91����

 Dr. Patrice Buckner Jackson

Dr. Patrice Buckner Jackson

Dr. Patrice Buckner Jackson, known in her community as Dr. PBJ, gives educators the strategies for accomplishing purposeful work without burnout.

Dr. PBJ is an educator of almost 25 years and an Executive Coach for more than 10 years. She holds a doctoral degree in Education Administration, served in executive leadership at colleges and universities, and facilitates leadership training as a faculty member for the Center for Creative Leadership. Dr. Jackson worked in higher education at many levels, from student assistant to President’s Cabinet and is the recipient of several professional awards and accolades.

10:15-11 a.m. | Scottsbluff Room
Presenters: Heather Crofutt, Instructional Technology and Design Specialist, and Travis Hencey, Instructional Resources Coordinator
Theme: Pedagogy, Teaching, and Learning

Updated federal ADA guidance requires CSC’s digital course content to meet accessibility standards by 2027. This session reframes accessibility from compliance to student success. Learn practical, proactive strategies to design online content that supports all learners, reduces accommodation barriers, and strengthens retention. Participants will leave with manageable next steps and campus resources to confidently move toward full digital accessibility.

Updated federal guidance under the Americans with Disabilities Act requires institutions to ensure that digital content, including online course components, meets accessibility standards. 91���� must be fully compliant by 2027. This session focuses on how faculty and staff can prepare now in ways that meaningfully support student success.

Rather than approaching accessibility as a compliance task, we will frame it as a student-centered strategy that improves clarity, usability, and engagement for all learners. Participants will explore common barriers that appear in online courses and learn practical, manageable adjustments that can be implemented immediately using tools already available at CSC.

We will discuss how proactive design reduces last-minute accommodations, strengthens retention efforts, and supports a wide range of learners including first-generation students, multilingual students, students accessing content on mobile devices, and those with temporary or permanent disabilities.

Attendees will leave with a realistic action plan, campus resources, and a clearer understanding of how accessibility connects directly to equity, student performance, and institutional responsibility.

This session is designed to make accessibility feel achievable, not overwhelming, while positioning CSC to meet 2027 compliance requirements with confidence.

10:15-11 a.m. | Bordeaux Room
Presenter: Dr. Derry Ebert, Vice President for Enrollment Management
Theme: Professional Development / Technology Training

Discover how to turn your CliftonStrengths into a practical leadership tool in your daily work. This interactive session will help faculty and staff better understand their unique talents and apply them to improve communication, collaboration, and productivity. Learn simple, actionable strategies to lead yourself and others more effectively, regardless of your role on campus. Whether you are new to CliftonStrengths or familiar with your results, you will leave with ideas you can use right away.

This session will explore how CliftonStrengths can be used as a practical framework for leading yourself and working more effectively with others across campus. Rather than focusing on fixing weaknesses, CliftonStrengths helps you identify and intentionally apply your natural talents to increase productivity, improve communication, and build stronger teams.

Participants will gain a clearer understanding of what their strengths look like in action and how those talents show up in day-to-day work. The session will introduce simple, actionable strategies for applying strengths in common workplace situations, including collaboration, problem-solving, and navigating challenges. You will also learn how recognizing the strengths of colleagues can enhance teamwork and create a more positive and effective work environment.

This session is designed for all faculty and staff, regardless of role or prior experience with CliftonStrengths. Whether you are new to the assessment or already know your top themes, you will leave with practical tools and ideas you can immediately apply in your office, classroom, or team.

If you are looking for a more strengths-based approach to leadership and collaboration, this session will provide a helpful and energizing starting point.

10:15-11 a.m. | Lakota Room
Presenter: Dr. Julie Downing, Director of Assessment and Accreditation
Theme: Pedagogy, Teaching, and Learning

This interactive session explores how to embed formative assessment into everyday teaching rather than treating it as an add‑on. Faculty will experience simple, low‑prep strategies suitable for in‑person and online courses to check understanding, boost engagement, and guide real‑time instructional decisions. Participants will leave with one or two ready‑to‑use activities tailored to their own classes, along with practical ideas for using formative assessment to support learning and inform their next instructional steps.

This interactive session focuses on baking formative assessment into everyday teaching practices, rather than treating it as an add‑on or extra task. Faculty will experience simple, low‑prep techniques that can be used in both in‑person and online courses to check for understanding, support student engagement, and inform real‑time instructional decisions. Participants will leave with one or two ready‑to‑use activities tailored to their own classes.

