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How can we take all that this year has delivered (pandemic, protests of systemic racism, a national election, economic instability, wildfires, hurricanes) and gain insights that will guide us into 2021? Dr. Denise Swett shares reflections on 2020 as we look towards a new year.  Please refer to the chat from our 12/4 recording for a robust discussion about topics impacting higher education professionals in 2020.
As we begin the fall semester, many institutions are examining how they can become student-ready. Join us as Dr. John Donnelly shares his insights into what makes a college or university student-ready and how institutions can do this important work to focus their efforts on student success. Drawing from his career as a community college administrator and faculty member, John has recently been appointed to the American Association of Community Colleges (AACC) Commission on Student Success which works to improve student success outcomes for community college students.
Jessica Gifford has spent her professional career creating supportive learning opportunities for students. An expert on resiliency, Jessica has shifted her focus to the concept of building connections. How can institutions create opportunities for students, faculty, and staff to make meaningful connections? Join us as Jessica shares her insights and strategies for how institutions can focus on connection and community building to impact mental-health, student, faculty and staff retention and, ultimately, success.Check out Jessica's resources:Free resources for building connection with studentsFree resources for building connection with staff and facultyProjectConnect website
As the spring semester wrapped up, faculty and staff expressed concern about disengaged students. Looking to the new school year, what are strategies institutions can use to create opportunities for students to feel heard and valued? How can we foster campus connections leading to student engagement and success? Dr. Dan Maxwell, Interim Vice Chancellor for Student Affairs and Enrollment Services - UH System, shares with us unique ways that he is creating connections with students like his Donuts with Dr. Dan initiative. 
College enrollments hit a record low in the fall semester. Coupled with that, new data released in early May shows that FAFSA applications are down almost nine percent compared to last year - a concerning trend that suggests another year of downward college enrollment. How can institutions work to address enrollment challenges? What are strategies colleges and universities might take to encourage growth in applications but also examine student success? Join as Aaron Basko, enrollment growth specialist and author, shares his insights into the challenges institutions are facing with enrollment and strategies to consider for institutional growth and health!
As we wrap up this school year and our conversations on leadership in honor of our colleague Dr. Denise Swett, Kate Mueller reflects on this year: things learned, surprises found, and how this year of continued pandemic learning will inform the upcoming academic year. Kate shares her recommendations for how we can lead from where we are and resources for our own growth and renewal. 
As we emerge from pandemic learning, students are struggling to find their footing and to be successful in their classes. Listserve discussions for organizations like the POD Network, FYE, and LRNASST are ripe with faculty and staff expressing their concern about failing students and their surprise that as instruction has returned to in-person there has not necessarily been a correlation to fewer grades of D, F, and W.  Jessica Tinklenberg, Program Director for the Center for Teaching and Learning at Claremont Colleges, shares her insights into how we can better understand the learning environment from a student perspective while sharing ways we can provide the support they need NOW.  
The pandemic has spotlighted a concerning enrollment trend in higher education: a decrease in Black male students at U.S. colleges and universities. Dr. Reginald Stroble, coordinator of the Black Male Initiative at Anne Arundel Community College continues our conversation from the fall semester on recruiting and retaining Black male students. Reggie, and his former student Juwon, shared their insights and critical considerations for our work with male students. This promises to be an informative conversation you won’t want to miss!
Join us for this next discussion in our Don't Sweat It: The Denise Sweat Conversations on Leadership Series! Dr. Celia Esposito-Noy, Ed.D, the Superintendent/President, Solano Community College District, shares insights from her extensive career in higher education. Celia provides insights on crafting strong and diverse teams as well as sound advice on how to create stystemic change at our institutions to better address equity and access. 
Declines in enrollment and FAFSA applications from students of color and low-income families are a concerning trend we've seen dominate higher education headlines this academic year. As a result, institutions are grappling with how to best support students from these populations, often the very ones identified for participation in TRIO programs.  Listen in as Dr. Pinkey Stewart shares with us strategies and techniques for supporting TRIO students and under-resourced students. Dr. Stewart draws from her extensive career in higher education to understand the challenges facing under-resourced students and their families and best practices in enrolling and retaining this important student population.
The pandemic has shown a spotlight on a concerning enrollment trend in higher education: a decrease in the number of Black male students at U.S. colleges and universities.  Dr. Reginald Stroble, coordinator of the Black Male Initiative at Anne Arundel Community College, shares his insights into how institutions can recruit and support Black male students. His work was recently highlighted in an article about the declining number of male students in colleges and universities.  Reggie shares his own story as well as critical considerations for our work with male students. 
