A membership organization committed to promoting and celebrating
excellence in teaching, learning, and leadership at community and technical colleges.


To view archives of any of the webinars below, click here.

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2014 Series


Recruiting and Retaining Female Students in STEM-Related Programs
Do you want to see more women in your technology classes, but you don't know where to start? Are you ready to stop recruiting and start teaching? Are you short on time and low on budget, but still want to see results next semester? This webinar will get you started with proven, research-based strategies you can implement right away. Learn proven recruitment and retention strategies so you can have more female students succeed in your STEM-related courses and have a richer educational environment. Learn how one community college STEM program increased its female enrollment rate from 18 to 33 percent and increased the program's completion rate for female students from less than 65 percent to more than 85 percent. Participants learn the number one secret to increasing the number of women in STEM courses, the top three strategies for recruiting women, why changing your thinking isn't enough and what you can do about it, the critical thing women want to hear up front that will keep them engaged throughout your course, and three simple techniques you can implement tomorrow so your female students excel in the lab.
Donna Milgram, Executive Director, Institute for Women in Trades, Technology, and Science


Open Educational Resources in Higher Education: The Big Picture
You've heard about open textbooks and other open educational resources (OER). They sound interesting and promising in offering flexible, up-to-date, and very low-cost resources for students, but you're not quite sure you're ready to take the plunge. You wonder, are these resources the same quality as traditional textbooks? What colleges and universities are really using them? Will they be around next year when you want to use them again? Webinar participants learn about OER, how they're being used by other instructors around the country and around the world, and what you should know before adopting OER for use in your courses. Una Daly, Director, Community College Outreach, Open Courseware Consortium; James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons


Creative Commons Education Strategy and Projects
Creative Commons is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools. Its free and easy-to-use open copyright licenses provide a simple, standardized way to give public permission to share and use creative works with conditions or copyright terms that the author specifies. For example, Creative Commons licenses allows authors to easily change the copyright terms for the public use of his or her creative work from the default of "all rights reserved" to "some rights reserved."

Cable Green, Director, Global Learning, Creative Commons



2013 Series


Instructional Strategies: Engaging All Learners
This webinar highlights researched-based instructional strategies designed to help instructors move away from PowerPoint and lecture to create a more dynamic learning environment. Strategies include name tents; think-pair-share; collaborative clock partners, review-preview-review—a scaffolding strategy; and 10-2-2, direct questioning and wait time, and exit tickets—a formative assessment strategy. Participants learn how relatively simple and easy-to-implement instructional strategies can change a traditional lecture into an interactive and engaging lesson.

Trent Mohrbutter, Vice President, Instruction, and Chief Academic Officer; and Deana Guido, Dean, Learning Resources, Nash Community College


Engaging Practices, Engaging Students: High-Impact Practices in Community Colleges
Based on findings from focus groups conducted in colleges across the nation and the integration of results from its four complementary survey instruments, The Center for Community College Student Engagement shares its findings about high-impact educational practices and how these practices are related to student engagement. Also, two Center partner colleges describe how they promote student learning, persistence, and completion with two high-impact practices—accelerated developmental education and the first-year experience.

Evelyn Waiwaiole
, Associate Director, Special Projects, Center for Community College Student Engagement; Peter Adams, Director, Accelerated Learning Program, Community College of Baltimore County; and Gabby McCutchen, Chair/Instructor, First-Year Experience, and Coordinator, Teaching-Learning Center/Faculty Development, Durham Technical Community College


The New Mathways Project: Resources for Colleges
The New Mathways Project (NMP) has garnered national attention as a model for systemic reform of developmental and gateway mathematics programs. The Dana Center has formed a partnership with the Texas Association of Community Colleges to implement the NMP across Texas. Through this work, the Dana Center is developing resources to support faculty, administrators, and staff in implementing sustainable and long-term change. This webinar provides an overview of the NMP model and scaling strategy and then focuses on resources available to colleges to support their own efforts.

Amy Getz
, Manager, Community College Services, Charles A. Dana Center, The University of Texas at Austin


Using Freeware to Beef Up Your Teaching
Sometimes instructors have to go a little bit further than just explanation or written instructions for students. In order to address a variety of learning styles (since not everyone is auditory or textual), alternative methods may need to be devised. This may include actual lessons, instructions for assignments, or simple how-to directions for the underprepared or novice students in the class. This webinar will demonstrate how to use various safe freeware software options that exist for instructional use. These include a package that allows one to capture the actual screen in real time (excellent for showing how to use a website or how to use a particular software package); YouTube video capture/converter software; transforming PowerPoint to movies that can be opened and not edited regardless of operating system and basic video capture (with a brief discussion of fair use). As more and more budgets get cut, the availability of funds to purchase instructional aids or software to create them is diminishing. These budget-friendly options allow one's creativity to shine and to create products that contribute greatly to student success and performance.

