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Presentations 1:50 p.m. to 2:50 p.m.

Breakout Sessions Murray Student Center Rooms 3101-3105

Academic Failure is Not the End of the Road: Helping Students Come Back From an
Academic Setback
Stephanie Ramsey, Academic Counselor, City College of New York
Academic Advisors do an excellent job providing academic and personal support to guide students through our academic programs,
as well as the course selection process. We help students clarify their academic and professional goals as we advise them in issues
regarding majors and related career choices. We also provide them with accurate information about educational options, requirements,
policies and procedures. But how well do we teach them how to be resilient when facing academic failure? How well have Advisors
guided failing students through the learning process? What do we do when a student comes to us and admits that he/she is struggling
in one or more of his/her classes? Do we simply tell them to study harder? Do we refer them to tutoring? This session will explain
why Advisors must delve deeper to find out what the student’s learning process is in order to help them overcome academic failure.
If the Advisor doesn’t know how the student prepares for class/exams, the advisor can only provide limited guidance. Attendees will
leave the session knowing and understanding how Bloom’s Taxonomy, the Study Cycle and Intense Study Sessions impact student
performance and how to incorporate these topics into their advising sessions. Attendees can then return to their campus and begin to
help students learn to adapt their thinking and their study processes.

A Study of the Integration of Post-9/11 Veterans in Not-for-Profit Colleges and Universities

Alison Razzetti Warner, Assistant Dean for STEM Advising, Hofstra University
Since 1944, student veterans have used the benefits afforded by the GI Bill to enter higher education. Student veterans continue to
use a benefit from federal programs to attend colleges and universities. The Post-9/11 GI Bill, provided many student veterans with
funding to pursue higher education. Once military service members end their careers in the military, they are entitled to a higher
education under the Forever GI Bill. As of 2017, the Forever GI Bill has expanded the benefits afforded to veterans from the Post-
9/11 GI Bill; these benefits will go into effect in 2020. Due to this increasing group of students, colleges and universities need to be
prepared to meet their unique needs. This presentation reviews the data collection from a qualitative comparative case study, where
student veteran services and programming at three not-for-profit higher education institutions were examined. Independent interviews
were conducted with administrators and student veterans at these colleges and universities. The perspectives of administrators and
student veterans revealed programming and support services that were available to this student population.

Rethinking the Connection: Advising Techniques for Male Students of Color Success in

College and in Life
Ashari J. James, Academic Advisor, LaGuardia Community College
Male students of color achievement discussions focus on the deficits associated with the students instead focusing on the systems
designed by the educational institution that often fail them. Advising professionals can play an important role in improving
the retention and graduation rate of male students of color with strategic and timely interventions. Harper’s (2007) anti-deficit
achievement framework provides academic advisors techniques to support male students of color. Those techniques however must
be integrated throughout the student experience. In Understanding the Student Experience through the Loss/Momentum Framework:
Clearing the Path to Completion authors Elisa Rassen, Priyadarshini Chaplot, Davis Jenkins and Rob Johnstone define the concept of
the student experience as a series of interactions between the student and the college. For purposes of mapping a path to completion
of four key phases in the student’s journey were identified as the preventing loss, creating momentum framework. Those phases are
connection (initial interest through submission of the application), entry (enrollment through completion of gatekeeper courses),
progress (entry into course of study through completion of 75% of requirements) and completion (complete course of study through
earning credential with labor market value). Under the framework, male students of color will either gain or lose momentum toward
completion in part based on the interactions they have with the institution at one of the four identified critical junctures.

In this session participants will engage in a situational analysis of current efforts to support male students of color, identify elements
of advising support to be deployed at critical junctures of the student experience and create action plans using the Loss/ Momentum
Framework. Both academic and nonacademic supports will be examined.