount in nursing care; it is taught throughout nursing education, particularly in pharmacology, traditionally a one-semester foundational course. One semester does not allow for immediate clinical application and thereby fosters a theory-practice gap. Transformational learning theory explains how teachers can engage students in active learning and introduce clinical context into a didactic classroom. The Swiss Cheese Model explains how individual errors combine with systemic weaknesses, producing catastrophic results. An innovative pharmacology assignment using a real-time, unfolding nurse case study, was implemented as both a structured, in-class activity and an individualized assignment. The controversial case was heavily reported in the media, facilitating spirited debate among students. A post-class individual reflection indicated students’ shift to long-term implications. The majority of students reported transformed thinking regarding the importance of meaningful learning in nursing pharmacology. Once the nurse’s criminal case came to a conclusion, an in-class debrief was conducted, along with a follow-up survey. The majority of students felt that the nurse should not have been criminally charged, but the organization should have been held in equal account for the death of the patient. Similar teaching-learning interventions can be applied to medicine, pharmacy, engineering, law, etc.
- Dr. Betsy Mauldin, Texas A&M University School of Nursing
- Prof. Cassandra Moffitt, Texas A&M University School of Nursing

A Virtual MCAT Classroom for Our Nation’s Military Academies
Preparing for the MCAT is incredibly time-consuming, expensive, and, without a review course, complex. The internet has thousands of resources available, but the most effective resources are often hidden behind a paywall. In the context of our nation’s oldest military academy – USMA West Point – these challenges are greatly magnified: with little free time, an inflexible schedule, insufficient funding, and a very narrow window for application, USMA cadets face more significant challenges than their peers across the nation. Our research team, led by Dr. Hairrell (Office of Student Services, Texas A&M College of Medicine), created a fully virtual, comprehensive, open-source and asynchronous review and preparatory course for these cadets with hopes of alleviating the challenges unique to our Nation’s best. Powered by Google Slides and guided by the AAMC’s published scope of the test, the virtual course includes several “classrooms” for practice tests, schedule-building, content review, and high-yield information with multiple source formats for each topic and sub-topic using only open-access resources vetted by our research team of medical students, veterans, and College of Medicine evaluation staff.
- Jordan Newman, Texas A&M School of Medicine
- Dr. Angela Hairrell, Texas A&M School of Medicine

Undergraduate Equity and Excellence: A New Era of Student Success
This poster session will showcase the new student success organization at the University of Texas at Austin. After a large-scale reorganization, the new portfolio houses student success programs that serve students in every college, our campus’s learning center, our new central advising office, and TSI. In addition, our unit is undertaking a student mental wellbeing initiative that will identify and reduce or remove institutional barriers that have negative effects on students. The goals of the new organization will align with the aims of the second Boyer Report, due out in the fall of 2022. The first Boyer Report in 1998 ushered in the first wave of student success, focused on student-centered classrooms and campuses. Boyer 2030 is focused on infusing higher education with equity and bringing issues of equity to presidents and chancellors across the country. As an Hispanic Serving Institution (HSI) and as home to a student body of ¼ Pell-eligible students, we are committed to investigating equity in all it’s possible incarnations. We will share the efforts we are making toward equitable outcomes and solicit feedback from our colleagues regarding ways in which we can improve.
- Dr. Hillary Procknow, The University of Texas at Austin
- Kathy Uitvlugt, The University of Texas at Austin
- April Barnes, The University of Texas at Austin
- KJ Harris, The University of Texas at Austin
- Jeff Handy, The University of Texas at Austin

A Modest Proposal—Undergraduate Research Opportunities for Everyone
The standard 1-on-1 undergraduate research model requires significant commitments by faculty and academic programs, and limited opportunities are typically reserved to the most achieved students. However, since 2016 the Aggie Research Program at Texas A&M University has implemented a modest proposal for preventing less achieved students from being a burden to their mentors or programs, and for making them beneficial to the public university. Briefly, diverse undergraduate teams work collaboratively on a project that advances the research of a graduate student or faculty member who acts as a team leader. Team leaders meet periodically to discuss best mentoring practices to increase productivity by cultivating team competencies and commitment. Four characteristics ensure propagation that creates undergraduate research opportunities for everyone: 1) Scalability: participation has grown 30%/yr and currently serves 800 students. 2) Transferability: teams include diverse majors across 12 colleges. 3) Sustainability: administrative costs are $50K/yr. 4) Inclusivity: 41% of participants are financially disadvantaged, first-generation, disabled, or underrepresented minorities.
- Dr. Christopher Quick, Texas A&M University
- Dr. Andrew McNeeley, Texas A&M University

