The CSU Student Success Network Conference
2020 Conference Theme:
Building a Student-Ready Campus: Shared Opportunities for Equity and Transformation
Building a Student-Ready Campus flips the college-readiness conversation in higher education away from focusing on student preparation for college and toward preparing colleges for students. This means shifting away from institutional structures that are based on deficit models and what students lack and toward learning environments that meet students where they are and remove barriers that hinder their engagement and success. For more information see Becoming a Student-Ready College (AAC&U, 2016), by Tia Brown McNair et al.
CSU faculty, staff, administrators, and students are involved in a wide range of efforts to support student learning, engagement, progression, and completion—including eliminating developmental math and rethinking how we provide advising. In the process, many of us are transforming our campuses into more student-ready institutions, but what does this mean in practice for our classrooms, programs, and campuses? Importantly, what impact does being “student-ready” have on students? During this conference, middle leaders from across the CSU will share evidence, perspectives, and experiences in sessions that are designed for active learning and tangible applications. Our conversations with peers will challenge us, inspire us, and provide us with actionable practices to draw from back at our home institution.
Registration for the 2020 Student Success Network Conference opens April 27th.
Registration Fee information:
- Registration Fee: $175
- Early Bird Registration (April 27 – May 29): $125
- Students & Session Presenters: FREE
Limited scholarships will be available for attendees demonstrating financial need. More registration details coming soon.
Submitting a Proposal
CSU faculty, staff, administrators, and students are invited to submit proposals for 75 minute long sessions wherein presenters will share actionable content, engage participants in active learning, and dedicate time to questions and discussion. We strongly encourage sessions that demonstrate the varied ways in which students are represented. This can include students as co-presenters, examples of student experiences, or integration of student voice. Sessions should align with the strands identified below. Learn more HERE.
Proposal submissions are due by Monday, April 13, 2020.
For questions about proposals or the conference, please contact Dr. Larissa Mercado-Lopez, Conference Director, at firstname.lastname@example.org.
Supporting First Year Success in the CSU
Supporting First Year Success in the CSU: This strand focuses on first time freshpersons and first year transfers—students who are setting foot on a CSU campus for the first time. Topics can include systemic efforts such as restructuring curricula and integrating academics and student supports; identifying and remove institutional barriers that impact first year students; programmatic efforts such as services for formerly incarcerated students, First Year Experience, peer mentoring, career exploration, and first generation student programs; partnering to connect programs or processes to improve coherence for students; and scaling practices or programs that support belonging, retention, academic skills proficiency, access to courses, effective advising, or career exploration for first-year students.
Building a Culture of Learning and Improvement Using Data and Evidence
Building a Culture of Learning and Improvement Using Data and Evidence: This strand illuminates examples and experiences in how faculty, staff, administrators, students, and institutional researchers are using data and evidence to identify opportunities to support more equitable opportunity structures, pinpoint institutional barriers that students face, and learn about gaps in opportunities and outcomes in classrooms and across campus. How are we using data and evidence to inform our teaching; our student supports; and our strategic approaches to connect our work at the department, division, and campus levels? What examples can we provide for using evidence to improve professional development for faculty and staff in supporting equity? What challenges and breakthroughs are we facing in expanding the stakeholders involved in data collection and use? And, importantly, how and to what extent do diverse student voices comprise the data that are informing equity work in the classroom and beyond?
Elevating Teaching and Learning: Partnerships, Practices, and Pedagogies
Elevating Teaching and Learning: Partnerships, Practices, and Pedagogies: In this strand, we encourage submissions that feature examples of partnerships across academic affairs and student support services. For example, which pedagogical practices and approaches are we finding effective in integrating student support services with teaching and learning in the classroom? What are the pedagogical and practical implications—for instruction and for student services—of adopting a “whole student” approach? What changes in classroom strategies—in terms of content, syllabi, practices, and policies—are we using to improve equitable opportunities and outcomes for students, and what outcomes and challenges are we seeing? In any of these areas, what models, concepts, or tools can we share with our colleagues for use at their own institution?
Enhancing Student-Centered Academic Advising
Enhancing Student-Centered Academic Advising: There are many spaces on campus where academic advising is offered, including traditional advising centers, academic programs, faculty offices, peer mentoring programs, and undocumented student centers. This strand seeks presentations from across this array involving efforts to ensure that advising services across campus are student-centered. These might include efforts to ensure coherence of services from students’ perspectives; models and partnerships that emphasize a whole-student approach to advising; the use of technology, such as e-advising tools, to make advising more convenient and equitable for students; examples of using evidence to identify barriers to student access; and efforts to ensure consistency of information and approach across campus.
Leading with Student Voice in Equity Work
Leading with Student Voice in Equity Work: This strand highlights efforts on campuses to identify, amplify, and strengthen the role of students in advancing equitable opportunities and outcomes in the CSU. How are we as faculty, staff, and administrators engaging students in identifying the institutional and structural barriers they face on our campuses—for example, by including them on committee structures in ways that they are actively engaged in decision-making opportunities; hosting student town halls, panels, and focus groups; or administering student surveys? How are we using their input to inform the opportunities our campuses create and address the barriers students face? In what other ways are we including and centering student voice in our work to advance equitable student success?
Emerging Issues: We also invite proposals that address emerging and evolving practices, resources, and issues related to student success, institutional effectiveness, institutional transformation, and the achievement of equitable opportunities and outcomes across campus. Topics are wide-ranging and could include strategies to support particular student populations (for example, LGBTQ, men of color, American Indian, undocumented, formerly incarcerated, students with disabilities, and student parents), the use of digital resources to enhance learning (for example, open educational resources, tablets, and e-learning tools), the use of online learning platforms, transfer student-readiness, and the integration of families for student success.
Contact: Larissa Mercado-Lopez, Annual Conference Director