Please note that sessions and speakers are being added as they are confirmed.
Direction Over Data: Advocacy for Native American and Indigenous Students
Whether you are working in an admission office, college counseling, or support services, you will learn how to perpetuate change and accountability to this work on your campus. The purpose of this informative session is to educate attendees on how to create, build, and reframe relationships to serve Native American and Indigenous students effectively. There are multiple layers and policies that generations of Native American and Indigenous students and families have experienced with education. The time is now to make a positive shift for Native and Indigenous students to be represented in post-secondary data.
Danielle Yepa Gunderson, Sandia Preparatory School (NM)
Tom Campbell, Lakeside School (WA)
Darah Tabrum, Navajo Preparatory School (NM)
Helping the families that need it with the most
Our session will share data from the largest university family done in the US and will concentrate on families of color, families with no previous college experience, and families of low income, that families that need our help navigating the pre-college and college information overload the most.
Families receive guidance and information from a variety of sources. What do they need to know? What do they value? Who do they trust? And most importantly… what works? Understanding families’ needs and attitudes can be a difference-maker to your enrollment strategy and institutional success!
Raquel Bermejo, RNL
Omar Correa, University of Nebraska Omaha
Harvey Werner, Loyola University New Orleans (LA)
From Farm to Table: Supporting Rural Students from All Sides of the Desk
College access and affordability for students in rural communities is more critical than ever. Approximately 30% lack access to broadband internet, which disproportionately affects rural students of color. How have new test-optional policies impacted these students? What effective practices can help overcome the unique challenges and barriers they encounter throughout the college search process? Can we move from “hot topic” to sustainable engagement with these issues? Experienced admission directors and college counselors will present strategies that work. Bring your ideas and programs to share as we discuss how we can collaborate to enable this population to access their college educations.
Sally O' Rourke, Fresnel College Navigation (PA)
Suzi Nam, The Baldwin School (PA)
Ryan Hargraves, University of Toronto
Desmond Gatling, Duke College Advising Corps (NC)
The Aftermath of the Storm: Applicants of Color, Race, Trauma and COVID
The high school juniors and seniors of color will return school and enter a college process as changed individuals. The combination of racial trauma exacerbated by Covid, racial unrest and isolation, and the ordinary college admissions stressors leave students of color compromised psychologically. In this session we will review the origins and impact of racial trauma. Included in this review are the events of the past two years which have served to negatively impact that trauma, including Covid and its disproportionate impact on communities of color, and racial unrest, in the aftermath of the killing of George Floyd. We will review the steps college counselors can take to best support students of color in light of recent extraordinary events.
Linda Fleming McGhee, McGhee & Associates, LCC (MD)
No Plumbers Needed: Strategies for P-16 Professionals to Fix the "Leaky" Pipeline to College for Students with Accommodations
The purpose of this session is to provide clarity to LEAs as they support underserved populations with transition from high school to post-secondary life. By creating systems, processes and scaffolds, this session initiates the work of plugging the “leaky” access pipeline of underserved students to continued education. The effort was conceptualized when a LEA struggled with supporting a visually impaired student’s high school access to the Texas College Readiness exam (TSIA2). Participants in this session will walk away with support strategies as well as a foundation for drafting legislation to ensure all students have equitable access to higher education.
Narietha DeShaun Carter-McClain, Lawrence E. Elkins HS (TX)
Reba Brown, Fort Bend ISD (TX)
Toni Schenyder, The Winston School San Antonio (TX)
Helping LD Students Thrive in College
While college admissions can be daunting for many high school students, it’s even more challenging for those with learning differences, who often struggle with executive functions such as organization and time management. Moreover, colleges and universities routinely offer free peer tutoring, disability accommodations, writing centers, and other resources, but LD students sometimes require formal, structured learning support programs in order to successfully complete college. Learn how to help your LD students identify the right colleges and programs, navigate the application process, and implement needed accommodations and support services.
Jill Corbin, Denver Academy (CO)
Eric Endlich, Top College Consultants (MA)
Jake Weld, Mansfield Hall (VT)
Chuck Liddiard, University of Delaware
Equity and Access in Admissions for the Arts
Despite the national decrease in applications, collegiate theatre programs have seen the opposite trend with a 20% increase. A team of theatre programs nationwide collaborated to implement the Musical Theatre Common Prescreen. The collective impact of these requirements and the national audition pivot have afforded greater diversity in this competitive field. A driving focus to ensure equity and access has already demonstrated significant changes in the admission and yield for these schools who present the creative process in implementing their solution, how these changes accommodate a more accessible application process, and what this collaboration means for equitable admissions.
Mica Harrison Loosemore, Carnegie Mellon University School of Drama (PA)
From Newcomer to New Student: Creating Refugee-Friendly Spaces in U.S. Higher Education
Fewer than 3% of the world’s 26 million refugees ever enroll in college, a staggering statistic which makes refugees one of higher education’s most historically excluded populations. Despite the rapidly growing number of globally displaced people, colleges and universities in the U.S. have made little progress in making their campuses more friendly to students with refugee status. Based on interviews with administrators at higher education institutions, leaders at refugee-serving nonprofits, and refugee students themselves, this presentation offers an overview of the unique challenges refugee students face and recommendations for how colleges can make their campuses more refugee-friendly.
Kelsey Ullom, Rice University (TX)
Emily Moore, Scholars at Risk (NY)
Invisible AAPIs: Serving Southeast Asian & Pacific Islanders Students
Sylvie Shiosaki, University of Washington
Glenda Tauta, University of Washington
HtooShar Mon, University of Washington
Helping Under-Resourced Students Flourish in the Midst of the Pandemic
While the pandemic has set back learning for all students, it has taken the heaviest toll on under-resourced students. Delaware College Scholars (DCS) Program boasts some impressive stats — 100% of participating under-resourced youth graduate high school on time, 98% transition to college, and 93% persist beyond their freshman year. This session will address the challenges specific to under-resourced students and best practices that have helped in keeping them engaged and focused throughout the pandemic. We will highlight the framework utilized by DCS to track and measure their scholars’ success, with the aim of making higher education accessible to all.
Tony Alleyne, Delaware College Scholars (DCS)
Sugath Karunaratne, Cialfo (DC)
Taking Down Micro-Barriers: Demystifying Admissions-Speak for Applicants
We all live in our own bubbles, admissions officers included. Things that seem obvious to higher ed insiders in applications and application instructions are sometimes opaque, confusing, and even discouraging for applicants, especially first-generation college applicants. This session uses real examples of language that can be demystified both for applicants and the people who support them through the application process, from a range of schools in terms of selectivity, region, and institutional priorities. Admissions officers and school-based counselors will receive actionable tips for demystifying admissions-speak for applicants.
Anna Ivey, Inline (CA)