Session I -
Primary Presenter:
Thursday, February 2, 2012 - 10:45 a.m. to 12 p.m.
Cathleen Smith
Professor Emerita of Psychology, Portland State University
Co-Presenters: Janine Allen, former senior student affairs officer, Portland State University and
Western Oregon University; currently Professor Emerita of Education at
Portland State University and Coordinator of the doctoral program in the School of Education
Jeanette Muehleck received her master’s degree in the Postsecondary, Adult, and Continuing Education (PACE) Program and Graduate Certificates in Student
Affairs and Adult Learning at Portland State University. She was a graduate research assistant at PSU and continues to work on the advising research.
Title & Description: Pre- and Post-Transfer Students: Similarities and Differences in Advising
Attitudes and Experiences
Community college transfer students often report that the community college environment is markedly different from that of the 4-year university. Indeed, the literature suggests that transfer students experience social and academic disintegration referred to as transfer shock. At last year’s SSRC we presented findings from a study that compared survey responses from students at Portland Community
College (PCC) who intended to transfer to a university with responses of students at Portland State
University (PSU) who had transferred from PCC. This year we want to present the results of an expanded study in which we examined survey responses from students at both PCC (n = 6013) and
Chemeketa Community College (CCC) (n = 1159) and compared their responses to students who had transferred to PSU (n = 777 from PCC, n = 65 from CCC), Oregon State University (n = 280 from PCC, n =
284 from CCC), Eastern Oregon University (n = 62 from PCC, n = 57 from CCC), University of Oregon (n =
54 from PCC, n = 18 from CCC), and Western Oregon University (n = 88 from PCC, n = 247 from CCC).
We will present data that compares pre and post-transfer students on whether and how often they have received advising, the kinds of advising that are important to them, their satisfaction with various kinds

of advising, and advising learning outcomes. Both similarities and differences in advising attitudes and experiences between pre and post-transfer students will be illuminated through a content analysis of student comments to an open-end question. Taken together, the quantitative and qualitative data provide insight into the phenomenon of transfer shock and ways it can be attenuated by advising practices. The session will conclude with a dialogue on the implications for practice and ways to facilitate the success of transfer students.
Primary Presenter: Sharon Smith
Assistant to the Vice President of Student Services, and Chair of the RCC
Diversity Programming Board
Co-Presenters: Rene McKenzie, Director of Student Programs
Tracey Olsen-Oliver, Dean of Human Development and Student Leadership
Title & Description: Diversity Café
In these times of increasing economic uncertainty, educational institutions are searching for creative approaches in all facets of co-curricular programming. At Rogue Community College, a working committee of faculty, and staff have come together to form the Diversity Programming Board (DPB).
This group works diligently to build and present a calendar of events designed to inform students and other event patrons about issues that directly and indirectly affect all members of our community.
Through our work on the DPB, and based on feedback from last year’s Student Success Conference evaluations, we have learned that conversation and dialogue provide the greatest opportunity for awareness and understanding. While program events provide a platform for discussion, and when participants actively engage in open discussion, the learning opportunities are greatly enhanced. This session will involve open dialog and discussion so that session participants have the opportunity to meet new people, connect diverse perspectives, and actively share our thoughts and ideas. During the session, participants will learn about various institutional approaches to promoting an awareness and understanding of diversity issues. At the conclusion of this session, participants should leave with a greater understanding of the meaning of diversity, as well as best practices around the state of Oregon on how to successfully open a dialogue on your home campus.
Primary Presenter: Ron Bell
Professor of Counseling, Southwestern Oregon Community College
Title & Description: How to Know Your Students are Thinking in the Classroom
In this presentation, participants will be introduced to a support class called Math Success. With the current focus on completers and the habitually high number of students failing math it is critical that traditional practices be modified and that short comings of technology based solutions be acknowledged. The philosophy of Person Centered Mathematics which drives the Math Success class

