COLLABORATIVE LEARNING FORUM Bringing Dual Enrollment into Focus

A New Look at Online Discussions in Dual Credit Courses

After being on the verge of giving up on online discussions, I have come to think of them as the best learning tool available in online, dual credit courses. Tips for turning this tool into a valuable learning opportunity will be offered along with examples of their effectiveness. Attendees are invited to share their experiences with online discussions, build a discussion, and participate in an online discussion designed to promote best practices.

Laura Overstreet, Adjunct, Sociology, Weatherford College

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

Abriendo Puertas: From Access to Graduation in a Spanish-Language ECE Program

This Learn-Discuss-Do Lab shares how the only Spanish-language Early Childhood program in Illinois is opening college doors for a population that historically lacked access. Through scholarships, bilingual coordination, culturally responsive faculty, and intentional community-building, the program has created strong pathways to completion. In a major milestone, 24 students graduated in December, many as first-generation college graduates, creating generational change for their families and communities. Participants will explore holistic, culturally grounded supports that foster belonging, persistence, and success, then begin drafting strategies they can adapt to expand access and completion at their own institutions.

Marcela Duran, Early Childhood Instructor, ECE, College of Lake County; Diane Schael, Early Childhood Education Instructor & Department Chair, ECE, College of Lake County; Jeff Stomper, Business and Social Sciences Division Dean, BSS, College of Lake County

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

AI For Humans: Ensuring Technological Advancements Serve Students and Teachers, Not Vice Versa!

Everyone says they want humans “in the loop" when it comes to AI. But where should humans be in that loop? Circling around an AI nexus in the center, or sitting in the center ourselves?In this presentation, I argue for the latter. I explain how TCSG's and AI-ALOE's collaborative work in AI research is leading with a people-first approach that improves existing practices rather than disrupting them unnecessarily. This presentation discusses AI technologies developed in collaboration between TCSG professors and AI-ALOE's NSF-funded researchers and sets up our students and teachers alike for success, not stress, in the AI-powered future.

Jacob Dallas, Applied Research Analyst, Artificial Intelligence, Technical College System of Georgia

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

AI Is Not Your Replacement-It's Your Strategic Partner

Educators know AI is here, but many are unsure how to use it responsibly, ethically, and effectively. Without clear guidance, AI can feel confusing or risky rather than supportive.This session helps educators and leaders reframe AI as a strategic partner—not a replacement. Participants will explore practical, education-appropriate ways AI can support planning, communication, and efficiency while maintaining instructional integrity and the human-centered role of educators.Rather than focusing on tools or trends, this session provides a clear framework, shared language, and ethical guardrails to support confident decision-making. Attendees will leave with greater clarity, reduced hesitation, and a practical understanding of how to engage with AI in a way that supports educators, students, and institutional values.

Marsha Hudson, English Professor -Retired, English, Wharton County Junior College

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

AI-Augmented Course Design: Amplifying the Human Voice

This session helps participants move from fear or fatigue to design by applying a human-centered approach to AI in teaching and grading. Drawing on a community college course redesign that shifted from "open warfare" with AI to thoughtful collaboration, the presenter will share practical structures for teaching the ethical use of AI within existing course content, without adding extra material.Participants will consider their course through the lens of four design layers—policy, course structure, assignments, and assessment—to identify where AI is creating tension. Each participant will choose one layer of their current course design and practice one small change that can lead to a broader AI-augmented redesign.

Vinetta Frie, Professor, College Success/First-Year Experience, Baton Rouge Community College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

AI-Powered Course Design: Building Custom GPT Tools for Instruction and Assessment

In this hands-on workshop, faculty will build a customized AI assistant designed specifically for course development and discipline specific faculty activities.College faculty will learn to create custom AI assistants that transform course design, generating CLO/MLOs, AI resistant assessments, and rubrics, using Bloom’s Taxonomy, QM Rubric, and ACUA Active learning strategies for improved student engagement helping meet Guided Pathways outcomes. Participants will build their own AI tool using ChatGPT's custom GPT/Project feature, designed specifically for their discipline and teaching needs. You'll leave with a working prototype and practical strategies to integrate AI ethically into your instruction while maintaining academic integrity.This approach positions AI not as a shortcut, but as a structured instructional design partner that saves time while preserving academic integrity and instructional quality.

Dr. Gregory Buschman, Professor, Marketing and Innovation Leadership, St. Petersburg College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Align to Engage: Choosing Active Learning Strategies Using Bloom’s Levels

Choosing the right active learning strategy starts with understanding the kind of learning we want students to do. In this session, participants will use Bloom’s Taxonomy—not as theory, but as a practical decision-making tool—to select and create active learning techniques that align with their goals. After a brief overview of Bloom’s levels, attendees will identify a learning objective from one of their classes and then work together to explore active learning strategies for each level of the taxonomy. Participants will then map strategies to their learning goals and design activities tailored to their class or discipline. Participants will leave with the activities they create, along with access to a bank of strategies based on Bloom’s Taxonomy.

Rachel Guthrie, Faculty, Communications & New Media Studies, Southern Maine Community College; Rachel Parse, Faculty, Early Childhood Education, Southern Maine Community College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Always and Already: Transforming the Classroom Through Mindfulness and Movement

In an era of increasing student stress, this session explores how integrating mindful movement into the classroom can equip youth with the tools to better realize their self-identity and manage stress-inducing stimuli. Mindfulness is defined as paying attention on purpose, in the present moment, and non-judgmentally. By shifting from automatic "fight, flight, or freeze" reactions to conscious movement, students can develop the ability to respond to challenges with clarity rather than habitual reactivity.

Jennifer Fisch-Ferguson, Director of the Center for Teaching and Learning, Professional and Technical Writing, Mott Community College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

America's Community Colleges on the World Stage: Fulbright Specialist Opportunities for Faculty and Administrators

The Fulbright Specialist Program connects U.S. faculty and administrators with institutions abroad seeking U.S. expertise to conduct two- to six-week projects sharing knowledge and building capacity. Specialists return home with new perspectives that enrich their teaching and their institutions, yet the program remains largely untapped by community and technical colleges. This session introduces the program, highlights recent placements in fields like STEM education, business and entrepreneurship, health sciences, and education and teacher training, and provides an overview of the Roster application process. Participants will also learn about the FSP Community College Alumni Advisory Group, a cohort of community college Specialist alumni working to expand the program's reach at two year institutions. Share your expertise with the world and return with new insights for your students.

Maddie Ivanovich, Program Officer - Fulbright Specialist Program, N/A, World Learning

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Amplifying Multilingual Student Voice Across Disciplines: Sharing a Faculty Training Model for Inclusive, Engaging Classrooms

How can institutions better support multilingual learners across disciplines—not just in ESL classrooms? This interactive Learn–Discuss–Do session shares the development of a cross-disciplinary faculty training designed to strengthen linguistically inclusive teaching college-wide. The training was developed in response to repeated questions from non-ESL faculty asking ESL instructors how to support their multilingual students and navigate specific classroom situations. Grounded in local student voice data, the program increases faculty awareness and builds institutional capacity to support English Language Learners. Presenters will highlight how student experiences shaped module topics, how the training was structured in the college’s LMS with reflective, application-focused assignments, and how institutional support—including stipends and administrative backing—encouraged faculty participation. Participants will explore key design decisions and begin outlining a similar model.

Julie Caspersen Schultz, Professor, English as a Second Language, Sierra College

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

An AI Map: Rethinking Tech-Enabled Learning Recommendations In The Age Of Generative AI

Generative AI is changing how students read, write, study, and collaborate—often in ways that quietly reshape learning. In this Collaborative Learning Forum, participants examine recommendations from the What Works Clearinghouse Practice Guide on Using Technology in Postsecondary Teaching and Learning and ask: What still holds, what breaks, and what must be redesigned? After an initial orientation, small groups select one recommendation and review a short excerpt on intended outcomes and common obstacles. Using a shared online workspace, each group co-creates an AI Map identifying where AI reduces friction, where it can undermine learning, and what guardrails protect cognitive ownership and credible evidence of learning. Participants leave with a shareable set of AI Maps.

Patrick Moyle, Director, Digital Fluency Project, Digital Literacy and Technology Integration, WestEd

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

Artificial Intelligence in Education: Balancing Innovation, Equity, and Pedagogical Integrity

Artificial Intelligence (AI) is rapidly reshaping teaching, assessment, and institutional decision-making across education systems, creating both new opportunities and significant risks related to equity, integrity, and student engagement. This Learn–Discuss–Do Lab introduces AI as a sociotechnical system operating across operational, strategic, and pedagogical dimensions. Participants will first learn key concepts related to responsible AI use in education, then discuss emerging challenges and tensions within their own institutional contexts. Finally, participants will consider how inclusive, ethical, and governance-informed approaches can guide AI integration in ways that support student engagement and success.

Rashid Alriyami, Department Chair, Learning and Educational Leadership, College of Education, United Arab Emirates University

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Artificial Intelligence in Writing-Focused Courses: Use, Misuse, and Engagement

As artificial intelligence tools become more common, instructors in English and other writing-heavy courses are navigating new questions around student use, academic integrity, and engagement. This session offers a realistic look at how AI appears in writing assignments and where concerns about misuse arise, while recognizing that students also need to learn how to work with AI responsibly. This session examines why detection alone is limited and explores ways to address AI use through clear expectations, course policies, and transparent communication. Participants will also consider practical shifts in assignment design that support original thinking, student accountability, and ethical AI use. Intended for English professors and faculty teaching writing-intensive courses, this session emphasizes adaptable strategies that balance integrity, engagement, and responsible AI integration.

Chelsea Davis-Bibb, Professor of English/Department Chair, English, Lone Star College-University Park

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

Assessing What Matters: Turning Traditional Assignments into AI-Resistant Authentic Learning

As generative AI becomes embedded in higher education, faculty face a critical challenge: how do we ensure students are truly learning when traditional assignments can be easily completed by artificial intelligence?This interactive workshop moves beyond AI detection and instead focuses on redesigning assignments into authentic, workforce-aligned assessments that require students to demonstrate applied learning, decision-making, and reflection. Participants will examine common assignment types (papers, quizzes, discussion boards) and learn a structured framework for transforming them into AI-resistant assessments grounded in real-world application.

Nancy Miller, Professor, IT - Network & Security, Forsyth Technical Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Auntie Energy in Academia: An Innovative Relational Leadership Model for Equitable Student Engagement.

Innovative education practices require approaches that extend beyond traditional instruction to intentionally foster engagement, equity, and institutional effectiveness. This session introduces “Auntie Energy in Academia” as an innovative relational leadership and engagement model grounded in culturally responsive practice, mentorship, and inclusive communication. Drawing from psychology and equity-centered pedagogy, the framework demonstrates how relational teaching and leadership strategies can improve student belonging, persistence, and academic success, particularly among first-generation and underrepresented learners. Participants will explore practical applications for classrooms, advising, and institutional roles that integrate warmth, accountability, and access as intentional educational practices. Attendees will leave with actionable, research-informed strategies to strengthen equitable learning environments, enhance student engagement, and implement sustainable practices that support innovative and student-centered institutional outcomes.

