Student Success Conference 2025: Program
Program Timeline
| Time | Details |
|---|---|
| 8:30–9 a.m. | Check-in, Networking, and Breakfast |
| 9–9:35 a.m. | Opening Session — Livingston Hall |
| 9:45–10:35 a.m. | Session Block 1 |
| 10:45–11:35 a.m. | Session Block 2 |
| 11:45 a.m.–1:20 p.m. | Lunch and Keynote Address — Livingston Hall |
| 1:30–2:20 p.m. | Session Block 3 |
| 2:20–2:40 p.m. | Wellness Break — Livingston Hall |
| 2:50–3:40 p.m. | Session Block 4 |
| 3:50–4:10 p.m. | Success Champions & Closing Session — Livingston Hall |
| 4:10–5 p.m. | Reception with hors d'oeuvres and refreshments |
Conference Survey
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Discussion Sessions
These sessions are designed to be highly interactive, featuring guided discussions on specific topics. They may include elements such as conversation guides, panels, small group activities, and collaborative creation of shared resources to enhance engagement and learning.
Session Descriptions
Accordion Content
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Abstract
The U.S. Surgeon General recently issued an Advisory which describes the urgent need to better support the mental health and well-being of parents, caregivers, and families. As RU-NB looks to support student success, graduate students who are (or become) parents while in graduate school are an essential demographic. This session will feature a panel of current and former graduate students who also identify as mothers and provide an opportunity for shared reflection and knowledge-building on how best to serve this population.
By highlighting the experiences, challenges, and successes of graduate students who are also parents and caregivers, this session aims to create equitable environments and increase the success of this population at Rutgers. Through shared knowledge-building, this session will better equip faculty, mentors, advisors, and research partners in their support of graduate students.
Facilitator
Krista Klein, Honors College
Program Type
Discussion Session
Session Length
50 minutes
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Abstract
Join our panel of employers from diverse industries as they share essential insights on the qualities, skills, and experiences they seek in candidates for internships and full-time roles. This session aims to enhance faculty and staff understanding of employer expectations, empowering them to better prepare students for the job market. By exploring career readiness strategies and current industry trends, attendees will gain valuable knowledge to help bridge the gap between academic preparation and real-world career success.
This program aligns with the AMP by focusing on employer expectations, which fosters a welcoming and equitable learning environment for students. By bridging the academic-industry gap, we support timely graduation and reduce debt through relevant, skills-based education. Our initiatives promote student career readiness and diverse pathways, ensuring all students are equipped for various roles. Additionally, fostering collaboration between employers and academia enhances high-impact learning opportunities, preparing students for future success.
Facilitator
Catarina Caulfield, Career Exploration & Success
Program Type
Discussion Session
Session Length
50 minutes
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Abstract
Since 2012, the Learning Assistant (LA) Program has expanded from 43 LAs supporting 689 students to 458 LAs supporting 14,277 students in 2024. This remarkable growth raises a crucial challenge: how do we ensure our student employees receive the personal and professional development they deserve? Using Rachel Cooke’s 4 Pillars of Mentorship Model, the LA Program aims to foster a vibrant, interdepartmental discussion focused on maintaining a student-centered approach amid increasing program demands.
By promoting dialogue about student experience, we aim to identify actionable strategies to better serve our student body, addressing how personal and professional development can foster belonging and help mitigate historical inequities, as the LAP encourages students to take ownership of their education, improving outcomes and promoting on-time graduation. This session will motivate stakeholders to evaluate their own support for students and consider enhanced resources for LAs, ultimately enriching the educational experience for all students.
Facilitator
Olivia Maikisch, Learning Centers
Program Type
Discussion Session
Session Length
50 minutes
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Abstract
Student engagement has decreased, while conversations about access and equity are increasing. At the same time, Reddit threads tell us that trust in and understanding of advising and office hours is low. So, how do we create a welcoming environment that meets students where they are at and utilizes high-level advising pedagogy in innovative ways? During this interactive session, participants will learn about some of the programming happening at SEBS and discuss ways to build on each other's programming ideas to implement across schools and departments.