posits that math--and all other--instruction succeeds in proportion to how connected students feel to the material, their peers and the instructor.
With the advent of PowerPoint, Smart Boards and online tutorials, math instruction appears more sophisticated yet remains teacher and/or subject centered. This presentation will demonstrate how to get students active at the chalkboard where instructors can best recognize their needs and influence their learning. We’ll also discover how humor, psychological shock and certain forms of language can be selectively used to promote both efficient work and high self-efficacy.
Session participants will live the student experience discovering firsthand both the elements which promote self-efficacy and those that unwittingly create academic anxiety. Educators and administrators will explore how to develop their own academic support classes, and incorporate these methods into regular math courses. Interested faculty from other instructional areas will have the opportunity to experience an instructional method that maximizes feedback while making it impossible for any student to stay uninvolved.
Most instructors are not trained in facilitating self-efficacy. They often steer clear of any approach to instruction they deem “touchy-feely. On the other side of the spectrum, counselors often share students discomfort with math and can’t imagine themselves facilitating a math support class. This presentation will give members from both groups the opportunity to bridge the gap while verifying by experience what is likely to reduce anxiety and bring out students’ best effort.
Primary Presenter:
Co-Presenters:
Mirela Blekic
Retention Associate in the University Studies program, Portland State University
Rowanna Carpenter, Assessment Coordinator in the University Studies program,
Portland State University
Title & Description: Data to Action: Increasing Freshman Retention through Direct Intervention
As Portland State University focuses more attention on student persistence and retention, our efforts have centered on combining existing assessment and university data to identify underserved students with a goal of informing programs to support student success. While student attrition happens throughout the academic year, of note is that about 15-20% of students at PSU complete their freshmen year but do not return the following fall. The goal of the Fall Registration Project was to identify freshmen students who are at risk of not registering for fall term and provide necessary interventions to facilitate fall registration. The project was conceived as a highly collaborative effort and involved advising units across the campus, Financial Aid office, and the Bursar’s office. In this session, we will show how we used data to identify problems and inform our actions. We will present the details of the project, share the results, and outline steps we have taken to build on project successes. In addition, attendees will have an opportunity to discuss barriers to student success on their campuses, including institutional challenges that affect interdepartmental collaboration and successful intervention.

Primary Presenter: Danny Aynes
Director of Enrollment Services/Registrar, Linn-Benton Community College
Title & Description: Free or Cheap: Technology for Work or the Classroom
Bring your laptops and mobile devices to learn about Cloud Computing Tools that can help you connect with students and make you more productive. There are free or cheap tools available, but it requires being willing to learn how to utilize them. We will cover Google Apps for Education from intro to an overview of advanced. We will also look at tools that allow for screen capture and video to be shared worldwide with analytic data to know its effectiveness. We will talk about a different model of student engagement that is very different than the model many of us are used to. It goes beyond planning an awesome PowerPoint, making posters, and being discouraged that few students show up to see your awesome presentation! We will discuss a different approach to using and learning technology that will make you more valuable to your institution.
Primary Presenter:
Co-Presenters:
Gary Coleman
Employment Specialist, Portland Community College
Michele Maxwell, Student Resource Specialist/Academic Advisor, PCC
Marta Laakso, Student Resource Specialist/Academic Advisor, PCC
Title & Description: Increasing Quality Services through Collaboration, Partnership & Technology
PCC is the 19 th largest Community College in America and has had a 42% increase in credit students in the last 5 years. From this unique perspective, we offer an enlivening 75 minute session full of dynamic ideas about alternative service models, cross-functional collaboration, embedded discipline-focused staffing, expanded partnerships, and an increasing utilization of technology, all the while increasing quality services & student engagement, which we all know is the key to student retention.
The session will begin with introductions and quickly surveying who is in audience, so we can tailor the presentation to their needs.
Overview of current services offered in Business & Computer Technologies Division at Portland
Community College
Discuss advantages of embedded service model
Introduce Success Service Team collaboration & support concepts
Share Internal & External partnerships opportunities
Share need for on-going marketing & various techniques used
Discuss enhancing student relationships, engagement & retention
Talk about time efficiencies & setting clear boundaries
Support dynamic use of technology
Facilitated discussion with audience around what they are doing in these arenas + open question & answer period! Allow time for feedback survey completion.

Session 2 -
Primary Presenter:
Thursday, February 2, 2012 - 1:00-2:15 p.m.
Elizabeth Perry
Bilingual & Culturally Diverse Student Retention Coordinator, Mt. Hood
Community College
Co-Presenters: Susan Godoy, Director of TRIO College First (ETS), Mt. Hood Community College
Eric Juenemann, Director of TRIO Student Support Services (TRIO-SSS), Mt. Hood
Community College
Jenny Ruelas, Program Assistant for the Transitions/Transiciones program and part time student at Mt. Hood Community College
Nicci Harwood, Adviser and Retention Coordinator for the TRIO Student Support
Services program, Mt. Hood Community College
Maria Zacarias, Student, Mt. Hood Community College
Title & Description: Promoting College Access & Retention through Education IDA Accounts
Education Individual Development Accounts (IDA’s) are matched savings accounts that enable economically disadvantaged students to pay for postsecondary educational expenses. A panel of Mt.
Hood Community College staff, as well as a former student and IDA graduate will share their findings on what it takes to operate their successful community college IDA partnership with CASA of Oregon at both the program and institutional levels, and the influence that Education IDA's can have on access, retention, and completion for economically disadvantaged students. The panelists will describe the case management approaches of their respective programs and how this correlates with operating a successful IDA partnership from identifying good IDA candidates all the way to degree completion and transfer. The audience will hear first-hand accounts from students about the critical role that IDA funds have played in helping them reach their educational goals.
Primary Presenter:
Co-Presenters:
Elizabeth Cox Brand, Director of Communications and Research
Oregon Department of Community Colleges and Workforce Development
Laurie Starr, Operations and Policy Analyst, Oregon Department of Workforce
Development
Title & Description: CCSSE Results: What They Tell Us about Student Persistence & Retention
The Community College Survey of Student Engagement (CCSSE) identifies and measures five key
“benchmarks” which educational research has shown to be important to varying aspects of college educational success: 1) Active and Collaborative Learning, 2) Student Effort, 3) Academic Challenge, 4)
Student-Facility Interaction, & 5) Support for Learners. Community Colleges in Oregon administered
CCSSE in both 2008 and again in 2011 to students in their associated institutions taking credited courses.

