Agenda – Friday, February 14, 2025
8:00 a.m.
Check-in & Continental Breakfast
Location:
Disney Dining Room
Room 124
9:00 a.m.
Welcome
Dr. Erik D’Aquino, Vice President of Enrollment Management, Daytona State College
9:10 a.m.
Introduction
Dr. Kimberly Hardy, Assistant Vice Provost, University of Central Florida
9:15 a.m.
Keynote

Dr. Xueli Wang, Barbara and Glenn Thompson Endowed Professor in Educational Leadership at the University of Wisconsin-Madison
Dr. Xueli Wang (pronounced similar to “Shoo-lee Wong”) is the Barbara and Glenn Thompson Endowed Professor in Educational Leadership at the University of Wisconsin-Madison. Often centering on community and technical colleges, her research spans a range of topics, including students’ success and mental health; transfer pathways; faculty development; teaching and learning; and educational change and innovation. She is the author of “On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways” (recipient of the 2021 Publication of the Year award from the American Educational Research Association’s Postsecondary Education Division), and “Delivering Promise: Equity-Driven Educational Change and Innovation in Community and Technical Colleges” (published in 2024 by Harvard Education Press). In addition to numerous teaching awards, Dr. Wang was honored with the Transfer Champion-Catalyst Award by the National Institute for the Study of Transfer Students in 2021, the Barbara Townsend Lecture Award by the Association for the Study of Higher Education in 2020, and the University of Wisconsin-Madison School of Education’s Faculty Distinguished Achievement Award in 2020. She currently serves as President of the Council for the Study of Community Colleges.
10:15 a.m.
The Joyce Romano Partnership Excellence Award
Ms. Karen Hogans, Vice President of Academic Affairs, Chief Academic Officer, Lake-Sumter State College
Concurrent Session 1: 10:45 a.m. – 11:30 a.m. (Select One)
Track 1: Initiatives for Seamless Academic Transition
The Impact of HIPs on FCS Transfer Students
Presenters:
Dr. Stacey Malaret, Director Lead Scholars Academy, University of Central Florida
Dr. Haley Winston, Director of Civil Discourse and Engagement, University of Central Florida
Presentation Abstract
There is a positive correlation between participating in multiple High-Impact Practices and 3-year graduation rates for UCF FCS transfer students. This session will dive into the purpose of HIPs at a university, how HIPs relate to student success, the impact on transfer students who enroll in HIP classes/programs and how other campuses can implement HIP programs for transfer students at their campuses. Dr. Stacey Malaret directs the LEAD Scholars Academy at UCF which implements multiple HIPs including service-learning, undergraduate research, study abroad, capstone courses/projects, collaborative projects, global learning, ePortfolios, first-year seminars/experiences and learning communities. Dr. Haley Winston, Director of Civil Discourse and Engagement at the University of Central Florida under the Ginsburg Center for Access and Community Engagement, leads the Civil Discourse and Engagement (CDE) and Public Policy Events (PPE) offices. She also works with the Multicultural Student Center and LGBTQ+ Student Support Services. Both Drs. Malaret and Winston have been involved with HIPs for well over a decade and bring a breadth of knowledge regarding this subject area to share with conference attendees.
Location: Classroom 103
Track 2: Data Informed Transfer Success Strategies
Investigating Student Motivation and Differentiated Pedagogy to Create Engaging Learning Environments for Transfer Students in a Fundamental Engineering Course
Presenters:
Ms. Sierra Outerbridge, Graduate Research Assistant, CCIE, University of Central Florida
Dr. Michelle Taub, Assistant Professor, Learning Science and Educational Research, University of Central Florida
Presentation Abstract
Creating engaging learning environments for transfer students in engineering programs is a multi-faceted endeavor that requires addressing: (1) pedagogical practices and (2) student engagement in their own learning. Considering the difference in attrition of transfer vs. non-transfer students, a fundamental engineering course at UCF adjusted educational practices to include multiple attempts on tests, mini-projects, and mixed-mode delivery, thus providing an opportunity for all students to self-regulate their learning and engage deeply with the material. To address students’ self-reported learning goals and motivation, we investigated their achievement goal orientation, self-efficacy, and use of self-regulated learning strategies to further unpack their motivation for learning. Students responded to surveys regarding their perceptions on their motivational goal orientation (i.e., are their typical course achievement goals to master the material or perform well on tests?), self-efficacy (i.e., do students feel they can accomplish the task?), and self-regulated learning strategies (i.e., use of metacognitive learning strategies) at the beginning and end of the course. Analyses comparing survey responses from transfer vs. non-transfer students indicate transfer students reported higher levels of desiring to achieve content mastery compared to their non-transfer counterparts. By understanding the motivational goal orientation of students in engineering classrooms, we can adapt pedagogical practices to create environments that empower, engage, and encourage students to develop personal deep learning strategies.