Examining the Relationship Between Writing and Emotional Intelligence
This project will examine the relationship among expressive writing, emotional intelligence, academic stress, and writing productivity, in a sample of 60 undergraduate students. Investigators will randomly assign the undergraduate students to two groups: the control group and the intervention group. The control group (n=30) will not write at all but will fill out the pre and post survey. The intervention group (n=30) will write for 20 minutes each day—for 4 consecutive days—about their deepest feelings and thoughts associated with academic stress, writing productivity, and challenges in their academic lives. This project will aid in determining the impact writing can have at the undergraduate level. The outcomes of this project will be a foundation for expressive writing intervention that can positively affect students’ emotional intelligence, reduce academic stress, and enhance writing productivity among undergraduate students. The outcome of this project will also provide a significant contribution to the existing body of academic stress, student success, and writing productivity literatures.
- Dr. Rhonda Rahn, Texas A&M University
- Dr. Quan Ji, Texas A&M University

It Takes a Village: Improving Support for Student Parents on Campus
In 2021, the Postsecondary National Policy Institute reported that 26% of undergraduate students have children while simultaneously earning their bachelor’s degree. However, parenting students still report feeling isolated from the campus community and see themselves missing from institutional policies.

Many institutions have made great strides to promote diversity, equity, and inclusion for many marginalized student populations, such as immigrant students, who nationally represent a similar portion of college students (28%). For instance, UT Austin provides the Monarch Program for immigrant and undocumented students. The Monarch Program specifically provides services to immigrant students and identifies gaps in service for this student population, whereas no dedicated support program exists for student parents at most higher education institutions in the U.S. Such close statistical commonalities exist, yet there are large differentials in support services for the two populations.

To address this gap in support, we will present a variety of ideas that delve into how Higher Education Professionals can support student parents who face unique familial and financial pressures that weigh heavily on academic success. We will present small and large-scale ideas, immediate changes, long-term projects, and structural and habitual actions that institutions, staff, and faculty can do to support student parents.
- Nikki Rodelas Morris, The University of Texas at Austin
- Jordan Greene, Baylor University
- Dr. Jeffrey Mayo, The University of Texas at Austin

Clinical Research Experience and Instruction for Students
Improvements in medicine are dependent on outcomes of successful biomedical and behavioral research in humans. The success of clinical trials is highly dependent on the skills and availability of researchers to complete high-quality clinical trials in an efficient and timely manner. Although supporting clinical research is a national priority, well-trained clinical research scientists are rare. Currently, there is a lack of well-established clinical research training programs to fill this gap. The Center for Translational Research in Aging and Longevity is a clinical research center with > 20 active clinical trials. The goal is to translate knowledge from basic and applied sciences to care and clinical practice for older adults. A variety of learning strategies are used in an integrative and interactive learning environment to provide instruction in clinical research skills by involvement in ongoing clinical trials in health and diseased population for TAMU undergraduate (10/semester), graduate students (5/semester), international visiting scholar interns (6-8/year) and visiting faculty (2/year). Training on these clinical research topics rely on an interdisciplinary approach.
- Dr. Laura Ruebush, Texas A&M University
- Dr. Nicolaas Deutz, Texas A&M University
- Dr. Marielle Engelen, Texas A&M University