Benchmarks and Student Success
Active and collaborative learning has been found as a consistent predictor of student success along such measures as higher grade and course completion. Further it has been linked with long-term persistence and degree completion. Student effort (measured as time on task, preparation, and the use of student services) has been shown to be positively associated with student retention (i.e., number of terms enrolled, credit hours completed), and in some validation studies linked to first-to-second term and firstto-second year persistence. Academic challenge (or whether or not students engage in academically challenging mental activities associated with the academics) has consistently been linked to academic outcomes such as number of terms enrolled, completed credit hours, GPA, credit completion ratio, and degree certificate completion. Student-faculty interaction was found to impact student academic and persistence outcomes at a broad level. Support for learners examines students’ perceptions of their colleges advising and counseling services, and whether or not they use them. It has been linked with student retention both in CCSSE validation studies and in other existent literature.
Oregon’s CCSSE Results
Student responses from across Oregon were analyzed for both 2008 (N = 7,152 students) and 2011 (N =
12,275 students) survey years across the following student dimensions at the state level: 1) Minority status, 2) Traditional versus non-traditional student age groups, 3) Gender, 4) Student’s use of public assistance to pay for tuition (poverty indicator), 5) Credential versus Non-credential seeking students, 6)
First generation students, and 7) Full versus part-time enrollment. Results from these analyses will be presented along with the implication of the findings.
Primary Presenter:
Co-Presenters:
Deron Fort
Director of High School Connections, Lane Community College
Brad New, Secondary Education Administrator, Eugene schools and oversees college transitions for that district
Bear Goodman, Student Advisor and Part-Time Faculty for the High School
Connections Office, Lane Community College
Ray Cole, Transition Specialist with Education Options High School in the 4J
School District
Title & Description: Bridging the Gap from High School to College: a Multifaceted Approach to Dual
Credit Delivery Options and Transitional Support
This presentation will focus on the multi-faceted approach to dual-credit delivery options for high school students that is being utilized by Lane Community College’s High School Connections Department in partnership with local school districts. This approach includes:

College Now dual credit courses taught in the high schools by the high school teacher, for high school students only.

College Now dual credit courses taught on the college campus by the high school teacher, for high school students only.

RTEC (Regional Technical Education Consortium) career technical college courses taught on the college campus by the college instructor for dual credit, for high school students only.


RTEC career technical college courses taught on the college campus by the college instructor, for
both high school and college students (blended).

Targeted advising that focuses on the needs of the high school student earning college credit on the college campus.

Establishment of a physical hub with services that is designed to host and support high school students on the college campus (RTEC Center).
Primary Presenter:
Co-Presenters:
Dana Lundell
Director of UNST Peer Mentor Programs, Portland State University
Jacob Sherman, Graduate Assistant for UNST Peer Mentor Programs, PSU
Sukhwant Jhaj, Director of University Studies, PSU
Yves Labissiere, Assistant Director of University Studies, PSU
Title & Description: Peer Mentoring: A Model High-Impact Practice for Student Success
This presentation will introduce the University Studies (UNST) Peer Mentor Program model at Portland
State University (PSU) and explore how mentors work with faculty and students to bridge academic and social worlds for student success. Central to the model are (a) the UNST program, (b) the function of mentors as a core part of the curriculum, (c) the mentor training cycle, (d) the use of reflective evaluation, and (e) the mentors’ leadership and role development.
UNST is an interdisciplinary, general education program spanning the undergraduate student experience. Peer Mentors help establish a learning community that fosters the 4 core values: Inquiry and Critical Thinking, Communication, Diversity of the Human Experience, and Ethics and Social
Responsibility. Peer Mentors serve in freshman and sophomore Inquiry classes, leading mentored inquiry sessions with small groups of students in support of the main classes. Faculty describe their peer mentors as the “backbone” of their classrooms, helping students gain academic and social capital by role modeling the capacities and resources for being successful.
Peer Mentors undergo professional development (e.g., mentor training, a mentor-led conference, retreats, and community-based leadership hours). They also document and reflect on their own identity development in ePortfolios, which are used for program evaluation. Our research shows that PSU students find mentoring valuable for their learning and that mentors themselves also benefit significantly from their involvement as mentors.
This session will provide an opportunity for participants to discuss questions, such as:

What opportunities may be present to students by having a peer present in the classroom (as opposed to faculty/staff) that might not be available to students otherwise?




