- This is a virtual conference.
- October 4–6, 2023
Moving Students Forward: All Aboard
The types of support that we offer students is as varied as the people who lead the support. Faculty, staff, administrators, graduate and undergraduate students, all work to empower students seeking support to enhance the strengths they possess to move forward to the next level—whatever that goal may be. Indeed, student support does not occur in a vacuum. Developmental education, particularly here in Texas, encompasses more than we often see. Due to institutional structure, stigma, funding, location, or resource allocation, we are often separated from other student support or developmental education professional within our institutions and between institutions as well. That is why CASP 2023 has chosen the theme “Moving Students Forward: All Aboard.” We believe that it is our responsibility as a statewide conference to create new connections, repair old ones, and foster the growth of ongoing relationships between professionals and programs offering support to students.
This year CASP wants to be proactive in asking professionals from developmental courses, academic advising, supplementary instruction, tutoring, career support, academic coaching, program admins, peer mentors, graduate students, faculty/staff mentors, students in developmental education courses, and so much more, to submit proposals to share their current practices, experiences, and/or research. We are all important stops in the journey that students take toward college completion, and it is vital that we share and learn about one another’s place in that journey. With the phrase “All Aboard,” CASP welcomes anyone and everyone related to supporting students into this space.
Co-Host, El Paso Community College!
We are proud to announce that our co-host for this year is El Paso Community College (EPCC) in El Paso, Texas. EPCC serves nearly 25,000 students and offers more than 150 degree and certificate programs at five campuses. Nationally recognized as a leader in student support with more than 16 different academic success programs, the college is focused on engaging students and fostering excellence. By creating a college-going culture and implementing innovative student success initiatives, EPCC is transforming the pathway to higher education. This long legacy of student support makes CASP very proud to co-host this year’s conference with them.
Call for Proposals!
We are now accepting proposals for the 42nd annual College Academic Support Programs Conference. All proposals should be planned for a 45 minute virtual session.
We welcome proposal submissions from:
- Faculty
- Staff
- Administrators
- Graduate students
- Student Workers
- Anyone related to student success!
CASP is always thrilled to receive proposals from professions and student workers from advising, career coaching, tutoring, supplementary instruction, developmental courses, postsecondary education degree programs, academic coaching, writing centers, and so much more.
This list is not all inclusive! We are excited to receive any and all proposals relevant to the topic of postsecondary supports or support programs.
Preconference Sessions
Inclusive Best Practices for Supporting Neurodivergent Students
October 3 | 9am–Noon (Central Time)
This workshop is a chance to discuss the challenges you have faced (or are nervous to face) in your efforts to provide an effective higher education experience for neurodivergent students. It will be a judgment-free opportunity to ask the questions you have about best practices from appropriate terminology to proven strategies in engaging students in the classroom or a tutoring/advising environment. From the new DEI ally to seasoned accomplice, all levels of experience are welcome and everyone will come away with something useful.
How Implementing Academic Coaching Practices Can Promote Students’ Success
October 3 | 1pm–4pm (Central Time)
Dr. Russ Hodges is a Lifebound certified academic coach who has been conducting trainings for many years. This session will include evidence-based academic and professional coaching theory, skills, and practice sessions. The intent of this workshop is to assist faculty, advisors, staff, and peer mentors develop the coaching mindset, knowledge and skills, and structured process they need to unlock students’ intrinsic potential and prepare them for success after college.
Co-Presenters
Lori Wischnewsky is a doctoral student, research assistant and teaching assistant at Texas State University’s in the Developmental Education Graduate Program. Her research focuses on neurodiversity in postsecondary settings, autism-specific support in higher education, and universal design for learning. Lori received her bachelor’s degree in social work from The University of Texas at Austin and her master’s degree in therapeutic recreation from Texas State University. Currently, she is the instructor for EDP 1350: Effective Learning, a learning frameworks course at Texas State University.
Jonathan Lollar has been at Texas State University (TXST) since 2015 and has taught PHIL 1320: Ethics and Society and EDP 1350: Effective Learning. He is currently the Student Development Specialist for the IDEA Center and is pursuing a doctoral degree at TXST in developmental education with a concentration in learning support. His research is focused on developmental education policy, student success courses, and prison education. Jonathan is the assistant editor for the Journal of College Academic Support Programs and President of the Texas College Reading and Learning Association. He has won the TXST Doctoral Merit Fellowship, the Julia Visor Award from the National College Learning Center Association, and the Carol Dochen Professional Development Award.
Registration Note
As part of your receipt of payment, you will be given a link to register for the conference. Complete the registration form found on your receipt (please check your junk folder if you did not get a receipt) so that you can be properly input into the Whova application for the upcoming virtual conference. Thanks!
