Laurie A. Schreiner, Ph.D.

Laurie A. Schreiner earned her Ph.D. in Community Psychology from The University of Tennessee. She is currently Professor of Higher Education at Azusa Pacific University in southern California, where she teaches in the Ph.D. program. An award-winning teacher and researcher, her work focuses on creating a thriving campus—places where students, faculty, and staff are meaningfully engaged in their work, energized by learning, involved in healthy relationships, and making a difference. Author of the Thriving Quotient, her research has studied over 200,000 students from 300+ universities across the U.S., Canada, and Australia and has led to numerous publications, as well as the edited book entitled Thriving in Transitions: A Research-Based Approach to Student Success. In addition to her research on thriving college students, Dr. Schreiner has created instruments to assess thriving in faculty and staff and is co-author of The Student Satisfaction Inventory, as well as books on sophomore success. She has consulted with over 200 universities on issues of student success and thriving, faculty and staff well-being, leadership support for thriving employees, and effective teaching strategies.

Rachel Phillips-Buck

Rachel Phillips-Buck is co-founder and Vice President for Student Success at Pharos Resources, where she partners with colleges and universities to create comprehensive retention and mentorship strategies. Since 2006, she has been the visionary behind Pharos 360, a platform that has transformed student success initiatives across campuses throughout the United States and Canada.

As a Licensed Professional Counselor with expertise in Systems Theory, Rachel brings a unique perspective to student success work, understanding both individual student needs and the institutional systems that support them. Her work demonstrates how effective mentorship can scale from one-on-one relationships to campus-wide cultures of support.

9:40-10:30 a.m. | Ballroom
Presenter: Chantel Merchen, Director–Office of Academic Success

Eagles360 is a software used for many workflows on campus, specifically case management. But what does that really mean when it comes to working with students? Learn how using Eagles360 can improve connections with students, which in turn helps students retain to graduation.

The Office of Academic Success utilizes Eagles360 in a variety of ways. This presentation will provide an overview of how we utilize Eagles360, the different faucets it can be used for, and how it helps build connections with students. Dive deep into the world of case management, documentation, and reaching out to students in a software that has helped improve productivity, quality assurance, but most importantly, connecting with students to help them when they are struggling.

9:40-10:30 a.m. | Scottsbluff Room
Presenter: Dr. Cassandra Ritzen, Associate Professor of Marketing

A presentation designed to help us remember the power of our imaginations, the importance of sparking our own, and how they are better when used together. In this session, you will engage in sensory learning experiences curated to help the group engage in surprise, reflection, and our ability as humans to create meaning.

The greatest gift to our imagination can be the limitations we face. In this session, we will discuss the power of place as one of the greatest keys to unlocking our individual intuition. In chaotic circumstances without predictable outcomes, it is much better to be prepared than rely on plans. This session is about using some of our unique capabilities as humans to prepare and see solutions we miss when we are in a constant state of planning.

A verbal presentation will be prepared but not planned. As a presenter, I will use the faces, place, and space of the event to access unique inspiration in the moment. I will open myself to experience the element of surprise as I ask the audience to do the same. Drawing on the work and research of Dr. Angus Fletcher, we will engage in the story thinking as a way to draw you into personal reflection and playful consideration. Understanding how to access what you see and experience as exceptional is key to effectively utilizing your imagination and working in teams with others.

Innovation and solving the problems any of us are facing will be about doing less, not more. Imagination is the power by which we see the place, the predicament, or the story we are in. To do this, we will have to imagine more than we have known. In a world with so many distractions, to engage in sustained reflective and imaginative practices takes intention.

9:40-10:30 a.m. | Bordeaux-Lakota Room
Presenters: Carrie Sayaloune, Assistant Director–START Office, and Dr. Lorie Hunn, FCS Faculty

Is advising starting to feel like a checklist? Let’s change that! This session explores how relational advising transforms routine meetings into meaningful connections and stronger student bonds. Whether you're new to advising or looking to refresh your approach, you'll leave with ready-to-use ideas—and a renewed sense of purpose and energy for advising.

In a time where student engagement, belonging, persistence, and retention are more critical than ever, relational advising offers a transformative approach to academic support. Rather than focusing solely on course schedules and degree requirements, relational advising centers the advisor-student relationship as a catalyst for student success.

