Educators know that reflective practice is a key ingredient in critical and creative thinking, and can support effective communication and leadership skills. It is an essential component of professional development, enabling individuals to critically analyze their experiences and improve their practices. Reflective practices can enhance decision-making, improve outcomes, and foster continuous learning in online, asynchronous, graduate and undergraduate courses and beyond. Attendees will explore reflection skills for student achievement while in the classroom, and how these practices (especially when taught, cultivated, and measured during college) can lead to success and increased well-being post-graduation. Key examples for students, alumni/ae, and working professionals will be shared, including mission-driven resources and concepts.

Donald Guy Robinson II, Director of Digital Learning and Instructional Design, Claremont Lincoln University
Stephanie Varnon-Hughes, Executive Dean of Academic Affairs, Claremont Lincoln University

Have you faced resistance or challenges in engaging your campus meaningfully around assessment endeavors. Do professional accreditation and other compliance endeavors ironically disengage your colleagues from meaningful assessment work? Do you want to catalyze your campus around effective assessment work? Attend this session to learn concrete strategies to transform your institutional assessment culture to one that is engaged, empowered, and energized to advance student learning and success. You will gain templates, language, and concrete and well-used strategies to change your context and assessment culture to move away from compliance to powerful, meaningful use for mission-aligned student success.

Divya Bheda, Director, Educational Assessment, Santa Clara University

The academic performance of pupils with special needs is influenced by a myriad of psycho-socio factors, including self-concept, self-esteem, and demographic variables such as age, gender, and parental status. This study investigates how these factors shape the educational outcomes of pupils with disabilities in Eldoret, Kenya. Using a causal-comparative research design, data was collected from standard seven pupils enrolled in two special schools. A combination of questionnaires and semi-structured interviews provided quantitative and qualitative insights into the impact of psycho-socio factors on academic performance.

The findings revealed that pupils’ self-concept and self-esteem are strongly correlated with their academic success. Pupils with a positive self-concept performed better academically, while those with low self-esteem faced significant challenges. Additionally, demographic factors, such as gender and parental involvement, were shown to have a moderating effect on pupils' academic outcomes. These results underscore the importance of tailored support systems to foster a conducive learning environment for pupils with special needs.

Recommendations
For Schools: Special schools and inclusive learning institutions should prioritize psychosocial support programs aimed at boosting self-esteem and self-concept among pupils with disabilities. Integrating regular counseling sessions, mentorship programs, and peer support initiatives can significantly enhance students' academic performance and overall well-being.

For Institutions of Higher Learning: Teacher training programs in universities and colleges globally should incorporate specialized modules that equip educators with the skills to support diverse learners, particularly those with special needs. Educators should be trained in fostering an inclusive, empathetic, and empowering classroom environment that acknowledges the unique psycho-socio challenges faced by these students.

Global Policy Implications: International educational frameworks and policies, such as those aligned with UNESCO's Inclusive Education agenda, should promote a multi-stakeholder approach, integrating families, educators, and psychologists to develop holistic interventions. Furthermore, digital tools and adaptive learning technologies should be leveraged to provide personalized learning experiences for students with special needs, helping them to thrive academically in an increasingly digitized global education ecosystem.

Maureen Kangu, Assistant Professor of Marketing, United States International University - Africa