Early Conference Registration
(Early Registration Ends September 25, 2023)Pre-Conference Registration
Discount - Early Conference Registration + Pre-conference
(Early Registration Ends September 25, 2023)Graduate Student Early Conference Registration
RegistrationDiscount - Graduate Student Early Conference Registration + Pre-conference
Registration2023 CASP CONFERENCE SCHEDULE
ALL SESSIONS WILL TAKE PLACE IN CENTRAL TIME
Tuesday, October 03, 2023
| TIME | SESSION TITLE | DESCRIPTION | STRAND |
| 9:00 am – 12:00 pm | Inclusive Best Practices for Supporting Neurodivergent Students Lindsay Masters | This workshop is a chance to discuss the challenges you have faced (or are nervous to face) in your efforts to provide an effective higher education experience for neurodivergent students. It will be a judgment-free opportunity to ask the questions you have about best practices from appropriate terminology to proven strategies in engaging students in the classroom or a tutoring/advising environment. From the new DEI ally to seasoned accomplice, all levels of experience are welcome, and everyone will come away with something useful. | Precon |
| 1:00 pm – 4:00 pm | How Implementing Academic Coaching Practices Can Promote Students’ Success Dr. Russ Hodges Lori Wischnewsky and Jonathan Lollar | This session will include evidence-based academic and professional coaching theory, skills, and practice sessions. The intent of this workshop is to assist faculty, advisors, staff, and peer mentors develop the coaching mindset, knowledge and skills, and structured process they need to unlock students’ intrinsic potential and prepare them for success after college. Dr. Russ Hodges is a Lifebound certified academic coach who has been conducting trainings for many years. | Precon |
Wednesday, October 04, 2023
| TIME | SESSION TITLE | DESCRIPTION | STRAND |
| 9:00 am – 9:45 am | Goal-Setting Strategies and Other Research-Based Best Practices for Academic Coaching in Higher Education Bethany A. Watkins | This presentation will provide information on goal setting as a practical component within an Academic Coach Program (ACP). First, ACP general components found in the research of Alzen et al. (2021), and Pechac et al. (2021) will be addressed. Then, based on literature from Kruglanski et al.’s (2002) A Theory of Goal Systems and Shah’s (2003) studies on the influence of significant others in goal setting, among other goal-setting strategies, will be discussed. Research will also be presented to identify other components of a successful and well-rounded ACP, in addition to goal setting, as well as sharing first-hand information from a former academic coach during the session. Recommendations based on research and previous experience will be shared for creating a newly founded ACP or adding to the ACP at your institution. The information presented in this session will benefit administrators and staff who work closely with the ACP at their institution or would like to hear about research-based best practices to begin an ACP of their own. | Student Success Support |
Confidence and Clarity: The Value of Fearlessness and Instructions Stephanie Thompson Bob Musante | College composition students, no matter their skill level, often struggle with writer’s anxiety. They fear they cannot meet the standards of academic writing, worry about plagiarism when using research, and hesitate to share their work with classmates, tutors, and instructors. | Instruction & Pedagogy | |
Moving Students Forward in Texas Community Colleges: Evidence Supporting Learning Frameworks Courses Dr. Taylor W. Acee Dr. Russ Hodges, Lori Wischnewsky, and Giovanna Lorenzi Pinto, Jonathan Lollar, and Gail Sylvester-Conrad | Describe the effects of learning frameworks courses on community college student success in Texas, the types of course topics and assessments used in learning frameworks courses, some research-based best practices for teaching learning frameworks courses, and how the session is personally relevant. | Curriculum, Technology, and Tools | |
Students with Disabilities in Developmental Education Alissa Brown | There is an increasing number of students entering college who are not prepared. Many of these students have learning disabilities, some of which are undiagnosed. They struggle with the transition to postsecondary education and are more likely to discontinue than their classmates without disabilities. Current literature guides developmental educators in meeting the needs of the average student. However, there is a deficiency in the literature regarding educating students with learning disabilities in developmental education. The researcher will provide research-based recommendations to demonstrate the need for a change and to bridge this gap. This presentation will benefit the administrators and faculty members in developmental education programs, transition and disability service providers, and others involved in giving these students the highest probability for success. | Student Success Support | |
| 10:00 am – 11:00 am | Opening Plenary | ||
| 11:15 am – 12:00 pm | Supporting Students’ Self-Regulated Learning Through a Learning Frameworks Course Project Abigail K. Mills Dr. Lauren Hensley | Supporting students’ engagement in self-regulated learning, i.e., the ability to independently manage one’s own learning processes, is a primary goal of many learning frameworks courses. That said, many students find it challenging to transfer their use of self-regulation strategies from one course to other contexts, academic or otherwise. To address this challenge, we designed and implemented a multi-part course project in which students pursue meaningful personal, academic, or professional goals. In this presentation, we will provide an overview of how self-regulated learning is taught in one specific learning frameworks course with particular emphasis on describing the key components of the course project: select a book, structure chosen goals, consult on plans with the instructor, track strategy usage, outline ideas, and creatively present results and takeaways. We also will share guiding principles, highlight model student work, and discuss solutions to common roadblocks to help other instructors implement projects that support students’ self-regulated learning. | Curriculum, Technology, and Tools |
Propelling Student Success with Faculty Advising Melissa Aguilera Margie Nelson Rodriguez | At El Paso Community College (EPCC), faculty advising is gaining momentum as a powerful lever for student success. In 2021, a formal faculty advising pilot was launched with nine faculty advisors, ten disciplines, and two team leads. With administrator support, faculty advisors have been engaging in high-quality professional development to learn from advisors and counselors. The faculty advising team leads are collecting data to determine impact. This faculty-led initiative’s purpose is to help increase retention and to serve the students who have decided on their majors. Faculty advisors offer real world, career, and transferring degree support; course information within their program pathways; connections to relevant co-curricular activities, academic and other support services; and professional networks within their discipline and careers. In this session, the faculty advising team leads will share their lessons learned, best practices, and necessary infrastructure for any colleges interested in embarking on their own faculty advising journeys. | Student Success Support | |
Facilitating Success in Developmental Math and College Math Cyrus Malek ,PhD Mike Panahi, Kambiz Mansour | Our goal as a math professor is to effectively deliver a lecture on a subject like Algebra where the student can attain some new knowledge during each new lecture. The lecture is supplemented by in class examples and homework. Ideally all of your students would express interest and engage in class by way asking questions and helping to solve example problems. One of the most common challenges facing Math instructors is the need to reduce students’ knowledge gaps—it is not always the mathematics that students struggle with, but rather the prerequisite concepts from algebra and study skills, mindset, and not knowing their learning styles. We will be discussing how we have facilitated variety of high- tech and low-tech techniques and other strategies that have worked in our classrooms. | Instruction & Pedagogy | |