Kristina Leonard, Senior Professor, Daytona State College (FL)


Preparing for the Future through Leadership Academies
Leadership Academies, designed to develop emerging leaders within the college, is the focus of this webinar. Models for establishing a practical and effective program that aligns with the strategic needs of your college will be explored. Planning a leadership academy?  You will get a toolbox of strategies and resources for growing your own program. Looking for ideas for your existing leadership program? You’ll hear some different activities that may help you jazz up the program at your college. You will also hear about the value of collaboration as two NISOD colleges in Florida and Nevada created synergy and stronger leadership academies through their association. Join us to find out what a leadership program can do for your institution and how to make it happen.

Cathy Brewster, Professional Development Manager,|Truckee Meadows Community College (NV); and Karinda Barrett, Director, Center for Teaching, Learning and Leadership, Tallahassee Community College (FL)


The Positive Power of Effective Feedback for Learning and Engagement
Active and engaged teaching practices will be modeled to share the latest research on the positive gains in learning and engagement that can be attained through intentional, specific, and strategic feedback practices in the higher education classroom. Feedback can either construct learning and engagement or be destructive to learning and engagement. If it is strategic, it can increase and empower students, peers and instructors in an exciting reciprocal growing process which increases the quality of student participation and develops their ownership of the learning. This webinar will highlight feedback practices embedded into this learning experience and will show participants how to begin to execute effective feedback in their own learning environments.

Janeth Franklin, Faculty Developer, Glendale Community College (AZ)

JULY 2013

Online Homework: Assessing Student Participation and Outcomes
Learn about a case study and ongoing research project that assesses the relationships between student engagement in an online homework system and their course performance, which we believe is related to their learning outcomes. We hypothesized that appropriately designed online homework can be effective in managing student learning needs in a large enrollment science class. Results will be presented and strategies for getting the most out of an online homework system—both for the student and the instructor—will be discussed.

Laurie Parker, Assistant Professor, Department of Medicinal Chemistry and Molecular Pharmacology, College of Pharmacy, Purdue University Center for Cancer Research

JUNE 2013

Kevin TuttThings Change! Remaining Engaged in a Changing Environment

When you think about all the changes in education over the past 25, 10, or even two years, it can become overwhelming to think about all the things you have been asked to do and how quickly things change. In this session, you will recognize that change is inevitable and is constantly on the horizon. With that knowledge, you now have a choice as to how you deal with change. We will identify three ways of dealing with change and understand how making the right choice will not only help you maintain your commitment level but will also drive you to take action. You will be given strategies to focus on the bright spots and the most important moves needed to make positive changes.

Kevin Tutt, Partner, Tutt & Daggs Creative Performance Improvement (TX)

APRIL 2013

Sponsored by Softchalk and NISOD

Flipping the Classroom (How brain research, Bloom’s Taxonomy, and Chickering & Gamson’s Principles say it works)

What does the research show about teachers actively engaging students in problem solving (i.e. homework) in the classroom and leveraging the power of technology to receive more traditional work (lecturing) at home via computer/smart pad/or smartphone?

In this presentation we will discuss the research and reasoning behind the approach. How does the approach work with what we know as best practices for teaching millennial students? How does flip teaching fit Bloom’s Taxonomy? How does the approach hold up to Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education? How is the growing field of brain-based research better informing this student-centered approach? Just what exactly does the research say about Flip Teaching? This will be a fast paced and highly visual discussion that summarizes and reviews the research and reasoning. You will also most likely pick up a Teacher Trick or two on how to better utilize SoftChalk to flip activities in your own classrooms.

James May, Professor ESL, Faculty Fellow for Innovation and Technology, Valencia College

MARCH 2013

Flipping The Classroom for a Nationwide Community College/Industry Collaboration

Sponsored by Softchalk and NISOD

This flipped classroom program is used to teach current community college students and to re-train auto industry employees. This NSF funded National Center for Excellence, the Automotive Manufacturing Technical Education Collaborative (AMTEC), involves 30 community colleges and virtually every automobile manufacturer in the USA. SoftChalk was used to shift the “lecture” to digital lessons students complete on their own so that the time they spend with their instructors can be better spent solving real-world problems. AMTEC subject matter experts and instructional designers developed a hybrid online associate’s degree program in general mechatronic maintenance composed of 12 courses, sorted into 90 stand-alone modules, each aligned to validated industry skill standards.