Lillian Williams, Department Chair Social and Behavioral Sciences, Psychology, Augusta Technical College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Belonging by Design: The Engagement Pathways Model for Campus Life and Student Success

Students' connection and engagement with community college are key factors in learning, persistence, and completion, shaping their overall college experience. Participation in clubs and organizations strengthens learners’ sense of belonging, leadership development, and academic persistence. The Engagement Pathways Model provides a structured framework for connecting students to college engagement, organizations, and leadership roles that align with their academic pathways and career goals. Through institutional examples of chapter excellence, leadership development, and scholarship attainment, this interactive session demonstrates how college engagement can be designed to foster students’ involvement and develop leadership roles. Participants will collaborate to identify barriers to participation, map involvement opportunities to guided pathways, and develop strategies that position campus clubs and student leadership experiences as major contributors to student success and retention.

Hanan Hanna, Professor, Information Technology, Pasco_Hernando State College

IDEA TO ACTION WORKSHOP Strategic Partnerships that Guide Student Transitions

Better Together: Faculty and Librarian Partnerships for Student Success

Faculty and Librarians at community colleges play a critical role in helping students build confidence in research skills that support academic success, persistence, and transfer readiness. This idea-to-action session highlights how strategic faculty–librarian partnerships can strengthen student engagement, research curiosity, information literacy confidence, and a sense of belonging. Drawing from our collaborative experiences and expertise in information literacy, we will share practical, adaptable strategies for integrating librarian expertise into student learning and success. Attendees will gain actionable strategies to build sustainable collaboration, design engaging research instruction, and better support community college students as they navigate academic and career transitions.

Kara Dixon, Faculty Librarian/Assistant Professor, n/a, Austin Community College; Maria Ruelas, Faculty Librarian/Assistant Professor, n/a, Austin Community College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Beyond Deficit Thinking: Redesigning Learning Frameworks Courses Using Asset-Based and Self-Regulated Learning

This session begins with an overview of how learning frameworks courses are commonly structured and how an emphasis on isolated tools and resources can limit student engagement. Participants will examine how deficit thinking can unintentionally shape course language, assignments, and expectations.The session then introduces Community Cultural Wealth as a framework for reframing students’ lived experiences as academic assets, using examples from a redesigned Learning Frameworks course. Participants will also explore how self-regulated learning practices support critical thinking through cycles of planning, practice, and reflection. Student feedback and outcome data will illustrate gains in confidence, belonging, and understanding of effective learning strategies. The session concludes with a discussion of how these approaches can be adapted across disciplines and instructional contexts.

Channell Cook, Division Chair, Learning Frameworks, Lee College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Beyond Efficiency: 10 Practical AI Strategies for the 2026 Workforce Shift

February 2026 changed the landscape of artificial intelligence. The era of using AI merely to save time is over; the era of using AI to expand human expertise has escalated. This workshop navigates the massive shift from chatbots to agents and provides 10 actionable strategies for faculty and staff. We will move beyond basic prompting to Context Engineering and Model Selection, demonstrating how to use multimodal workflows to transform messy voice notes into structured Hand-Off documents. Finally, we will share a scalable framework for building your own institutional "AI Trend Watch" to keep your team informed without the burnout. Leave with a concrete plan to prioritize agility and advanced AI literacy in your daily work.

Can Cui, Instructional Designer Team Lead, n/a, Alamo Colleges District

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

Beyond Prompting: A Practical Framework for Teaching Responsible AI Use

Community college educators are navigating rapid AI adoption without a consistent structure for teaching responsible use. This interactive session introduces a practical framework that moves beyond prompting techniques and toward structured, human-in-the-loop AI integration. Participants will explore a step-by-step model designed to strengthen student engagement, critical thinking, and ethical AI literacy. Through guided discussion and collaborative planning activities, attendees will reflect on AI-related challenges in their classrooms and begin developing an implementation plan tailored to their own context. Participants will leave with adaptable tools and a clear process for integrating AI responsibly while maintaining academic integrity and student-centered learning.

Jennifer Lee, Instructor, Information Technology, Wake Technical Community College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Beyond Remedial ESL: Structural Redesign for Multilingual Student Success

As colleges dismantle mandatory placement and traditional developmental sequences, multilingual students can become unintended casualties of reform. When language support shifts to optional tutoring, students lose structure and momentum. This interactive session examines how Onondaga Community College replaced an 18-credit equivalent remedial ESL pathway with a free community education model built on guided self-placement and communicative language teaching. The model delivers contextualized instruction (medical, technical, academic English) while accelerating entry into credit-bearing coursework, stackable credentials, certificates, and degrees. Participants will analyze the institutional redesign required to align community education, academic affairs, and workforce partners. Attendees will map their ESL-to-credential pathway, identify bottlenecks, and outline a realistic first-step action plan using a provided template.

Justin Pritchard, Dean of Instructional Services, N/A, Onondaga Community College

COLLABORATIVE LEARNING FORUM Transformative Leadership for Student-Centered Change

Beyond the Department: Leading Institutional Change for Multilingual Success through Radical Inclusion

Step into a space of transformative leadership with four faculty powerhouses from Austin Community College. As leaders in the Faculty Senate, departmental leaders, and architects of college-wide professional development, we believe that showing up authentically for our multilingual learners is a radical act of student-centered change. Drawing from the intersections of library science, government, biology, and technical communications, this Collaborative Learning Forum moves beyond mere theory into a shared exploration of radical inclusion and belonging. We will leverage our collective expertise as advocates and innovators to co-create actionable, purpose-driven solutions. Join us for a high-energy, interactive session dedicated to dynamic problem-solving and future-building. Leave inspired and equipped to lead with presence and empower the multilingual heart of our institutions.

LaKisha Barrett, Faculty/Associate Dean of Belonging and Purpose, Biology, Austin Community College; Lynda Infante Huerta, Faculty Librarian, Library Science, Austin Community College; Anaka Rivera, Faculty/Assistant Department Chair, Government, Austin Community College; Alex Watkins, Program Coordinator/Incoming Associate Dean of the Faculty Center for Learning Innovation, Technical Communications, Austin Community College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Bless This Mess: The Leadership Remix—Doing the Most for the Students Who Need It Most

Bless This Mess: The Leadership Remix—Doing the Most for the Students Who Need It Most by Letting Innovation, Equity, and Student Voice Lead the Transformation. Community colleges are in a season of beautiful chaos: enrollment shifts, new initiatives, competing priorities, and students who deserve our absolute best. This session offers a leadership remix that puts students at the center and transforms “the mess” into momentum. Using humor and practical tools, we’ll explore how leaders can elevate student voice, strengthen equity-minded decision-making, and align teams around Guided Pathways transformation. Participants will walk away with strategies that build trust, navigate resistance, and translate innovation into sustainable action, especially for the students who need us most. Come ready to laugh, learn, and leave with a Monday-ready plan.

Dr. Tranell E Barton, Adjunct Faculty/Counselor/Academic Coordinator, School of Business and Veterans Upward Bound, Delgado Community College

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

Bloom’s Taxonomy in the Age of Artificial Intelligence

This session explores how educators can thoughtfully integrate artificial intelligence into teaching and learning through the lens of Bloom’s Taxonomy. Rather than focusing on AI detection or avoidance, participants will examine practical, discipline-neutral strategies to use AI as a tool for developing higher-order thinking skills. The presentation reintroduces Bloom’s hierarchy—from remembering to creating—illustrating concrete classroom applications at each cognitive level. Through examples such as AI-supported simulations, critical analysis, and creative co-design, faculty will learn how to transform apprehension into opportunity while maintaining academic integrity and intellectual rigor. Attendees will leave with ready-to-implement activities and a renewed framework for balancing traditional pedagogy with innovative, AI-enhanced learning.

Ariana Lopez, Associate Professor, Criminal Justice, Bergen Community College

IDEA TO ACTION WORKSHOP Strategic Partnerships that Guide Student Transitions

Bridging the Math Divide: Aligning High School and College Math to Reduce DFW Rates

High DFW (D, F, and Withdrawal) rates in entry-level college mathematics courses remain a significant barrier to student persistence and completion, particularly for first-generation and underrepresented students. Institutional data consistently show a link between misplacement and misalignment of high school preparation and college expectations and poor first-year math outcomes. This session explores data-informed, cross-sector strategies that reduce DFW rates by strengthening student preparedness through collaboration with feeder high schools and school districts. Participants will examine how placement data, completion of metrics, and equity gap analyses can guide curriculum alignment, prerequisite clarity, and readiness interventions before college enrollment. Through practical examples and an interactive planning activity, attendees will leave with scalable strategies to improve placement outcomes, narrow equity gaps, and increase the successful completion of first-year

Dr. Vannetta Gainer, Assistance Mathematics Professor, Mathematics, Georgia State University's Perimeter College

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

Build Your AI Teaching Team: Using Custom GPTs, Gems, and LLM Projects to Redesign Courses

Large Language Models are no longer just chat tools, they can be configured as course-specific teaching assistants, AI tutors, lab graders, and workflow automators.This interactive session provides a deep dive into building instructional infrastructure using Custom GPTs, Gemini Gems, Claude Projects, and other LLM-based configurations. Participants will explore how to:Create course-specific AI tutors trained on syllabi and modules Build grading assistants that evaluate labs using structured rubrics Develop AI-powered study guides and real-time feedback tools Automate repetitive faculty tasks while preserving rigorRather than demonstrating isolated prompts, this session focuses on designing AI systems that support authentic learning, student persistence, and workforce readiness. Participants will leave with a blueprint for building their own AI-powered teaching assistant aligned to their discipline.

Nancy Miller, Professor, IT Network & Security, Forsyth Technical Community College

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

Build-a-HUB: High-impact, Holistic Academic Recovery

The HUB Connection is an academic recovery program, which students complete online using the College’s learning management system (LMS), that fulfills Guided Pathways practice area “keeping students on path.” The program captures at-risk students by interfacing them directly with “holistic supports that address students' academic, social, emotional, and financial needs.” The HUB Connection includes nine modules covering topics such as: LMS orientation, academic success strategies (e.g., e-mailing professors, notetaking, class attentiveness, study skills), student services, campus/community support services, mental health resources, and financial assistance opportunities. Students virtually meet the Dean of Student Engagement, Advising Director, multiple faculty, and student/academic support leaders. They also complete scholarship applications and receive extensive training in the College’s LMS, which data show improves student success.