Location: Classroom 104
Track 3: Curriculum Alignment
Not Just Another Dashboard: Leveraging Course Sequence Data to Inform Intra- and Inter-Institutional Course Based Interventions for Transfer Students.
Presenters:
Mr. Christopher Childs, Enterprise Analytics Specialist II, University of Central Florida
Dr. Teresa Dorman, Associate Dean, College of Sciences, University of Central Florida
Dr. Harrison Oonge, Executive Director, University of Central Florida
Presentation Abstract
Use of big data and analytics to guide various levels of decision making in higher education institutions is now commonplace. One aspect of data that is unexplored is curriculum alignment data, where enrollment and grade information are collected from similar and aligned courses. This presentation will describe and explore how UCF and Direct Connect to UCF has leveraged a course-sequence dashboard to identify opportunities for faculty led, course level improvements across multiple institutions. The course-sequence dashboard tracks 106 course sequences where the first is taken at any institution and with the next level course is always completed at UCF. The dashboard is used to provide insights into student success challenges in curriculum alignment, thus allowing faculty who are subject experts to identify ways in which they can mitigate these issues within their curriculum. The course sequence dashboard is maintained by UCF’s Analytics and Integrated Planning (AIP). In this presentation, we intend to discuss: 1) rationale for developing the curriculum alignment dashboard, 2) list of course sequences that we track and decisions around the sequences, 3) how the dashboard is being utilized by both faculty and leadership in alignment discussions; and 4) data governance. Additionally, the presentation will discuss the potential of a course sequence dashboard in identifying courses for supplemental instruction and providing advising insights regarding gap terms and prerequisite GPA in relation to success in upper-level courses, as well as the need for transfer students to complete sequenced gateway courses at the same institution prior to transfer.
Location: Classroom 105
Track 4: Coaching, Advising, and Pathways
Integrating Career Readiness into Introductory Speech Curriculum: Successes, Challenges, and Future Directions
Presenters:
Dr. Adam Parrish, Lecturer, Coordinator of General Education, Nicholson School of Communication and Media, University of Central Florida
Dr. Jorri Bright, Instructor, Nicholson School of Communication and Media, University of Central Florida
Dr. Susanne Prentiss, Lecturer, Nicholson School of Communication and Media, University of Central Florida
Ms. Jamie Vega, Instructor, Nicholson School of Communication and Media, University of Central Florida
Mr. Alejandro Colon, Graduate Teaching Assistant, Nicholson School of Communication and Media, University of Central Florida
Presentation Abstract
This presentation will examine the implementation of high-impact practices designed to link introductory speech coursework with students’ academic majors and future career paths.
A team of instructors will present insights into the successes and challenges encountered throughout this process, supported by student feedback and measurable outcomes. Key focus areas will include integrating career readiness activities, cultivating transferable skills, and aligning course content with diverse career trajectories.
Plans for future semesters will be discussed, highlighting strategies for refining these methods and addressing identified challenges. The team will offer practical recommendations for other instructors and institutions seeking to embed career readiness into their courses.
Attendees will leave with actionable strategies and a deeper understanding of how such practices can enhance curriculum alignment, improve student success, and foster meaningful connections between academic coursework and career pathways.
Location: Classroom 106
Concurrent Session 2: 11:45 a.m. – 12:30 p.m. (Select One)
Track 1: Initiatives for Seamless Academic Transition
Ready for SAATs? Developing Transfer Pathways through Specialized Associate in Arts Transfer Degrees
Presenters:
Dr. Kimberly Hardy, Assistant Vice Provost, University of Central Florida
Dr. Wendy Givoglu, Campus Provost, Valencia College Downtown Campus and Winter Park Campus
Ms. Karen Hogans, Vice President of Academic Affairs, Lake-Sumter State College
Dr. Loretta Ovueraye, Vice President, Academic Affairs/Chief Academic Officer, Seminole State College
Dr. Mark Paugh, Vice President of Academic Affairs, College of Central Florida
Presentation Abstract
Transfer students often transition from different institutions and there can be limited or unclear pathways during the transfer process. Additionally, institutions often struggle with how to handle the myriad of unique situations for each student related to credit transfer, major readiness, and transfer acceptance.
Developing multiple degree pathways for transfer students is paramount to their success. Recent legislation in the state, specifically HB1285, provides the opportunity for state colleges to develop specialized associate in arts transfer degrees to further align pathways for transfer students, ensure course program prerequisites are met prior to transfer, and shorten the time to degree once students enter the university. Consortium partners (College of Central Florida, Daytona State College, Eastern Florida State College, Lake-Sumter State College, Seminole State College, and UCF) have been working collectively to develop these degree pathways that will potentially affect thousands of students entering the pipeline and positively impact their financial and educational goals.