Multilingual Use of Signed Languages Along the Border Christina Diaz | Lecture will cover information about the local Deaf Community, its members and the various types of sign language used along the New Mexico, Texas and Mexican borders. Examples of diverse signs will be demonstrated and meanings explained. History of American Sign Language and Deaf education roots will be brought up. Obstacles unique to sign language interpreters face while working will be highlighted. Audience will be asked to share any experiences and answers to questions will be provided. Common myths regarding sign language and deaf people will be debunked. Comparison of sign language dictionaries and textbooks will be provided at visual aids. Additional information and resources provided upon request along with hardcopies or digital copies of published article related to presentation. | Social Justice | |
Moving Students from F2F, to Virtual and Back! Facilitating Student Success by Connecting Tutoring Services and Instruction Lucia M. Rodriguez Della Truman, Diana Davis, and Elizabeth Olivas | This presentation will share how the Office of Student Success at El Paso Community College practices a culture of collaboration, teamwork and pivoting as needed. The results led the Student Success Team to develop its own online tutoring system with existing college resources. Tutoring Managers will describe our practices related to collaboration among five campus tutoring centers, creating a web-based Tutor Finder for students and faculty, and tracking students’ use of tutoring and other support services. We’ll describe how we connect tutoring services directly to instruction taking place in math, sciences, and other courses by providing faculty weekly tutoring reports that share relevant data and insight about what students seek the most help in their courses. We will discuss how to foster partnerships with faculty and other tutoring providers by way of training, conferences, and pooling resources to best serve students to achieve retention and graduation. | Student Success Support | |
| 12:15 pm – 1:00 pm | The Future of CASP: Learning From Our Members Candice Oelschlegel Lety Berlanga | Come and chat, in a roundtable type discussion, about the future of CASP. We will share information about membership and resources to stay in the know of our organization. Also, we hope to learn from our members about how they see the benefits of CASP now and in the future. | Lunch and Learn |
| 1:15 pm – 2:00 pm | On the Right Track: Library Support for Integrated Reading and Writing Students Linda Kapocsi Shannon Alexander | This presentation will demonstrate concrete ways that college librarians and professors can introduce developmental students to college library services, scaffold research assignments, encourage reading, and provide joint instruction for citation methods. Having worked together to support Integrated Reading and Writing classes for over ten years, the presenters will demonstrate specific strategies for providing individual student and whole class support, will share ways to create virtual library and research support specifically designed for Web classes, and will explore methods for planning lessons for on campus library instructional classes. The presenters will debunk common myths about developmental students and college research and provide step-by-step guidelines for scaffolded library support for students. | Curriculum, Technology, and Tools |
Two Secrets That Build Authentic Student Progress Karen Hattaway, PhD Jon Nelson | Session leaders focus on strategies of Appreciative Inquiry that support students’ motivation even though they are struggling. Emphasizing legitimate positives rather than weaknesses or failures, presenters demonstrate simple strategies refocusing students’ attention on accomplishments that offer convincing evidence that success is possible. Presentation content contains specific examples illustrating how to emphasize positives in conferencing, tutoring, grading. and creating assignments, class activities and rubrics. Participants also gain insights into managing energy and not time—a skill fundamental to success in a digital environment. As the session proceeds, presenters offer in-class and assignment-based strategies and activities to guide students (and perhaps faculty also) in personal routines for managing energy. | Instruction & Pedagogy | |
College Readiness: An Examination of First Generation Minority Students and College Readiness Greg Fremin | One of the great aspects of America is that it provides everyone with an opportunity for attending college and obtaining a higher education degree. Indeed, our educational system from K-12 grades strives to prepare our students for this opportunity and college readiness, but as numerous studies have shown, there is a vast academic inequity that has historically existed within the first-generation minority student population in America. The purpose of this review is to examine several studies on college readiness with specific emphasis on first-generation minority students and the educational inequity gaps that exist. This review will also show programs that have accelerated their educational performance, thus reducing the academic inequities that have historically existed with this group. | Social Justice | |
Career Planning for College Students Claudia Cochran Ruben Franco | This workshop covers the basic knowledge that students should consider as they plan for their careers. What should all students know when it comes to their dream careers? Salaries, primary duties, working conditions, job characteristics and how to stand out to future employers, are just a few of the things that all students should know before pursuing a career. Anyone who works with students will be able to better assist students plan for their careers by attending this workshop. | Student Success Support | |
Faculty and Student Resources for DE students and Boot Camps for Students Seeking to Rank and/or Improve their TSIA 2 Placement Scores Hector Arriola Pablo Rivera, Toni Granillo, and Sandra Martinez | Participants will learn of the different resources available to students of El Paso Community College (EPCC) to prepare for the TSIA 2 assessment as well as the TEAS test for students seeking to rank into the Nursing program at EPCC. Resources such as our online courseware, TSIA 2 Boot Camps, Diagnostics assessments and more such as our EPCC faculty TSIA Boot Camp training for public schools teachers called Train-the-Trainer TSIA 2 sessions. | Student Success Support | |
| 2:15 pm – 3:00 pm | Creating Program Infrastructure: An Open Education Example Isabelle Antes | Starting a new program and not sure where to start? Join me as I outline what I developed over the first year as an Open Educational Resource (OER) Librarian at Texas State University to support Open Education, OER, and Open Scholarship. We will have plenty of time for Q&A! | Curriculum, Technology, and Tools |
Corequisite Developmental Mathematics: Challenges and Positive Outcomes Nara M. Martirosyan D. Patrick Saxon | The purpose of this study was to identify challenges and positive outcomes in teaching Corequisite Developmental Mathematics (CDM). Analyzing survey data received from 42 faculty members who teach CDM in 2- and 4-year colleges, researchers identified the five most frequently occurring challenges participants encountered when teaching CDM, as well as the top five positive outcomes of CDM at their institution. Based on the findings, practical implications were drawn for future practice in CDM implementation. The results of this study will benefit faculty, researchers, and reform advocates as they work to improve the delivery and performance of corequisite developmental mathematics courses. | Instruction & Pedagogy | |
Fun, Engaging Activities that Review Content Janine Rudnick | Research has shown that student engagement is very important in learning. In this workshop, you’ll learn how to create and use two different types of strategies that will be fun yet informative for your students. Specifically, we’ll create digital escape rooms and learn how to review using collaborative documents. These items can be used either F2F or in online classes. | Student Engagement | |
Re-Imagining the First-Year Seminar: The Great Questions Seminars- Transformative Texts and Student Success Kerri Pope Ted Hadzi-Antich | The Great Questions Seminar is a faculty-developed and led program focusing on transformative texts, small group discussion, and faculty-to-student mentoring. The course was designed for First Time-In-College students. It is a combination Humanities 1301 course that fulfills the Philosophy, Language, and Culture Core requirement for the Texas General Education Core. It is also an accepted student success and learning frameworks class in over 22 programs at ACC. Great Questions Seminars provides high-touch services to various students across the educational spectrum. The classes use embedded tutors, faculty mentoring meetings, and lowered enrollment thresholds to help connect students to the learning community. The Great Questions Seminar is also paired in a co-req with student developmental courses, allowing college students to learn valuable college skills and earn college credit while completing developmental studies in reading and writing. The Great Questions program has trained over 100 faculty since 2017. The program aims to integrate transformative texts and discussion into classrooms throughout the college. | Student Success Support | |