In this presentation we will discuss how AMTEC, this unique collaboration of colleges and industry partners, developed hybrid online lectures and in person labs to contextualize instruction so that students are more engaged and gain valuable experience in maintaining and troubleshooting complex integrated manufacturing systems. Discussion will include how AMTEC’s use of SoftChalk has been integral in developing a mechatronics maintenance curriculum that drives cost down, better aligns to industry skill standards, and helps instructors to target instruction based on student needs. In addition, we will discuss AMTEC’s current work using SoftChalk Cloud to create fault-based scenarios to further improve student learning and better analyze student performance against critical skill standards.

Walt Barlow, AMTEC Curriculum Director, Workforce Education Specialist, Kentucky Community & Technical College System

When You Can’t Beat ’Em, Friend ’Em: Using Social Media and New Technology to Galvanize Your Class

The “i-generation” has invaded our classrooms demanding that we do things differently. Employers want us to provide graduates with 21st century skills. For many of us, these new academic and workforce realities leave us “a-twitter” over how to use social media and new technologies to encourage deep learning. If you are interested in learning more about using social media to engage and motivate students, join this interactive and informative webinar designed for educators just entering this brave new world.

Amy Baldwin, Instructor, Pulaski Technical College (AR); Steve Piscitelli, Professor, Florida State College at Jacksonville

Flipping a Public Speaking Course (A Competency-Based Approach)

Sponsored by Softchalk and NISOD

In this Public Speaking course flipping helps the student be “emerged” into the content. This is accomplished using ‘Learning Modules’ to gain competency along with WorkPacs for practice, and ComPacs to develop their own content (speeches in this case).

The ‘Learning Modules’ were created with SoftChalk and include auto-graded assessments and activities. The SoftChalk ‘Certificate’ feature is used to motivate and document! Thus, both student and teacher know the content has been learned. The student is pleased with the Certificate and earns points for it, and there’s no hand-grading for the teacher. WorkPacs (Work Packages) are created for student practice. They are imbedded in the Learning Module and use Bloom’s Taxonomy levels to indicate the expected learning level. These ‘Practice’ WorkPacs are automatically graded, and students earn Participation Points with successful completion. ComPacs (Competency Packages) align with the WorkPacs, but now students enter content related to their own projects. This requires some teacher-review and hand-comments. However, after students learned the content and application through Learning Module, Self-Assessments, and WorkPacs, the ComPacs are submitted in good shape.

In this webinar you will learn how this process can make student work ‘stellar,’ as opposed to simply meeting expectations. (A true joy for both teacher and student.)

Virginia Gregg, Professor, Communication Studies, Minnesota State University Moorhead


Sponsored by Softchalk and NISOD

Flipping a Public Speaking Course (A Competency Based Approach)

This fall, after teaching Introduction to Chemistry for over 20 years, it was, for the first time, taught as a flipped course. At Southern State, Introduction to Chemistry is a high school level course designed for those students who either did not take high school chemistry, or took it so long ago they need a refresher. The course lessons were short video lectures which include animations, simulations, and a variety of video clips. These video lectures, with follow-up questions, are incorporated into SoftChalk which allows the lessons to be interactive. Students are also provided with handouts of the PowerPoint slides with QR codes linked to the video lectures. If the students have smart phones, they can access the video lessons on their phones using the QR codes. During class time the students do the usual problem solving, laboratory activities, etc. They also are asked to use clickers to respond to a series of questions tied to the course objectives. This formative assessment is compared with their responses to test questions related to the same course objectives.

Don Storer, Professor, Chemistry and Division Coordinator for Life Sciences, Southern State Community College (OH)

Digital Storytelling: Making Media That Matters

This webinar will highlight the methods and approach of the Center for Digital Storytelling in engaging educators and students in making purposeful digital media. Storytelling and story have become euphemisms for new social and emotional learning approaches that seem more and more vital to our success as contemporary educators. Can storytelling inform all disciplines of learning? And what are the ways that digital storytelling has been used successfully in the community college context? Lambert will review his direct experience, as well as the experiences of colleagues in the community college field, as part of his presentation, with plenty of time to address questions and issues that are arising from the audience at the webinar.