Collaborating for Student Career Success
Academic advising workloads can be demanding with a single advisor serving hundreds of students, leaving little time for conversations that go beyond course registrations and degree requirements. Career advising is sometimes viewed as a luxury focused on resumes and job search services for motivated students who seek these additional resources. We have identified several specific areas in which close collaboration between academic and career advising professionals can equip students to reach their true potential both academically and in their future careers. These areas of overlap include major exploration, participation in high impact experiences, career education and professional network building. Through advising and referrals, the creation of shared resources, the coordinated planning of presentations and events, and the sharing of professional and alumni networks, students are exposed to multiple opportunities for personal and professional growth throughout their time at the university. This collaborative approach facilitates a more comprehensive interaction with the academic advisor and increases utilization of the knowledge of the career advisor. The iterative nature of these advisor interactions contributes to improved student success before and after graduation. Attendees will be provided with a QR code linked to example resources and suggestions for implementing these practices as their own institution.
- Summer Sibley, Texas A&M University
- Dr. Patricia Edgar, Texas A&M University

Navigating Higher Education and the Advising Role
Academic navigators were introduced at the Texas A&M University School of Medicine in 2019. Navigators work closely with students, and collaborate with student and academic affairs, to ensure students’ needs are met. They help students manage change and adapt to the stages of medical school. Navigators assist students with course registration and monitor progress toward degree completion.

The academic navigator initiative was a response to students articulating the need for staff to help them find resources and navigate the landscape of medical school, with its distinct phases and transitions. It also bolstered the college’s efforts to satisfy LCME Standard 11. Medical students need navigators/advisors to help them through just as much as undergraduate students, if not more, due to the complicated and ever-changing nature of the curriculum, as well as the demands on their time.

Navigators proved especially important during the pandemic when the level of support needed by all students increased. Anecdotal evidence from students and staff suggests the program is successful. Demand for navigator services is demonstrated by the sheer number of student contacts. In the academic year 2021- 2022, the team of five navigators documented a monthly average of 646 contacts. A formal assessment may yield additional insights.
- Terri Toler, Texas A&M School of Medicine
- Rose Mastrangelo, Texas A&M School of Medicine
- Kelley Park, Texas A&M School of Medicine
- Liz Stacker, Texas A&M School of Medicine

SI Leaders Beyond College: Long-Term Benefits of Being an SI Leader
Many colleges and universities dedicate substantial financial and personnel resources towards programs that support student academic success, such as Supplemental Instruction (SI), a program developed in 1974 by Dr. Deanna Martin. While research on SI programs across the globe consistently shows a positive impact on student achievement outcomes for those who participate in SI sessions, many programs often find themselves defending their need for continued or increased funding to university stakeholders. The value in SI programs does not only manifest in the impact on student academic success but also in the personal and professional development experienced by the students in SI Leader roles. The objective of this study is to examine information regarding any changes in academic behaviors, increased interest for education-related career choices, and professional development brought on through the experience of working as an SI Leader. Measuring the long-term impact of being an SI Leaders will help highlight the long-term benefits of working in this role and add to the evidence of the positive impacts of such peer-led programs.
- Victor Vizcarrondo Velez, Texas State University

The Role of the Zone of Proximal Development in Biostatistics Teaching
Public health students need biostatistics to succeed in their careers. Many current methods of teaching biostatistics at public health schools focus on knowledge in declarative or procedural form. Public health students also need conceptual biostatistical knowledge to use statistical tools more efficiently, but teaching conceptual knowledge to public health students has been severely hampered by students’ poor mathematical preparedness. Remedial math classes are an ineffective and impractical way to address this issue, because higher mathematics falls far outside the zone of proximal development for most students. However, by translating the task of learning conceptual statistical knowledge into a process of performing carefully designed computing experiments, we can bring conceptual biostatistical knowledge to the zone of proximal development for most public health students. The feasibility of this approach lies partly in the fact that public health schools and their students are putting an increasing emphasis on computing literacy in recent years. This presentation cites concrete examples to show how the novel approach works in introductory and follow-on biostatistics courses.
- Dr. Qi Zheng, Texas A&M School of Public Health