| 3:15 pm – 4:00 pm | Beyond Red Ink and Margins: How to use Emotional Intelligence in the Classroom Professor Mike Panahi Shahina Shad | The presenters will discuss the benefits of developing emotional intelligence and encouraging educators to think deeper about student behaviors, the root cause of those behaviors, and how to modify those behaviors to create a safe learning environment for students. If we understand why students behave the way they do, and how we need to behave in the classroom and interact with them beyond the traditional red ink and margins, we can bring about a positive change in the learning environment and have a powerful impact on students’ learning and success. | Instruction & Pedagogy |
Using Technology to Move Students Forward Roshanak Jafari | EPCC Biology Department at the Rio Grande Campus utilizes various techniques to enhance students’ learning, such as Zspace and Anatomage Table (Digital Cadaver). The Zspace is a tabletop virtual reality, transforming education regardless of whether students attend in-person or virtually. Proper incorporation can enhance student experiences. AR/VR can bring concepts to life with spectacular visual displays. Intersecting the physical and digital worlds causes students to gain a joyful, vibrant context that supports instructions. Anatomage table provides digital human bodies which are unique, accurate, and functional that can turn concepts into 3D reality in teaching anatomy and physiology. I will explain how to incorporate Anatomage in the A&P lectures and labs to boost student engagement and enhance active learning. Anatomage has different libraries and possibilities for positioning the digital cadaver, performing quick and custom cuts, creating presets, customizing visible structures, and adjusting layouts, annotations, and screen captures. We can create presets and build quizzes for students using presets to engage students in their learning process. | Curriculum, Technology, and Tools | |
Supporting Student’s Financial Journey Through Journaling Hamilton Cruz | Despite all our good intentions, support for many some comes in the way of financing their education. Regardless of where the money comes from there is a real need for students to think through their finances throughout their academic career and beyond. The purpose the spending journal is to get students thinking about their finances in a meaningful way. I have my students keep journals not only as a way of keeping track of their expenses and savings but to share their thoughts and rationalizations behind their spending. To keep their entries interesting, I have them respond to a weekly prompt, like credit card awareness. Students are asked to stir away from providing sensitive financial information, cyber security also a topic we touch upon. The Bullet Journal method is what I primarily use to the help them keep track of their finances. My implementation of this journal and some of the insights I have gained will be shared in this workshop. | Instruction & Pedagogy | |
Working with Students With Corazon (with Heart) Raul Miguel Arizpe | The premise of the presentation is to create awareness that to work Con Corazon we must believe that all people are created equal and must be afforded the same information and service in achieving their potential. To understand how to help students one must; recognize realities, understand racial inequality, the role of persistence, the need for progress, having a strategy, campus ecology issues, social efficiency and of course having, mucho pero mucho Corazon, having lots and lots of heart. | Student Success Support | |
Thursday, October 05, 2023
| TIME | SESSION TITLE | DESCRIPTION | STRAND |
| 9:00 am – 9:45 am | Building Student Ownership in Learning Joanne Kendall | For a wide variety of reasons, students arrive in our classrooms missing critical soft skills they need to succeed. Finding time in class to teach these skills can be challenging given the course material we need to cover. Timing instruction on soft skills is also tricky; discussing the importance of test study techniques has much less impact on the first day than it does the day you return the first test. Learning Logs are a way to address soft skills in a semester-long series of assignments that are just as functional in an online learning environment as they are in a traditional classroom. The presenter will discuss Learning Log assignments, share grading methods, and share actual student responses to the assignments. | Curriculum, Technology, and Tools |
QM in the AE Classroom Mieca Johnson Peralta Sonia Hogan | Quality Matters (QM) provides a framework for effective virtual instruction. We discuss the advantages of using a consistent course menu across content areas. Join us for a peak into how we updated our course templates to improve our course accessibility and support student success with seamless navigation. | Instruction & Pedagogy | |
“I Feel Like a Second Class Minority Here:” Sense of Belonging for African American Students at a Hispanic Serving Institution Jannine Jack | The purpose of this presentation is to understand African American students’ sense of belonging at a Hispanic-serving institution. I decided to focus on African American students’ sense of belonging at a Hispanic serving institution after speaking to some students in the Black Student Alliance at the college. These students expressed feeling like “second class minorities,” so I think this will be very important to dive deeper into. Some methods of data collection that I will utilize are focus groups and interviews. These methods will help me to gather organic responses from students that will help me to better understand their sense of belonging. I also plan on utilizing secondary/existing data such as official and personal documents to determine what programs and initiatives have been put in place to increase students’ sense of belonging and to determine how have these programs and initiatives changed over the years. To analyze the data, my plan is to code and identify common themes through interview transcripts, notes, and documentation. | Social Justice | |
The Power of “Skills” Language in Higher Education Paige Mertz | Understanding the language of skills is a common denominator of the relationship among higher education students, academic programs and resources, and the labor market. Students and employers are seeking specialization and skills-based qualifications, such as micro and stackable credentials. They pose an urgency of this skill attainment, which places pressure on higher education to pivot in academic missions and delivery. As marketization of higher education increases and the accountability for student outcomes post-graduation is under a microscope, how do higher education professionals navigate curriculum development and academic planning to best serve students? Furthermore, how is this prominence on skills language changing the face of the traditional 4-year degree plan and related student support systems? | Student Success Support | |
| 10:00 am – 11:00 am | Keynote Session | ||
| 11:15 am – 12:00 pm | Preparing Students for the Future of Work, Emerging Technologies, and Innovation in Higher Education Dr. Tammy Francis | This session will focus on curriculum design and development, instructional practices, talent development, and campus culture in a digital economy utilizing emerging technologies, such as artificial intelligence, machine learning, blockchain technology, virtual reality, and more. This session will explore ways educators can make a digital transformation by adding creativity, innovation, and emerging technologies to how they currently educate and serve students. This session will introduce ways educators can reskill, upskill, and/or retool to prepare for the future of education and learning. This session will even address ways educators can assist students in being college and career ready and creating pathways to careers and quality jobs. | Curriculum, Technology, and Tools |