This session will introduce the core principles of relational advising, including empathy, trust-building, cultural responsiveness, and holistic student support. Through research-informed insights and real-world examples, we’ll explore how shifting from transactional to relational advising can deepen student connection, increase retention, and improve the overall advising experience for both on campus and online students.

Participants will gain practical tools—such as sample language and communication strategies—that can be applied right away, even in fast-paced advising environments. The session will include brief small- and large-group discussions focused on integrating relational advising techniques into everyday conversations. Realistic scenarios will highlight common advising challenges and illustrate how subtle shifts in language and advisor presence can lead to meaningful impact.

Whether you're a new advisor or a seasoned professional looking to refresh your practice, this session offers a space to reflect, connect, and reimagine what advising can be when relationships come first.

9:40-10:30 a.m. | Ponderosa Room
Presenter: Dr. Adam Hoesing, Assistant Professor

College professors prefer to lecture. Students, however, too easily fail to engage in lecture. They may ignore the professor, rewrite the slides, daydream, or browse the internet. To successfully engage in lecture, however, a student must learn independently. Using his experience as a successful law school student (90% lecture-based) and now as a professor using lecture often, Professor Hoesing illustrates how to be an independent learner and successfully approach lecture actively—rather than passively.

Higher education has a strong lecture component. Unlike high school curriculum—where teachers may present material through active demonstrations, guided fill-in-the-blank content forms, or publisher-created material—professors in higher education may prefer to lecture unrehearsed. Lecture, as most understand it, is a form of teaching where the professor verbally presents his or her thoughts and expertise, to explain or “teach” the course material. Professors speak upon course material that they understand very well, but in their own words.

Students, as most understand it, therefore often engage in a form of “passive learning” during lecture, where they receive the relevant information from the professor, rather than locating and learning it on their own. Passive learning has its drawbacks, the most notable of which may be retention of the course material. Moreover, during lectures, students too often tune-out the professor, either by stubbornly rewriting the professor’s slides rather than listening to the lecture, or by browsing the internet. Quite simply, students do not retain much of the material presented during lectures.

Unless, however, students approach lecture with mindset to learn the material independently. Lecture is and should be just one step of an independent learning process, and students must engage in the entire process for the lecture to fully assist their learning. With a mock presentation and open-note quiz, Professor Hoesing will use his experience as a student and a teacher to demonstrate how students can use lecture as only one of many important steps in an independent-learning process.

10:40-11:10 a.m. | Ballroom
Presenter: Gabriela Perez-Patterson, Assistant Director of Admissions

This presentation will focus on delivering student-centered service that reflects the care and community at Chadron State College. We’ll explore how to make every interaction positive, helpful, and welcoming. We'll explore how to lead every interaction with empathy, offer clear and kind communication, and respond with care. Guided by the pillars of customer service, the goal is not just to answer questions—but to create meaningful, student-first experiences.

This session will explore how to deliver student-centered customer service that reflects the care, community, and connection at the heart of Chadron State College. Whether you're the first point of contact or working behind the scenes, every interaction shapes a student's experience. This presentation will focus on how to make those moments positive, helpful, and welcoming—regardless of the question, concern, or situation.

We’ll examine what it means to lead each interaction with empathy, offer clear and kind communication, and respond with care. By embracing the core principles of effective service, participants will learn how to move beyond simply answering questions and instead create meaningful, solution-focused experiences that leave students feeling supported and valued.

The goal of this session is to help staff feel more confident in handling student needs with a consistent, compassionate approach. We’ll also discuss how small adjustments in tone, timing, and transparency can build trust and reinforce the sense of belonging students should feel from their very first interaction.

Participants will walk away with strategies to enhance their day-to-day communication, contribute to a culture of service excellence, and reflect the “Eagle Standard” in every conversation. By focusing on student-first service, we ensure that every student—not just their question—is cared for.

10:40-11:10 a.m. | Scottsbluff Room
Presenter: Keith Crofutt, M.S., CPM, IT Lead and BIS Adjunct Professor

In this session, Keith Crofutt shares how he increases student engagement in a graduate-level BIS course taught in both blended and online formats. From podcast-style Zoom lectures to Padlet-based discussions and concise, real-world video overviews, Keith integrates flexible tools that meet students where they are. Attendees will leave with practical strategies to boost engagement across learning environments—whether students are on campus, remote, or both.