Learning Outcomes:

By the end of this 45‑minute session, participants will be able to:

• Articulate the role of formative assessment in supporting student learning and engagement in higher education.
• Identify at least three low‑stakes formative assessment strategies that can be woven into everyday teaching in both face‑to‑face and online environments.
• Design one formative assessment activity aligned to a specific course outcome or challenging concept in one of their own classes, including how they will use the results to inform their next instructional step. 

10:15-11 a.m. | Ponderosa Room
Presenters: Rebecca Fernau, Assistant Professor, Social Work; Adrianna Calle, Assistant Professor, Social Work; and Drew Whitney, Social Work Major
Theme: Student Wellbeing

Many students today can be overwhelmed or completely disengaged, with some struggling to attend class at all. This session explores how faculty can support student self-care in practical, sustainable ways that encourage re-engagement without compromising academic rigor. Featuring both faculty and student perspectives, presenters will share real-world strategies that foster connection, support well-being, and help students return to the learning environment.

So many of today’s students are not just stressed—they’re struggling to show up in the classroom at all. Faculty are increasingly seeing decreased attendance, disengagement, and students who feel overwhelmed before they even enter the classroom. When students do attend, they often carry significant mental, emotional, and external pressures that impact their ability to participate and succeed.

This session explores how faculty can better understand and respond to these challenges by supporting student self-care in realistic, meaningful ways. While faculty are not counselors, the classroom environment and everyday interactions play a critical role in whether students feel able —and willing—to engage. Through a collaborative perspective that includes faculty insight and the lived experience of a recent social work practicum student, participants will gain a clearer understanding of what contributes to both student disengagement and re-engagement.

Rather than adding more to faculty workloads, this session focuses on small, practical strategies that can be integrated into existing teaching practices. Presenters will share real examples and student-informed approaches that support well-being, foster connection, and encourage students to re-engage. Participants will leave with actionable tools, increased confidence, and a renewed perspective on how supporting self-care can also support student presence, persistence, and
success.

11:15 a.m.-Noon | Scottsbluff Room
Presenter: Chantel Merchen, Director–Office of Academic Success
Theme: Professional Development / Technology Training

Early alert systems are only as effective as the people who use them. This session explores the practical side of implementing Stoplight Surveys in Eagles 360, a new, structure, semester cycle process that empowers faculty to flag students who are struggling, or thriving. The presenter will walk through the full survey workflow, from kickoff to user training to outreach and case management. We will share actionable strategies for building the easy to use, twice a semester sustainable process that improves student retention and success.

Eagles 360's Stoplight Survey provides a structured, repeatable mechanism to gather timely information about student engagement directly from faculty. When implemented well, it creates a campus-wide culture of proactive care where concerns are addressed before they become crises. The survey uses a simple red/yellow/green framework to capture how students are doing at key points in the semester. When a faculty member flags a student, that signal becomes actionable. Professional support staff will generate cases, assign outreach, and build a holistic care record that informs smarter, more connected conversations, enabling earlier intervention, more personalized support, and improved retention. Survey responses can also be shared with athletics, TRiO, and advisors automatically. Attendees will gain a clear picture of what the rollout looks like each term and how the coordinator role anchors the entire workflow. Attendees will leave with a workflow framework, training strategies, communication tips, and sample resources ready to adapt for their
classes at CSC.

11:15 a.m.-Noon | Bordeaux Room
Presenters: Jazlyn Reitz, Instructor, Education; and Dr. Katie Rust, Associate Professor, Education
Theme: Pedagogy, Teaching, and Learning

This session presents a mixed-methods case study examining the effectiveness of program completers in a rural school setting. By comparing teacher self-assessments with administrator evaluations, the study highlights strengths in instructional preparedness and identifies areas for growth, including classroom management,  differentiation, and collaboration. Findings emphasize the role of practice-based learning in supporting early-career success and provide a model for using local data to inform program improvement.

This session explores findings from a mixed-methods case study designed to examine the effectiveness of program completers in a rural school context. The study integrates survey data and qualitative interviews from five early-career teachers and two administrators, focusing on key areas such as instructional practices, preparedness, collaboration, differentiation, and classroom management. By comparing teacher self-assessments with administrator evaluations, the study provides insight into both performance and perception.