April Kinkead, Vice Chancellor for Academic Affairs, Academic Affairs, Blinn College District; Adrienne McCain, Dean of Title IX and Student Conduct, N/A, Blinn College District

IDEA TO ACTION WORKSHOP Bringing Dual Enrollment into Focus

Building A Dynamic Dual Credit Program Ecosystem at Houston City College: An Integrated Interdependent System

This presentation will explore the implementation of a comprehensive Dual Credit Program Ecosystem at Houston City College (HCC), defined as an intentionally designed, interdependent system of leadership roles, operational processes, and data-informed decision-making that supports dual credit students from high school entry through postsecondary transition. We will detail how this ecosystem operates as a structured, coordinated framework that integrates district oversight, local dual credit teams, enrollment services, and shared metrics- moving dual credit from a collection of isolated functions to a cohesive institutional system. This session emphasizes systems-level design rather than isolated interventions, demonstrating how coordinated structures improve scalability, consistency, and student outcomes.

Lilian Baldwin, Associate Dean, Dual Credit and P16 Initiatives, n/a, Houston City College; Casey Chavez, Dean, Dual Credit Partnerships & Initatives, P16, n/a, Houston City College; Desmond Lewis, Associate Vice Chancellor, College Readiness, n/a, Houston City College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Building an Institutional AI Task Force: A Scalable Blueprint for Large-Scale Innovation and Adoption

Leading large-scale AI adoption requires more than just new tools; it requires a structural alignment of faculty, staff, and administrators. This session provides a strategic roadmap for building a system-wide AI Task Force designed to foster a culture of innovation while addressing the ethical and practical challenges of generative AI. Drawing from a successful multi-campus implementation, participants will learn how to recruit cross-functional champions, develop institutional guidance, and launch comprehensive training initiatives that empower the entire college community. We will explore how to move from reactive policy-making to proactive institutional transformation. Attendees will leave with a customizable "Task Force Toolkit," including sample mission statements, committee structures, and communication plans that can be adapted to any community or technical college, regardless of size or resource constraints.

Tim Mousel, Professor, Kinesiology, Lone star college-Online

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Building Bridges: Advancing Student Success with Dual Credit Medical Terminology and Digital Badging

This session explores how dual credit Medical Terminology, paired with digital badging, creates a powerful bridge between secondary and college education. Participants will learn how micro-credentials motivate students, reinforce competency-based learning, and enhance college and career readiness. The presentation highlights practical teaching strategies, successful implementation methods, and measurable student outcomes. Attendees will leave with actionable approaches to integrate digital badges and strengthen pathway alignment in their own programs.

Melinda Jalufka, Faculty Instructor, Health Information Technology, St. Philip's College

IDEA TO ACTION WORKSHOP Strategic Partnerships that Guide Student Transitions

Building Community Organization/Business Connections: Strategies for Information Technology Capstone Course Speakers and Experiential Learning Tours

This session explores practical strategies for building partnerships between colleges, community organizations, and local businesses for Community College capstone course students. Connections to community contact experiences provide students with real-world exposure while offering organizations meaningful opportunities to engage with emerging talent. Participants will learn how to collaborate with community contacts to serve as guest speakers, host student tours, and support project-based learning aligned to workforce needs. The session highlights scalable, low-effort partnership models that respect organizational time constraints while maximizing student impact. Attendees will leave with clear approaches to initiating, structuring, and sustaining partnerships that strengthen talent pipelines, enhance community engagement, and improve career readiness for students. Through these strategies for community connections/partnerships, this can open the door for collaboration with work-based internship opportunities.

Aaron Condon, Program Coordinator/Instructor – IT Technical Support and Services, Information Technology, Forsyth Technical Community College

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

Building on Strengths: An Asset-Based Approach to Supporting Student Parents

n the learn phase, participants will be introduced to findings from a qualitative study of successful community college student parents and an overview of Community Cultural Wealth as a framework for understanding student persistence. This portion highlights how student parents draw on aspirational, familial, social, navigational, and resistant capital while balancing academic and caregiving responsibilities, alongside the institutional supports that make persistence possible. During the discussion phase, participants will engage in guided conversation about how student parents are framed at their own institutions. Small-group discussion will focus on where deficit-based assumptions appear in policies, support services, or classroom practices. In the do phase, participants will identify one actionable change they can implement to better recognize and support the strengths of student parents within their institutional context.

Channell Cook, Division Chair, Learning Frameworks, Lee College

IDEA TO ACTION WORKSHOP Strategic Partnerships that Guide Student Transitions

Building Prosperity Together: How Colleges, Workforce Partners, and Industry Can Create Winning Economic Teams

Lamar State College Orange’s Industry and Manufacturing Division has built a winning regional model for economic development by aligning with the Texas Workforce Commission and Southeast Texas Workforce Solutions. By working in tandem, these three partners create a coordinated approach—each bringing unique resources that strengthen business and industry relationships. The result is a dynamic ecosystem where training, talent development, and employment pipelines align to meet regional workforce needs.This session demonstrates how colleges can replicate this “team approach” using their own state, regional, and local partners. Presenters will outline strategies for initiating collaboration, identifying complementary resources, and designing partnerships that drive mutual success. Through guided discussion and shared examples, participants will identify their own potential partners, exchange success stories, and explore practical solutions to overcome common

R.E. Davis, Dean, Industry and Manufacturing Programs, Career and Technicla Education, Lamar State College Orange

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Building the Next Generation of STEM Technicians for Environmental Protection and Climate Resilience

Climate change is intensifying environmental pressures and expanding the need for STEM technicians skilled in chemistry, geoscience, environmental monitoring, and geospatial technologies (IPCC, 2023; National Academies of Sciences, Engineering, and Medicine, 2021). This session presents a practical framework for developing interdisciplinary technician pathways at community colleges that align with national STEM education priorities (Committee on STEM Education, 2018) and documented workforce demands (National Science Board, 2022; U.S. Bureau of Labor Statistics, 2024). Participants will explore essential hands-on skills—including chemical analysis, sampling, GIS, LiDAR, and conservation practices—along with inclusive instructional strategies that strengthen student readiness for environmental and climate-resilience careers. The session offers actionable guidance for designing accessible, workforce-ready STEM programs that prepare students to address real environmental challenges and support community protection.

Dr. Cynthia Lawry-Berkins, Geology professor, Geology, Lone Star College-Montgomery

COLLABORATIVE LEARNING FORUM Transformative Leadership for Student-Centered Change

Building Trust to Enhance Learning Outcomes: Strategies for Educators in Higher Education

One key component of a productive learning environment is trust, and yet many faculty members and leaders struggle to build this important interpersonal skill with their students and colleagues. The quality of student-teacher classroom interactions and colleague-colleague camaraderie is crucial for sustaining a positive learning environment. In my presentation, I will share research to help the audience understand the importance of establishing trust and what to do if this important dynamic is broken.

Rachel Gallardo, Department Head, Psychology, Blinn College District

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

Building User-Friendly AI Agents to Support Student Development

Mentorship supports persistence, clarity of career identity, and learner development, yet community college learners entering unfamiliar academic or professional spaces often experience a steep learning curve. As colleges adopt institutionally supported AI ecosystems, a new opportunity emerges to build closed-environment agents that enhance, rather than replace, human relationships.This session centers on a live, end-to-end demonstration of an AI mentorship agent built within commonly approved campus platforms. Participants will see how using established resources and frameworks translates into workflows that advising, workforce, and academic teams can leverage to promote student engagement outcomes. Emphasis is placed on usability, ethical boundaries, and policy-aligned implementation.

Melvin Smith, Adjunct Faculty, STEM-B, Mississippi State University CCLP

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

C.L.A.S.S.: Connect, Learn, Activate, Spark, Succeed - Millennials to Gen Alpha.

How do you teach in a classroom where students range from Gen Z to Gen Alpha—and even Millennials? This session dives into strategies that go beyond traditional methods to create learning experiences that truly engage, inspire, and connect. Attendees explore practical techniques for sparking curiosity, encouraging participation, and building meaningful relationships with students of all ages and digital fluencies. Drawing on real-world classroom insights, we’ll discuss ways to make lessons interactive, relevant, and memorable. Whether you’re teaching in-person, online, or hybrid, you’ll leave with actionable ideas to energize your teaching and foster a learning environment where every student feels seen, heard, and inspired to thrive.

Swathi Karamcheti, Adjunct Instructor, STEM, Hudson County Community College

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

Campus-Wide Collaboration to Jumpstart the Journeys of First-Time College Students

Interactive session where members of Blinn College share our onboarding process for first-time students through our New Student Registration events, also known as NSRs. We hold roughly 17 NSR events throughout the Blinn College District with coordinated and intentional collaboration across departments including admissions, academic advising, financial aid, and the Blinn Police department, to name several. One of our goals is to provide students with exposure to the various departments that Blinn College possesses and to ensure that they are well-equipped to confidently start their first college semesters upon the conclusion of their scheduled session.

Sara Leal, Director of Academic Advising, Student Services, Blinn College District; Kenneth Masenda, Dean of Student Engagement, Student Services, Blinn College District

Teaching that Engages, Inspires, and Connects

Captivating a Classroom

Attention spans are lower than ever before. However, our content is just as important. This session will equip attendees with easy-to-implement, engaging strategies that can be applied in any discipline. These techniques range from interactive slides to contextual learning, to gamification, and opportunities for students to get out of their seats. These are proven methods that will keep session attendees engaged, as well!

Kimberly Young, Department Chair, Accounting, Greenville Technical College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Caring by Design: Building Belonging and Normalizing Help-Seeking at Scale

Belonging and care are often treated as “soft skills” or individual leadership traits rather than intentional, scalable systems. This highly interactive session reframes caring as a leadership design challenge grounded in data, dignity, and organizational practice. Participants will examine why individuals frequently do not seek help—even when support exists—and how traditional leadership models unintentionally reward visibility over need. Through guided activities and discussion, leaders will explore the limits of open-door leadership and identify structures that make connection predictable rather than optional. Participants will learn how proactive outreach, shared responsibility, and simple system shifts can normalize help-seeking, strengthen belonging, and sustain engagement without increasing leader burnout.

Stephanie Duguid, CEO, Do Good Leadership

COLLABORATIVE LEARNING FORUM Student Success and Retention

Centering Student Voices: Insights from the 2026 Winning Essayists

Join NISOD for a special conversation with this year’s Student Essay Contest winners as they share their stories, celebrate the mentors who inspired them, and offer powerful insights into the student experience. Each year, students from NISOD member colleges write about the faculty, staff, or administrators who made a real difference in their academic journeys. These heartfelt essays reveal what encouragement, support, and connection truly mean to students striving toward their goals. By listening directly to student voices, we gain critical perspectives on how to foster environments that support persistence, completion, and long-term success. Don’t miss this opportunity to hear from the students themselves — and walk away with ideas for transforming your own practices to better meet students where they are.