Joe Lambert, Executive Director, Center for Digital Storytelling


Finish What You Start: How One College Doubled Completions
This webinar will outline a series of simple, high-impact changes Snead State Community College made over the past three years that doubled the number of graduating students.

Jason Watts, Chief Academic Officer, Snead State Community College (AL)

2011-2012 Series

APRIL 2012

Completion By Design: Reforming Student Success Intervention

Can we restructure the community college student experience to dramatically increase completion rates? That is the central goal of Completion by Design—a bold national initiative funded by the Bill & Melinda Gates Foundation. Join experts who will share insights about how colleges across the country are implementing proven interventions targeted at critical transition points where we traditionally lose many students. Hear the inside story about one leading college’s success. All participants will receive a set of tools for adapting and implementing the Preventing Loss, Creating Momentum Framework.

Bree Obrecht Lara Couturier Presenters:

Bree Obrecht, Associate Program Officer, Bill & Melinda Gates Foundation

Lara Couturier, Program Director, Jobs for the Future

Donetta Goodall, Vice Chancellor, Academic Affairs and Student Success

Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Donetta Goodall Cynthia Ferrell

MARCH 2012

Assessing College-Readiness Assessments

Do college readiness assessments really work? Are students being placed in the right courses? Efforts around the country are investigating new ways of assessing and placing students based on state-specific readiness standards. Faculty in two states, Florida and Texas, are researching, designing, and implementing new statewide college readiness assessments. Join us to hear the about the latest assessment research, and how these states’ assessment changes impact community college student success.

Kathy Hughes Gail Burkett Presenters:

Kathy Hughes, Assistant Director for Work and Education Reform Research at the Community College Research Center, Teachers College, Columbia University (NY)

Gail Burkett, Associate Professor, Mathematics, Palm Beach State College (FL)

Suzanne Morales-Vale, Director, Developmental and Adult Education, Texas Higher Education Coordinating Board

Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Suzanne Morales-Vale Cynthia Ferrell


Using Dashboards and Business Intelligence for Performance Based Funding

Dashboards allow senior leadership and board members to determine current performance versus goals. In addition to this high-level, real-time overview of institutional performance, useful dashboards help management at all levels to make quick decisions. Learn the ins and outs of a meaningful dashboard useful throughout the institution, obtain an overview of dashboard options, and learn why your administrative system should not be the engine that drives dashboards.

Valerie Mead Coral Noonan Presenters:

Valerie Mead, Solutions Architect, Dynamic Campus

Coral Noonan-Terry, Interim Director, NISOD (Moderator)


Redesign and Modules and Change, Oh My: The Adventures of Integrating Technology into Developmental Curriculum

Join us for a conversation about the many new innovations in developmental education. Hear about one very successful and innovative redesign project’s modularized curriculum, technology-enhanced delivery of instruction, developmental and college-level faculty engagement, and the results that are dramatically impacting students’ success. This webinar will share personal insights and details about how one successful model was built. Come explore ideas on beginning or scaling your own developmental education redesign.

Jane Neuburger Jane Serbousek Presenters:      

Jane Neuburger, Director, The Tutoring and Study Center, Syracuse University (NY); and President, National Association for Developmental Education

Jane Serbousek
, Mathematics Professor, Northern Virginia Community College, and Chair, Virginia Community College System Curriculum Team for Developmental Math Redesign

Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

  Cynthia Ferrell


Student Success: The Century College Story

Join us for a tour of Century College’s faculty-led, comprehensive, large-scale efforts toward improved student success. Learn about the college’s Bridge-to-Success, where students encounter learning communities, new student seminars, tutoring linked to classes, and intrusive advising. Be ready to share your experiences with similar intervention, and compare notes with these experienced leaders.

Ron Anderson LuAnn Wood Presenters:

Ron Anderson, President, Century College (MN)

LuAnn Wood, Student Success Coordinator, and Faculty, Reading and Student Success, Century College (MN)

Kathy Matel, Student Success Coordinator and Faculty, English for Speakers of Other Languages (MN)

Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Kathy Matel Cynthia Ferrell


Adjunct and Engaged: Effective Strategies for Part-time Faculty Success   

Are you looking for meaningful ways to engage and develop adjunct faculty? Join this conversation about successful models that are getting adjunct faculty involved in designing their own development experiences and completing adjunct faculty certification in teaching and learning. Expert panelists will discuss successful strategies that are helping part-time faculty ask the right questions about student success and implementing solutions that work—all within the adjuncts’ limited time. Participants will hear expert tips on using the Carnegie Foundation’s Faculty Inquiry Toolkit with adjunct faculty.