What opportunities may be present for faculty by having a peer present in the classroom?
How do peer mentors themselves benefit from the process of mentoring?
What is the organizational structure and financial structure of a peer mentor program?
How are peer mentors trained?

Primary Presenter: Sa’eed M. Haji
Assistant Coordinator of the Multicultural Center
Co-Presenter:
Coordinator of Building Brotherhood Program, Portland State University
Heather Mattioli, Assistant Director of Financial Aid and Scholarships, Portland
State University
Title & Description: Building Brotherhood: Helping Black Male Students Persist
This interactive session discusses the various influential challenges and imbalances that contribute to the disproportionately low rates of black male student retention and graduation at Portland State
University (PSU).
National student graduation rates of black male students are 47 percent (
The 2010 Schott 50 State Report on Public
Education)
.
At PSU, the current available data for five-year graduation rates for black male students is 20 percent. The black-white gap in college graduation rates also remains very large and little or no progress has been achieved in bridging the divide. In addition, the educational inequities in graduation rates and achievement gaps impacting black males are national and pervasive.
The stated statistics are without a doubt troubling, the Multicultural Center and the Office of Student
Financial Aid at PSU partnered and developed Building Brotherhood Program (BBH) to try to narrow the gap. This program is designed to foster academic success, increase retention of black male students and create a supportive environment that will help black male students attain an undergraduate degree at
PSU. BBH takes an integrated approach in the black male students’ retention efforts and incorporates both academic and non-academic factors into the curriculum. It provides a socially inclusive and supportive academic environment that addresses students’ social, emotional, academic needs and promotes skills that will be beneficial to students throughout their lives.
This program also uses four different assessments (writing, entry, pre/post and online assessment.
These assessments evaluate the overall level of students’ satisfaction with the campus climate. They also measure Academic Skill Building/Career Connection, Perceptions of campus climate, Views of self- identity, Student Engagement, Concerns that might make learning difficult, Retention proxies and
Factors that make academic success difficult.
BBH offers opportunities for African American Collegiate men, faculty and staff to explore ways to assist each other through dialog, sharing of information, and to discuss/examine the critical shortage of college-bound black students while exploring ways to help remedy this imbalance. Furthermore, it also provides African American collegiate men on campus with leadership training and development.

Primary Presenter:
Co-Presenters:
Gerald Meenaghan
Academic Advisor, Lane Community College
Jessica Alvarado, Counselor for Health Professions Career/Technical and
Transfer Students, Lane Community College
Anthony Hampton, Counselor for Social Science, Language, Literature and
Communication Career/Technical and Transfer students, Lane Community
College
Title & Description: Leveraging Technology for Online Academic Advising Service Delivery
The past few years have seen the trend of increased student enrollment combined with decreased budgets for academic advising services in higher education, resulting in longer wait times, more limited student access, and decreased overall benefit from these services for students. Meanwhile, the advances in online educational technology have generated a multitude of tools -- many of which are free
-- for interactive communication and information delivery at a distance. One such tool is the online
Learning Management System (LMS), which serves to centralize and automate information administration, utilize self-service and self-guided services, rapidly assemble and deliver learning content, support portability, personalize content, and enable knowledge reuse.
In this session, three academic advisors (1 professional, 2 faculty) will explain the history and inception of their online academic advising resources. They will also demonstrate a variety of interactive resources and activities. Specifically, they will show how students gain access to academic advising information
(degree requirements’ checklists, pre-requisite guides, term-by-term planners, progress assessments, career information resources) more freely and learn to interpret this now freely available information more accurately through online media such as live chat, Q&A forums, instructional videos, and quiz assessments. Finally, they will discuss their institution’s vision of academic advising and new student orientation using the Moodle LMS as their primary service delivery tool.

Session 3 -
Primary Presenter:
Thursday, February 2, 2012 - 2:30 - 3:45 p.m.
Sukhwant Jhaj
Director of University Studies & Special Assistant to the Provost for Student
Success, Portland State University
Co-Presenter: Dan Fortmiller, Associate Vice President for Academic & Career Services,
Portland State University
Ella Peterson, Graduate Assistant for Student Success-Business Consultant,
Portland State University
Title & Description: Portfolio of Initiatives: An Institutional Model for Implementing Student
Success Initiatives
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a
Portfolio-of-Initiatives approach has required us to focus on:

A disciplined search for a variety of initiatives with the highest possibility of success.