Victoria Rios, Manager, Memberships and Partnerships, NISOD

COLLABORATIVE LEARNING FORUM Bringing Dual Enrollment into Focus

Changing Our Approach to Teaching: Strategies for Supporting Dually Enrolled Students

Teaching dually enrolled students has challenged us to reflect on our perceptions of what “college teaching” should be. Because dually enrolled students often require additional support, our pedagogical approach has evolved to focus on (1) strengthening student belonging through first-year experiences, (2) providing opportunities for students to gain 'cultural capital' early in their college careers, and (3) promoting consistency in course delivery across sections. Together, these initiatives have helped us create a more equitable experience for our students. In this session, we will explore how faculty are supporting dually enrolled students in the classroom and how these experiences have influenced their teaching philosophies. Participants will also share challenges encountered on their own campuses and collaboratively strategize ways to address them.

Alison Amato, Coordinator, Curriculum & Program Development, English, Harford Community College; Olivia Rines, Associate Vice President, Academic Affairs, English, Harford Community College

LEARN–DISCUSS–DO LAB Transformative Leadership for Student-Centered Change

Changing the Organization: An Alignment of Truth

This presentation is a conversation from a relational social constructionist perspective, displaying how the organizational mission—or truth of the organization—corresponds and interacts with our individual personal truth, and how this alignment of personal and organizational truth is the mechanism for leading organizational change and building trust while navigating resistance during times of change or institutional transformation. Join activities to support the concepts outlined, utilizing participant stories of organizational change to create real-world application takeaways.

Larry McLemore, Dean of Math, Science, and Technical Programs, Administrative Leadership, Cloud County Community College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Classroom Management in the Age of AI: Teaching Judgment Through Simulation

Classroom management has traditionally been taught through policies, best-practice lists, and post-hoc reflection. But real classrooms rarely cooperate with scripts.This session explores how AI personas and AI-driven simulations can augment classroom management workshops by placing instructors inside realistic, high-stakes moments of judgment before they face them with students. Participants will experience how AI can simulate disruptive behaviors, ambiguous student situations, and competing institutional pressures, requiring instructors to decide, justify, and adapt in real time.Rather than replacing professional judgment, these tools force instructors to exercise it—revealing assumptions, surfacing trade-offs, and strengthening decision-making under pressure. Attendees will leave with a replicable framework, example scenarios, and clear guidance for integrating AI-based judgment practice into faculty development and classroom management training.

Scott D'Amico, Faculty Development Program Lead, Political Science, Alamo Colleges District; Lucinda Flores, Faculty Development Specialist, Education, Alamo Colleges District

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Coaching for Growth: Strengthening Faculty Leadership to Motivate Student Success

Community college students often require higher levels of relational support, structured feedback, and motivational coaching to persist and succeed. Leaders who guide faculty must model growth-centered coaching behaviors that translate into improved student engagement and achievement.During this interactive workshop, leaders will learn positive coaching and mentoring strategies grounded in evidence-based motivational practices, including applied Appreciative Inquiry. Through structured coaching conversation exercises, participants will practice strength-based questioning techniques and leave with immediately applicable skills to support faculty development and student growth.Participants will also receive links to follow-up assessments designed to increase self-awareness of their leadership tendencies and support continued growth over time.

Dr. Gregory Buschman, Professor, Marketing and Innovation Leadership, St. Petersburg College

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

Compassion Fatigue and Burnout: Strategies for Faculty Well-Being

Faculty in higher education often navigate multiple demands such as teaching, mentoring, research, and service while supporting students’ academic and emotional needs. These responsibilities, combined with increasing workload pressures, can lead to compassion fatigue and burnout, affecting personal well-being, professional effectiveness, and the broader campus community. This interactive session provides faculty with the knowledge, skills, and practical strategies to recognize early warning signs, manage stress, and cultivate sustainable practices that support both personal well-being and professional resilience. Participants will explore evidence-based strategies for setting boundaries, managing workload, and accessing institutional resources, all within a supportive and collaborative environment.

Miguel Rivera, Director of Counseling and Accessibility Services/Adjunct Professor, Higher Education License Mental health Counselor, Daytona State College

COLLABORATIVE LEARNING FORUM Transformative Leadership for Student-Centered Change

Confronting Ethical Challenges That Shape the Future of AI in Education

This session discusses how AI, devices, and data systems are reshaping our schools and colleges. While AI offers personalized learning, new efficiencies, and expanded access, it also accelerates dilemmas around equity, student development, legitimacy, and governance. Using case studies and decision-making frameworks, this session explores the dual realities of AI in education. Participants analyze concrete trade-offs, consider long-range ethical implications, and practice applying principled reasoning to real-world scenarios. The session invites educators to navigate AI’s

Priten Soundar-Shah, Faculty Instructor, Philosophy, College Unbound

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Course Based Undergraduate Research Experiences (CUREs) in Community Colleges

Course Based Undergraduate Research Experiences (CUREs) are increasing in many STEM departments in community colleges. CUREs provide the entire class a research experience about a topic which is intended to increase scientific literacy and critical thinking. CUREs employ a technique introducing students to scientific research that also offer students a hands-on experience at the beginning of their academic journeys. Additionally, CUREs can help students advance their scientific writing skills. During the session, participants will be introduced to the concept of CUREs, examples shared, and a discussion of how to incorporate them in the classroom will be explored. Ultimately, the purpose of the session will be to discuss CUREs as a technique that motivates students to engage, inspire, and connect with STEM classroom material.

Raffi Manjikian, Instructor, Chemistry, Chemistry, Hudson County Community College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Critical Thinking at Scale in an AI Era: Tools for Authentic Learning

The session will discuss AI-enabled instructional programs that support teaching critical thinking across disciplines and at scale. The programs are designed to be interactive & practice-based, research-backed, AI-enabled, and authentic learning experiences. Participants will leave the session with strategies and customizable materials to support adoption.

Aidan Kestigian, COO, Philosophy/Critical Thinking, Thinker Analytix Inc; Priten Shah, Faculty Instructor, Philosophy, College Unbound

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Culturally Responsive Course Design That Keeps Students on Path

Introductory general education courses often function as gateway experiences that shape students’ sense of belonging, motivation, and momentum toward completion. This session highlights a culturally responsive redesign of an introductory cultural anthropology course grounded in Guided Pathways principles. The redesign centers students’ lived experiences, identities, and community knowledge as instructional assets through identity mapping, locally grounded case studies, and flexible assignment options aligned with students’ academic, transfer, and workforce goals. Participants will explore concrete strategies that foster engagement, active learning, and connection while maintaining shared learning outcomes. Evidence of impact includes increased student persistence, stronger course engagement, and student feedback indicating a greater sense of being seen and supported. Attendees will leave with adaptable tools to redesign gateway courses in ways that honor student backgrounds

Dina Radeljas, Professor of Social Sciences, Social Sciences, Mohawk Valley Community College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Curating Learning: Using Hands-On Curative and Creative Approaches to Deepen Student Engagement and Transform Learning

This Learn Discuss Do Lab models a semester long Gallery Curation Assignment that builds community, creativity, and engagement in introductory humanities courses. Participants will learn how curatorial practices—object analysis, theme development, visual storytelling, and label writing—motivate students and center their voices. They will discuss how multimodal, hands on learning strengthens belonging and supports diverse learners. Finally, they will do a condensed version of the assignment: analyzing objects, drafting label text, and collaboratively planning a mini exhibit. This session demonstrates how a gallery based learning model transforms passive learners into active creators while fostering connection and ownership. Attendees will leave with adaptable templates, activity guides, and strategies for implementing high impact, student centered curation projects in any discipline.

Christopher Mason, Instructor, Humanities, Lake-Sumter State College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Designing Faculty Learning Communities That Drive Student Success

Faculty Learning Communities (FLCs) are a proven strategy for strengthening teaching practices, increasing student engagement, and improving course outcomes. This Idea to Action Workshop moves participants from understanding FLC models to designing an actionable plan for implementation.Participants will examine successful FLC structures used to support course redesign, high-impact practices, and faculty collaboration across disciplines. Through guided activities, attendees will identify institutional priorities, explore adaptable FLC themes, and map a step-by-step process for launching or strengthening an FLC at their own institution. The session emphasizes practical tools, peer discussion, and real-world application, allowing participants to create a clear plan they can immediately adapt to their campus context.

Jacqueline Pena, adjunct, English, Indian River State College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Designing Inclusive Classrooms: UDL Strategies that Engage, Motivate, and Support All Learners

As community colleges serve increasingly diverse learners, faculty play a critical role in ensuring instructional access and student success. This session shares practices from research examining faculty preparation to support students with disabilities through Universal Design for Learning (UDL). Participants will explore high-impact, inclusive teaching strategies that foster student engagement, motivation, and a sense of belonging across varied learning environments. Drawing on faculty and student perspectives, the session highlights practical approaches to course design, assessment flexibility, and assistive technology integration that move beyond compliance toward meaningful inclusion. Attendees will leave with actionable strategies and resources that support goals to help students stay on course and ensuring learning across programs.

Clement Gomes, Department Deputy Chair: Science and Math & Assistant Professor of Biology, Science & Mathematics Department, Stella & Charles Guttman Community College, CUNY

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Dev Ed Reform Strategies for Academic Leaders

This session will describe how academic leaders can implement strategies for Dev Ed Reform in English, Math, and Reading that will transform academic pathways and promote student success. Illinois Valley Community College created a Developmental Education Reform Plan through a one-year collaboration with the Partnership for College Completion and Almy Education which transformed the college's traditional Dev Ed program into co-requisite supplemental courses. This workshop will demonstrate how academic leaders can identify pathway bottlenecks, transform the Dev Ed curriculum, review placement requirements, provide support for faculty development, and improve student success outcomes.

Lirim Neziroski, Dean of Humanities, Fine Arts, Social Sciences, Humanities & Fine Arts, Illinois Valley Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Devised theatre pedagogy to engage, inspire and connect learners improving their success rates.

I am sure many would agree that 'Drama (as a subject in education) has strong links to oracy and presenting skills' (Curriculum and Assessment Review, UK, 2025) and '...the power to shape young people's lives' (Cultural Learning Alliance, 2017). In my practical, immersive and application focused workshop we will explore how Drama (specifically, devising drama pedagogy) owing to its applied and collaboration nature supports teaching that engages, inspires, and connects, irrespective of the subject area under discussion. I will draw upon my experience as a Drama teacher, researcher (MARes), Vice Principal in charge of Teacher and Pupil Education development, and ASCL Council Member for London, when illuminating devising pedagogy and implementation strategies, given the need for greater participant engagement, application, and conveyance of presentation information.