Collaboration through Lesson Study: One Path for Improving Teaching and Learning in Developmental Mathematics Amy Lawrence-Wallquist Mehmet Kirmizi and Lucinda Ford | This presentation will provide an overview of how Japanese Lesson Study was adapted to create three engaging and relevant lessons by three doctoral teaching assistants at Texas State University for the co-requite course Survey of Contemporary Mathematics, paired with Elementary Algebra. This project began as a response to the lackluster teaching materials provided by publishers. As graduate students, we are often assigned our teaching assignments very close to the beginning of the semester leaving us little time to prepare. | Instruction & Pedagogy | |
8 Weeks Is All You Need! Fast Track-Composition I in 8 Weeks Amelia Magallanes Arguijo | Many community colleges around the country have begun a new trend-offering 8-week courses instead of the traditional 16-week courses, and Laredo College is not the exception. This session will explore curriculum, students’ artifacts, and students’ perception/success of an 8-week Composition I Course. The session will examine a thematic unit focused on Mexican American author, Sandra Cisneros, and her short story, “Only Daughter”. Via a power point presentation, participants will see a thematic unit where students explore Cisneros’ short story, review literary elements and create a teamwork multimedia project- all leading them to write a successful personal narrative. The session will also present students’ perceptions, attitude, and the success of an 8-week course. Participants will take with them a packet with curriculum samples and students’ artifacts. The presenter will also have a Q&A session/dialogue with attendees where questions regarding an 8-week course, curriculum and student success will be answered. | Instruction & Pedagogy | |
Understand Your Students–What Makes them Tick? Joel T. Johnston | Do you know students who fail to follow directions or ask 50 questions before getting started? Are they disorganized? Do they procrastinate? Fail to ask for help? Struggle to stay on topic? There’s a reason for that and it isn’t their upbringing or their personality. It is how they learn–how they take in the world around them and process it. Want to learn more? Join my session and discover how you learn and how knowing this about yourself and others “Moves Students Forward.” | Student Success Support | |
Engaging Students With Motivational Interviewing Olga M. Escamilla, PhD | Join in on this session as the presenter highlight the research-based strategies used for student interviewing. Learn how to ask the right questions to strengthen a student’s motivation towards achieving their goals. Participants will identify the MI principles that draw on a student’s voice and accountability to drive positive change. | Student Success Support | |
| 12:15 pm – 1:00 pm | JCASP Lunch and Learn Denise Guckert | Did you know that CASP has an official journal that has international readership? Join this special lunch and learn to meet the editorial board for the Journal of College Academic Support Programs where you will be provided with information on how to publish your work. | Lunch and Learn |
| 1:15 pm – 2:00 pm | State Meeting: TX-CLRA and TADE/ TX-NOSS | ||
| 2:15 pm – 3:45 pm | Townhall with THECB Keylan Morgan and Suzanne Morales-Vale | ||
Friday, October 06, 2023
| TIME | SESSION TITLE | DESCRIPTION | STRAND |
| 10:00 am –11:00 am | Keynote Session | ||
| 11:15 am – 12:00 pm | Educating Students within the Autism Spectrum Christina Diaz | This presentation will guide educators through the reasons why students within the autism spectrum may struggle in the classroom. Explanation of transition obstacles for students exiting public schools and entering college will provide insight. Audience members will learn, understand, and adapt classroom management and curriculum to meet the needs of students within the autism spectrum through hands on activities. Share experiences, both personally and professionally. Popular movies and series portraying characters with autism will be compared. A brief history of autism awareness and the story of one student with autism are interwoven into lecture. Questions will be answered, and additional information provided upon request. | Student Success Support |
First Year-Experience (FYE) Program: Coaching Students to the Finish Line Sandra Lujan Margie Nelson Rodriguez | In 2009, El Paso Community College (EPCC) began its Early Alert journey as a grassroots effort of faculty and staff to address stubbornly consistent losses of EPCC first-year students. Every year, more than half of EPCC’s first-year students ended up on academic probation or suspension, and most of those students did not return the next academic year. As part of its evolution, the Early Alert program has evolved into the First-Year Experience (FYE) program with case management, holistic advising, and peer and faculty coaching. Coaching serves an instrumental role in the First-Year Experience (FYE) program. Faculty coaches help mentor and guide students in their academic majors, providing invaluable professional and social networks for first-year students, who are predominantly first-generation and often lack the social capital of more resourced students. Peer academic coaches help guide and support students. In a proactive holistic case management approach, faculty coaches work with peer academic coaches, faculty, faculty advisors, and first-year students to promote academic planning connected to long-term career goals; monitor academic progress and success; advise students on college policies, procedures, and program requirements; and provide highly responsive holistic case management advisement on individual student needs and barriers to success inside and outside the classroom. In this session, the FYE team will explain how coaching has improved student outcomes and how you can implement these strategies and techniques at your institution. | Curriculum, Technology, and Tools | |
Closing the Skills Gap: Designing a Comprehensive Career-Ready Curriculum Shemeka Phipps | The presentation will provide an overview of the curriculum, along with relevant activities and resources. Attendees will have the opportunity to reflect and engage in discussions on how they can structure their curriculum to foster career success. | Instruction & Pedagogy, | |
Leaning into Peter Elbow’s “Inviting the Mother Tongue” to Offer Students a Space to Write in Their Native Language in Order to Compose in Standard American English (SAE) Connie Copeland, MA, MBA Jayson Guest, M.A. | In post-2020 delivery of educational services in higher education, students entering the college classroom come with a perceived deficit of skills necessary to become productive and successful in their programs. Many students enroll in higher education bringing with them their cultures and native language that can be challenging for both the student and educator. In unpacking Elbow’s theory, the presenters will offer attendees solutions to the challenges of cultural and language barriers in writing and composition instruction. In the classroom, instructors are in the best position to study their own students rather than rely on outside research when working with students who are at-risk or students who are struggling with their own language and SAE required in their courses. The presenters will offer strategies for attendees to use in their own instruction. The key take-away from the presentation will be a tangible in creating a writing classroom where students are reassured that they have the capacity to be successful with SAE, as well as provide a respectful space where they can use their mother tongue however they want with the final goal of producing a carefully edited paper written in SAE. | Student Engagement | |
We’re in This Together: Faculty-Student Engagement with Success Supports Lucia M. Rodriguez Patricia Heidenescher, Luz Cadena, and Kristin Sanchez | In Summer 2020, in response to the pandemic, the EPCC Instruction and Student Success Engagement team was created to ensure that we continued to engage our students and faculty in the virtual environment both academically and personally. With a theme of “Succeed: Stay Strong, Safe, and Supported. We’re in This Together,” the project has continued to grow and evolve to include the Tejano Virtual Events weekly series (Student Success topics and Happy Math Hour), faculty engagement workshops, and a student engagement survey to check in on students’ well-being. Learn how multiple EPCC departments have come together to collaborate on this project to support our students, staff, and faculty and truly embrace the culture of excellence at EPCC. | Student Success Support | |