Rigorous monitoring of projects and sub-projects, with a focus on action.

Supporting the champions.

Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School
GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level;

reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Primary Presenter: Colin Jones
President of Associated Students of Linfield College
Title & Description: Engaging & Retaining High-Risk Students through Service
Leadership Immersion Programs
The First CLAS (community leadership and service) program was a successful experiment at Linfield
College that may serve as a model for engaging and retaining incoming college students, particularly those who come from first-generation, low income, and diverse backgrounds. There is a growing amount of quality research demonstrating a connection between community service and college retention and an older, broader body of research showing the positive impact of extracurricular leadership programs on student retention. First CLAS acts on that research by providing incoming firstyear students with a five-day service and leadership immersion program before New Student
Orientation. Funded by student government and institutionalized through the Office of Community
Engagement and Service, First CLAS consisted of two days of team-building and leadership development and three days of direct service with community organizations. The program provided peer mentors, social support, college skills training, and connections to the local and campus communities. Through an outline of the First CLAS program and group discussion of its strengths and weaknesses, session participants will walk away with ideas for developing and funding an immersion program to suit the needs of their campuses.
Primary Presenter: Donna Lewelling
Education and Workforce Coordinator for the Oregon Department of
Community Colleges and Workforce Development
Co-Presenters: Bruce Clemetsen, Vice President for Student Services, Linn-Benton Community
College
Sonya Christian, Vice President of Academic and Student Affairs, Lane
Community College
Cindy Carlson, Director of Student Services and Chief Student Services Officer,
Oregon Coast Community College
Title & Description: Investing in the First Term to First Year Experience – An Inside Look

Attendees will learn the history behind the recent statewide strategic investment in the area of first term to first year persistence by the Oregon Department of Community Colleges and Workforce
Development. This investment awarded through small grants allowed Oregon’s community colleges to implement local plans to improve student first term to first year persistence outcomes. The session will include an overview of the Student Persistence and Completion Initiative and the strategic investment made in the spring of 2011 by the Oregon Department of Community Colleges and Workforce
Development. The overview will be followed by panel presentation of Oregon community colleges that used these grants to strategically invest in different approaches to improve student first term to first year persistence outcomes. These approaches include investment in activities surrounding curriculum and learning communities, advising and orientation and faculty development.
Primary Presenter:
Co-Presenters:
Polly Livingston
Director, Disability Resource Center, Portland State University
Darcy Kramer, Accommodations Coordinator, Disability Resource Center,
Portland State University
Title & Description: Students with Disabilities: The New Face of Diversity
More and more students with disabilities are attending college. “Best practices for working with students with diverse needs” is a topic that needs to be discussed and highlighted. By opening the discussion to include disability, we learn to talk about an issue that is not always brought to the table in discussions of diversity. How is disability perceived? How can we make sure students with disabilities feel welcome and included? This interactive program will help educators feel more confident working with people with disabilities and creating an inclusive academic environment.
Primary Presenter: Margaret Frimoth
Co-Presenter:
Lives in Transition Coordinator, Clatsop Community College
Pam Green, Discovery Programs Coordinator of Moving On, Rogue Community
College
Title & Description: Oregon Transition Coalition: Success Data from a Coordinated Effort to Meet
Student Needs
The Oregon Transition Coalition (formally known as the Single Parent/Displaced Homemakers Network) has a proven track record of facilitating student success for community college students over the past two decades. OTC programs work with diverse populations and non-traditional students using a variety of formats, as defined by local needs. The services provided by OTC promote an often understated foundation of continuous support to colleges and communities around the state. Recently, OTC compiled data from our member programs that verifies the direct alignment of OTC program successes with the goals and assessment indicators used by OCCA.