Career Readiness for the Current and Emerging HSI
While the increase of Hispanic Serving Institutions (HSI) has grown exponentially in recent years, research has shown that Hispanic students still encounter feelings of oppression, racism, and lack of support in Higher Ed institutions nationwide. Although the requirements of being deemed an HSI are minimal (25% of the student population has to identify as Hispanic) , Career Centers have the opportunity to insert themselves in a supportive and critical role for engagement in order to guide Hispanic students in continuing with their desired career path upon graduation. While making positive changes in engaging with all students before their Freshman year, Career Centers can offer a multitude of resources specifically targeting Hispanic students and their families, encouraging them to explore different Career Paths within their major, as well as helping them become familiar with all the resources their Career Center has to offer regardless of language and unspoken cultural barriers that continue to exist at events such as New Student Conferences and other University hosted events.
- Sanjuana “SJ” Martinez – Texas A&M University
- Taylor Fogle – Texas A&M McAllen
- Annette Rodger – Texas A&M University
- Maritza Garza – Texas A&M University

Friday, October 21

7:30 a.m.-
12:30 p.m.

Information Desk
Texas A&M Hotel Lobby

8:00-8:45 a.m.

Breakfast
Century Ballroom

8:15-8:45 a.m.

Breakfast Roundtables
Century Ballroom

Engage in a facilitated conversation with fellow attendees during breakfast on a student success idea or problem. Tables will be marked by topic.

Beyond Black: (Re)Defining the Black Student Identity Tradition
The purpose of this presentation is to highlight the need for a redefined identity of the Black college student to guide higher education professionals on how to meet their student development needs. The presentation focuses on the use of novel reconceptualization of foundational theories to guide recommendations that help higher education professionals meet the needs of today’s Black college students and student success. The session conversations will be aided by PowerPoint presentation, feedback activities, debate discussions and conceptual model demonstrations. This session is designed for higher education practitioners, researchers, and students.
- Janae Alexander, Texas A&M University

Collaborate to Support Today’s Students on Academic Probation
The pandemic prompted a quick pivot to new approaches and technology solutions within our Student Success department. An increase in the number of new students on academic probation also led us to examine our practices and policies, forge new partnerships across campus to identify solutions, and experiment with new ways to support students and meet them where they are on their journey. In this roundtable session, we will facilitate engaging dialogue focused on crowdsourcing effective practices for supporting today’s undergraduate students on academic probation. Questions will focus on understanding the shifting needs of new students, addressing internal and external barriers impacting student success, and identifying innovative, agile approaches and practices.
- Dr. Amy Buechler-Steubing, University of Texas at San Antonio
- Joshua Childress, J.D., University of Texas at San Antonio

The Effects of a Mini-Semester Enrollment Model on Advising Practices
“With a transition away from the “traditional” 16-week enrollment model towards enrollment models focused on mini semesters on the horizon, there are many challenges in store for academic/pathways advisors. Although this migration is currently in the works, we can easily foresee several immediate effects:
- faster-paced scheduling causes student success to atrophy and grades to drop
- tighter scheduling for advising and advisor-related intervention
- potentially longer completion timeframes for students that reduce their enrollment
- pushback from reluctant faculty
- student and advisor burnout due to rapid, en masse conversion
Our discussion will briefly touch on these issues and will ideally generate some potential solutions to these challenges; through collaboration with other student service and advising professionals, we plan to explore the multi-faceted issues that these models will create. With these upcoming changes, we would do well to strategize about how we can best serve our students once the changes are enacted.
- Michael Goodman, Alvin Community College
- Michael Pounds, Alvin Community College
- Cindi Robinson, Alvin Community College
- Holly Williams, Alvin Community College

Academic Advising + Career Services = Synergy & Success
In a recent meeting of academic advising professionals representing schools within the same system, a discussion emerged about integrating academic advising with career services. Several schools within the system have begun this process; some with more success than others. Engaging in discussions about how to plan and implement an integration between academic advising and career services will assist participants in avoiding pitfalls while discussing and developing best practices.
- Dr. Melody Loya, Tarleton State University
- Dr. LaMar Black, Texas A&M, Corpus Christi
- Venus Lillis, Texas A&M University – Texarkana

Developing Impactful Student Engagement Activities in Large Lectures
Over the past several years, the acceptance rate of colleges and universities has increased, leading to lecture sections containing several hundred students. Despite educational research demonstrating an increase in student success in courses with small group engagement activities and discussions, these practices are poorly utilized in large lectures. The ability to efficiently and effectively scale-up engagement activities and facilitate small group discussions is very challenging. During this round table discussion, I hope to facilitate a discussion among instructors of large lectures that are interested in and/or attempted to incorporate engagement activities and/or small group discussions with the objective of creating a list of best practices and “Helpful Dos and Don’ts”.
- Dr. Stephanie McCartney, Texas A&M University