Tyronne Lewis, Vice Principal and Association of School and College Leaders (ASCL) Council Member for the London Region, Quality of Education, Copthall School

Don’t Just Share the CCCSE Data—Lead the Conversation

Student engagement data are only as powerful as the conversations they spark. In this panel session, CCCSE LEADers Academy participants share how they prepared for and facilitated meaningful campus conversations using their CCCSE results. Learn how they connected data to student voice, framed discussions around institutional priorities, and guided colleagues from insight to action. Walk away with practical strategies for leading engagement conversations at your own institution—whether using CCSSE, SENSE, DESSE, or CCFSSE data.

Linda Garcia, Executive Director, CCCSE; Kevin Moberg, Dean of Institutional Effectiveness, Bismark State College; Jordan O'Connell, Chair of Liberal Arts, Northeast Iowa Community College; Richaunda Whitely, Development, and Accountability Manager, Talent Acquisition, The College of the Florida Keys

IDEA TO ACTION WORKSHOP Bringing Dual Enrollment into Focus

Dual Credit Classroom Success

This session focuses on evidence-based classroom management strategies designed to support positive behavior, student engagement, and academic success in K–12 settings. Participants will explore initiative-taking approaches to building classroom culture through clear expectations, consistent routines, and strong teacher–student relationships. Emphasis will be placed on developmentally appropriate practices, culturally responsive management, and strategies that reduce disruptions while maximizing instructional time.

Rick Lopez, JR, Professsor, Information Technology, Northeast Lakeview College

LEARN–DISCUSS–DO LAB Bringing Dual Enrollment into Focus

Dual Credit Series: The Teen Brain and Classroom Management

What happens when the teenage brain meets college-level expectations? Dual credit instructors quickly discover they’re teaching students who may be reading Aristotle in the morning, asking for hall passes in the afternoon, and still figuring out impulse control somewhere in between. This session connects the dots between adolescent neurodevelopment and practical classroom management strategies that actually work in early-college settings.Grounded in current research on reward processing, novelty-seeking, and executive-function development, the workshop highlights why teens sometimes appear unmotivated, risk-taking, or “allergic” to deadlines—and how those same traits can be channeled into curiosity, collaboration, and academic persistence.Attendees walk away with a toolkit of adaptable strategies, conversation starters, and routines that make teaching dual credit students not only more effective but more enjoyable.

Tina Bausinger, Faculty Fellow, n/a, Alamo Colleges District

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

Elevating Student Voice Through Support Surveys for Holistic Student Success

Community college students face interconnected academic, social, emotional, and basic needs challenges that affect persistence. In this Learn–Discuss–Do Lab, participants will learn how Student Support Surveys capture real-time insights on resource awareness, wellness, and career planning. Using examples from Kennedy-King College, participants will discuss equity implications and engagement barriers, then apply insights through guided data walkthroughs and collaborative planning to identify practical next steps that strengthen holistic supports, improve engagement, and sustain student momentum.

TS Douglas, Assistant Professor, Biology, Kennedy-King College; Elizabeth Salgado, Director of Institutional Research, n/a, Kennedy-King College

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

Emerging Technologies and AI Literacy Famework in Yavapai College’s Accelerated Bachelor of Design Degree

Yavapai College’s new accelerated three-year Bachelor of Design degree supports persistence and workforce readiness by integrating emerging technologies and AI, aligning with the U.S. Department of Labor’s AI Literacy Framework. This session demonstrates how the program uses these foundational principles of AI Literacy to scaffold the curriculum without overwhelming early learners.In the 100-level courses, students receive concise grounding in AI, focusing on building core design fundamentals. AI instruction intensifies in the DES 200–300 sequence, where students apply AI in studio workflows and critique. By the 400-level courses, students gain greater independence, deciding how AI fits their project goals and documenting choices and evaluating outcomes. The program emphasizes AI features in industry-standard software and agentic coding to support prototyping, iteration, and production-oriented problem-solving.

Lindsay Masten, Professor, Graphic Design & New Art and Chair, Visual Arts Department, Graphic Design, Yavapai College; Bryan Robertson, Dean of Visual and Performing Arts, Visual Arts, Yavapai College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Engagement by Design: Rebuilding Academic Programs Around How Students Learn and Live

Community college students often balance work, family responsibilities, and non-linear enrollment patterns while navigating academic structures designed for a different era. This session examines how two institutions redesigned academic programs and engagement practices to better align with students’ real lives. Presenters will share complementary perspectives from their respective colleges, highlighting flexible program delivery, applied learning, and coordinated support structures that improve persistence and momentum. The session explores how success coaching, peer mentoring, summer bridge programs, student organizations, and more were intentionally connected to academic programs rather than treated as separate initiatives. Participants will gain practical insights into rebuilding engagement as a system-wide design principle that strengthens student connection, performance, and completion.

Jasmin Spain, Assistant Vice President, Student Life, Pitt Community College; Nicholas Vick, Dean, Applied Sciences and Technology, Tallahassee State College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Enhancing Course-embedded Undergraduate Research Experiences in Humanities Courses

Course-based undergraduate research experiences (CUREs) deepen student engagement and strengthen transferable academic skills. However, CURES are often not strategically utilized within first-year or general education humanities courses. This Learn–Discuss–Do Lab introduces participants to undergraduate research (UR) through a flexible UR Spectrum that highlights multiple entry points for research within humanities curricula.Participants will examine humanities-based CUREs examples, reflect on their own courses, and identify opportunities to enhance CUREs and student presentation opportunities using simple course enhancements. Through structured discussion and guided planning, attendees will develop practical strategies for integrating research activities and student presentation opportunities into their courses, helping students develop transferable research and communication skills. Participants will leave with a personalized action plan to enhance CUREs in their humanities courses.

Jacqueline Pena, adjunct, English, Indian River State College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Ensuring Every Voice is Heard: Structured Participation for Active Learning

How can instructors ensure every student participates meaningfully in class discussions? This interactive Learn–Discuss–Do session presents a simple, adaptable strategy for structuring participation and engagement using color-coded cards. Instructors assign color cards to students and link each to an open-ended question, ensuring every student contributes and builds on peers’ responses. The presenter will demonstrate the method, discuss planning considerations, and share examples across disciplines. Participants will work in small groups to adapt questions for their own courses, discuss potential challenges, and explore modifications for class size or subject. Attendees will leave with a ready-to-use planning template and actionable strategies to promote inclusive dialogue, active learning, and equitable participation in any college classroom.

Julie Caspersen Schultz, Professor, English as a Second Langauge, Sierra College

LEARN–DISCUSS–DO LAB Transformative Leadership for Student-Centered Change

Faculty Professional Development: Surprising Trends and Lessons

Houston City College’s Faculty Academy offers faculty-created, faculty-led professional development, including workshops, showcases, and Colleague Connection Groups. After operating for four years, we have learned some unexpected lessons about popular timing, trends, and topics for faculty professional development. What are the most popular months for participation? Which departments participate the most (or the least)? Which book club selections had the most interest? You think you know…but it’s not what you think. Participants will discuss the the strengths and challenges of the Faculty Academy model to determine how it might work or be adapted for their institution, and brainstorm which parts they want to try for themselves.

Laura Ayers, Faculty Academy Director, Anthropology, Houston City College

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

Faculty Survival Guide: Smart Glasses, AI Notetakers & Wearables

What happens when students wear Meta Ray-Ban smart glasses or use Plaud AI Notetakers in your classroom? As AI technology evolves into wearable devices, community college faculty encounter tools like Meta Ray-Ban glasses, Plaud Notetakers, and Google/Apple smart glasses. This session presents EdD research on faculty perceptions, highlighting the benefits (such as real-time transcription and augmented reality overlays) alongside concerns (including privacy, equity, and cheating). Participants will explore various applications, discuss research findings on barriers to adoption, and create personalized policy templates for the ethical integration of these technologies.

Donte' Perry, Doctoral Candidate (EdD in Community College Leadership), Information Technology / Educational Leadership, North Carolina State University Community College Leadership Program

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Flexible by Design: Using Choice and Application to Increase Student Engagement

Community college students bring diverse goals, schedules, and learning preferences into our classrooms. This session explores how flexible, application-based assignment design can increase student engagement while maintaining academic rigor. Grounded in research-based frameworks such as Universal Design for Learning and Self-Determination Theory, participants will examine practical strategies for offering structured choice in how students engage with content and demonstrate learning. Through real classroom examples, the session highlights small, intentional design shifts that support autonomy, relevance, and persistence across online, hybrid, and face-to-face courses. Participants will actively apply these strategies to revise an existing assignment and leave with tools they can implement immediately.

Archana Kumar, Professor of Biology, Biology, Lone Star College; Amberly Vela, Instructional Designer and Adjunct Faculty, Psychology, Lone Star College System

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

From AI Anxiety to Action: Building Ethical, Personalized Study Plans with Students Using AI

Students are already using generative AI, yet many reach support offices only after academic integrity concerns arise or when they feel too far behind to catch up. This Idea to Action workshop introduces a student-centered model that reframes those moments into opportunities for ethical AI learning through highly personalized, AI-supported study plans. Developed collaboratively by a Success Coach and a Director of Student Success and Accountability, the approach evolved from manual planning to a guided AI agent framework. Participants will see how structured conversations about responsible AI use, learning styles, schedules, and holistic student needs shift AI from a shortcut into a tool for organization, accountability, and persistence. Attendees leave with a clear framework, practical prompts, and a planning process they can use with students.

Bermicia Parks, Director of Student Success & Accountability, Student Services, Mott Community College; Dan Stewart, Success Coach, Student Services, Mott Community College

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

From AI Anxiety to AI Architecture: Designing Human-Centered Faculty Practice

As AI reshapes higher education, faculty fear is less about job loss and more about losing control. This interactive Learn–Discuss–Do Lab reframes AI integration through a human-centered lens grounded in Dynamic Capabilities Theory and current research on faculty perceptions. Participants will explore how roles evolve from technology adopter to ethical mediator to learning architect, and examine practical strategies for embedded, classroom-based AI coaching. Through guided discussion and structured planning activities, attendees will begin designing an AI-enhanced instructional model that prioritizes faculty confidence, emotional safety, and student engagement. Rather than focusing on tools alone, this session demonstrates how institutions can transform anxiety into agency and build sustainable AI-supported teaching ecosystems.

Lisa Devoe, Adjunct Faculty, Liberal Arts & Humanities, Department of Languages, Houston City College; Mercedes Wilson-Everett, Faculty, Liberal Arts & Humanities, Houston City College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

From Anxiety to Agency: Designing an Accessible VR Public Speaking Program That Transforms Learning

This collaborative learning forum invites participants to explore the full lifecycle—planning, building, implementing, and refining—of Collin College’s Virtual Reality Public Speaking Program, an initiative designed to inspire, connect, and engage learners through modern technology and active learning. The session will provide a transparent look at the program’s successes, challenges, and ongoing evolution, while empowering attendees to design or enhance their own VR based communication initiatives.