The presentation will provide participants with an overview of the Oregon Transition Coalition as a network of fourteen community college programs, two community-based programs and four Spanish language programs. A panel of representatives from OTC programs will present measurement data and annotated descriptions of student successes.
In addition, the presentation will introduce the Caring Economics Conversation Leadership Certificate program which is currently in use by OTC staff. The innovative, online training program promotes the values of caring economics which underscore the direct correlation between the status of women and the overall development of human capacity, the well-being of human and natural infrastructures, and indicators of economic success.
Primary Presenter:
Co-Presenters:
Joan McBee
Associate Professor, Southern Oregon University
Maureen Sevigny, Professor-Department of Management, Director-
Management Department’s Distance Education Programs, and Curriculum
Coordinator for OIT’s new Bachelor of Applied Science in Technology and
Management degree
Marla Edge, Director of Academic Agreements, Oregon Institute of Technology
Title & Description: The First BAS Degrees in Oregon - SOU and OIT
Before Fall 2010, Oregon was one of eleven states in the nation without a Bachelor of Applied Science
Degree leaving AAS graduates with few options for a smooth transfer to a four-year institution.
Southern Oregon University’s BAS degree was approved by the state in 2009 and Oregon Institute of
Technology’s was approved in October 2011. Both BAS degrees build on the career technical education
(CTE) credits acquired in a technical AS or AAS degree, adding general education and upper division business/management/technology courses. The purpose of this session is to help counselors understand the requirements of the BAS and the differences between the SOU and OIT's programs so they can appropriately guide students for transfer.

Session 4 -
Primary Presenter:
Co-Presenters:
Friday, February 3, 2012 -
Josh Ireland, High School Transitions Coordinator
9:45
– 11:00 a.m.
Debbie McLennan
Institutional Researcher – Analyst, Rogue Community College
Title & Description: Designing Dual & Concurrent Enrollment Programs as a Pathway to
Completion
Traditionally, dual credit and concurrent enrollment programs have focused on FTE (full time equivalent) generation, while current legislative changes are now emphasizing completions over FTE. This presentation will discuss how to design early college programs that provide students a Pathway to completion. Topics include the creation of short-term, stackable certificates that students can complete during high school or shortly thereafter as well as streamlined processes to award these certificates; ways to meld dual credit with concurrent enrollment to expand course offerings to high school students; alternative course deliveries methods including on-site, off-site, on-line, hybrid, and tutor supported courses; and funding and payment options. Terminology and naming conventions for these programs will be reviewed and synthesized into two basic categories that hinge on one factor: who is the teacher of record? Research and data on the projected demand for workers with post-high school certificates, but less than college degrees, will be presented in conjunction with the career pathways model of shortterm/high-wage/employer driven certificate programs. Details regarding teacher credentials and student support services will also be covered.
Primary Presenter: Gwen Hyatt
Registrar, Marylhurst University
Title & Description: Practical Math for Higher Education Administrators
Maybe math wasn’t your favorite subject in school, or maybe it’s just been a really long time. Either way, you don’t always feel confident about pulling “the numbers.” Presented with humor and compassion by a math-instructor-turned-registrar, this down to earth session will help build your understanding of some math basics as they apply directly to your job. Topics covered with include percentages, mean and median, and calculating GPA. No homework or pop quizzes.
Primary Presenter: Julie Murray-Jensen
Vice President of Student Services, Klamath Community College
Co-Presenters: Karma Sue Carey, Degree Completion Specialist at Klamath Community College
Title & Description: Capturing Student Commitment when Advising isn’t Mandatory

Academic Advising is key to student persistence and retention, however not every college currently has a mandatory advising program in place. The key is to find your way around “mandatory” in order to launch a campus wide movement towards the necessity of advising. Students’ institutional commitment is necessary when working to improve completion rates; Academic Advising is instrumental in making this happen. Through inter-dependent relationships, meetings, trainings, tracking of students, and cross communication, advising can be effective and successful even if it is not mandatory. This session will discuss some creative approaches to increasing student commitment and completion when change can’t happen overnight. This session will also discuss strategic planning in building an advising tool box catered to your student population and campus. The benefit is a campaign and resources that will garner support and buy-in from faculty and staff, even if Academic Advising isn’t mandatory. This strong campus wide support is key to placing advising at the forefront of students’ thinking as a necessary piece of the college success puzzle.
Primary Presenter:
Co-Presenters:
David Collett
Enrollment Counselor, George Fox University, Portland Campus
Dan Predoehl, George Fox University
Jennifer Overstreet, George Fox University
Title & Description: Academic Concierges: Working with Students from Start to Finish
When adult students want to go back to school, the admission, enrollment, and advising process can often be overwhelming. In the Adult Degree Program at George Fox University, a unique “Enrollment
Counselor” model is used, where a single person works with the student from their initial inquiry into the University, all the way through graduation. The transfer, admission, matriculation, and advising processes are all performed by a single staff member who remains with that student. Though other universities have elements of this, George Fox University is one of the only universities that stay with students from start to finish – the students have an “educational partner” who travels the college journey with them.
The three Enrollment Advisers from George Fox University will present on the following:
 Why George Fox University’s ADP needed this model and how it was implemented
 Why this model is successful (increased graduation and retention rates, student satisfaction)
 How student success is at the forefront of this model
 How elements of this model can be used by other educational institutions