Bringing Equity to TSI: Examining the Top 10% Rule
In this roundtable, we would like to discuss ways to hold the state of Texas accountable for under-resourced schools. To this end, our team has researched and presented a proposal to a Texas State Representative in which students who graduate in the top 10% of their high school classes and who must take the TSI Assessment and/or complete TSI coursework would be reimbursed for related expenses.

This proposal rests on the argument that any student who has graduated in the top 10% of their high school class has made the most possible use of all the resources afforded to them. In this way, it becomes clear that it is not the student’s or school district’s shortcomings that have failed to make the student college-ready. Rather it is the fact that the student and the school district have not enjoyed access to educational opportunities that other students and districts in wealthier, more resourced areas have. Because these students experience an opportunity gap, we suggest that the state invest resources in reimbursing these high-performing students for any college-readiness expenses they incur. We look forward to learning from our colleagues other attempts to support student equity.
- Dr. Hillary Procknow, The University of Texas at Austin
- Vanessa Garcia, The University of Texas at Austin
- Angeles De Santos Quezada, The University of Texas at Austin

Student Success Through Virtual Advising
While student success remains at the forefront of institutional operations, the constantly evolving environment of higher education demands a shift in how institutions engage with and support their students. This session will explore the implications virtual Advising services have on student success. We will explore and discuss virtual Advising success stories, best practices for implementing virtual Advising services, and the potential limitations of virtual Advising services when used to supplement or replace traditional Advising models.
- Cindi Robinson, Alvin Community College
- Michael Goodman, Alvin Community College
- Holly Williams, Alvin Community College
- Michael Pounds, Alvin Community College

Bureaucratic Barriers to Earning Degrees – One University’s Confession
In 2012, The University of Texas at Austin announced an ambitious goal – increasing the four-year graduation from 52% to 70% in five years. One identified roadblock impeding our graduation goal was the policy of requiring students to apply for graduation. Adopting the new auto-graduation procedure simplified the graduation process and helped bring the University into alignment with legal and contractual expectations for awarding degrees. Auto graduation allows us to confer a degree when the degree audit is at 100%. Establishing this procedure has helped more than 3,000 students cross the graduation finish line and is responsible for increasing our graduation rate by an annual average of 1.25%. During this session, we will discuss how self-imposed institutional barriers affect our students’ graduation journeys and how our institutions can change.
- Kathy Uitvlugt, The University of Texas at Austin
- Andreyez Alvarado, The University of Texas at Austin

Course Co-Construction Conceptual Framework
Students’ motivation within the classroom can have an impact on student success. Classrooms are becoming increasingly more diverse, making it challenging to create high-impact learning activities that cater to all types of students. The conceptual model we propose in this paper will allow students to design their learning path in a course. This framework is based on how, why, and what they want to learn. Our proposed model will venture to change the roles of the students and teachers to co-designers and co-researchers in designing the course. This idea will introduce the audience to the constructivist and constructionist learning theories and potential ways to implement them in their own contexts.
- William Walker, Texas A&M University
- Dr. Mahjabin Chowdhury, Texas A&M University
- Hang Gui, Texas A&M University
- Sean Kao, Texas A&M University