This discussion session will utilize the proactive and developmental advising approaches to build student engagement with academic advising with their faculty and staff academic advisors. Academic Advising is central to student success. When students and advisors work together, student retention, timely degree completion, student success, and learning outcomes all improve. Students' trust in institutions and antiquated ideologies of advising have created a barrier that must be overcome to make sure advising is safe, welcoming, and equitable.
Facilitator
Moriah Nester-Watt, Office of Academic Programs
Program Type
Discussion Session
Session Length
50 minutes
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Abstract
Experiential and community-engaged learning are high-impact practices that address Pillars III and IV of the Academic Master Plan. Many departments and programs already offer outstanding examples of experiential and community-engaged learning. The challenge is scaling to make them available to as many students as possible. This session will feature a panel discussion sharing current practices and open discussion to brainstorm ways to enhance and expand experiential and community-engaged learning campus-wide.
The Discovery Advantage report made multiple recommendations about high-impact practices and high-impact experiential learning, which my office is explicitly designed to address. The proposed session would spread awareness of and excitement about experiential and community-engaged learning, while also identifying issues that we need to address as we look to improve structural support for both.
Facilitator
Chuck Keeton — Office of the Provost
Program Type
Discussion Session
Session Length
50 minutes
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Abstract
This panel discussion will explore the evolving role of artificial intelligence (AI) in higher education, focusing on its applications, potential, and limitations in supporting student success. The conversation will address how AI is currently used on campus, ways it could further enhance the student experience, and areas where its use may raise ethical or practical concerns. The session aims to encourage dialogue, foster understanding, and outline actionable and practical ideas for implementing AI in responsible and effective ways, empowering
This panel discussion will delve into the current and future uses of artificial intelligence (AI) on campus, focusing on its potential to enhance student success, well-being, and preparedness while addressing its limitations and ethical considerations. By creating space for dialogue among students, educators, and administrators, this session will aim to foster understanding and generate actionable insights for responsible AI implementation.
Facilitator
Kevin Dowlin, Rutgers University–Newark
Program Type
Discussion Session
Session Length
50 minutes
Research Spotlight Sessions
These sessions provide a platform for Rutgers–New Brunswick faculty, staff, and students to share research focused on student success. Presentations should cover the study’s aims, methods, results, and discussion.
Session Descriptions
Accordion Content
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Abstract
Research examining the use of academic advising services revealed that, as a demographic group, Black male undergraduate students are less likely to participate in academic advising when compared to their White undergraduate counterparts (Lee, 2018; Museus & Ravello, 2021). This qualitative study used a critical race framework to examine, understand, and explain the interpersonal and institutional barriers Black male undergraduate students experienced with academic advising while enrolled at Rutgers, a historically White institution.
The session will inform the audience of the individual, interpersonal, and institutional challenges that Black male undergraduates face in academic advising settings within Rutgers and discuss ways to adapt advising practices and advising spaces into a more welcoming and supportive environment.
Facilitator
Kevin Ewell, School of Communication and Information
Program Type
Research Spotlight
Session Length
50 minutes
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Abstract
This study explores the impact of Rutgers–New Brunswick's Learning Assistant (LA) Program on students' interest in STEM, using General Physics students from 2021-2023 as a focus group. It measures “STEM-interest” through the number of STEM courses students took before and after the LA-supported course. Results show an increase in STEM workload, mainly among STEM majors, though a subset of non-STEM majors also showed higher interest post-course. Further research will analyze additional factors and extend the data for broader insights.
The Learning Assistant Program is a high-impact learning experience for the students who participate in the program. This session explores the impact this program has on student STEM interest with the potential to inform strategies to improve STEM retention and engagement. By determining the impact of the LA Program, we will also gain insight into ways to improve this high-impact learning experience for our students.
Facilitator
Sangya Varma, Rutgers–New Brunswick, School of Arts and Sciences, Division of Mathematical and Physical Sciences
Program Type
Research Spotlight
Session Length
20 minutes
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Abstract
This presentation will review the findings regarding the design, implementation, and impact of the hyflex modality, which has been used in a large lecture communication course during the last three years. Through this mode, students have the option of participating in the course activities face-to-face or online. Specifically, the presentation will address the unique opportunities and challenges of this novel instructional format, including a discussion of the applicable assessment strategies.