Results indicate that program completers demonstrate baseline effectiveness and strong growth potential, with no participants rated as unprepared. A notable finding is the pattern of under confidence among early-career teachers, as administrators consistently rated completers higher than completers rated themselves. At the same time, areas such as classroom management, differentiation for social-emotional needs, literacy instruction, and applied collaboration emerged as opportunities for continued development.

The session will highlight how practice-based learning experiences can better support candidate readiness and ease the transition from preparation to practice. It will also demonstrate how smallscale, locally developed data collection methods can be used to evaluate outcomes and guide program improvements. Attendees will leave with a clearer understanding of how to use evidence to strengthen preparation programs and support early-career professionals.

11:15 a.m.-Noon | Lakota Room
Presenter: Alex Helmbrecht, Director–College Relations
Theme: Professional Development / Technology Training

This session introduces a practical framework built around Context, Clarity, Culture, and Confidence, to help us be more intentional about how we support new employees and one another across departments.

From Sink or Swim to Shared Success introduces a framework for employee success that aims to reduce guesswork and create a shared understanding of how work gets done within and across departments. Organized around four themes: Context, Clarity, Culture, and Confidence, the session focuses on what new employees need to understand, how they make sense of their role, navigate relationships, and begin contributing effectively.

Participants will review how this framework has been used in College Relations, including examples such as defining key contacts, outlining expectations, establishing guiding principles, and identifying early indicators of success. Attendees will begin creating a version for their own areas during the session.

11:15 a.m.-Noon | Ponderosa Room
Presenters: Dr. Nathan Favaloro, Assistant Professor, Counselor Education; and Dr. Teri Marrow, Assistant Professor, Counselor Education
Theme: Employee Wellbeing

Employee burnout is a common occurrence in higher education. Burnout can create emotional and physical exhaustion, have a negative impact on job performance, and have a negative impact on personal life. This presentation aims to focus on employee wellbeing by exploring techniques for burnout prevention, how to recognize burnout, and how to reduce burnout when it occurs.

Employee wellbeing is important for maintaining a healthy and productive career in higher education. It is critical that employees feel a sense of support and worth in their career. Reducing burnout is crucial for employee wellbeing. Burnout is likely to occur at some point during an employee's career. This presentation aims to focus on employee wellbeing by exploring techniques for burnout prevention, how to recognize burnout, and how to reduce burnout when it occurs. The development of techniques to recognize, combat, and prevent burnout is crucial for employee wellbeing. This presentation also discusses common burnout occurrences and shared experiences. It also discusses common challenges and stressful situations that create burnout. The goal of this presentation is to share knowledge and techniques to increase employee wellbeing and limit burnout. This presentation will help promote strategies for positive stress management, communication, and work environment. By the end of this presentation, participants will gain crucial knowledge in recognizing, preventing, and limiting burnout when it occurs. 

11:15 a.m.-Noon | Lounge (Theater Area)
Presenters: Ted Tewahade, Associate Athletic Director, and Brett Hunter, Head Wrestling Coach
Theme: Student Wellbeing

This presentation examines recruitment, retention, and the evolving needs of the modern 2026 student-athlete. It highlights strategies for attracting talent and retention of the athlete through support, including mental health, academic success, and athletic opportunities. By understanding athlete expectations and innovative practices, staff can create sustainable programs that foster development, engagement, and long-term success in competition and in life.

Our hope is to give staff and faculty a better understanding of the current collegiate athletics world as well as share insight into the modern athlete and how they are changing the game.

1:15-2 p.m. | Scottsbluff Room
Presenter: Dr. Stiofán Forsha, Associate Professor, Business
Theme: Pedagogy, Teaching, and Learning

A 2024 study by Inside Higher Ed estimated that only 9% of campus CIO’s believed higher education was prepared to handle artificial intelligence’s growth. Yet AI is transforming the way we teach and learn and faculty will need to keep up with advancements in such technologies.

This session highlights best practices from the Higher Education Authority (HEA) concerning ways AI may be integrated into course design.

Topics surveyed in this session include:

• Current and emerging trends regarding the use of AI in higher education.
• Considerations before using AI for learning: challenges and opportunities.
• Ways ethical AI adoption can be used in teaching to enhance critical reflection and thinking.
• Examples assignments that utilize AI.