Low Stakes/High Impact for Traditionally Underrepresented Students
Students in higher education, particularly in Engineering, are inundated with high stakes scenarios. Coursework, capstone projects, and research experiences are saturated with expectations of excellence. Students are expected to either succeed through sheer will and hard work or fail and suffer the consequences of either repeating a course or in the worst-case scenario, leaving the university. We have taken an opportunity to challenge these traditional norms in engineering education through a purely experiential approach to a multidisciplinary engineering project, representing marginalized populations. The Innovation [X] program facilitated this experience. Originating at Texas A&M University (TAMU), the program provides internal funding for multidisciplinary research projects to engage undergraduate and graduate students who are overseen by experienced graduate research faculty. As a pilot, we included faculty and students from Prairie View A&M University (PVAMU), a Historically Black College and University (HBCU) and members of Texas A&M University. Faculty and select research assistants provided technical expertise, acted as mentors, and worked closely with the students. The results were unexpected and encouraging. Several students have exhibited and expressed a level of comfort and interest in pursuing advanced studies at both institutions, thereby dispelling the boundaries of space, place, and stereotype bias.
- Prof. Filza Walters, Texas A&M University
- Mr. Lance White, Texas A&M University
- Dr. Sarhan Musa, Prairie View A&M
- Dr. Tracy Hammond, Texas A&M University
- Dr. Kelvin Kirby, Prairie View A&M

9:00-9:50 a.m.

Educational Sessions

Savvy Storytelling: New Insights on an Old Method
Hullabaloo Room

I love to hear a good story. And I love to tell a great one. Storytelling is an age-old method of communication, used universally to stir emotion, move listeners to action, and for its staying power. And yet, without a few research-based insights, even a great story, delivered to students paying rapt attention, can have unintended consequences in the classroom. As an accounting professor, getting keen, time-starved students to believe that listening to stories is an effective use of class time was a winning outcome. As storytelling has its 15-minutes of fame in teaching and learning pedagogy, it’s valuable to hear from a professor who has honed the skill and employs it effectively with a variety of audiences. For those profs who aren’t presently using storytelling, I’ll share why they should. If their storytelling could use a bit more flair, I’ll demonstrate how to add it.
- Karen Farmer, Texas A&M University

#FirstGenVets: Building Community for First Generation Student Veterans
Reveille Room

Created in 2017, the #FirstGenVets Learning Community at Texas A&M University supports first-generation student veterans to be successful students and leaders. This one-of-a-kind learning community focuses on professional development, academic success, community building, and leadership advancement through a year-long comprehensive program that supports students academically, physically, mentally, and interpersonally.

Similar to student veterans, first-generation college students are faced with unique challenges and barriers in their transition to higher education. Being both a student veteran and first-generation college student can create additional obstacles to success. However, experiences, such as a learning community, can aid in the retention of students who participate in them. The #FirstGenVets Learning Community was born out of this concept and has served over 50 first-generation student veterans in the past 10 semesters.
- Monteigne Long, Texas A&M University
- Dr. Summer Odom, Texas A&M University
- Dr. Julie Harlin, Texas A&M University
- Karly Anderson, Texas A&M University

Centering Student Voices, Data, and Reflection to Transform
Traditions Room

Change is constantly happening in higher education today. But change to what end? A process designed to aid institutions in understanding themselves more deeply, reflect on the current state of various initiatives, and use data to better inform several Texas A&M schools who are using their work to help challenge the status quo and focus on equity in outcomes. This session highlights the process, benefits, and lessons learned that will inform these institutions moving forward.
- Melissa Welker, American Association of State Colleges and Universities
- John Gardner, Prairie View A&M
- Shannon Baker, Texas A&M Kingsville
- Jerel Benton, Texas A&M Corpus Christi

Session 1: Student Success Programs in the Department of Biology at Texas A&M University | Session 2: Critical Thinking (Reasoning) Skills in Engineering Classroom
Corps Room

Student Success Programs in the Department of Biology at Texas A&M University

The Department of Biology hosts two academic support programs focused on student success. The first is ‘BioFirst,’ a yearlong program to facilitate academic success of incoming first generation biology majors. The program provides a scholarship, community-building and student-centered learning activities developed by faculty advisors along with a structured pathway to the Honors program and Undergraduate research. The second is the ‘Science Peer Learning Center (SPLC), which not only provides peer tutoring and mentoring services for free to all students enrolled in STEM courses each year, but also is a space for students to interact and collaborate together. Our research analyzes the perceived effectiveness of both these academic support programs, as reported by the students who utilize and participate in them. To assess the students’ perceived effectiveness of these programs, we utilized both quantitative and qualitative data methods. Our results indicate that a majority of students who use SPLC are freshmen and sophomores who seek help in introductory biology, chemistry, mathematics and statistics courses, and report positive experiences. Our results also indicate that BioFirst has a significant positive impact on first generation student experience in biology. The results also gives us a foothold to improve upon the experiences of students in a way that is both accessible and community-based.
- Dr. Asha Rao, Texas A&M University
- Mahjabin, Chowdhury, Texas A&M University
- Sara, Kent, Texas A&M University
Critical Thinking (Reasoning) Skills in Engineering Classroom

