top of page


Working Towards the “Yes” for Student Success & Retention:
Interrogating Legacy Higher Education Culture

TLC Logo 10.6.2022.png

Free for UAGC Faculty, Staff, & Students

Virtual | November 7-9, 2023

Join Us for the 9th Annual #TLC!

I'm a paragraph. Click here to add your own text and edit me. It's easy.

Keynote Speaker: Dr. Clint Smith

DR Clint Smith.jpg

Clint Smith as a keynote speaker. Clint's work is an incredible resource to further understand the non-traditional student. Join us for this engaging fireside chat on November 3 at 9 a.m. PT. Register here!


Clint Smith is a staff writer at The Atlantic. He is the author of the narrative nonfiction book, How the Word Is Passed: A Reckoning With the History of Slavery Across America, which was a #1 New York Times Bestseller, and the poetry collection Counting Descent, which won the 2017 Literary Award for Best Poetry Book from the Black Caucus of the American Library Association and was a finalist for an NAACP Image Award. Learn more about Clint Smith here.



Learner Engagement & Success


Instructional Design & Technology


Diversity, Equity, & Inclusion

UAGC Student.jpg

Free Registration for UAGC
Faculty, Staff & Students

Discounted registration for other institutions is also offered.

✓ Educators from across the country

✓ Faculty and students in all disciplines

✓ Instructional designers and instructional technologists

✓ Developers, support coordinators, curriculum and department leaders

✓ Anyone interested in technology-assisted education

P1255003 - Copy.JPG

Who Should Attend? 

Session Previews

Learning Communities Through Announcements

Service Learning as a High Impact Practice

Collaborative Relationship Building

About TLC 2023: Working Towards The “Yes” For Student Success & Retention: Interrogating Legacy Higher Education Culture

While flexible course scheduling and degree pathways, reduced costs, or institutional student engagement programs give working adults, traditionally underserved populations, or first-generation college students clear opportunities to enter college, they alone cannot mitigate the tension between life demands and academic work that pervade the non-traditional student’s college experience. Higher-education institutions have evolved to encourage non-traditional student enrollment. But, given that non-traditional student populations tend to “experience greater challenges in achieving certificates and degrees and realizing their economic benefits” (Post-Secondary Value Commission, 2018), how are institutions ensuring their continued access to learning? A recent long-term study by the University of Southern California (2019) on how to promote “at-promise” student success suggests, “A validating approach among faculty, staff, other institutional agents, and peers affirming students’ capabilities for success was more important than specific programmatic elements.” In other words, for college students who face unique external demands, how the institution treats them could be more important than what programs they give them. Empathy and advocacy could be keys not only to non-traditional student success but also to resolving a gap in equity in access to higher education.

Post-Secondary Value Commission. (2018).


Promoting At-Promise Student Success. (2019). University of Southern California.

Join the UAGC Community Virtually on November 7-9, 2023


  • Facebook
  • Twitter
  • LinkedIn
  • YouTube

Need help or info?
Contact us at

bottom of page