STUDENT SUCCESS WEBINAR SERIES

Sponsored by Rokwire

The CUMU Student Success Webinar Series—sponsored by Rokwire—invites CUMU members to examine opportunities to better support students on our campuses and in our communities. Join leaders from the CUMU membership to discover programs and resources that are creating positive impacts on student success on their campuses.

rokwire logoRokwire is an open source mobile software platform for creating mobile apps developed by the Smart, Healthy Communities Initiative at the University of Illinois Urbana-Champaign. They are specialists in science and computing, design, and the humanities. Together, they’re working to realize the promise of the information age: Not just better tools, but a better world.

Empowering social mobility through peer support: Insights from the Building Blazers Behavioral Health Project

Presented by University of North Texas at Dallas

February 6, 1–1:45 p.m. ET

Addressing the escalating mental health needs among students presents a pressing challenge for universities. The Building Blazers Behavioral Health Peer Support Project is a proactive response to this challenge. Grounded in a peer support approach, the project facilitates transparent conversations among students about mental health and coping strategies, fostering a supportive campus environment.

Participants in this presentation can expect to gain insights into the power of peer support in addressing mental health challenges among university students. They will learn about the project implementation and its positive outcomes, including increased awareness, improved support utilization, and enhanced campus community resilience.

Crystal Benjamin, Ph.D., CFLE, is a lecturer of child development and family studies at University of North Texas at Dallas. She holds a Ph.D. in family studies and an MS in marital and family therapy from Loma Linda University. She is also a Certified Family Life Educator (CFLE). Dr. Benjamin’s scholarly work is now centered on technology integration into mental health practice, and peer support in academia. She has experience working with diverse groups and individuals and has lectured at both local and international universities.

Constance L. Lacy, LCSW, MAC, Ph.D., is an associate professor and dean of the School of Behavioral Health and Human Services at the University of North Texas at Dallas. Dr. Lacy received a Ph.D. in social work from the University of Texas at Arlington. With a background in clinical social work, Dr. Lacy has extensive research and intervention expertise in the family court system, specializing in family counseling and community administration. As a Harry S. Truman Scholar, Dr. Lacy has delved into the topics of resiliency among African American Youth and the impact of conflict on distressed children and families. Her research has covered food insecurity, community stress, collective impact, conflict resolution, and mental health. Dr. Lacy has also been an active presenter at national and international forums, sharing her insights on leadership, empowering family systems, and leveraging action research for nonprofit infrastructures, always advocating for a collaborative, inclusive approach.

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PRESENTERS: Crystal Benjamin and Constance L. Lacy, University of North Texas at Dallas

Incentivized engagement: Using internship stipends to support underrepresented students

Presented by Central Connecticut State University

February 11, 2–2:45 p.m. ET

Internships provide experiences for students that are vital to their transition from an educational setting into real-life workplace settings. However, students from marginalized backgrounds face a disadvantage when it comes to accepting internship opportunities. Unpaid internships have historically taken advantage of student labor. Recognizing the barrier that underrepresented students face when it comes to unpaid internships is at the forefront of the Community Engaged Experiential Learning Stipend (CEELS) program that the Center for Community Engagement and Social Research (CCESR) created. Learn and discuss how a program such as CEELS has helped students with internships flourish, without the added financial burden.

Beth Merenstein, Ph.D., is currently serving as the associate vice president for community engagement and experiential learning and executive director of the Center for Community Engagement and Social Research (CCESR) at Central Connecticut State University. Additionally, she is also serving as the interim director of inclusion in the Office of Equity and Inclusion. She joined the faculty in the sociology department at CCSU in 2004. She has served as University Curriculum Chair, associate dean, and Presidential Fellow. Her community engagement research and teaching spans more than two decades, with particular emphasis on engaging undergraduate students in the work. Dr. Merenstein is also active in student success work with a focus on equity in education, and was instrumental in the creation of the Equity, Justice, and Inclusion addition to the university general education curriculum. She has taught multiple courses and published in peer-reviewed journals in the areas of community engagement and service-learning, produced numerous evaluation reports for local community organizations, and wrote a book on Immigration and Race that relied heavily on her work with multiple community organizations.

Diana Velasco serves as the faculty liaison for the Center for Community Engagement and Social Research (CCESR) at Central Connecticut State University. She earned a B.A. in political science and human rights with a minor in Latino and Latin American Studies, as well as her M.A. in international studies from the University of Connecticut. Her previous research focuses on Latin American migration, undocumented communities in the US, and the trauma epidemic at the U.S.–Mexico border. She is active in many campus initiatives such as First Year Connected and the First-Gen Advocate program.

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PRESENTERS: Beth Frankel Merenstein and Diana E. Velasco, Central Connecticut State University

Implementing data-driven strategies to improve course performance: A case study at the University of Houston

Presented by University of Houston

February 26, 1–1:45 p.m. ET

In order to achieve equitable completion rates for students from underrepresented populations, our large urban university launched an initiative to improve course performance in gateway courses using an equity-informed approach. This session will highlight case studies of the strategies and lessons learned from three courses that successfully reduced DWIF rates by 9 to 35 points overall and for students of color, first generation students, and Pell eligible students. Redesign elements included early detection of student challenges, more time engaging with course material in a meaningful way, new assignments, and amnesty opportunities.

Teri Elkins Longacre, Ph.D., serves as senior vice provost and dean for undergraduate student success in the Office of the Provost at the University of Houston. In this role, Dr. Longacre is responsible for the design and implementation of student success initiatives with oversight of Enrollment Services including Scholarships and Financial Aid, Admissions, Office of the University Registrar, Enrollment Services Communications and Marketing, and Campus Solutions Services. Dr. Longacre also provides operational leadership for Houston Guided Pathways to Success which includes supporting transfer pathway development across fourteen participating two and four-year institutions in the greater Houston region. She is an associate professor of management at the C. T. Bauer College of Business at the University of Houston, where she joined the faculty in 1997 and previously served as associate dean for academic affairs in Bauer as well as the University of Houston faculty and staff ombudsperson. Dr. Longacre received her undergraduate degree from Baylor University and a Ph.D. and J.D. from the University of Houston.

Caroline Neary, Ph.D., is the director of student success research and analysis at the University of Houston, where she supports data-informed decision making in student success and enrollment management. Her 2024 dissertation research focused on the impact of financial aid on college access and completion for historically underrepresented students.

PRESENTERS: Teri Elkins Longacre and Caroline Neary, University of Houston