Rose Asera Pat Senior Presenters:

Rose Asera, Independent Researcher and Evaluator; former Senior Scholar at the Carnegie Foundation for the Advancement of Teaching (CA)

Patricia Senior, Associate Vice President for Human Resources/Professional Development & Training, Broward College (FL)

Teresa Justice, Dean of Academic Resources and Instructional Technology, Broward College (FL)

Kathy Rowell, Director, Center for Teaching and Learning, Sinclair Community College (OH)

Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Teresa Justice Kathy Rowell
  Cynthia Ferrell
2010-2011 Series

APRIL 2011

Student Success Classes: One College's Story from Start to Results!

With the signing of Democracy’s College, a Call to Action promoting the development and implementation of policies, practices, and institutional cultures that will produce 50 percent more students with high-quality degrees and certificates by 2020, community colleges must not only continue to ensure access, but also ensure that students are succeeding and completing. What does all this mean? And, perhaps more importantly—how and where does a college begin? Through national initiatives such as Achieving the Dream, one practice that is demonstrating proven results is the requirement that new students take a student success course. Tune in and listen to the Paris Junior College story, why they decided to adopt this idea (implementing a student success course), how they designed a student success course, and finally, the results from its implementation.

Pam Anglin John Shasteen


Pam Anglin, President, Paris Junior College (TX)

John Shasteen, Financial Aid/Academic Advisor

Linda Slawson, Director, Financial Aid

Sheila Reece, Director, Admissions

Mia Leggett, Membership Liaison, NISOD (Moderator)

Linda Slawson Sheila Reece
  Mia Leggett

MARCH 2011

STATWAY: New Pathways Through Developmental Mathematics

This session will describe emerging pathways in developmental math education with special attention to the STATWAY—a collaborative project of the Dana Center and the Carnegie Foundation for the Advancement of Teaching, designed to take developmental students to and through a college credit-bearing, transferable math course in one year.

Uri Treisman Frank Brown


Uri Treisman, Professor, Mathematics and Public Affairs, and Executive Director, Charles A. Dana Center, The University of Texas at Austin

Frank Brown, Dean of Science and Mathematics, Tallahassee Community College (FL)

James Smart, Associate Professor, Tallahassee Community College (FL)

Mia Leggett, Membership Liaison, NISOD (Moderator)

James Smart Mia Leggett


The A-Z’s of Outcomes-Based Assessment: From Course Evaluations to Accreditation

Did you know that you can extend the capabilities of the Blackboard Learn™ platform to encompass course, program and institutional assessment? Blackboard Learn for Outcomes Assessment extends your existing Blackboard environment and technology infrastructure with a complete assessment management solution that creates efficiency by engaging users in a familiar interface. Join us as we discuss how the use of a broad suite of direct and indirect measurement tools support the entire cycle of assessment and evaluation, providing stakeholders with multiple measures of student progress to foster continuous improvement.

Donna Jones Vivek Ramgopal


Donna Jones, Senior Pedagogical Solutions Engineer for Assessment

Vivek Ramgopal, Senior Manager, Blackboard Learn for Outcomes Assessment Solution

Karen Yoshino, Director, Blackboard Global Services

Mia Leggett, Membership Liaison, NISOD (Moderator)

Karen Yoshino Mia Leggett


Students Speak, We Listen: How to Conduct and Learn From Student Focus Groups

What are the “stories” that lie behind your college's retention data and students’ responses on the CCSSE and SENSE surveys? What can students tell us about college experiences inside and outside the classroom that help them succeed? In this webinar, you will learn how to conduct focus groups with your students to dig beneath your institutional and survey data; discover how community college leaders are gathering qualitative information and using it to design effective strategies to promote student success; and hear from students through video clips from college focus groups.

Arleen Arnsparger Michael Poindexter


Arleen Arnsparger, Project Manager, Initiative on Student Success, Center for Community College Student Engagement (CCCSE)

Michael Poindexter, Vice-President of Student Services, Sacramento City College (CA)

Mia Leggett, Membership Liaison, NISOD (Moderator)

  Mia Leggett


Student Success: Motivating and Engaging Community College Students

Why is college culture important to student engagement? Research documents that almost half of all community college students are first-time students and many of them need help acclimating to college culture, engaging in the learning process, and staying motivated, despite challenges to their time and stress-management skills. This session will address the unique needs of first-time students by discussing the barriers to success and offering best practices for easing this transition. Participants will learn how to devise activities that will engage and motivate students to succeed.