This specific project contributes to all three objectives of Student Success:
- Feel welcome, equitable, and supported in managing their responsibilities outside academics due to the flexible nature of the delivery mode, as well as managing social anxiety associated with being forced to be in a packed physical classroom
- Prioritize on-time graduation with minimal debt, as students who would not have otherwise been able to enroll in the course now can
- Expand high-impact learning opportunities to prepare students for future success
Facilitator
Nick Linardopoulos, School of Communication and Information, Department of Communication
Program Type
Research Spotlight
Session Length
50 minutes
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Abstract
Student activism has been a part of the college experience since the beginning and has played a prominent role in the history of Rutgers University. There are several reasons students engage in activism, and there are significant outcomes that include cognitive, interpersonal, and identity development. This session will review research on Latina women to examine how interactions with peers, class assignments, and participation in cultural organizations' activism influenced an internalized motivation to serve their communities.
This session supports the Academic Master Plan’s third objective, expanding high-impact learning opportunities to best prepare students for future success. College student activism is often painted negatively by the media and, for many reasons, is considered a campus nuisance that must be contained. However, this research demonstrates that activism is an activity that can promote significant development outcomes that lead to a lifelong commitment to be civically engaged.
Facilitator
Ebelia Hernandez, Graduate School of Education, Educational Psychology
Program Type
Research Spotlight
Session Length
50 minutes
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Abstract
Drawing upon data collected from 2018-2024, this presentation will examine (1) the ability of students to apply and transfer what they have learned through their internships to the field of Communication more generally, (2) the internship supervisor’s perspective regarding the ability of students to successfully apply what they have learned at their internships, and (3) the value for all students when obtaining and completing internships, and specifically when completing internships within a specific for-credit curriculum.
This session contributes to student success by enhancing objective III of the Academic Master Plan. By expanding high-impact learning opportunities to best prepare students for future success through the completion of an internship for credit, it illustrates the value for all students when obtaining and completing internships, specifically within a for-credit curriculum. This provides additional knowledge regarding how to best prepare students for future success as they develop career-ready skills to succeed in the workplace.
Facilitator
Erin Christie, School of Communication and Information, Department of Communication
Program Type
Research Spotlight
Session Length
20 minutes
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Abstract
Driven by exponential growth in migration from Africa, Black immigrants and their U.S.-born offspring comprise roughly one in five or 21% of the entire Black population in the U.S. Rutgers University is home to rich and diverse communities of Black immigrant-origin students within its 9.2% African American student population. This study offers important implications and recommendations for administrators and faculty at Rutgers–New Brunswick to better understand and support Black immigrant-origin students.
Rutgers University is a thriving and diverse community that strives to support the success, well-being, and belonging of our student communities. To do that, staff, faculty, and leaders must be intentional about learning about the students we serve and the ways their various identities impact how they experience life at Rutgers. The study presented in this session is a critical contribution with important implications for better supporting Black and African immigrant-origin students at Rutgers.
Facilitator
Dawn Ogali-Frederic, Faculty Diversity Collaborative
Program Type
Research Spotlight
Session Length
50 minutes
Success Story Sessions
These sessions highlight programs, strategies, or interventions with proven positive outcomes, focusing on initiatives that can be adapted or replicated to expand their impact.
Descriptions
Accordion Content
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Abstract
This student panel, facilitated by the course professor, will share how evidence-based teaching practices in an introductory math course helped them achieve academic success. Drawing from personal experiences, students will discuss how collaborative, reflective learning strategies fostered confidence, improved understanding, and enhanced their engagement in STEM. The audience will gain insights into how implementing inclusive, research-based teaching methods supports the retention and success of underrepresented minority (URM) students in STEM.
This session contributes to the student success of AMP by demonstrating how inclusive, evidence-based teaching strategies can reduce barriers to success for women and URM students in STEM. By fostering self-regulated learning, engagement, and collaboration grounded on multi-disciplinary educational research, this session values student voices that result in higher retention and academic success, supporting the broader goal of creating equitable learning environments and preparing students for success at Rutgers and beyond.