Whitney Pisani, Professor, Speech/Communication, Collin College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

From Aspiration to Advancement: Coaching, Mentoring, and Sponsorship in Community College Careers

Career advancement in community colleges rarely occurs through credentials or performance alone. This interactive session examines how coaching, mentoring, and sponsorship function as distinct but complementary career-development mechanisms for faculty and administrators. Participants will explore how intentional developmental relationships accelerate leadership readiness, increase visibility, and support advancement into roles such as program director, dean, or system-level leader. The session also addresses how graduate education, including leadership certificates, master’s programs, and Ph.D. pathways, can be strategically aligned with coaching and sponsorship to maximize return on investment. Using applied examples from community college contexts, attendees will leave with a practical framework for leveraging relationships and credentials to advance careers while strengthening institutional leadership capacity.

James Bartlett, Professor, Postsecodary CTE and Workforce Development, Old Sun Community College; Michelle Bartlett, Assistant Professor, Community College Leadership, Old Dominion University; Lancelot Gooden, Asssitant Professor, Community College Leadership, Old Dominion University; Carrol Warren, Assistant Professor, Organizatonal Leadership and Learning, UNC Chapel Hill

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

From Barriers to Breakthroughs: Implementing Holistic Support Systems at SPC

This Idea to Action Workshop provides a practical, hands‑on approach to strengthening student success by integrating accessibility, holistic advising, and educational support services. Participants will explore challenges faced by students with disabilities, examine ESS–SAS collaboration models, and create immediately implementable strategies to support equitable student outcomes at their own institutions. The focus is on actionable, replicable practices developed at St. Philip’s College (SPC).

Mary Bozeman, Certified Advisor – Student Accessibility Service, N/A, St. Philip’s College/Alamo College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

From Campus to Career: Academic and Career Exploration for Early College Students

This presentation highlights how Academic Fundamentals for College Success integrates academic skill-building with early career exploration to support early college students. The course strengthens writing, reading, grammar, and composition while helping students make clear connections between their academic work and future career interests. Through activities such as degree pathway exploration, investigation of professional training options, and the development of a culminating career portfolio, early college students gain the skills, confidence, and direction needed for successful transition to college programs or future career opportunities.

Erica Lei Balbag-Gerard, Professor, Academic Counselor, Counseling, Honolulu Community College; Kalehua Kamakawiwoole, Assistant Professor, English (ESL), Language Arts, Honolulu Community College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

From Capital to Capability: Building an Innovation Hub for Workforce-Aligned Learning

Community colleges are under increasing pressure to respond quickly to workforce needs while modernizing teaching and learning environments. Tallahassee State College’s Innovation Hub provides a scalable model for aligning capital funding, emerging technologies, and instructional design to support high-impact workforce education.Funded through Florida’s Workforce Capitalization Incentive Grant, the Innovation Hub integrates artificial intelligence, robotics, semiconductor manufacturing, AR/VR, digital fabrication, and cloud computing into academic, workforce, and dual enrollment programs. In this session, presenters will share how TSC moved from concept to implementation, highlighting space design, cross-division collaboration, faculty development, and industry partnerships. Participants will gain practical insights and strategies they can adapt to develop or enhance innovation spaces at their own institutions.

Anthony Jones, Dean, Library and Learning Commons, Tallahassee State College; Nicholas Vick, Dean, Applied Sciences and Technology, Tallahassee State College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

From Claim to Rebuttal: Active Strategies for Teaching Argumentative Essay Elements

Many students struggle to craft well-developed argumentative essays, particularly when anticipating opposing views, developing counterarguments, and constructing effective rebuttals. As a result, their essays often lack depth, broader reflection, and rhetorical sophistication. This interactive workshop combines a Debate Carousel with a Gallery Walk to deepen students’ engagement with the four essential components of argumentative writing: claim, supporting arguments, counterarguments, and rebuttals. Participants will practice constructing each element dynamically, approaching new components from shifting perspectives and adjusting to alternative viewpoints. Designed for writing courses and higher-level ESL classes, this approach promotes active learning while reinforcing academic writing standards. Attendees will leave with ready-to-use templates, activity frameworks, and assessment strategies to strengthen student reasoning, engagement, and revision.

Artur Ujazdowski, Full-time Faculty, English as a Second Language, Hudson County Community College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

From Classroom to Community: Building Inclusive Arts Programs that Strengthen Adult Learner Engagement and Campus-Community

This interactive workshop guides participants through a systems-based model for launching inclusive arts programs that function as holistic student supports for adult learners with disabilities. Drawing on mixed-methods research from a university-affiliated community music initiative, the session demonstrates how instructional design, onboarding processes, advising partnerships, accessibility planning, transportation coordination, and community collaborations strengthen engagement, belonging, and persistence. Attendees will complete a step-by-step campus mapping activity to identify partners, design a pilot program, and create a 90-day action plan aligned with Guided Pathways goals. Participants leave with templates for onboarding workflows, partnership agreements, volunteer integration plans, and assessment tools linking inclusive arts initiatives to student-success metrics.

Kirk Guthaus, Program Director, Music education, specialeducation, Lifelong Learning with Friends, at UT Austin

LEARN–DISCUSS–DO LAB Strategic Partnerships that Guide Student Transitions

From Classroom to Credential: Strategic Health System–Academic Partnerships That Accelerate Student Transitions

This interactive session highlights a strategic academic–health system partnership developed with HCA/Methodist to create 2 targeted workforce transition pathways: Path2RCIS for invasive cardiovascular technology and UStoECHO for cardiac sonography. Designed to address workforce shortages and onboarding gaps, these programs intentionally align curriculum, clinical expectations, and credential readiness to accelerate students from the classroom to competent clinical practice.Participants will explore how shared ownership between educators and health system leaders can improve student confidence, reduce preceptor burden, and shorten time-to-credential. Through guided discussion and hands-on activities, attendees will examine real partnership structures, identify common transition barriers, and build a customizable transition blueprint applicable to their own institutions. This session is ideal for academic leaders, clinical educators, workforce developers, and health system partners seeking scalable, outcomes-driven solutions

Patricia Nevarez, Clinical Coordinator, Cardiovascular Technology, St. Philip's College; Benjamin Ochoa, Program Director, Cardiovascular Technology, St. Philip's College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

From Conflict to Collaboration: Teaching Skills That Transform Campus Culture

Having conflicting opinions is essential to avoid groupthink and promote meaningful learning. This interactive Idea to Action workshop helps faculty reframe conflict not as a problem to avoid, but as a catalyst for growth, improvement, and student-centered cultural change. Participants will engage in step-by-step activities that model how to keep dialogue going, recognize personal bias, interrupt the villainization spiral, and shift from reactive listening to curiosity-driven understanding. The session challenges the long-standing norm of silence around difficult topics by demonstrating that silence is not peace, it simply allows for the loudest voices to decide. Attendees will leave with adaptable tools and classroom-ready strategies to transform disagreement into collaboration and foster a healthier campus culture.

Charles "Wayne" Bass, Full-time Faculty, Communication & Humanities, Coffeyville Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

From Confusion to Clarity: Using Scenario-Based Vocabulary to Engage Students from Day One

Students are often introduced to key course vocabulary through definitions delivered by lecture or slides, yet many struggle to apply or retain these terms. This Idea to Action Workshop immerses participants in a definition-building activity that replaces passive delivery with collaborative meaning-making. Using an intentionally unfamiliar word, participants will analyze short scenarios, identify patterns, and construct a shared definition—mirroring the experience students encounter in the classroom. The activity promotes curiosity, peer interaction, and sustained engagement while surfacing misconceptions early. Following the experience, participants will debrief the instructional design and explore how instructors can efficiently create scenario-based vocabulary activities, including the use of AI as a support tool for generating and refining examples. Attendees will leave with a practical, adaptable strategy they can implement immediately.

Amanda Wilson, Radiation Protection Technology Instructor, Technical Education, AIKEN TECHNICAL COLLEGE

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

From Data to Action: Using Learning Analytics to Support Student Success and Institutional Goals

Institutions are sitting on a wealth of LMS data—but too often it remains underused or siloed. This session explores how colleges are approaching learning analytics to better understand student engagement, identify emerging risks, and inform coordinated support efforts. Drawing on examples from peer institutions, we’ll highlight flexible use cases such as monitoring student progress, strengthening academic and support alignment, informing program-level decisions, and supporting reporting needs. Rather than focusing on a single model, this session emphasizes adaptable strategies institutions can tailor to their unique goals, capacities, and student populations.

Carol Lischau, Director of Sales, Educational Technology, IntelliBoard

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

From Design to Impact: A Credentialed Approach to Student-Centered Online Teaching

The Wake Technical Community College Instructional Design team created a professional development digital credential that supports faculty in designing equitable, student-centered online courses. Through a scaffolded pathway focused on humanizing teaching, transparent and aligned course design, and meaningful feedback, faculty apply inclusive strategies directly to their own courses. This session explores how credentialed, design-based faculty learning fosters student connection, motivation, and persistence while supporting Guided Pathways goals across programs.

Katie Surber, Manager, Instructional Design and Development, Instructional Design, Wake Technical Community College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

From Exploration to Action: Using Virtual Reality to Align Career Discovery with Academic Pathways

Career exploration is often abstract for students, particularly those who are undecided or unfamiliar with careers connected to their degree programs. This session highlights how our College’s Career Academy uses a Virtual Reality (VR) Career Exploration Lab to transform career discovery into an immersive, structured experience. Through VR, students explore real-world work environments and job tasks aligned to their academic programs. The experience is intentionally paired with guided reflection and advising, resulting in a personalized career development action plan that aligns with each student’s academic pathway. Participants will learn how immersive technology can move students from exploration to informed decision-making, strengthening career clarity, academic alignment, and long-term workforce readiness.

Pamela Johnston, Dean of Career and Academic Planning, Student Affairs, Tallahassee State College; Tricia Rizza, Associate Vice President for Academic Affairs, Academic Affairs, Tallahassee State College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

From idea to collegewide adoption- Seminole State’s Blueprint for Collegewide HIPs

Since 2023, Seminole State College has implemented a coordinated, collegewide approach to High‑Impact Practices (HIPs) to strengthen student engagement, equity, and success. This session shares how leaders empowered faculty, aligned divisions, and built structures that expanded undergraduate research, experiential learning, service‑learning, collaborative projects, global learning, and ePortfolio integration. Participants will explore how intentional vision and shared professional development transformed HIPs from isolated efforts into a unifying, student‑centered framework. Through practical examples and replicable strategies, this presentation invites attendees to reimagine what collective leadership can achieve in advancing meaningful learning experiences.