Generation-Z will become dominant workforce in early 2020s, and they are now prevalent in the campus. This dominant cohort is known to have deviant characteristics on learning. They are keener on visual learning holding limited span of attention and critical thinking, which are attributed to over-exposure to digital gadgets. This study analyzed wrong answers using the state-of-the art data mining technology, association rule mining. This approach could identify patterns of wrong answers, and further it could define students’ learning behaviors and to identify root causes of the mistakes. A critical thinking (reasoning) skill involving information processing was identified as a critical factor, and a lack of through understanding of discipline specific knowledge hindered students from performing right information processing. Practice of construction management requires a multi-step information processing for decision makings in the field, so a studio classroom approach with actual projects is suggested so that students have holistic experiences which associates multiple steps of information processing, which helps students ultimately build critical thinking skills.
- Mi Sun An, Texas A&M University
- Boong Ryoo, Texas A&M University

Session 1: Provide Academic, Social, and Emotional Support Using Documentation | Session 2: Coaching Interventions for Students Placed on Academic Probation
Ross Room

Provide Academic, Social, and Emotional Support Using Documentation

Academic, career, and personal success must be supported simultaneously. Learn how a plan of action can be used to guide an interactive one-on-one session that support students academically, socially, and emotionally. The Plan of Action used by the Director of Student Success at the School of Pharmacy helps students identify behaviors and factors that led to academic difficulty while facilitating engagement on campus. This model is unique in that there is a significant emphasis on collaboration amongst a Licensed Professional Counselor (LPC) who serves as the Director of Student Success and faculty advisors.
- Amanda Galvan, Texas A&M University
- Dr. Juan Bustamante, Texas A&M University
Coaching Interventions for Students Placed on Academic Probation

Students who are placed on academic probation are less likely to persist and graduate. This session will build and expand upon previous research by demonstrating how a college level student success center at Texas A&M University implemented an academic coaching intervention for students on academic probation that made significant improvements to student grades. By utilizing data collected from students through a self-assessment survey and implementing a coaching intervention, student success practitioners can improve student outcomes. The session will walk participants through the academic probation coaching intervention which includes initial student outreach, a description of the student self-assessment, initial and follow up meeting frameworks, and a brief case study to demonstrate the intervention process. In addition, the session will provide resources such as the student self-assessment survey template, examples of case-management interventions, and data on student outcomes for review.
- Joseph Sanchez, Texas A&M University
- Jacqueline White, Texas A&M University

10:00-10:50 a.m.

Educational Sessions

Improving Student Focus & Creativity with Martial Movement Meditation
Corps Room

Focus and creativity are essential skills students need to succeed both inside and outside the classroom. Unfortunately, due to technology and the advent of instant gratification, the capacity for these skills has drastically diminished for our current generation of students. When it comes to fostering these skills, many researchers point to Martial Arts and Meditation as effective practices for enhancing focus, creativity, resilience, problem-solving, and critical thinking. What would it look like to combine and simplify these practices so that students can safely use them as tools to increase their success in school and beyond? This experiential session will guide participants through gentle martial arts-based movement meditations so they can experience their benefit for themselves. It will also look at different student populations as case studies in order to ascertain how the movements can be applied to their specific contexts so that they too can experience the benefits of the practices.
- DeVante Love, Texas A&M University

Integrating NACE Competencies into Work Supporting Student Success
Hullabaloo Room

As the professionals that engage with college students daily and shape the student experience, we need to acknowledge student success not only relates to success during college, but also post-graduation.

This presentation proposes supporting student success via intentionally integrating the eight key competencies for career readiness as identified by NACE (National Association of Colleges and Employers). Participants will be educated on both the history of the Career Readiness Initiative, which launched in 2015, and each of the key competencies, which were recently revised in 2020 to capture the foundational skills employers most value in recent college graduates.