Facilitator
Sheila Tabanli — Mathematics, Ariana Satruc, Nerlande Solage, Jessica Ellice Chidambaranathan, and Francisca Giaverini
Program Type
Success Story
Session Length
50 minutes
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Abstract
The Peer Mentoring in Microbiology program fosters a sense of community in our students and promotes positive connections between students and faculty within their major. Now in its 5th semester, it has been a valuable experience for both mentors & mentees by: fostering relationships, building a sense of community, allowing access to opportunities and resources, & promoting equity within the student body. We will share success stories and the program’s impact on our Microbiology major students.
The Peer Mentoring in Microbiology program contributes to:
- creating a welcoming, equitable, and supportive learning environment for transfer students in our major and allowing ease the transition to become part of the Rutgers community
- prioritizing on-time graduation with minimal debt for all students; by allowing all to have access to the same opportunities and resources
- expanding high-impact learning opportunities to best prepare students for future success; exposing students to opportunities and to learn from their mentors and faculty
Facilitator
Karla Esquilin-Lebron, School of Environmental and Biological Sciences, Biochemistry and Microbiology
Program Type
Success Story
Session Length
50 minutes
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Abstract
SAS SEED2S (Student Excellence, Equity, and Diversity in Data Science) integrates Peer Mentoring Program (PMP), IDP (Individual Development Plan) ePortfolios, and eXperiential learning opportunities with partners (SEED2S+X) in support of student success. Presenters will highlight how the high-impact practices of methodically matched PMP connect and inspire students, how the IDP ePortfolio components motivate them, and how the hands-on learning elevates each participant's preparedness, in support of student retention and success.
The SAS SEED2S program employs high-impact practices for student success and creates a welcoming and supportive community for all its participants. This session focuses on program initiatives and co-curricular programming that enhance student advocacy and inform practices that will continue to empower students, increase sense of belonging, enhance academic preparedness and career readiness so that empowered learners can overcome barriers, making student success a collective priority.
Facilitator
Sangya Varma, School of Arts and Sciences
Program Type
Success Story
Session Length
20 minutes
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Abstract
In this session, we share an initiative to support students learning world languages at Rutgers to form better study habits and build learning communities. The faculty and student ambassador-led study sessions consist of two cycles of the 25-5 Pomodoro study technique, followed by a 20-minute themed discussion on study strategies. The sessions aim to provide practical skills to combat distraction and isolation for language students. We believe this pilot can be adapted by other programs to help students across disciplines succeed.
Students with established good study habits tend to do better in college, but this is not a skill that all students entering college are equipped with. The Pomodoro study sessions is an initiative that hopes to provide the space for students to cultivate this skill, the opportunity to form learning communities with their peers, under the guidance of faculty who are invested and knowledgeable in student learning.
Facilitator
Jenny Yang, Asian Languages and Cultures
Program Type
Success Story
Session Length
20 minutes
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Abstract
The nature of college counseling has changed dramatically since its inception in the early 1900s. Students who present to college counseling centers are facing unusual social challenges and an increase in systemic barriers to essential services: health care, financial support, food, housing, and more. With the rise of awareness and access to mental health services, many students arrive at university having been through intensive mental health treatment programs and often need additional support to maintain their gains. Students who are in most
This session will share the successes of our program and invite our colleagues to join us. We will inform the Rutgers community of referral methods and partnership opportunities to increase student well-being and alleviate staff and faculty concerns. We will identify how community partners can connect students in need to the Next Step Program and share strategies for motivating and encouraging students to engage with these vital services.
Facilitator
Jhonel Richards, Rutgers Student Health
Program Type
Success Story
Session Length
50 minutes
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Abstract
Douglass Residential College’s Women in Science and Engineering has provided Living-Learning Communities for decades: sciences (1989), engineering (2012), computer science (2016), and pharmacy/nursing (2023), serving over 150 students annually. Together, living, learning, and community create a high-impact learning experience that fosters STEM identity development and contributes to persistence. LLCs offer hands-on STEM, multi-tiered mentoring, a social network, and a robust Rutgers STEM community.
