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The Joy of Neurosis- The 5 Qualities of Resilient Programmers
Dr. Stephen Birchak
The Jerk Whisperer
www.thejerkwhisperer.com • (518) 613-4081
How do we tap into our best, even when we feel tapped out? Dr. Stephen Birchak will look at the five
factors that can drain our energy when we are trying to commit ourselves to meaningful programming. With thirty years of experience on college campuses he will look at the psychological factors that make leaders
strong, flexible, and resilient. Since we already know that programming may cause us to go nuts, perhaps the big question is- Do I want to be a happy nut? or a miserable nut?
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Mark Taylor, M.S.W., Ed.D.
www.taylorprograms.com • (501) 626-5889
Today's traditionally aged students from Generation NeXt, up to about 25 years old, are different from previous cohorts of learners. They have characteristics and expectations that
present unique challenges to everyone on campus charged with teaching, serving and supervising them through their university experience, including campus activity programmers. Their issues with academic preparation
and compliance, responsibility and self-esteem, consumer expectations, use of technology and styles of interacting can impact, and interfere with, their learning, persistence and academic success at school, and
workplace readiness and success. There is fairly compelling evidence that they are not responding particularly well to traditional instruction in terms of learning outcomes and workplace readiness, which may place
more responsibility on student services to prepare students for adult life.
How can campus activities programming help our current cohort of students by facilitating persistence and helping them reach
developmental outcomes? How can we monitor and measure our outcomes to assess our impact on students and demonstrate our effectiveness to administrators and the campus community, especially in times of fiscal stress?
This program will address these issues with recommendations for improving the effectiveness of activities programming for all students
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Jillian Kinzie, Ph. D.
www.nsse.iub.edu • (812) 856-1430
Jillian Kinzie conducts research and leads project activities on effective use of student engagement data to improve educational quality, and is currently co-principal investigator on
the Spencer Foundation funded project, Learning to Improve: A Study of Evidence-Based Improvement in Higher Education. She managed the Documenting Effective Education Practices (DEEP) project and Building Engagement
and Attainment of Minority Students (BEAMS), and also serves as research associate on the National Institute for Learning Outcomes Assessment (NILOA) project, an initiative to study assessment in higher education
and assist institutions in discovering and adopting promising practices in the assessment of college student learning outcomes. Kinzie earned her PhD from Indiana University in higher education with a minor in
women's studies. Prior to this, she served on the faculty and coordinated the University's master's program in higher education and student affairs. She also worked in academic and student affairs at Miami
University and Case Western Reserve University. She has co-authored numerous publications including Student Success in College: Creating Conditions that Matter (Jossey-Bass, 2005/2010); and One Size Does Not Fit
All: Traditional and Innovative Models of Student Affairs Practice (Routledge, 2008). She serves on the editorial board of the Journal of College Student Development, and as an Advisory Board member of the Teacher
Education Accreditation Commission (TEAC) and the National Resource Center for the First Year Experience. In 2001, she was awarded a Student Choice Award for Outstanding Faculty at Indiana University and in 2005 and
2011 received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network.
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Dave Farrow - Learning 2.0: Raise Performance and Retention at the Same Time
www.davefarrow.com • (866) 949-6868
Institutes of learning are poised to make a major shift over the next ten years. Globalization, lowered performance and a competitive job market will lead to even greater pressures on
faculty to develop lifelong learning students. The only skill that will never be obsolete is the ability to learn new skills. Let Dave show you why this is the most exciting time for student activities directors.
Dave will take you through how a student life coordinator can help empower a student to self directed learning. Dave's philosophy is to raise retention at the same time as performance instead of sacrificing one for
the other, by creating self-motivated self-directed learners. This is a discussion with real tools and suggestions you can incorporate right away. Each suggestion will show you how you can use the resources you
already have more effectively. Take full advantage of events you already have planned by raising attendance or getting the students more excited about being a part of it. Listen for tools you can use to help the
most vulnerable students (a focus is placed on first generation and other students that have a disproportionately high dropout rate). By understanding the brain and students psychology you can make the most of your
events and position to create a real impact on students.
The Farrow System is based on the latest neuroscience and the result of years of hands on work. McGill University in Montreal is currently performing a double blind neuroscience study
on the Farrow Method of learning. It will be published in peer reviewed papers. Dave Farrow went from being diagnosed ADHD and Dyslexic to the Guinness book of records for greatest memory
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David Coleman - Hooray! Building a Community of Advisors!
Coleman Productions, Inc.
www.ColemanProductions.com (866) 328-3762
Okay advisors, prepare to move from passive listeners to active participants as you take part in one of the most popular Conference Kick-Off Programs in America —Hooray! This FUN,
ENERGETIC, EDUCATIONAL and CHALLENGING program will build a unified and inspired team out of people who previously had never met!
Hooray! was developed by David Coleman and a team of former Student Affairs professionals who clearly understand what you want and need to achieve with your staff and campus leaders. This program combines meaningful and interactive exercises, with the creativity and spirit of the participants to break through barriers and form relationships between people who don't know each other well…yet! Participants have so much fun they won't realize how much they're learning about themselves and each other…until the end!
Hooray has been explained as "Quite possibly the perfect team building program!" and you will soon know why!
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Jon Vroman - Having Fun Yet?
www.FrontRowOnCampus.com (856) 448-4769
Popular belief dictates that once we have more engaged leaders, our campuses will be fun and productive. This session explores the concept that it's by creating happy students first
that ultimately leads to true and sustainable student engagement. By increasing happiness, we increase the overall success of our students. One study found that the wealth of colleges graduates 20 years after
completing school directly related to how happy they were as college freshmen! This message explores ideas and strategies on how we can make daily tasks, meetings, and other activities more fun. Are you having fun
in your work? Are you trying to make others happy at your own expense? Are you ready to take having fun more seriously? This session is the cure for long hours, difficult work and dealing with challenging people!
PS. Bring your favorite joke to share
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