Loretta Ovueraye, VP Academic Affairs, Higher Ed. Administration, Seminole State College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

From Play to Pedagogy: Designing Gamified Learning Experiences

We as instructors are constantly looking for better ways to engage our students, boost content retention, and support student success. This workshop aims to equip faculty with practical, research-informed strategies for integrating gamification into their courses while ensuring accessibility and inclusive design. Participants will explore how carefully designed game elements—such as narrative framing, low-stakes challenges, progress tracking, and collaboration—can enhance student motivation, engagement, and persistence. Emphasizing pedagogical alignment, the workshop focuses on intentional design grounded in learning outcomes. Faculty will examine case studies, identify appropriate game mechanics, and avoid common pitfalls such as misalignment or overcomplexity. Through hands-on prototyping and peer feedback, participants will leave with adaptable strategies, templates, and resources to implement meaningful, inclusive gamification in their own courses.

Nelli Sanders, Instructor, Engineering & Technology, Southern University at Shreveport Louisiana; Shirley Vides, Department Chair and Associate Professor, Chemistry, Southern University at Shreveport Louisiana

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

From Research To Results: A Free Professional Learning Toolkit For Using Technology In Teaching

This session introduces the Using Technology to Support Postsecondary Student Learning Professional Learning Toolkit, a set of free resources designed to help educators translate evidence-based recommendations for integrating technology into day-to-day instructional practice. The session begins with a tour of the toolkit. Participants then engage in a toolkit experience by reading “obstacles and advice” connected to technology-related recommendations and collaboratively generate guidance for common implementation challenges. Groups will co-create an “Advice Bank” that pairs pitfalls with evidence-aligned instructional moves and context-aware adaptations. Participants leave with a shareable collection of implementation advice and a facilitation routine they can use in faculty development or department conversations. This session is designed for postsecondary instructors, instructional designers, faculty developers, and leaders who support teaching and learning.

Patrick Moyle, Director, Digital Fluency Project, Digital Literacy and Technology Integration, WestEd

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

From Review Sheet to Crime Scene: Escape Room Gamification for Accounting Exam Prep

Traditional exam review fails students when it relies on passive recognition rather than active retrieval. This session presents a narrative-driven gamification framework built around The Case of the Ghost Controller, a fraud-investigation escape room that guides students through the complete accounting cycle from journalizing through closing entries. Unlike standard practice assignments, the game uses a forensic narrative structure and a vault-code checkpoint system that surfaces student errors at the moment they occur rather than after grading. Currently piloted across in-person and asynchronous online sections, the forensic narrative draws students into exam review they would otherwise skim. Attendees will explore initial pilot data, examine the design rationale behind the dual-modality approach, and leave with a replicable framework for building narrative-driven review experiences in their own courses.

Jennifer Coon, Professor of Accounting, Business/Accounting, Tyler Junior College

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

From Schedules to Support: Coaching-Centered Advising in a Guided Pathways Era

As Guided Pathways, meta majors, and automated planning tools reduce the need for manual schedule building, the academic advisor role is shifting from transactional advising to relational student support. Working with first-generation and low-income students in a TRIO program, I have seen how overwhelm, self-doubt, and life stress often block persistence more than academic confusion. This session explores how a trauma-aware, coaching-centered advising approach helps students clarify goals, build confidence, and stay engaged. Participants will reflect on how their current advising model is changing, experience a simple coaching activity, and begin identifying practical ways to shift their own practice toward more human, relationship-driven student support.

Whitney Hamilton, TRiO SSS Academic Coordinator, N/A, State Fair Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

From Student Voice to Classroom Action: Helping Multilingual Students Understand, Participate, and Learn More.

This interactive session empowers instructors to turn student voices into actionable classroom strategies that deepen learning and engagement for multilingual students. Participants will explore real student reflections, such as “I understand more,” “I participate more,” and “I feel excited,” to uncover how pedagogical translanguaging can enhance comprehension, participation, and confidence. Attendees will experience a practical, step-by-step translanguaging activity, analyze its impact, and leave with a ready-to-adapt framework that can be implemented immediately in any discipline to support inclusive, effective learning.

Julie Caspersen Schultz, Professor, English as a Second Lanaguage, Sierra College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

From Success to Agency: Co-Designing a World Ready Student Experience Enhancing Purpose, Values, and Possibilities

We have collaborated as faculty and staff for three semesters to infuse world readiness, experiential learning, and community connection into in-person Learning Frameworks courses at Austin Community College. In this interactive session, participants will have the opportunity to learn from how this process developed, what we have learned, and what has resonated most with students. This workshop will begin with an explanation of our why and how, then give participants the opportunity to engage with peers to share how one of these concepts might be beneficial to their own instruction. A QR code will be provided with a Google Doc that contains resources, references, and planning documents.

Christopher Rzigalinski, Service-Learning and Community Engagement Specialist, Office of Experiential Learning, Austin Community College; Amber Sarker, Professor, Student Development, Austin Community College

COLLABORATIVE LEARNING FORUM Strategic Partnerships that Guide Student Transitions

From Transfer to Promise: Designing Guaranteed Bachelor’s Access for Rural Community College Students

Community college students who complete an associate degree are often labeled “transfer ready,” yet many rural students still face significant barriers to bachelor’s completion. This session shares how Coastal Bend College and South Texas College designed the Cougar-to-Jaguar Promise, a guaranteed bachelor’s access pathway that reframes transfer as a shared institutional responsibility rather than a student burden. Presenters will discuss the leadership decisions, governance structures, and advising and financial alignment that made the promise credible and predictable for students. Rather than focusing solely on outcomes, this session highlights the planning process, cross-functional collaboration, and lessons learned while building a scalable rural transfer model. Participants will leave with practical strategies for strengthening transfer pathways and improving bachelor’s access for community college students.

Dr. Zachary Suarez, President, N/A, Coastal Bend College

COLLABORATIVE LEARNING FORUM Transformative Leadership for Student-Centered Change

From Triggered to Tranquil: Keep Your Cool in Any Conflict

In this lively, laughter-friendly session, we’ll break down what actually happens during an amygdala hijack—those moments when emotions take the wheel and logic disappears. Using quick, memorable clips from movies and TV shows, we’ll watch characters totally lose their cool (so you don’t have to).Then we’ll pivot from chaos to calm with the Triggered to Tranquil toolkit: simple, science-backed strategies you can use in real time to de-escalate conflict, regulate your nervous system, and respond with clarity instead of regret.You’ll leave with practical tools, a personalized “keep-your-cool” plan, and a few pop-culture moments you’ll never see the same way again."

Tina Bausinger, Faculty Fellow Palo Alto College, Higher Education, Alamo Colleges District; Rebecca Perez, Faculty Fellow St. Philips College, Higher Education, Alamo Colleges District

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

From Uncertainty to Innovation: Empowering Faculty in the Age of AI

As artificial intelligence reshapes community college instruction, Wake Technical Community College’s instructional design team developed an AI Pathway to help faculty integrate AI in ways that support student learning, persistence, and program relevance. This professional development series guided faculty from foundational AI concepts to classroom implementation through interactive workshops, self-paced modules, and collaborative course design sessions.In this session, participants will engage with sample activities and design frameworks from the AI Pathway, examine faculty-created examples of AI-informed assignments and engagement strategies, and discuss how AI can be used responsibly to strengthen learning outcomes across programs. The session highlights how instructional designers partnered with faculty across disciplines to promote student AI literacy, ethical use, and workforce-relevant skills.Attendees will leave with adaptable strategies for using emerging technologies to

Katie Surber, Manager, Instructional Design and Development, Instructional Design, Wake Technical Community College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Global Learning for All: Scaling High-Impact Practices to Drive Student Retention and Success

International education is often viewed as a luxury, but data proves it is a high-impact practice that drives retention and completion. In this interactive forum, leaders from the Fulbright Association’s Community College Chapter dismantle the myth that global learning requires a passport. Using the "Fulbright in the Curriculum" (FICC) framework, we present evidence-based strategies such as Virtual International Exchange and "Internationalization at Home" to make global engagement accessible to all students. Moving beyond theory, participants will audit their own syllabi to identify low-cost and high-reward opportunities to integrate cross-cultural competencies. Join us to discover how globalizing the curriculum serves as a powerful mechanism to keep students on the path and ensure equitable, high-impact learning outcomes across all disciplines.

Charley Bevill, Instructor, English/Stanford EPIC Fellow, Alvin Community College; Vincent Briley, Interim Associate Dean of Student Affairs, Rockville Campus, Stanford EPIC Fellow, Montgomery College; Sandra Jowers-Barber,, Division Director, Humanities and Criminology, University of the District of Columbia

IDEA TO ACTION WORKSHOP Strategic Partnerships that Guide Student Transitions

Grant Writing Strategies for National Science Foundation ATE Proposals

The National Science Foundation Advanced Technological Education program has grant funding opportunities available to support 2-year institution CTE and STEM technician program development, faculty professional development, career pathways, curriculum development, outreach activities, equipment purchases and more. Attendees will learn some grant writing strategies focused on the NSF-ATE solicitation, how NSF-ATE grant funding opportunities can help with technician program development and improvement and what activities qualify for NSF-ATE grant funding. Attendees will learn about multiple categories of NSF-ATE grant funding in support of STEM technician education. The current NSF-ATE solicitation and proposal development mentoring opportunities will be presented. Attendees will learn about NSF-ATE resources, the ATE grant proposal solicitation, and mentoring opportunities and the potential to improve their CTE programs.

Mel Cossette, Co-Principal Investigator, Advanced Technologies, Edmonds College; Greg Kepner, Principal Investigator, Advanced Technologies, Hillsborough Community College

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

Guardrails, not Gotchas: AI ethics and policy that supports real learning

This session provides a practical, campus-ready framework for responsible AI use across higher education. Participants will learn a red-yellow-green decision model to quickly classify AI use cases in teaching, advising, student services, administration, and communications. We will connect common AI risks to real institutional obligations, including privacy, records, transparency, accessibility, academic integrity, equity, and fair process. Through facilitated worked examples, attendees will identify appropriate guardrails for “yellow” uses, define clear prohibitions for “red” uses, and outline low-risk “green” pilots. Participants leave with editable templates, including a stoplight scaffold and a simple pilot and evaluation plan to support consistent implementation across units.

Christian Moriarty, Professor, Ethics & Law, St. Petersburg College

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

Holistic Approach to Academic Advising Encouraging Active Student Engagement

A Holistic Approach to Academic Advising: Encouraging Active Student Engagement emphasizes the importance of supporting the whole student throughout their academic journey. This method goes beyond course selection, considering each student’s personal, social, and career development. Advisors build meaningful relationships, understanding students’ diverse backgrounds, strengths, and goals. By fostering open communication and collaboration, advisors empower students to take ownership of their educational experiences. Active engagement is encouraged through goal-setting, self-reflection, and connecting students to campus resources. This approach helps students develop critical decision-making and problem-solving skills, enhancing both academic performance and personal growth. Ultimately, a holistic advising model creates a supportive environment where students feel valued, motivated, and equipped to succeed academically and beyond.