Implementation across campus contexts – from advising, classroom instruction, and co-curricular programming – will also be discussed, including past piloted projects and ongoing initiatives. Multiple interactive individual and group activities will enable participants to deepen their knowledge of NACE career competencies and help them brainstorm applications to support student success in a variety of university contexts, including in their own work.
- Madyson Flint, Texas State University
- Jade Figueroa, Texas State University

Serving Undocumented Students in Texas: Practices Grounded in Research
Reveille Room

Texas higher education institutions currently enroll over 58,000 undocumented college students, but few institutions showcase awareness of the challenges, laws, and practices to better serve this population. In this session, we illuminate the experiences of undocumented college students to and through higher education. First, we will introduce pertinent laws that influence the college access of this student group. Next, we will provide an opportunity for practitioners to learn about their financial aid realities and emphasize the resources available to them to enhance their college persistence. We will discuss additional challenges that this population navigates while pursuing their college degrees and share best practices grounded in research that can promote their academic success. Throughout the session, we will showcase the examples of some Texas colleges and universities that have actively implemented resources and mechanisms for other institutions and their staff to use. We will end the session with case scenarios for attendees to further prepare to serve and connect with undocumented college students at their institutions.
- Dr. Cinthya Salazar, Texas A&M University
- Cristina, Nader, Texas A&M University
- Cindy Barahona, Texas A&M University
- Andrea Romero Viruel, Texas A&M University

Chat Bot – A Communication for Student Success and Persistence
Ross Room

Can communications from a chat bot assist with student persistence and overall student success? Studies indicate this can be the case. Chatbots meet the needs of today’s students by being available 24 hours a day, 7 days a week, 365 days a year to answer questions from the stroke of the computer keyboard or fingers of a text. In addition, the chat bot can be an Artificial Intelligence friend and a means to get valuable information into a student’s hands. This interactive workshop discusses how this university uses it bot to notify students of events on campus, available academic and personal services, well-being check-ins, and more. The presentation will engage participants by requesting them to ask questions of the bot and receiving real-time answers, sending texts to their phone to demonstrate how the bot looks and interacts, and conversation on scheduling and types of communications along with overall “Best Practices”.
- John Duarte, Tarleton State University
- Faith Ferguson, Tarleton State University
- Luisa Cossio, Tarleton State University

Promoting Academic Integrity through an Advising Lens
Traditions Room

This session aims to discuss how academic advisors and/or higher educational professionals can support and play a role in promoting academic integrity. It will discuss academic integrity and how to minimize academic dishonesty among students in higher education. Academic Advisors, Eva Magallan and Shelby Nerren, will discuss the academic integrity model created at their department to target the growing issue of academic dishonesty. By exploring the current academic integrity model in place in the department, participants will learn how to adapt the model to their institution. Participants will learn of preventative approaches and strategies to address present-day academic dishonesty issues to implement in their higher educational role from classroom to advising office. Furthermore, participants will review case studies and reflect on the implications for teaching and learning in their institution.
- Eva Magallan, Texas A&M University
- Shelby Nerren, Texas A&M University

11:00 a.m.-
12:00 p.m.

Closing Remarks
Closing Remarks
- Jason Mastrogiovanni, TXCSS Conference Chair
- Tim Scott, Vice Provost for Student Success, Texas A&M University

Closing Session
Closing Session: A Statewide Student Success Program Inventory

Sponsored by the Texas A&M University Office of the Provost.

The Texas Higher Education Coordinating Board (THECB) and Ithaka S+R will describe the process of co-creating a publicly available and evidence-based student success program inventory. They will conduct a live, interactive demonstration of the inventory and share high-level insights from the descriptive data provided through the inventory.
- Jennielle Strother, THECB
- Suzanne Morales-Vale, THECB
- Bethany Lewis, Ithaka S+R
- Christy McDaniel, Ithaka S+R

12:00 p.m.

Conference Adjourns

A boxed lunch to go will be available for attendees after the conference adjourns.

2022 Conference Schedule

Wednesday, October 19

Thursday, October 20

Friday, October 21

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