Keith Crofutt, IT Lead and adjunct instructor at Chadron State College, will showcase flexible, high-impact teaching strategies from his graduate-level BIS course in the Business Academy. This course is offered in both blended and fully online formats, with students attending in person, synchronously via Zoom, or asynchronously.

For the blended course, Keith creates a podcast-style experience by sitting at the table with face-to-face students and leading conversational Zoom sessions that are recorded for flexible viewing. Instead of relying on traditional Canvas discussions, he uses Padlet to create more visual, intuitive spaces for student interaction—an approach that has received strong positive feedback.

In his fully online version of the course, Keith produces short, topical video overviews that highlight key concepts from the week’s readings while tying them to current real-world business trends and technology. These videos not only clarify complex ideas but also help students feel more connected to both the course and instructor.

This session will highlight specific tools, student reactions, and lessons learned. Faculty and staff will walk away with immediately usable ideas for building connection and relevance in both online and hybrid environments.

10:40-11:10 a.m. | Bordeaux-Lakota Room
Presenters: Alex Helmbrecht, Director–College Relations, and Kayla Junge, Director–Client Services

Being informed is easier than ever at Chadron State College. However, are we using these communication tools to their fullest potential? This session will walk through key platforms such as the CSC Hub, digital signage, the CSC Digest, and others, and provide tips to use them more effectively for better engagement and outreach.

Communication at Chadron State College plays an important role in building awareness, encouraging participation, and fostering community. However, with so many communication platforms in place, sometimes it is unclear which one to use or how to use it effectively.

This presentation will introduce and demystify the various tools available to share and receive information at CSC. From the CSC Hub and the CSC Digest to digital signage and social media channels, representatives from IT and College Relations will explore the purpose, strengths, and best practices for each platform. We’ll also discuss the intended audiences, ideal content types, and tips for making messages stand out.

Whether you’re promoting an event, sharing departmental updates, or simply trying to stay in the loop, understanding CSC’s communication tools can make a big difference.

Join Kayla Junge and Alex Helmbrecht for a practical and interactive session that will help you become a more effective communicator at CSC. Bring your questions, examples, and ideas. We’re excited to talk about how we talk!

10:40-11:10 a.m. | Ponderosa Room
Presenters: Dr. Nicholas Fisher, Assistant Professor, and Dr. Diya Ganguly, Assistant Professor

Students, often unintentionally, balance an ingrained need to be perfect in their assignments with the stress of approaching deadlines. Paralyzed by an unhealthy desire to produce a perfect response to the assignment prompt, they procrastinate starting the assignment until the deadline overcomes the sense of perfectionism. Can educators provide a different path that provides permission for exploring iteration and growth over perfection?

A GA that had been with the program prior to a change in directors was left with numerous unfinished assignments. In meeting with the new director, the GA admits that a desire to be perfect in delivering the assignment and not having a clear understanding of where the assignment was to go, paralyzed her work. A request was posed to her, please finish the following statement, “If a job is worth doing, then its worth doing…” Her answer, typical to an American ethos, was the job was worth doing well. A shift in paradigm was presented to her, if a job is worth doing, it is worth doing poorly.

1. Anecdote of Perfection Paralysis and the Adage, If it’s worth doing, it’s worth doing poorly
2. Brief Overview of Current Research on Perfectionism
   1. Types: Adaptive, Maladaptive, and non-perfectionism
   2. Toxic Perfectionism: The Two Edged Sword of Steve Jobs
3. Impacts of Perfectionism in the Classroom and the Workplace
   1. Impact on Self Worth
   2. Impact on Relationships
   3. Resort to Soft Cheating – AI Mal-Adoption
4. Suggestions for Overcoming Toxic Perfectionism by an Educator
   1. Permission to Fail Forward
   2. Focus on Iteration
   3. Redemptive Assignments – Early Iteration Grade Replaced by Last Iteration Grade

11:20 a.m.-12:10 p.m. | Ballroom
Presenter: Chelsea Turner, Licensed Student Counselor

This presentation explores the vital role of connection, communication, compassion, and personal relationships between faculty and students in higher education. Emphasizing trauma-informed responses, it highlights how mindful communication, empathy, and supportive interactions can foster trust and emotional safety in the classroom. By adopting trauma-sensitive language and practices, educators can create an inclusive environment that promotes student well-being, engagement, and academic success. The session offers practical strategies for building meaningful relationships that support students' emotional and academic growth.