This session will review the recent work that has been achieved by the partners regarding major and transfer readiness, as well as the development of the specialized associate in arts transfer degrees in five discipline areas to further evolve and enhance opportunities for students, shared from the perspectives of both the university and the state college. These degrees will be a first of its kind in the state and an innovative new transfer degree pathway opportunity for students that can be replicated at multiple institutions.
Location: Classroom 103
Track 2: Data Informed Transfer Success Strategies
Transfer Student Retention: Transfer Student Perceptions of First-Year College Experiences
Presenters:
Ms. Jesica Lovelace, Data Analyst, University of Central Florida
L. Trenton Marsh, Assistant Professor, Learning Science and Educational Research, CCIE, University of Central Florida
Presentation Abstract
Recent national and University of Central Florida (UCF) data show that the retention rate for transfer students is consistently lower than first-time-in-college (FTIC) undergraduate students; thus, highlighting a structural barrier between the academic experiences of transfer and FTIC students. The purpose of this study is to explore the lived experiences of current UCF DirectConnect transfer students during their first year of transition. This qualitative case study uses Tinto’s Social Integration theory and Yosso’s Cultural Wealth model to frame students’ experiences. A total of five participants were included. Despite facing academic challenges while attending UCF, all five participants reported intend to return to UCF and complete their degree. Results indicated that in choosing to persist, students cite their immediate family and peer community, UCF resource accessibility, and self-efficacy as tools to continue toward degree completion. Further, in considering Yosso’s model, the participants relied heavily on social and familial capital to navigate courses, financial aid, as well as to gain access to other UCF-related opportunities such as internships. The findings reveal that university stakeholders should focus more retention efforts on helping students build more meaningful learning communities that fosters self-efficacy while creating clearer and more accessible avenues toward campus support systems.
Location: Classroom 104
Track 3: Curriculum Alignment
Enhancing Curriculum through Learning Outcomes Assessment
Presenters:
Ms. Nichole Fehrenbach, Director of Learning Assessment and Program Improvement, Valencia College
Mr. Collin Gustafson, Assistant Director, Learning Assessment
Ms. Sophia Burgos, Technical Specialist, Valencia College
Presentation Abstract
Learning outcomes assessment can inform horizontal alignment even while teaching strategies and course materials continue to vary widely. Meaningful course-level assessments clarify expectations and the results illuminate areas for localized improvements. Assessment leaders who are faculty, staff, or academic administrators are invited to bring your institution to the table with a memorable example of an assessment that led faculty to an improvement strategy. What elements of that example are easiest for others to replicate? This interactive workshop hosted by the Learning Assessment Office at Valencia College is an opportunity for all involved in assessment to make connections and become resources to each other after the conference.
Location: Classroom 105
Track 4: Coaching, Advising, and Pathways
The classroom as a learning lab: Developing pathways to professional success through integrative course design.
Presenters:
Dr. Michelle Dusseau, Senior Lecturer, Nicholson School of Communication and Media, University of Central Florida.
Presentation Abstract
This session will examine how the classroom can expand beyond the walls of traditional learning to examination and application of the course content to real world scenarios. Examples will include high impact practices such as service learning, integrated experience design, and using a global learning focus.
Included will be connections to career services, personal analysis using the NACE competencies and the Dreyfus Model, and curated curriculum that allows each student to enter where they are and explore their potential for personal growth.
Location: Classroom 106
12:30 p.m.
Lunch – Networking
Location:
Disney Dining Room
Room 124
1:30 p.m.
Student PanelModerator:
Mr. Jim Smith, Manager, Academic Support Services, University of Central Florida
Panelists:
- Anamaria Acevedo Diaz, Transfer Student, University of Central Florida
- Taiel Lucile, Transfer Student, University of Central Florida
- Sydney Gillis, Transfer Student, University of Central Florida
- Paola Santini Dosal, Transfer Student, University of Central Florida
Concurrent Session 3: 2:30 p.m. – 3:15 p.m. (Select One)
Track 1: Initiatives for Seamless Academic Transition
EXCEL Transfer: Creating a Seamless Transition to STEM at UCF
Presenter:
Dr. Melissa Dagley, Executive Director iSTEM, University of Central Florida
Ms. Shaylin Turner, Academic Success Coach, Senior, University of Central Florida
Presentation Abstract
While much has been done to ease the transition for First-Time-in-College students, students who transfer and experience the same issues often have their needs overlooked. These issues are compounded when dealing with the disadvantage of limited access to key pathway courses necessary for timely graduation and attempting rigorous upper-division courses. Adding the need to be major ready for a STEM field makes the transition even more challenging. This is where EXCEL Transfer (EXCEL-T) intervenes.
