Sarah Jackson, UT Health San Antonio School of Nursing

Janelle Jumamil,  UT Health San Antonio School of Nursing

Audience: SI Professional Staff 

Ballroom 1 

This session will give an overview of the Peer Assisted Learning Session program at a nursing school, focusing on how the SI model was adapted to fit the busy and chaotic schedules of the students at a health research institution. Presenters will discuss the program’s logistics, staffing, attendance strategies, and marketing techniques with the opportunity for a Q&A and group discussion at the end of the presentation. 

Pisila Finau, Texas A&M University

Audience: SI Leaders

Ballroom 2

The SI program at Texas A&M University uses Google sites to communicate with students. Every course has its own Google Site, which have been created by SI leaders, and which serves as a central hub for various educational resources. These resources include practice questions, guided practices, and reference materials to help students reinforce their understanding of course material. This presentation will provide an overview of our Google Site and provide guidance on your SI Leaders can create google sites for your SI program.    

Laura Everett, The University of Texas at San Antonio

Narmin Alyassin, The University of Texas at San Antonio

William Wolfenbarger, The University of Texas at San Antonio

Audience: SI Professional Staff, SI Leaders, SI Faculty 

Ballroom 3 

Taking a cue from UMKC’s Supervisor Training, our program developed and implemented a “house system” in order to gamify SI Leader completion of administrative tasks, increase quality of submitted materials, and maintain community during remote operations at the height of the COVID-19 pandemic. In this presentation we will explain the the structure of the house system, provide examples of the materials that have been submitted, and share how gamifying administrative tasks has enhanced program coordination. 

Jennafer Alexander, University of Missouri - St. Louis

Audience: SI Professional Staff, SI Leaders, SI Faculty

Ballroom 1 

This session features “pearls of wisdom” from a Supplemental Instruction (SI) Coordinator who enhanced and expanded an SI program during the COVID-19 pandemic. The session also explores the role of mentoring in SI, using Gail Y. Okawa’s “Diving for Pearls: Mentoring as Cultural and Activist Practice among Academics of Color” as a framework. Ultimately, the presenter proposes an alternative metaphor for SI: flying an airplane. Attendees will brainstorm and share their own metaphors as well. 

Micah Miles, Oklahoma State University

Audience: SI Leaders

Ballroom 2

We will spend time looking over various leadership styles, discussing and characterizing them. Then we will explore leading as an introverted/extroverted individual, the challenges, tendencies, and benefits of either. Following will be a discussion of leading from the perspective of a peer versus a mentor, and how to know when to apply either perspective. Finally, we will practice adapting leadership styles to better meet the needs of students/leaders/mentees/etc. 

Laura Jacobi, Minnesota State University Mankato

Audience: SI Professional Staff, SI Leaders, SI Faculty 

Ballroom 3 

Through a data analysis of attendance and performance outcome data, it became clear that through the normalization of academic support, we could significantly increase attendance, lower DFW rates, and close equity gaps. Come to learn the ways in which our team worked to normalize the use of supplemental instruction on our campus (i.e., timetable scheduling, inclusive hiring practices, collaborative opportunities with faculty, library, and other stakeholders) to boost attendance and enhance performance outcomes. 

Victor Vizcarrondo Velez, Texas State University

Audience: SI Professional Staff

Ballroom 1 

Does your program have initiatives you want to accomplish that you simply don’t have the time for? The SI program at Texas State University adapted their student leadership model to include SI committees. These committees provide professional development to its members while expanding the overall impact of any program. In this session, participants will learn how the Texas State University SI program accomplishes department-wide community service, team building, and recruitment efforts with SI committees. 

Atiya Yasmeen, University of Houston - Victoria

Amaanee Ismail, University of Houston - Victoria

Tom Weller, University of Houston - Victoria

Audience: SI Leaders

Ballroom 2

SI leaders at UHV incorporate online resources to elevate the quality of SI sessions. The usage of such online resources elevates the standard of SI sessions, widens the scope of what you can do as an SI leader, markets your SI, and keeps students highly engaged. Students benefit from increased diversity in terms of facilitation and the creation of a learning-inclusive classroom. 

Morgan Jones, Texas A&M University

Naya Nwadialo, Texas A&M University

Jenn Van Horn, Texas A&M University

Audience: SI Staff, SI Faculty, 

Ballroom 3 

For many of our student employees, this may be their first job. The on-campus job is a great way for these students to learn valuable, job-related skills. Occasionally, some miss payroll dates, forget to wear their t-shirt, or don't turn in required weekly paperwork. It's important to correct behavior so that it doesn't continue. We created a multi-level progressive discipline plan that focuses on coaching and conversations, but also contains clearly defined levels so that these student employees can thrive in the workplace. 

The participants will learn about the progressive discipline plan we created. The participants will be given the opportunity to create their own plan. 

Julie Hurley, Texas A&M University

Ballroom 3 

This session will focus on various Neurodivergent diagnoses and how it affects a student’s ability to learn, comprehend, and demonstrate their knowledge within a college academic setting.  It will also identify services available to Neurodivergent students, as well as, how to develop instructional materials and course presentations to account for their neurocognitive differences.