Amy Baldwin Steve Piscitelli


Amy Baldwin, Instructor of English and Student Success, Pulaski Technical College (AR)

Steve Piscitelli, Professor, Florida State College at Jacksonville

Robert Sherfield, Professor, College of Southern Nevada

Mia Leggett, Membership Liaison, NISOD (Moderator)

Robert Sherfield Mia Leggett


A Change for Good: Using Student Engagement Techniques to Transform Student Success

How can we make a real difference in the success, retention, and persistence of our at-risk students? In an effort to promote meaningful change and sustain long term results, New Mexico Junior College (NMJC) is collaborating with Dr. Elizabeth Barkley to train a core team of motivated professors to improve the success of students in high-risk core courses. Join us as we share a multi-faceted, data-driven strategy for helping face-to-face and online instructors become central to the improved success of students at this comprehensive, residential community college. NMJC instructors are becoming more effective in their engagement practices and efforts to build early and sustained student success using the lessons learned in this focused professional development program.

Elizabeth Barkley Larry Sanderson


Elizabeth F. Barkley, Instructor, Music, and Author, Student Engagement Techniques: A Handbook for College Teachers

Larry Sanderson, Director of Institutional Effectiveness, New Mexico Junior College

Terry Holloman, Faculty, New Mexico Junior College

Mia Leggett, Membership Liaison, NISOD (Moderator)

Terry Holloman Mia Leggett


Making Technology Work: Meeting the Demand for More Students

Are you experiencing increasing enrollments? Are students rushing to enroll in classes? Join us as one college, Northcentral Technical College (NTC), shares how it went from 300-400 courses per semester to 4,000-5,000 fully automated classes. Partnering with Dynamic Campus, NTC developed a fully automated system, creating efficient online courses for faculty, while addressing the growing student demand for accessible, easy-to-navigate coursework. This session will leave you with ideas on how to maximize technology to better serve your students.

Chet Strebe Leonardo de la Garza


Chet Strebe, CIO, Northcentral Technical College (WI)

Leonardo de la Garza, Chancellor Emeritus, Tarrant County College District (TX)

Evelyn Waiwaiole, Suanne Davis Roueche NISOD Director (Moderator)

  Evelyn Waiwaiole


Get Hooked on NISOD: Learn How to Get the Most Out of Your NISOD Membership!   

Would you like to know more about serving as a representative between your college and NISOD? Back by popular demand, this webinar is designed to show how one college utilizes and maximizes its membership benefits. You will learn the ins and outs of how to maximize your college’s membership benefits when you log on to hear more about NISOD’s publications, events, awards, and much more! (This webinar is specifically designed for the new and seasoned NISOD Liaison at member colleges.)

Leslie Navarro Jennifer Butler


Leslie Navarro, President, Morton College (IL)

Jennifer Butler, Professor, History, Morton College (IL)

Evelyn Waiwaiole, Suanne Davis Roueche NISOD Director (Moderator)

  Evelyn Waiwaiole
2009-2010 Series

MARCH 2010

They Can’t Succeed if They Don’t Come Back: Effective Practices for Entering Student Success

The old adage goes students are looking for one reason to turn around and walk right back out the door. Unfortunately, about half of all entering community college students walk out the door before their second year of college. As our expert panelists discuss the results of the 2009 Survey of Entering Student Engagement (SENSE), learn how your college can design and implement proven strategies to promote student success and keep students on the right side of the door!

Angela Oriano-Darnall Dan Phelan

Angela Oriano-Darnall, Associate Director, Center for Community College Student Engagement (CCCSE), The University of Texas at Austin; Daniel Phelan, President, Jackson Community College (MI); Leann Ellis, Vice-President of Academic Affairs, Butler Community College (KS); and Mia Leggett, Membership Liaison, NISOD (Moderator)


Leanne Ellis
Mia Leggett

MARCH 2010

Effective Practices in Fully Online Programs

Community colleges like Ivy Tech Community College and the Kentucky Community and Technical College System are making impressive strides in fully online programs. For these institutions, fully online programs increase access, reach new students, create new funding streams, and improve graduation rates. But getting started is challenging. This webinar will highlight effective practices in fully online programs based on our examination of a cross-section of high-performing schools and institutions. Finally, we will set you on the right track with a detailed profile of how to provide top-notch student services to full-time virtual students, a common thread among successful programs.