High-impact learning experiences like 1st yr LLCs are linked to increased retention for women in STEM, a historically underrepresented group at the college level and in the workforce.[4, 5] Research has shown that women in STEM respond positively to experiences that are collaborative and that have opportunities to share science. [6,7] Our LLC programming includes hands-on STEM DIY activities, fosters friendships and collaboration, and provides multi-tiered mentoring from peers, faculty, and staff.[8,9]
Facilitator
Lydia Prendergast — Douglass Women in Science and Engineering
Program Type
Success Story
Session Length
50 minutes
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Abstract
Fellowships connect students with enriching experiential learning opportunities. However, the wide range of awards can be overwhelming, the requirements intimidating, and the results uncertain. Our Office uses the Appreciative Advising framework to help students benefit from the process of applying for fellowships, regardless of the outcome. We will give an overview of the framework, share case study successes, and do exercises for reflection on participants’ own educational experiences and advising practices, focusing on experiential learning.
Appreciative Advising’s first phase focuses on creating a warm and comfortable environment as a precursor to all other aspects of the advising process, correlating to one of the key components of the AMP’s focus on student success. One-on-one interactions such as those in advising appointments are crucial for setting the tone of students’ relationships with the university at large. Because fellowships largely correspond to high-impact learning opportunities, fellowship advising likewise ties directly to this aspect of the AMP.
Facilitator
Anne Wallen, Office of Distinguished Fellowships
Program Type
Success Story
Session Length
50 minutes
Upskilling Sessions
These interactive sessions teach skills, strategies, or concepts to enhance student success work, with clear objectives to ensure participants can apply what they learn.
Upskilling Session Descriptions
Accordion Content
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Abstract
As frontline student services professionals who prioritize ensuring student needs are met, knowing where to start developing a meaningful assessment and what to do with the data can seem overwhelming. How do we know we are accomplishing that without expertise in assessment? By following the Assessment Cycle! This presentation details an overview of the basic features of assessment, surveys as an assessment tool, and the different components of the Assessment Cycle.
As student support staff, we play a crucial role in prioritizing on-time graduation, minimizing debt, and fostering a welcoming and equitable environment that promotes learning. However, well-intentioned procedures aimed at enhancing the student experience may inadvertently be influenced by biases or personal beliefs about their effectiveness. Without basic assessment skills, we cannot accurately determine if we are truly achieving our improvement goals.
Facilitator
Stephanie Jones, One Stop Student Services Center
Program Type
Upskilling Session
Session Length
50 minutes
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Abstract
This session will discuss the philosophy of building a microcredential program, which is different from a one-off or standalone microcredential; review examples of microcredentials we see to point out key aspects to consider when creating a microcredential program; then lead participants in an activity where they can build out a draft outline of a microcredential pathway relevant to their areas of teaching or research interests. The session will wrap up with a discussion for participants to share their ideas and thinking about microcredentials.
Digital badging is a valuable tool for expanding high-impact learning opportunities, offering a focused way to target the skills essential for success in the 21st century. From a programmatic standpoint, microcredentialing is especially beneficial, as it encourages faculty and staff to intentionally reflect on their own programming. This process ensures that they are effectively integrating and assessing the development of key skills and competencies. Microcredential initiatives support Pillar III, Objective III of the Academic Master Plan.
Facilitator
Brian Canares, Office of the Provost, Division of Undergraduate Education
Program Type
Upskilling Session
Session Length
50 minutes
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Abstract
This session explores how to leverage Canvas tools like Ally, the Rich Content Editor (RCE), and Cidi DesignPLUS to enhance course accessibility. Participants will learn practical methods to evaluate and resolve accessibility issues, making learning materials more inclusive. Through a combination of instructional content and interactive activities, attendees will gain the skills to improve accessibility in their courses, fostering better student outcomes.
This session aligns with the goal of expanding high-impact learning opportunities to best prepare students for future success by focusing on improving the accessibility of online course content for all learners. Faculty will learn to identify, evaluate, and address key barriers to accessibility for students, who will, in turn, benefit from access to essential course content in a timely manner.
Facilitator
Dena Novak, University Online Education Services
Program Type
Upskilling Session
Session Length
50 minutes