1:15-2 p.m. | Bordeaux Room
Presenter: Chelsea Turner, Licensed Student Counselor
Theme: Student Wellbeing

College students seek counseling for concerns ranging from daily stressors to more serious mental health challenges. These issues can affect academics, relationships, and athletic performance, making it harder to focus, stay engaged, or feel connected. Campus staff and faculty are often the first to notice changes in student demeanor. This session will highlight common concerns, how counseling helps, and simple ways everyone on campus can support student well-being and success.

College students seek counseling for many reasons, ranging from seeking simple solutions to common stressors, to needing longer-term, specialized treatment techniques to manage severe and persistent mental illnesses. When these concerns build up, they can affect every part of a student's life including academic performance, social interactions, and athletic engagement. Academically, students may struggle to focus, keep up with assignments, or attend class. Socially, they may withdraw, feel disconnected, or have difficulty navigating relationships. For studentathletes, mental health challenges can show up as burnout, performance anxiety, or loss of motivation.

Everyone on our campus plays an important role in supporting student well-being, regardless of your role here on campus. Often, you are the first to notice when something seems "off" in our students, long before they make it to the counseling department. This session will provide an overview of the most common diagnoses we treat on campus, ways treatment can be beneficial in and out of the counseling room, and ways you can support our students emotional well-being to create a more supportive, respected, and united campus.

1:15-2 p.m. | Lakota Room
Presenters: Austen Stephens, Dean of Student Affairs, and Deena Kennell, Director–Internships and Career Services
Theme: Pedagogy, Teaching, and Learning

Faculty increasingly manage student absences tied to emergencies, medical conditions, disabilities, athletics, and pregnancy, often amid unclear processes and legal boundaries. Colleges must provide equitable access while faculty maintain authority over attendance, grading, and rigor. This session outlines 91����’s policy‑aligned approach to personal emergency and academic attendance. Facilitators explain alignment with NSCS policies and how Student Affairs, Disability Services, nursing, and Athletic Training support faculty decision making without overriding syllabus authority or standards.

Faculty are increasingly asked to navigate student absences connected to personal emergencies, medical conditions, disabilities, athletic injuries, and pregnancy related circumstances. These requests may arrive with limited clarity about institutional processes, legal boundaries, or the difference between documentation and excusal. While colleges must provide equitable access and reasonable support, faculty retain discretion over attendance expectations, participation, grading, and academic rigor.

This session presents 91����’s balanced, and policy-aligned approach to student absences designed to inform and empower faculty rather than override them. Facilitators will examine how CSC aligns its Personal Emergency and Academic Attendance process with Nebraska State College System Board Policies including Policy 3700 on Accommodations for Students with Disabilities and Policy 3680 on Pregnancy and Related Conditions.

Participants will gain practical guidance on how Student Affairs, Disability Services, the contracted nurse, and Athletic Training staff support faculty decision making, clarify roles, and reduce confusion while preserving syllabus authority and avoiding fundamental alterations to courses.

1:15-2 p.m. | Ponderosa Room
Presenter: Keith Crofutt, IT Lead
Theme: Professional Development / Technology Training

Scheduling is a game of "Calendar Tetris" that results in endless back-and-forth emails between faculty, staff, and administration. This session is designed for intermediate users who understand the basics of Outlook and Teams but haven't yet mastered the Scheduling Assistant. We will move beyond simply checking availability to utilizing advanced features like Room Finder for campus conference rooms, and leverage the seamless integration between Outlook and Microsoft Teams to manage invites and activity in one place.

Stop guessing and start scheduling. This session transforms how you coordinate with colleagues across the institution by turning the Scheduling Assistant into your most reliable productivity ally.

We will dive into the practical workflows that save time and reduce administrative friction. Participants will learn how to:

• Master the Grid: Use the Scheduling Assistant to view attendee availability side-by-side, identifying "Free" vs. "Busy" blocks instantly to find the best slot for everyone.
• Navigate Campus Spaces: Leverage the Room Finder to filter for open conference rooms without leaving your calendar invite.
• Sync with Teams: Learn how to generate a Teams meeting link automatically within the assistant to ensure remote and hybrid participants are included with a single click.
• The Teams Hub: Master the Calendar interface within Microsoft Teams to view your entire week and manage invites without toggling back to Outlook.

By the end of this 45-minute session, you will be able to manage complex departmental calendars with confidence, ensuring your meetings are well-timed, properly housed, and easily accessible.