Primary Presenter: Sandy Tsuneyoshi
Director of Asian & Pacific Islander American Student Services in Intercultural
Student Services, Oregon State University
Co-Presenters: Earlean Wilson Huey, Intercultural Student Services, Ujima Education Office
Coordinator, Oregon State University
Steven Wong, 2 nd year Graduate Student in the Oregon State University College
Student Services Administration program
Title & Description: Intercultural Effectiveness in Higher Education: Positive Engagement and
Leadership Development
The changing demographics in our country with increased diversity and our increased inter-connections around the globe demand that our institutions of higher education take responsibility for helping our students to increase their intercultural effectiveness as local and global citizens. This nine week series has been offered as workshop for classified staff (who are usually on the “front line” with students) and as one of the university wide offerings in a UENGAGE first year transition course.
ICEE required active engagement that offered participants the opportunity to increase their knowledge, sensitivity, understanding, and action\ skill building. A safe environment was essential to explore and use critical thinking to challenge beliefs, thoughts, and feelings about their roots and beliefs about differences. Social justice focus was on targeted and oppressed groups: age, race/ ethnicity, socioeconomic status, religion, class, gender, ability and sexual orientation. The elements used to deliver these areas included thinking critically through self:-exploration, reflection, assessment, journals; and with others: one to one and group face to face dialogue, sharing in blackboard discussions, collaborating on role plays and video projects, and community service. Skill building to increase the ability to be effective with different cultures included communication styles, values, belief of self and others, and practice being an ally speaking up and acting against injustices, and creating intercultural sensitivity/social justice action plans.
Primary Presenter:
Co-Presenters:
Pamela Butler
Child Welfare Policy Manager, Children First for Oregon
Linda Blanchette, Staff & Organizational Development Facilitator, Portland
Community College
Nicole Stapp, Oregon Foster Youth Connection Program Coordinator, Children
First for Oregon
Rosemary Lavenditti, Independent Living Program State Coordinator, DHS
Title & Description: Foster Youth Transitioning into Higher Education
During the Foster Youth Transitioning into Higher Education session, attendees will get details on a new law passed to assist foster youth financially in post-secondary education. They will learn briefly who is

eligible and how the law is being implemented. Attendees will then hear directly from former foster youth who are, or were, enrolled in post-secondary education in Oregon. The youth will discuss the unique challenges foster youth face as they are dismissed from the foster care system and attempting to transition to adulthood with little or no support. These students have needs that are not recognized within traditional college services, forcing most to give up their educational dreams. The panel and presenters will highlight the most pressing obstacles students from foster care face today, and provide attendees with concrete ways to support these students in the areas of housing, mentoring, and community resources. There are many community resources available to former foster youth and colleges can minimize costs by understanding and utilizing those resources.

Session 5 -
Primary Presenter:
Co-Presenters:
Friday, February 3, 2012 - 11:15 a.m.
– 12:30 p.m.
Tammie Stark
Statewide Degree Audit Coordinator, Oregon Win-Win Initiative
Claudia Sullivan, Director of Enrollment Services, Rogue Community College
Helen Garrett, Executive Dean of Student Affairs at Lane Community College
Title & Description: The Oregon Win-Win Initiative: Strategic Steps Toward Statewide Success and
40-40-20 Vision
The Oregon Department of Community Colleges (CCWD), Oregon University System and community college continue the work on student success with the goal of meeting the State Board of Education vision for Oregon 40-40-20. As part of this work, community colleges will engage in the Oregon Win-Win
Initiative. Win-Win, a Lumina Foundation grant, aims to increase the number of Oregonians holding associate's degrees, thus supporting the 40-40-20 goal to expand Oregonians’ higher education attainment. The Win-Win model allows participants to learn from other states and provides a successful framework, expert assistance and a clear process to follow. Over the next two years, we will identify
Oregon students that qualify for but have never received any degree and when appropriate, grant them
Associate of Arts Oregon Transfer (AAOT) degrees retroactively.
Oregon community college graduation rates ranged from 7-34% as of 8/31/09 (IPEDS, 8/31/2009). The
Win-Win Initiative supports the quest to increase graduation rates, crucial during a time of potentially compensating community colleges using outcomes-based measures. This session will describe how the
Win-Win process and coordinator will help community colleges increase the number of AAOT degrees awarded.
We will provide an overview of the project and process, a roadmap, policies involved, relevant legislation, institutional challenges (barriers), success stories along with an opportunity to network, share information and tap resources. Claudia Sullivan and Helen Garrett will share their success stories along with other expertise.
Session learning objectives include:

An overview the project and process

Why community colleges may want to prioritize Win-Win objectives

How Oregon’s process varies from other states’ processes

A roadmap: what community colleges, CCWD and coordinator must do and when

Success stories including Rogue Community College’s ‘Project Graduation’ that helped increase completions by 61% in spring 2011