This series is being brought to you in celebration of Dr. Denise Swett and her love, commitment and service to higher education.  As a seasoned professional and dear friend, Denise touched the lives of thousands of students and administrators. In this episode, Dr. Jory Hadsell, the Associate Vice Chancellor of Educational Technology Services at the Foothill-De Anza Community College District and the Executive Director of the California Virtual Campus shared their approach to leadership in their work with online learning. Resources: LIFT Leadership Institute for Tomorrow
This series is being brought to you in celebration of Dr. Denise Swett and her love, commitment and service to higher education.  As a seasoned professional and dear friend, Denise touched the lives of thousands of students and administrators.  In this episode, San Lu and Gail Rulloda of Napa Valley College shared their approach to leadership in their work with Disability Support Programs & Services (DSPS). San and Gail generously shared an extensive list of resources for us to use in our work:Duncan-Andrade, J. (2009). Note to Educators: Hope Required When Growing Roses in Concrete. Harvard Educational Review, 79(2), 181–194., R. D. (2011). A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth. Youth & Society, 43(3), 1066–1109. Student-Ready College: A New Culture of Leadership for Student SuccessMiller, P. M., Brown, T., & Hopson, R. (2011). Centering Love, Hope, and Trust in the Community: Transformative Urban Leadership Informed by Paulo Freire. Urban Education, 46(5), 1078–1099. Strategies for Revolutionary LeadershipNevarez, C.  & Wood, J.L., (2013) Leadership Theory and the Community College: Applying Theory to PracticeSubini, A. et al. (2013) Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/abilityFerri, B. A., Annamma, S. A., Connor, D. J. (2007) Critical Conversations Across Race and Ability
Much has been written in the last year examining whether we are at a crossroads in higher education. How has the pandemic contributed to a re-envisioning of higher ed, and will pandemic-fueled change last? In this episode, Phil Hill and Kevin Kelly of MindWires and the PhilOnEdTech blog share what the future of higher education might look like, the role technology plays, and lessons we have learned from our year of pandemic learning.
In our inaugural episode of our "Don't Sweat It: Denise Swett Conversations on Leadership" series, Dr. Ding-Jo H. Currie, founder, and director of Leadership Institute for Tomorrow (LIFT) at CSU Fullerton joined us. LIFT aims to cultivate and develop leaders who will make a social impact on justice, equity, and inclusion from the ground up.  Dr. Currie reflected on her growth as a leader, offered advice on how we can develop in leadership roles, and shared her philosophy on leading with love.We will continue our leadership discussion each month this fall semester in an effort to recognize Dr. Denise Swett and her love, commitment and service to higher education.  As a seasoned professional and dear friend, Denise has touched the lives of thousands of students and administrators.  
As we have discussed in previous episodes, the start of the 2021-2022 school year is hardly a return to “normal.”  Recently highlighted in the Chronicle of Higher Education, a team at the University of Wisconsin-Milwaukee has taken a trauma-informed approach to crafting the start to this new academic year - an approach that honors the last year of pandemic learning and life.  Dr. Scott Gonert, Dr. Adam Jussel, and Dr. James Topitzes discuss what they’ve learned about their own community’s COVID experiences and how their research has informed their reopening plans for students, staff, and faculty. This promises to be a critical conversation you won’t want to miss!Check out the Campus Cares website of the University of Wisconsin-Milwaukee's Dean of Students Office.
The concern about student learning loss in a year of pandemic learning is both significant and real. We know the benefits of consistent use of learning support resources like tutoring, supplemental instruction, and writing centers. How can we get students to engage with these critical success resources? Listen in as M.E. McWilliams and James Gapinski share their recommendations and insights into how we can maximize student usage of our learning support centers!
Let's hear from our students! In so many of our Friday 5 Live conversations this year, we've discussed the importance of listening to our students. We convened a panel of students representing institutions across the U.S. to share their perspectives on the fall semester and learning in this year of transition. Listen in to hear what students' hopes and concerns are for this academic year as they reflect on a year of COVID learning!
Students have spent a year plus learning online and in hybrid environments. How will this shift in learning adjust student expectations of what the “classroom” experience involves?  How can faculty and student services staff adapt to student expectations now that institutions have shifted outside the traditional time, space and location of college learning? Join us as Jean Mandernach shares new research on the changing landscape of student expectations and dives into how we can create flexible and diverse learning opportunities for today’s college students. This Friday 5 Live promises to be an insightful conversation into bridging the space between faculty/staff and student learning expectations.  
How can we ease our students back to campus for the Fall 2021 semester while addressing transition and learning loss concerns? Jean Mandernach, an online learning expert and frequent Innovative Educators speaker, shares her insights into how we can best support our students in their return to campus this fall. Jean provides practical tips and recommendations for addressing student learning loss and considerations for bringing in students who may have spent significant time out of the formal classroom environment in the last year-plus of pandemic learning. Resources provided by Jean Mandernach, Ph.D.
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