| 12:15 pm – 1:00 pm | We Care There, but We Don’t Know How H.E.R.E – Strategies for Cultivating Help-Seeking Behaviors and Academic Confidence in Student-Athletes Krissica Harper | This talk explores the academic experiences of student-athletes, drawing from the speakers’ personal journey as a Division I and Division II athlete. The narrative provides valuable insights into the challenges faced by student-athletes, particularly those from marginalized backgrounds, and highlights the importance of practitioners in higher education understanding these experiences. It further emphasizes strategies for enhancing student athletes’ academic confidence and promoting proactive help-seeking behaviors to support their academic success. | Lunch and Learn |
| 1:15 pm – 2:00 pm | Am I On Mute? Tips for Engagement in Your Virtual Classroom Mieca Johnson Peralta | Try some easy-to-integrate strategies to better engage your virtual classroom. Increase your knowledge of virtual presentation skills so you can better focus on content and student comprehension. | Curriculum, Technology, and Tools |
Maintaining Momentum, Sustaining Success Margie Nelson Rodríguez Donna Muñoz | Like all Texas public institutions, El Paso Community College (EPCC) has been on a long journey to redesign developmental education to better serve students, accelerate their success, and meet state mandates. In 2023, corequisites have become the standard educational model for exit-level developmental education, with many institutions showing impressive outcomes; however, because of most corequisites’ unique, contextualized nature, they may not produce the same level of student success without constant attention and continuous improvement. In this session, EPCC faculty leaders will explain best corequisite practices from their experience and practice. Attendees will learn practical strategies and tips to sustain and enhance their corequisites in the following domains: continuous improvement, sustainability, faculty engagement, professional development, noncognitive learning, and curricular alignment. | Instruction & Pedagogy | |
The Role of Student Organizations in Student Success and Degree Completion Adriana E. Perez Karina Castillo | A student’s sense of belonging is an integral part of student success. Organizations and clubs are a pathway to providing students (and faculty) a platform on which to network, create and build safe spaces. At El Paso Community College, Phi Theta Kappa honor society and the Chemistry club work in tandem to provide students with opportunities to participate and spearhead multiple events at our various campuses. Students build on their classroom experience to enhance soft skills that are important in their academic, professional, and personal journey. EPCC organizes many college and community events throughout the year that depend on a volunteer workforce. Students are a natural fit to fill this need since they are often the first ones to experience and have input on the needs of the college and the community from a unique perspective. Participation also educates students on the workings of the college as an institution and provides them with invaluable insight and tools. Student organizations such as Phi Theta Kappa and Chemistry Club, offer students the opportunity to participate in events such as Back to School backpack, Easter basket, and Christmas gift drives, Fall festival, outreach activities and school photo booths. Students with a strong sense of belonging are more likely to persist and be successful in completion of their degrees and beyond. | Student Engagement | |
How to Support Stressed Out Students for Academic Success? Sabrina Marschall Deb Schooley | College students are experiencing a high level of stress and anxiety that may impact their success in college. COVID exacerbated students’ stress and anxiety. College students are learning to live in a new environment, adapt to new social situations, deal with changing family and personal relationships, and develop strategies to be academically successful. This presentation will provide an overview of the causes and symptoms of stress and anxiety in college students. In this discussion, we will facilitate a dialogue about assessing cognitive and non-cognitive aspects affecting stress and anxiety in college students; how to support anxious college students; and how to teach the strategies for being academically successful. | Student Success Support | |
| 2:15 pm – 3:45 pm | CASP Closing Ceremony Dorothy Kemp (CRLA President) and Meredith Sides (NOSS President) | ||
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Wednesday Sept. 28 |
Thursday Sept. 29 |
Friday Sept. 30 |
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10:00 am – 11:00 am |
Opening Remarks & Welcome KEYNOTE SPEAKER Dr. Terrance McCain (Texas State University) |
Opening Remarks KEYNOTE SPEAKER Dr. Desmond Lewis (Houston Community College) |
Opening Remarks KEYNOTE SPEAKER Dr. Gwendolyn Morel (Digital Learning/Director – THECB) |
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11:15 am -12:00 pm |
Instruction and Pedagogy Siyo! Cherokee Culture, Native American Women’s Rights and Stickball as the “Little Brother of War”: Guiding Integrated Reading and Writing Classes Linda Kapocsi “This presentation will provide information related to the pedagogical benefits of creating an engaging semester theme and will detail how Integrated Reading and Writing Student Learning Objectives were taught within a unifying Native American Theme. Integrated Reading and Writing students learned how to conduct primary source interviews via Zoom and professional emails, find scholarly database secondary sources, read critically for denotation and connotation, cite sources in MLA format, and provide two Service Learning Projects (Cherokee Language Field Cards and Intergenerational Conversation Guides) for The United Keetoowah Band of Cherokee Indians. Attendees will learn about creating a theme, scaffolding, qualitative research designs, determining service-learning goals, and surprising pedagogical findings derived from blending service-learning and researching.” |
Student Engagement Creating a Warm, Inclusive Online Environment Without a Magic Wand Essie Childers “Across the country, there are many classrooms with students from different nationalities, cultures, beliefs, and mindsets who may feel invisible to their instructor or peers. Now, many students are finding themselves in a new land – the online environment. Instructors have a golden opportunity to set the stage for success by creating a culturally diverse setting. When students feel safe in a positive, engaging environment, learning will flourish. This presentation introduces three strategies instructors can use to create a culturally diverse online or face to face environment without a magic wand.” |
Instruction and Pedagogy Corequisite Developmental Mathematics: Active Learning and Study Strategies Dr. Patrick Saxon and Dr. Nara M. Martirosyan “The purpose of this study was to identify strategies and practices applied in teaching Corequisite Developmental Mathematics (CDM). Analyzing survey data received from 42 faculty members who teach CDM in 2- and 4-year colleges, researchers identified the five most frequently applied active learning strategies in CDM, as well as the top five study strategies in CDM courses. Based on the findings, practical implications were drawn for future practice in CDM instruction. The results of this study will benefit faculty, researchers, and reform advocates as they work to improve the delivery and performance of corequisite developmental mathematics courses.” |
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Curriculum, Technology & Tools Story Maps: The Power of People, Place and Stories Dr. Shireen Hyrapiet “StoryMaps based on the ArcGIS platform offers a unique pedagogical strategy and tool to represent place-based data and narratives. It is digital storytelling, but with a difference, as it offers geo-referenced and location-based information that creators can input and users can interact with, thereby distinguishing itself as one of the premier modes of place-based representation of information. It is cross-disciplinary, publicly accessible and can be used to represent data and presentations from engineering and science to arts and humanities. If you have a topic that would tell a more holistic story aided by a map, then StoryMaps is for you. It is app-based, easy to learn and easy to teach students how to use. Data and information is displayed through images, videos, audio, narratives, graphs, charts, but most importantly through interactive maps and datasets that can either be drawn from the wide array of mapped data held in ArcGIS or users may create their own data. Join this session to learn more and connect.” |