This presentation delves into the transformative power of connection, communication, compassion, and personal relationships between faculty and students in higher education. By integrating trauma-informed practices, educators can create a supportive environment that fosters trust, emotional safety, and open dialogue. Such an environment enhances rapport, leading to improved student self-efficacy, self-esteem, resilience, and motivation. Students are more likely to seek support when needed, contributing to increased productivity and overall academic success. Furthermore, a compassionate and connected classroom positively impacts students' mental health and well-being, promoting a sense of belonging and community. This session offers practical strategies for faculty to build meaningful relationships, address students' emotional needs, and cultivate an inclusive learning atmosphere that supports both academic and personal growth.

11:20 a.m.-12:10 p.m. | Scottsbluff Room
Presenters: Tena Cook, Marketing Coordinator, and Heather Crofutt, Instructional Technology & Design Specialist

We live in a world that moves fast—and expects us to keep up. But what if stepping back could actually help us move forward? In this session, we’ll share insights from author and physicist Alan Lightman about the value of downtime. We’ll explore how quiet moments support creativity, problem-solving, and mental health, and we’ll highlight peaceful spots on campus—like the labyrinth—where students and staff can slow down, reflect, and reconnect with themselves.

When was the last time you had a quiet moment with no agenda? For many of us—and for our students—those moments are few and far between. In this session, we’ll explore what’s lost when our days are constantly filled with notifications, deadlines, and pressure to be productive. Drawing on the work of MIT physicist and author Alan Lightman, we’ll discuss why unstructured time isn’t just nice to have—it’s essential.

Lightman reflects on his childhood of wandering outdoors and how those aimless hours helped shape his curiosity and creativity. He worries that students today don’t get the same chance. From social media to packed schedules, there’s little room for stillness. And the research backs him up—creativity scores have dropped since the 1990s, and mental health struggles among young people are rising.

But there’s hope. Lightman and others believe we can build back time for reflection—personally and institutionally. From quiet spaces on campus (like the labyrinth) to courses that encourage reflection, we’ll share ideas for making downtime part of a healthy, productive college experience. This session is for anyone who wants to support student well-being, spark creativity, and rethink what it really means to be successful. Sometimes, doing nothing is precisely what we need.

11:20 a.m.-12:10 p.m. | Bordeaux-Lakota Room
Presenter: Dr. Joanne Hayes, Assistant Professor

Universal Design for Learning (UDL) is driven by the same philosophy as Universal Design for Living. An adjustments to the environment will benefit everyone, not just those who depend on them. Ex: Ramps instead of stairs were added for people with physical disabilities to allow them greater access to the environment. They also work for old ladies with bad knees, bicycle commuters and people pushing strollers.

UDL in the classroom opens up the academic field to a greater variety of academic abilities. CSC is an open enrollment campus so our population is increased by students who may arrive here poorly prepared for challenging academics. We need to embrace the opportunity to become better pedagogues, and be effective with this broader dimension. All of the ways we might adjust our courses to meet these needs make us better teachers and our students, more successful learners. One example would be videoed lectures as extra resources that support students who may need to listen to us more carefully, back the tape up, check their notes, and process the materials at their own speed.

I plan to demonstrate several ways to foster greater engagement by all students, near and far. I will also provide a plethora of suggestions for ways to make the "straight lecture" more interactive. Worksheets/copies of the PowerPoints notes page, graphic representations of concepts all support a range of learner types...but there's more!

11:20 a.m.-12:10 p.m. | Ponderosa Room
Presenter: Jeremy Quick, Music Industry Instructor

This presentation examines how the framework of finite and infinite games, as developed by James P. Carse, offers valuable insights for fostering more meaningful and sustainable student success in higher education. Rather than focusing solely on short-term achievements such as grades and graduation requirements (finite games), I will consider how cultivating an “infinite game” mindset—centered on continuous learning, curiosity, and resilience—can better support students’ long-term growth.

This presentation will start with an introduction to James P. Carse’s idea of finite and infinite games, explaining the main differences and why they matter in higher education. From there, we’ll move into examples drawn from classroom stories, institutional practices, and case studies, to show how an infinite game mindset can help encourage deeper student engagement and long-term success.

As part of the presentation, I will ask other faculty to reflect on their own teaching practices and consider where they might be operating within finite or infinite game approaches.