MSIX Virtual Sessions
The Summit virtual sessions include presentations and discussions from across the System, sharing emerging practices and innovative ideas that support student success.
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Virtual Panel Schedule & Details |
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Week 1 |
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Monday, January 26 |
Kickoff: Momentum 101We first launched Momentum in 2018, and it is an understatement to say that there have been a few changes since then. This session is for people new to Momentum or who may want a refresher (although Momentum veterans are always welcome). Momentum 101 will give you some basics about the Momentum Approach, a perspective on where it came from and how it's evolved, and how it applies to your work. Host: |
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Monday, January 26 |
Making Meaning in the CoreThe University System’s shift to Core IMPACTS was driving in part by an interest in ensuring that students perceived a purpose and value of the courses that they took in General Education. Delivering on this can also unleash powerful creativity and opportunity from faculty as well. This session highlights several ways that students in their very first courses can build meaning, authentically engage, and create solid foundations for their future studies and careers. Panelists: |
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Tuesday, January 27 |
Building Essential Skills in the First YearMaking a successful transition to college can mean developing essential skills for academic and career success. Making an intentional practice of this through first year programming and experiences can have a significant impact on students’ sense of their ability and mindset, as well as concretely affect their academic, social, and career outcomes. This session highlights two programs that build skills and abilities throughout the first year to foster success. Panelists: David Jenkins, Director of First-Year Experience and Student Success |
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Tuesday, January 27 |
Building BelongingIn the eight decades since Maslow identified belonging as a primary human need, scholars and researchers have demonstrated its influence on educational contexts to support, or undermine, academic outcomes. While early researchers viewed belonging as primarily a component of emotional engagement stemming from social connection, more recent research argues that engagement stems from the student’s connection to their learning as much as, and possibly more than, social connection. This session presents a discussion of the three dimensions of belonging with a focus on carefully timed messages and small interventions that can be used to support students across all three. Panelist: |
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Wednesday, January 28 |
Reducing Bottlenecks, Increasing MomentumCredit Intensity – supporting students in taking fuller course loads – is an established and proven strategy to improve student success and completion. Increasing credit intensity can require several strategies, including changing student expectations, shifting structures, and analyzing registration data and program maps to reduce bottlenecks. This session provides a look at how two institutions are approaching this challenge to accelerate their students’ success. Panelists: Stan Singleton, Associate Vice President, Student Success |
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Wednesday, January 28 |
Meeting the HIPs ChallengeHigh Impact Practices are a key part of the USG and institutions’ strategic plans and activities. Over the past few years, institutions have made investments to support faculty in developing and documenting their HIPs work. This session features five projects from two institutions that illustrate the breadth of opportunity and the ways campuses are addressing data and fidelity concerns related to ensuring that student’s encounter high-quality HIPs throughout their academic journey. Panelists: Katrhyn Crowther Director of the Teaching Effectiveness, CETLOE |
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Thursday, January 29 |
Transfer Student TransitionsStudents who transfer from one institution to another face particular challenges in adjusting to their new academic homes, including navigating new processes, campuses, and cultures. They often face these challenges individually, without the benefit of a supportive cohort that shares this experience. Creating an intentional and intensive transition program for transfer students is of critical importance to help these students adjust and thrive. This session provides a view into how the University of North Georgia forges Nighthawks from their transfer population. Panelist: |
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Thursday, January 29 |
Teaching and Assessment in the Age of Generative AIAmong the challenges that generative AI presents to higher education, the question of how it might integrate into courses to support learning, how to assess student learning in light of it, and how to help students navigate their use of the tools, remain the most difficult. As the landscape changes for faculty and students alike, this conversation will provide perspectives to help guide participants own thinking on the use of this technology both in their own work and for their students. Panelists: |
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Monday, February 2 |
Coaching for SuccessThis session features to approaches to providing coaching and wrap-around services to students to support their success. Middle Georgia State University implemented a wrap-around support model to improve outcomes in paired sections of learning support math and English courses: Quantitative Reasoning (Math 1001) and its co-requisite support course (Math 0997); English Composition I (Engl 1101) and its co-requisite support course (Engl 0999). Faculty collaborated with academic success coaches, embedded tutors, and mentors to deliver targeted interventions. Success coaches accessed course data via the LMS to identify at-risk students and develop individualized plans. Tutors addressed learning gaps, while mentors supported holistic development. Weekly faculty-coach meetings enabled timely outreach. This integrative approach fostered consistent engagement and demonstrated the effectiveness of coordinated support systems in enhancing persistence, equity, and success for students in learning support courses. Supporting student success in online spaces is both critically important and extremely challenging. eCore, the USG collaborative course providers, deploys an intensive, extensive system of interventions and supports to identify students at risk of not succeeding in their courses and provide ongoing contact to help them achieve in the course. Panelists: Kendal McCamy, Director of Enrollment and Retention Services |
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Monday, February 2 |
Sensemaking and Storytelling with DataIncreasingly, institutions are awash in data, and academic leadership, faculty, and staff alike are asking more and more questions of this data in their efforts to improve student success and institutional outcomes. But making sense of this sea of data is as much an art as a science. This conversation with two leading voices in the state on digging into data to uncover stories and questions, offers insight into how to make the best use of the data we have to make the most for our students. Panelists: |
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Tuesday, February 3 |
Learning Well and Well-Being by DesignSupporting student belonging and well-being is a priority for many institutions, but doing this for every student across the institution is a daunting task at times. This session highlights two projects that support faculty to make small adjustments to their courses to build community and connection with and among students – interventions that are focused on classroom practices that can be used in almost any setting and size. Panelists: |
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Tuesday, February 3 |
Holistic TransferPanelists: |
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Wednesday, February 4 |
Relentless WelcomeRelentless Welcome is about the intentional and extensive creation of learning environments in which students feel seen, heard, supported, and cared for. Georgia Highlands College began a Relentless Welcome Challenge in Fall 2023, encouraging faculty to select specific, small actions to build relationships, ensure students knew where they stood, set expectations and build mindsets, promote active learning, and integrate student support into learning experiences. This session provides a review of this work and insights into its impact. Panelist: |
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Wednesday, February 4 |
Creating a Culture of Faculty Recognition at Kennesaw State University: Three CETL programsResearch has done an excellent job of highlighting effective learning strategies, but adoption of these strategies into the classroom has not kept pace with the gains in knowledge. Institutional and statewide initiatives for student success can act as accelerators, but any significant change to our teaching takes significant time commitment. An essential ingredient for lasting change is creating a culture of recognition for the faculty who invest in this work. This session will showcase three initiatives the Center for Excellence in Teaching and Learning at Kennesaw State University has launched, grown, and successfully embedded in the campus culture in the past 3 years: Expanding the Nest, the KSU SoTL Scaffold, and the Celebration of Teaching. Participants will learn the details of these onramps into pedagogical transformation and brainstorm what initiatives would fit with their own institutional culture. Panelists: |
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Thursday, February 5 |
Rethinking First-year Composition and MathFirst-year composition and math courses are central to both the curriculum and the development of essential skills for college and life. In recent years, outcomes from these courses, and trends beyond college, have begun to shine a new light on what is needed, and what is currently missing, in our first-year composition and mathematics courses. This session sets the stage for a dialogue on rethinking these courses with an eye to improve their relevance, impact, and outcomes for students Panelists: |
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Thursday, February 5 |
MSIX Wrapup and Next Steps |
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