An opportunity to network, share information and tap resources

Primary Presenter: Michael Taphouse
Academic Advisor, Columbia Gorge Community College
Co-Presenters: Kaylene Herman, Academic Advisor, Columbia Gorge Community College
Title & Description: Northstar: Making an Effective First Term Connection
At Columbia Gorge Community College, our Academic Advising department has re-committed itself to making an effective connection with students early on in their academic career. New students at CGCC are required to schedule, and attend, a Northstar (NS) appointment with their Academic Advisor sometime between the third and sixth week of their first term. The focus of the NS appointment includes three separate areas of concern; the student’s current academic progress and whether additional resources for the student are necessary; clarification of their major and/or career path; the development of a coordinated education plan for the subsequent term(s).
Primary Presenter: Linda West
Co-Presenters:
Administrator, Portland Community College
2-3 students who will be first-generation, under-represented and dual-enrolled in high school and college.
Title & Description: Early College High School: Unified for Student Success
Come learn how first generation Early College students defy the odds by completing high school in a community college setting. Historically, the graduates average 70 hours of transferable college credit and last June, 45% earned an associate's degree simultaneously with their high school diploma.
Workshop participants will learn about key program components that have resulted in a successful twenty-year partnership between Portland Community College and the Beaverton School District. Hear directly from traditionally under-represented students about what is making the difference in their educational and college success.
Be inspired by their transformation into empowered, self-directed and skillful college students who embody one solution to the governor’s "40/40/20 Challenge".
Be prepared for concise information, relevant resources, engaging discussion and realistic inspiration— even in these challenging budgetary times!
Primary Presenter: Doug Siegler
Director of Student Services for the School of Business Administration, Portland
State University
Co-Presenters: Becki Hunt Ingersoll, Associate Director for Advising Services in Advising and
Career Services, Portland State University

Robert Mercer, Assistant Dean for Advising and Student Success in the College of Liberal Arts & Sciences, Portland State University
James Ofsink, Assistant Director of Information Technology and Records in the
Office of Student Financial & Scholarships, Portland State University
Title & Description: Crossing the Last Mile: Strategies for Helping Students Overcome Graduation
Obstacles
Portland State's Last Mile Committee is a cross-functional group working to address graduation rates by proactively communicating with students who have left the university prior to graduation, but are close to finishing their degree. Using only existing resources, our efforts have been successful in graduating over 140 students in the first year. In this session we will examine the nuts and bolts of this initiative, strategies to help other schools develop similar processes, and PSU’s plans for the future.
Primary Presenter: Sandy Tsuneyoshi
Director of Asian & Pacific Islander American Student Services in Intercultural
Student Services, Oregon State University
Gianluigi Benvenutto, Interim Director for CASA Latina de OSU Co-Presenters:
Title & Description: APA Leaders Council: Uniting and Building Community with Diverse
Communities and Leadership Development
The increased success and retention non-traditional students depend on their feeling that they belong and that they matter in higher education. The APA Council accomplishes this by building a community of
16 pan Asian and Pacific Islander student organizations and also diversity including Latino multicultural organizations, domestic-first generation/international students, political, social, and religious focus. In shared collaborative leadership, representatives from each organization help with access and retention by participating in outreach and engagement with pre-college students and state wide communities; and organizing events that include: orientation and transition of new students, retention efforts to increase opportunities to join a student organization/s , cultural education programming, e.g., Harvest
Celebration, Heritage Month, and honoring leaders and graduates, and community service. Leaders participate in professional development, life and leadership skills workshops including APA history in
America, APA cultural values vs. majority and impact on leadership, APA social justice history, leadership styles, Emotional Intelligence, Stress Management, Resilience and Stress Management,
Communication and Presentation. Individually and also collectively thru the Council they support the
University’s diversity mission by involvement in service learning thru providing cultural education programming in sharing their cultures’ history, values, traditions, dance, meals, and social political issues, and participating in projects outside of campus and internationally.

Primary Presenter: Christopher Petrone
OEF/OIF/OND Program Manager, Department of Veterans Affairs
Southern Oregon Rehabilitation Center and Clinics, White City
Title & Description: Combat to College: Transitioning from Military to Civilian and Student Life
This workshop will address the process and challenges of supporting combat Veterans as they transition from the military back to their civilian lives. All veteran eras will be mentioned, with an emphasis on the newest generation of returning service members coming back from Iraq (OIF) and Afghanistan
(OEF). Chris will discuss assessment and treatment of returning OIF/OEF Veterans and their families.
Post-Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI) and resulting high risk behaviors of Veterans will be addressed. A brief overview of Federal and State benefits available to Veterans and their beneficiaries will be provided.
1/31/12