Curriculum, Technology & Tools Preliminary Findings from a Study of Learning Frameworks Courses in 50 Texas Community Colleges Dr. Taylor Acee, Dr. Russ Hodges, Dr. Eric J. Paulson, Jonathan Lollar, Giovanna Lorenzi Pinto, Lori Wischnewsky, and Gail Sylvester-Conrad “Learning frameworks courses teach students about the psychology of learning and how to use learning and motivational strategies to support their success in college. In 2000, the Texas Higher Education Coordinating Board approved formula funding for learning frameworks courses. Since this time, there has been a surge in learning frameworks course offerings in Texas public community colleges, with over 90% of institutions offering a learning frameworks course as of the 2016—2017 academic year. However, little is understood about the effectiveness of learning frameworks courses and how well they support subpopulations of students. Furthermore, little is known about the content being taught in these courses. In this session, we will overview our Greater Texas Foundation grant project and present preliminary findings from content analyses of learning frameworks course syllabi that help to reveal curricular characteristics of learning frameworks courses in Texas community college. These preliminary findings describe and categorize student learning outcomes, course topics, and textbooks found in Texas community college course syllabi and the extent to which they incorporate assessment, theory, and learning strategies. Discussion of findings will address pertinent issues related to research, policy, and practice related to the role of learning frameworks courses in helping college students to become more strategic and self-regulated learners capable of reaching meaningful personal, social, academic, financial, and work/occupational goals. The session will be relevant to learning frameworks course coordinators and instructors as well as practitioners interested in developing a learning frameworks course or incorporating learning frameworks instruction into a content course.” |
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Student Success Support Multiple Measures: A Tale of Two Cities Dr. Elizabeth Leyva, Dr. Sonya Barrera-Eddy, Ben Owens, and Kristen Weinzapfel “Hear how two colleges (one 2 year community college and one 4 year university) in two parts of Texas are moving away from the TSIA and towards a multiple measures advising model for Math and English placement. Learn about alternate ways to place students into entry-level Math and English courses.” |
Instruction and Pedagogy Feeling Burned Out? Take a Look at Your ENDGAME! Dr. Gail Malone, Ashley Davis, and Todd Holland “Do you teach corequisite courses? Have you examined your grade distribution data? How do your data compare to your institution’s data? Are you interested in hearing about some new ideas to energize your teaching and bring a new vitality to your classroom – plus bring results that will have your administration touting your ENDGAME? |
Instruction and Pedagogy Reading and Writing Houston: Place-inspired Pedagogy in an ESL-ENGL Corequisite Pairing Dr. Jill Lynch “The session discusses the design and implementation of a place-inspired English composition course and its corequisite ESL support course. Houston’s places, people, artifacts, and history were the starting points to read, organize, describe, and critique. Starting with the familiar allows students a more concrete entry point to developing essential academic writing skills, including: honing the ability to observe, a foundational academic skill; descriptive, narrative and expository writing skills; synthesizing and evaluating sources; and writing purposefully with an audience in mind. With Houston as the inspirational landscape, beginning college writers experience firsthand that writing doesn’t take place in the abstract or a vacuum. It is connected to a time, place, purpose, context, and people’s lives, and seemingly lofty academic concepts are visible IRL. Finally, an essential component of the course was that students regularly shared their work with classmates in order to not only strengthen their personal and academic voices but also create a community of writers. The session will briefly highlight the course rationale, share its major activities and assignments and how needs of ESL corequisite students were addressed, and discuss what worked and what can be improved. Time is built in for session attendees to share their questions and related experiences.” |
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Student Engagement Ready, Set, Engage: Strategies to Increase Student Retention Within Classrooms Krystal Hills and Jennifer Hills “Do you ever find it challenging to maintain student momentum in your classroom? So many barriers (i.e., lack of childcare, transportation, student burnout) often keep students from completing their educational goals. Yet, student engagement increases students’ confidence and ability to thrive during their education journey. Join Krystal Hills from Dallas College as she dives into strategies that have increased student retention in her Adult Education Literacy classes. Participants will explore and engage with tools to retain and improve student engagement. “ |
Curriculum, Technology & Tools “Alexa…Make my Job Easier”: How TXST’s SI Program Leveraged Technology to Simplify Everyday Processes Victor Vizcarrondo Velez “This session will showcase various creative uses of digital tools such as Qualtrics, Microsoft Excel/SharePoint, & Canvas Commons to accomplish strategic goals when limited resources or limited technological savviness are present. The Supplemental Instruction program at Texas State University has leveraged digital tools to revolutionize and simplify daily, weekly, and semester-long processes ranging from scheduling over 2,400 students into weekly study sessions and developing ‘plug n’ play’ content for faculty, to creating a database for tracking student academic support utilization as a factor in student retention and persistence. Participants will leave this session with examples of how digital technologies can simplify processes within their work.” |
Social Justice Inclusive Teaching Practices Dr. Olga Escamilla “Do you wonder if the practices you have in place suit all your students? Join in on this session to hear about research-based practices to establish an inclusive learning environment and build equity centered courses. After attending this session, attendees will be able to recognize and incorporate inclusive practices into their classroom structure. “
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Lunch Roundtable Series |
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12:15 pm -1:00 pm |
Decompression: What Role Does Talking About Your Problems Play in Your Professional Development? Amy Lawrence-Wallquist |
Student Voices: What are the Best Practices for Helping International Students Speak Up Maisha Farzana |
Student Advisory Committees: Do They Have a Place in Your Program? Gail Sylvester-Conrad and Joyce Nawara
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Wednesday Sept. 28 |
Thursday Sept. 29 |
Friday Sept. 30 |
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1:15 pm -2:00 pm |
Social Justice Academic Support in Prisons: What it Takes and is Our Field Ready to Step Up? Jonathan Lollar and Dr. Elaine Richardson “Though correctional education only became federally recognized as an initiative in the 1990s, prison education programs have been around for much longer. Some institutions, like Lee College here in Texas, have had correctional education programs for over 50 years. Correctional education has been lauded for its effectiveness regarding recidivism rates, and most research has been done within that scope. However, little has been done to evaluate the needs of students who are incarcerated, what programs are fostering the most success, and what types of academic supports are or are not available for this population. The field of developmental education has been serving students and providing support since Ivy League schools first opened their doors in the U.S., but have we done our due diligence at all for students in prison? Are we equipped to take up this role? Does our field even have an interest in doing so? This session will present commentary from those of us who have experience working with students in prisons and facilitate discussion with attendees in an attempt to highlight the concerns, thoughts, interests, and roadblocks that may exist for larger involvement from the field of developmental education for those behind bars. “ |
State Meeting*
TxCLRA and TADE Membership Meeting
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Student Success Support Supporting Students at Risk of Failing Corequisite Courses Dr. Melinda Mejia and Lisa Brown “This presentation will introduce two toolkits for use with corequisite courses that add intentionality around connecting students to needed supports. These processes provide a guide for establishing a formal, streamlined, and systematic way to help students connect with Student Services and other Support Resources and to encourage self-advocacy and increased use of campus resources. The process brings together faculty, |