Designed to assist incoming STEM transfer students with their transition to the university, EXCEL-T ultimately strives to increase major readiness and 3-year graduation rates of this specific population. To reach these goals, EXCEL-T implements the following interventions: pre-transition support specific to the STEM disciplines, access to a Peer Coach in the first term, cohorting in math and critical path courses, academic support including tutoring and supplemental instruction, as well as assistance in networking and involvement with High Impact Practices. In order to create a seamless transition, students are enrolled in a non-credit, STEM success webcourse where they are offered around the clock support, easily accessible for students with non-traditional schedules.
EXCEL-T saw tremendous success throughout the pilot year (2023/2024) and is continuing to see increased success entering the 2024/2025 Academic Year. Data shows EXCEL-T first-year retention to the university at 88% as compared to 82% first-year retention of the comparison group. EXCEL-T first-year retention in STEM is 83% as compared to 73% of the comparison group. The 2024/2025 cohort is on-track to shatter these results.
Location: Classroom 103
Track 2: Data Informed Transfer Success Strategies
CFEED: Interactive Readiness Model – Driving Opportunity for All in K-12 and Higher Education
Presenters:
Dr. Diane Pienaar, Director, CFEED, Valencia College
Mr. Ashton Terry, Senior Manager, The School District of Osceola County, Florida
Ms. Sabrina A. Gonzalez, Research Stat Analyst, Senior, CFEED
Presentation Abstract
The Central Florida Education Ecosystem Database (CFEED) unites Orange County Public Schools, The School District of Osceola County, Valencia College, and UCF in a collaborative data-sharing initiative designed to empower student success. Leveraging advanced data models—like Transfer Readiness, Post-Secondary Readiness, and Transfer Shock—CFEED equips institutions with predictive insights through the entire student journey, helping to bridge access gaps and improve outcomes.
This year, we’re excited to showcase how programs like Osceola Prosper have driven meaningful gains in college enrollment, with CFEED’s models highlighting key moments in students’ journeys where targeted support can make a lasting difference. Our Interactive Acceleration Readiness Model further connects K-12 students’ readiness for advanced coursework with actionable insights for district leaders, promoting timely, data-driven interventions.
Our impact metrics show that these initiatives not only boost graduation rates but also help ensure that students from all backgrounds are equipped for success as they transition through each academic stage. CFEED’s analytics empower institutions to actively support each student’s unique path to higher education and career readiness.
Location: Classroom 104
Track 3: Curriculum Alignment
A Structured Approach to Implementing Effective Teaching Practices and Evaluating Transfer Student (TS) Success in Gateway Engineering Courses
Presenters:
Dr. Marino Nader, Associate Lecturer, Mechanical and Aerospace Engineering, University of Central Florida
Presentation Abstract
The Central Florida Education Ecosystem Database is a collaborative data sharing project including Orange County Public Schools, The School District of Osceola County, Valencia College, and University of Central Florida. CFEED has developed a database with front-end analytic capability that compiles historical and ongoing data from all partners allowing us to conduct research and identify insights about student success, course pathways, and other trends via data analysis and reporting tools.
CFEED is excited to share our most recent work demonstrating student specific readiness at different points in their academic journey. CFEED has been a driver of change within the college to university transfer landscape.
Specifically, we have been deeply involved in the Helios Transfer Scholars Grant which was designed to support transfer students to UCF with incentives to ensure courses relevant to their major are taken prior to transfer. CFEED will demonstrate the ways we use our Interactive Transfer Readiness model which incorporates our analytics connecting Relevant Courses for UCF majors to determine the likelihood of student success.
Additionally, our team has helped establish programs like the Osceola Prosper program to increase student enrollment at the college level. CFEED will demonstrate our ability to connect the emerging trends of student movement and readiness from Osceola Prosper to future transfer success.
Location: Classroom 105
Track 4: Coaching, Advising, and Pathways
The Evolution of Engagement – Transitioning to Proactive Roster Management
Presenter:
Ms. Nina Leonard, Director, CBA Academic Success Coaching, UCF
Stephanie Thompson, Academic Success Coach, CBA, UCF
Dr. Diana Taylor, Academic Success Coach Senior, CBA, UCF
Chandini Balwant, Academic Success Coach Senior, CBA, UCF
Presentation Abstract
Engaging students can be a challenging task due to resource allocation and student behavior. Proactive roster management within an Academic Success Coaching model can provide relief to students and staff. This presentation will discuss the evolution of engagement in the UCF College of Business from decentralized academic advising to centralized academic success coaching. Current staff will discuss strategies to connect with assigned rosters of students while reducing stress. An emphasis on the use of technology is key.
Location: Classroom 106
3:30 p.m.
Closing
Dr. Loretta Ovueraye, Vice President, Academic Affairs, Chief Academic Officer, Seminole State College of Florida
Location:
Disney Dining Room
Room 124
If you have any questions or need further information, please don’t hesitate to contact us via email at tsspconference@ucf.edu.