Garen Smith Linda Winter

Garen Singer, Blackboard Inc.; Linda Winter, Winter Group; and Evelyn Waiwaiole, Director, NISOD (Moderator)

  Evelyn Waiwaiole


Closing the Gaps between High School and College: College Connection at Austin Community College

Are you hoping to enroll more local high school graduates? Would you like to grow the college-going culture in your school districts? If so, log on to learn from the award-winning College Connection program at Austin Community College District (ACC). College Connection brings college admissions steps to high school seniors during their school days: Admissions, Assessment, Pre-Advising (Orientation), Advising, and Financial Aid awareness and FAFSA workshops. This program started in 2004 with one school district and now serves 57 high schools in 26 school districts in the eight-county ACC Service Area. ACC’s enrollment is up, and yours could be, too.

Melissa Richardson Luanne Preston

Melissa Richardson, Director, College Connection; and Luanne Preston, Executive Director, School Relations, Austin Community College (TX); and Mia Leggett, Membership Liaison, NISOD (Moderator)


  Mia Leggett


Making Connections: Every Interaction Is an Opportunity for Engagement!

You know what the research says. You have heard it a million times: Students who feel connected are more likely to persist. Sounds simple enough, right? But, in today’s world of lean budgets, distance education reaching an all time high, and a more diverse student population than ever before, how do colleges create meaningful experiences to engage all students? Join our expert panel as they highlight key findings from the 2009 Community College Survey of Student Engagement (CCSSE) and discuss what colleges across the nation are doing to connect students with faculty, staff, and the community, and other students.

Kay McClenney Terry Calaway

Kay McClenney, Sid W. Richardson Endowed Fellow, and Director, SENSE and CCSSE, Community College Leadership Program, The University of Texas at Austin; Terry Calaway, President, Johnson County Community College (KS); Steven Johnson, President, Sinclair Community College (OH); and Evelyn Waiwaiole, Director, NISOD (Moderator)


Steve Johnson
Evelyn Waiwaiole


Service Learning: Taking Education Beyond the Classroom

Service Learning—You have heard the term, and now is the time to learn what this hands-on teaching and learning strategy is really all about. Join us on November 18 and learn from a service-learning expert on the national trends of this educational movement as well as from a faculty and service learning coordinator who are working together at their college to achieve great success by incorporating this approach at their college.

Mary Prentice Gail Jessen

Mary Prentice, Faculty, New Mexico State University; Gail Jessen, Interim Director and Service-Learning Coordinator, Thayne Center for Service and Learning, Salt Lake Community College (UT); Elisa Stone, Faculty, Salt Lake Community College (UT); and Mia Leggett, Membership Representative, NISOD (Moderator)


Elisa Stone Mia Leggett


Enhancing Instruction and Engagement with Second Life

Would you like to increase student engagement in the learning process? Join us for this high tech webinar and discover how Texas State Technical College (TSTC) instructors incorporate features from Second Life to: take students on virtual museum tours; involve them in virtual medical procedures; participate in a virtual class etiquette dinner; explore the inner workings of a camera; attend virtual meetings, and much more. From our experienced panel, you will learn how instructors first ventured into utilizing Second Life to enhance classroom instruction, overcame their fears, and quickly realized the benefits of engaging students in the virtual world!

Kevin Brown

Patty Odom

Kevin Brown
, Project Manager, Educational Technology; Patty Odom, Faculty; Dub Wellborn, Faculty, Texas State Technical College West Texas; and Coral Noonan-Terry, Associate Director, NISOD (Moderator)



Dub Wellborn Coral Noonan-Terry


Get Hooked on NISOD: Learn How to Get the Most Out of Your NISOD Membership!   

Calling all NISOD Liaisons! Would you like to know more about serving as ambassadors between your colleges and NISOD? Whether you are a newly minted liaison or a seasoned pro, this engaging webinar will teach you the ins and outs of how to maximize your college’s membership benefits by highlighting NISOD’s publications, events, awards, and much more! (This Webinar is specifically designed for the NISOD Liaison at member colleges).

Coral Noonan-Terry


Coral Noonan-Terry, Associate Director, NISOD

2008-2009 Series

APRIL 2009

The Students’ Perspective: Results from the Community College Week—NISOD Student Essay Contest

NISOD welcomes students from around the country as we celebrate the first Student Essay Contest co-sponsored by Community College Week and NISOD! Join us as these students offer compelling stories about the college faculty and staff who have changed their lives. Faculty and staff described in these student essays will join us to share details of their favorite practices and pedagogies for student success.