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Research & Evaluation Beyond Higher Education: Incorporating Industry Learning & Development Frameworks into Student Success Support Programs Victor Vizcarrondo Velez “While there are no shortages of pedagogical theories and frameworks for developing and implementing student support initiatives within colleges and universities such as tutoring and Supplemental Instruction, we can learn from the frameworks outside of higher education that are incorporated in industry Learning & Development sector of corporations like Google, Meta, and Amazon. This session will discuss various Learning & Development principles and frameworks for both training and program evaluation (Kirkpatrick’s Model of Evaluation, ADDIE Instructional Design method, upskilling, etc.) and how they can be translated into the field of higher education. Participants will leave this session with new insights on various models for developing learning materials and/or evaluating their student support programs.” |
Student Engagement Achieving Completion through Innovation Vision and Team Engagement Lee Williams “ACTIVATE is a newly formed initiative for men of color initiative at Texarkana College. Learn about our discovery, implementation, and budget process for ACTIVATE. ACTIVATE will serve 10-12 men of color each year with the goal of completion at TC. Understand the concepts of program formation and the steps necessary for implementation.” |
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Curriculum, Technology & Tools Creative Collaboration in the Developmental English Classroom Dr. Julia Cote and Margaret Henry “Student engagement in the developmental college classroom goes hand-in-hand with retention and the eventual matriculation into academic coursework. During this interactive session, the presenters will share a collaborative presentation project combining two separate classrooms of mixed advanced-intermediate and advanced ESOL community college students based on Howard Gardner’s theory of multiple intelligences. Students were grouped not by their English skill level but by their primary “intelligence” as identified by a multiple intelligences survey. Each group was then challenged to create a presentation that showcased how they used that intelligence in their everyday lives. The groupings for the project allowed students to easily build rapport and a sense of community not only with their classmates but also with the other class by focusing on their similarities both in and outside of the classroom while the project’s creative and personal nature allowed students an opportunity to connect with the topic; thus the collaborative nature of this activity provided an opportunity for a deeper level of skills building across multiple learning modalities, which helped increase student engagement. Participants will leave this session with complete lesson plans for the project that can be replicated in their own classes.” |
Instruction and Pedagogy Professional Development: Postsecondary Instructor Micro-Credentials Dr. Eric Paulson, Dr. Jodi Holschuh, Yvette Regalado, Danielle McEwen, Amber Sarker, Meg Taylor, Allie Crawford, Delany Salzar “This session will discuss an innovative professional development opportunity for Texas Developmental and Co-requisite educators. The Postsecondary Instructor Micro-credentials project – or PIM for short – builds and offers high-quality professional development (PD) for educators who work in postsecondary developmental education and co-requisite contexts. The PD topics were selected through a process of a surveying Texas educators associated with the College Academic Success Programs (CASP) conference and listserv, focus group meetings with our PIM Advisory Board, and the research and discussions of the PIM team. |
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Curriculum, Technology & Tools The Future of Education: Preparing Students for the Digital Future Workplace Transformation, and Hybrid Learning Models Dr. Tammy Francis “This session will provide a look at the future of work and workplace transformation. We will explore careers in Blockchain technology, digital assets, and technology-related industries to prepare students for the future of work and connect with students’ major, purpose, passion, and gift. This not only happens when students seek academic advising or career counseling but also in the classroom and on/around campus. This session will also address hybrid learning models that opens the door for students to explore the possibilities in the classroom whether online or in-person or both. We will discuss the career decision-making process and how it can be applied to careers in the technology industry and the future of work. Participants will learn a framework for assessing skills and steps to career development of students. After attending this session, attendees will leave with a toolbox of strategies, both career advising and instructional strategies, for selecting the best approach to help students achieve their career goals, enhance their learning experience in a hybrid learning environment, and improve their workplace experience.” |
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2:15 pm -3:00 pm |
Student Engagement Reducing Anxiety in Developmental English Students: Cultivating the Inner Warrior Jo Ward “This presentation gives instructors strategies that foster long-term academic empowerment in their students. Ways to encourage confident and thoughtful group work, public speaking and open-workshop writing will be covered. As well as offering students opportunities to exercise their own inner inner strength “ |
Annual Townhall* THECB Dr. Suzanne Morales Vale Keylan Morgan
2:15 – 3:45 pm |
CASP Closing Ceremony* “CASP: Strength through support”
Awards and New Board Member Inductions Onto CASP 2023
2:15 – 3:45 pm |
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Instruction and Pedagogy Creating Creators: How the “Brain on Trial” Inspired Project Based Learning for Social Change Dr. Lisa Lafond “In “The Brain on Trial” David Eagleman raises engaging questions about culpability, personal responsibility, self-control and free-will by citing a series of complex crimes. In this presentation I will share a project that inspired developmental students to combine their strengths in the creation of original solutions to solve a pressing national problem: the prison system. The benefit of this presentation is that it creates a framework from which instructors in all disciplines can stretch their pedagogical tool-kit, encourage interdisciplinary thinking, and show students that they can create meaningful solutions to real world problems.” |
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Instruction and Pedagogy Collaborate Towards Success – A Developing Corequisite Instructors Model Camisha Broussard “As instructors learn and understand the reasons behind corequisite courses, they continue to work toward an ideal model of collaborative instructor relationships. Take part in this unique and interactive session that dives into personalities types, instructional approaches, and corequisite intent as we explore the dynamics of the two-instructor corequisite relationship.” |
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Join the CASP Listserv.
If you want to be part of Texas’s discussion about TSI and THECB decisions, please join the CASP Listserv. Our CASP-LISTSERV provides a discussion forum for members and affiliates of TX-NOSS, TxCRLA, the THECB, and anyone interested in developmental education and learning assistance issues impacted by Texas State law. The listserv provides vital information on frequent legislative updates affecting our pedagogy with an opportunity to connect with others in the field.
Click here to join the CASP Listserv.
If you have any questions about the listserv, please contact either Leti Villarreal (lety.bv01@gmail.com) or Rene LeBlanc (TL02@txstate.edu).
CASP 2023 Conference: Moving Students Forward: All Aboard
FAQs
Registering before the first day of the conference sessions is $145.00; registering on the first day of the virtual conference is $175.00.
10:00 AM (Central Standard Time) October 4th is the first day of the conference. Convert to your local time here.
Contact us at contact@casp-tx.org
Yes. You can download the Whova app on the Google Play or through the Apple store. There will also be a weblink provided closer to the conference date.
There will be two pre-conference workshops on October 3rd. Purchasing a pre-conference ticket will allow you to register to attend both workshops.