Kelly Labat Ann Pinner

Kelly Labat, First Place Student Essay Contestant, Paul D. Camp Community College (VA)
Ann Pinner, Nursing Professor, Paul D. Camp Community College, (VA)
Kristin Grenier, Top Ten Finalist, Student Essay Contestant, Maysville Community and Technical College (KY)
David Lawler, Assistant Professor, Maysville Community and Technical College (KY)

Kristin Grenier David Lawler

MARCH 2009

Teaching with Technology: Advancing Student Success with Blackboard

Do you find yourself wishing you knew more about using Blackboard? Maybe you’ve mastered the Blackboard features to post assignments and grades, send emails and even use the discussion board. If you are ready to explore more exciting Blackboard features, then join us for a virtual learning adventure with a Blackboard Team. Come find out how to keep pace and surprise your “tech-savvy” students.

  Melissa Anderson

Melissa Anderson, Director, North American Higher Ed Solutions Engineering, Blackboard


High Expectations for Student Engagement

How effectively do faculty and staff work to strengthen student engagement on your campus? Is there room for improvement? Join us for a dialogue on two essential elements of student engagement: high expectations, coupled with high support. Leaders from national initiatives focused on student success will unveil late-breaking results regarding trends in student engagement. And you will not want to miss the stories from faculty and staff from colleges that are working to operationalize what they have learned about student engagement on campus and in the classroom!

David Pluviose Charles Phair

Kay McClenney, Director of the Community College Survey of Student Engagement, and Adjunct Faculty, Community College Leadership Program (CCLP), The University of Texas at Austin
William (Bill) Law Jr., President, Tallahassee Community College
Robert Pura, President, Greenfield Community College

Lloyd Sheldon Johnson  


The Massachusetts Story: Recruiting and Retaining Minority Faculty, Staff, and Administrators

Are you familiar with the well-known recruitment question that occurs with every community college job posting, “How can we attract diverse applicants?” Join our expert panelists for a conversation about recruitment and retention of minority faculty, staff, and administrators. Learn new ideas for recruitment and retention practices that range from a national, college, and faculty perspective. Hear the struggles of finding diverse job candidates and the benefits of being diligent to hire diverse role models for your students. The next time you hear that familiar recruitment question, you will have answers. 

David Pluviose Charles Phair

David Pluviose,
Correspondent, Diverse: Issues in Higher Education
Charles Phair, Assistant Dean, Business Math, Science, and Technology, Northern Essex Community College
Lloyd Sheldon Johnson, Professor, Bunker Hill Community College

Lloyd Sheldon Johnson  


Learning about Learning Communities

What reaction do you get when you mention "learning communities" on your campus? Excitement? Apprehension? Join us for a discussion of the great opportunities and challenges in organizing learning communities on campus! Our panelists will give a panoramic view of the issues involved in successful learning communities, including historical underpinnings, infrastructure and support, and promising practices in the classroom. From concept to implementation, these education experts will offer valuable insight that you will not want to miss!

Vincent Tinto Julie Phelps

Vincent Tinto, Author and Distinguished University Professor, Syracuse University
Julie Phelps, Project Director, Achieving the Dream, Valencia Community College
Terry Rafter-Carles, Professor, Valencia Community College

Terry Rafter-Carles  


Developmental Education: Job One

Join us for a spirited exploration of emerging challenges and opportunities in developmental education! Our panelists will draw from a rich collective history as faculty, administrators, and national policy advocates—these experts will help advance our understanding of the complex issues at play when working to help at-risk students succeed in these programs. A discussion of national trends will set the stage for stories "from the trenches," where our panelists will illuminate promising practices discovered through years of experience as leaders in classroom and college environments.

Due to the unanticipated 200+ virtual audience members who tried to access this webinar, there were too few phone lines and this caused significant audio difficulties. Therefore, we are making available the PowerPoint slides for download.

Byron McClenney Rosemary Karr

Byron McClenney, Director, Achieving the Dream, The University of Texas at Austin
Rosemary Karr, President, National Association for Developmental Education
Marilyn Massey, Professor, Developmental Education, Collin County Community College

Marilyn Massey  


Teaching with Technology: Adobe Acrobat 9

Join NISOD and Adobe Certified Expert, Robert McDaniels, to learn how Acrobat workflows can simplify and enhance teaching, research, and administrative processes while providing safeguards that help keep confidential information private. This one-hour webinar will give a brief look at the capabilities of Acrobat such as electronic portfolios, forms creation/management, review and collaboration, and interactive documents.