Yuvette Allen, Division Academic Academic Advisor, Arts, Humanities, Social Behavioral Sciences and Education, Southern University at Shreveport

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Imagine to Scale: Designing, Incentivizing, and Scaling OER at a Community College

This session explores how a community college strategically transitioned Open Educational Resources (OER) from isolated early adoption to a scalable, institution-wide ecosystem. Presenters will outline a multi-stage approach that began with early OER champions and expanded through targeted professional development for academic leaders, structured playbooks, and faculty-wide support provided through an existing Center for Teaching Excellence and Learning. The session highlights the intentional use of incentives, including a first-of-its-kind OER Faculty Fellows Fellowship, along with grant funding and partnerships that accelerated adoption and sustainability. Participants will learn how these efforts positioned the institution as a regional OER leader, culminating in the hosting of OER Summits to support peer institutions. Attendees will leave with a practical framework and transferable strategies to design, incentivize, and scale OER

Prakash Mansinghani, Chairperson/Professor of Government, Government, Laredo College; Michelle Perez, Director of Center of Teaching Excellence & Learning / Faculty, Government, Laredo College; Elizabeth Rodriguez, Dean of Academic Innovation & Technolog, Academic Support, Laredo College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Implementing AI-Supported Among First-Year Experience Learners

As colleges experiment with AI tools, few institutions have documented how features such as AI agents can function as efficiency tools within advising, workforce, or academic support environments. This session presents a case study of an AI-supported mentorship agent implemented within a First-Year Experience program to support early-career development, clarity, and engagement.Participants will examine how the agent was integrated into existing workflows, how first-year learners interacted with the tool, and how staff positioned the agent as a resource that strengthens relational mentorship rather than replaces it.

Melvin Smith, Adjunt Faculty, STEM-B, Seattle Central College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Implementing CoGrader to Modernize Grading and Feedback

CoGrader is an AI-powered platform that transforms essay grading and feedback. Traditional grading is often slow and inconsistent, making timely, high-quality responses difficult. CoGrader automates grading while keeping educators in control. It integrates with learning management systems like Canvas for easy assignment uploads. Using advanced AI, CoGrader provides preliminary grades and detailed feedback organized into strengths (glows) and areas for improvement (grows). Educators review and approve suggestions to ensure accuracy and alignment with learning goals. This workshop will showcase CoGrader’s features, integration steps, and its ability to address modern educational challenges. Participants will leave equipped with the tools to implement CoGrader on their campuses.

Charles DeSassure, Dean of Tehnology, Computer Science/Information Technology/Cybersecurity/AI, Lamar Institute of Technology

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Imposter Syndrome to “I Belong Here”: Teaching Practices That Foster Belonging, Confidence, and Connection

When have you observed a capable student doubt their ability to succeed? Many college students experience imposter syndrome, low self-efficacy, and uncertainty about belonging. These factors directly impact engagement, persistence, and success. This Collaborative Learning Forum invites participants to examine how classroom structures, instructional routines, and learning environments can either reinforce self-doubt or foster confidence and belonging. Presenters and participants will explore common manifestations of imposter syndrome and analyze instructional moves that promote engagement and self-efficacy. Through structured discussion and collaborative problem-solving, attendees will co-develop at least one transferable strategy to implement in their own teaching or program context. The session emphasizes designing environments that help students see themselves as capable, valued members of an academic community.

Tara Diehl, Associate Professor, Education, Commonwealth University of Pennsylvania; Amanda Stutzman, Assistant Professor, Education, Commonwealth University of Pennsylvania

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

Increasing Student Engagement through Book Clubs and Colloquia Speakers: Lessons Learned

Engaging with topics beyond the classroom is essential for student growth, helping students become active contributors with intellectual curiosity and purpose while exposing them to career paths they may not have previously considered. In this session, we will present the hard-won lessons from years of running departmental extracurricular book clubs and colloquia, with practices that grew participation, as well as those not as successful. This learning forum will provide participants the opportunity to share their experiences and collaborate to implement high-impact practices that can be adapted to build learning communities within your department.

Marisol De Jesus Berrios, Professor, Biology, Seminole State College of Florida; David Taylor, Professor, Biology, Seminole State College of Florida

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Infusing Global Studies into STEM Biology

Participants will learn of different ways in which a community college educator's travels to Mongolia and Sweden inspired a series of classroom projects, community projects, and a STEM to STEAM project. The goal is to inspire educators to travel (even virtually), get inspired, and bring back global learnings into the classroom and beyond.

Khursheed Ichhaporia, Professor, Biology, STEM, Oakton College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Integrating Artificial Intelligence into Career and Technical Education

Colleges face growing pressure to deliver personalized instruction while serving larger and more diverse student populations. High student–faculty ratios often limit real-time, individualized support—especially in hands-on classroom and lab environments. This session explores documented classroom results from integrating artificial intelligence (AI) into Career and Technical Education (CTE) instruction. Faculty used AI to extend instructional capacity, providing students with individualized guidance during complex lab activities. Outcomes included increased student engagement, improved problem-solving skills, and greater instructional efficiency. Participants will examine how these results can translate across disciplines and leave with practical strategies for scaling AI to support faculty, enhance student outcomes, and align instructional practices with workforce and institutional goals.

James Morales, Professor, HVAC, Yavapai College; Richard Pierce, Information Technology Systems Relationship Manager- Ph.D. - Education Texas A & M University - Comme 2003 M.Ed - Educational Technology, n/a, Yavapai College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Keeping Students in the Driver’s Seat: AI Strategies That Support Authentic Learning

In this session, participants will explore strategies that help learners use AI to learn, think, and reason rather than treat it as an answer-getter or shortcut. The session will provide concrete routines and prompts that teachers and students can implement immediately to shift learning from passive dependence to active engagement. AI will be used as a cognitive partner that supports authentic teaching and learning.The session grounds these strategies in Constructivist and Cognitive Learning Theories. Participants will examine how unchecked AI use contributes to cognitive offloading and learned helplessness, and how intentional instructional design restores student agency. Modeled examples will demonstrate how AI can support activating prior knowledge, identifying gaps, engaging in guided inquiry, synthesizing ideas independently, and critically evaluating AI output.

Talia Cotton, Adjunct, GED, Tallahassee State College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Lead with Clarity and Grace: Communication, Conflict, and Teamwork as Leadership Practices

Communication breakdowns, unresolved conflict, and strained teamwork are among the most common—and costly—challenges in educational leadership. Yet leaders are rarely taught how to navigate these moments with clarity, confidence, and emotional intelligence. This interactive workshop reframes communication, conflict resolution, and teamwork as learnable leadership practices rather than personality traits or “soft skills.” Participants will examine why well-intentioned leaders avoid difficult conversations, how emotional labor and institutional norms complicate leadership communication, and what it means to lead without defensiveness or avoidance. Through guided activities and practical frameworks, participants will learn how to approach difficult conversations with clarity and grace, resolve conflict without escalation, and build trust-centered teams that sustain engagement and performance.

Stephanie Duguid, CEO, Do Good Leadership

LEARN–DISCUSS–DO LAB Transformative Leadership for Student-Centered Change

Leading From the Middle With Trust: Micro-Practices for Navigating Institutional Change

Mid-level academic leaders—department chairs, program directors, and associate deans—often bear the greatest burden of institutional change while having limited authority over final decisions. This interactive Learn–Discuss–Do Lab reframes faculty resistance as a signal of misalignment rather than defiance and positions trust as the critical mechanism that determines whether change takes hold or stalls. Participants will examine why trust erodes during periods of transformation, identify common resistance patterns experienced from the middle, and explore three practical trust micro-practices: sense-making, relational signaling, and translation. Through guided discussion and hands-on application, participants will develop a personalized 30-day Trust-in-Action Plan grounded in a real change initiative. Attendees will leave with a concrete, role-appropriate strategy they can implement immediately; without additional authority, resources, or formal positional power.

Michelle Bartlett, Assistant Professor, Community College Leadership, Old Dominion University

LEARN–DISCUSS–DO LAB Bringing Dual Enrollment into Focus

Leading Innovation Through Collaboration: Applying the FourSight Model to Student-Centered Growth

Sustainable student-centered innovation requires more than good ideas, it requires intentional collaboration across diverse thinking styles. The FourSight Creative Collaboration Model is a predictive, research-based framework designed to help innovative teams understand how individuals approach problem solving and how leaders can leverage cognitive diversity to drive measurable results.In this interactive session, leaders will explore the four creative thinking preferences, Clarify, Ideate, Develop, and Implement, and examine how these preferences influence collaboration, communication, and teamwork. Participants will engage in a structured team activity exploring their creative thinking preferences and how it relates to their ability to successfully collaborate with those who have dissimilar thinking preferences.Attendees will leave with practical strategies to enhance collaboration, reduce friction, and increase innovation within their departments.

Dr. Gregory Buschman, Professor, Marketing and Innovation Leadership, St. Petersburg College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Leading Study Abroad Programs in Spain: Access, Accountability, and Student Success

Since 2018, I have directed study abroad programs in Spain, primarily in Cuenca and Madrid, designing experiences that balance academic rigor, cultural immersion, and cost accessibility. This session explores practical strategies for reducing financial barriers, strengthening student responsibility, and implementing meaningful assessment practices in international programs. Participants will gain insight into program design, budgeting considerations, risk management, student preparation, and learning evaluation. Drawing from real administrative and instructional experience, the session highlights how intentional leadership can promote equity, accountability, and measurable student growth. Attendees will leave with adaptable models for developing or strengthening study abroad initiatives that are sustainable, affordable, and academically impactful.

Luis Anchondo, Assistant Professor; Director of Foreign Languages and FYEX Program, Languages and FYEX, Southeast New Mexico College

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Leading through Reflection: A scalable retention framework for a student centered transformation

Colleges seeking to enhance Guided Pathways implementation must move beyond reactive intervention and toward passionate, relationship-centered retention systems. This session presents a scalable leadership framework developed within a Dual Enrollment program that integrates structured Microsoft 365 reflection cycles, outreach, and collaborative family engagement to improve perseverance and inclusion.Through biweekly guided reflection prompts and intentional follow-up, leaders analyze student goals, identify obstacles early, and build cross-department calibration around retention. Participants will explore how simple, sustainable systems can transform communication into a culture of accountability, equity, and shared ownership. Practical templates and implementation strategies will be provided to support leaders shifting from hypothesis to movement within their own institutions.

Christina Campos, Dual Enrollment Specialist, Higher Education, Christina Campos

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

LGBTQ+ Students' Voices of Belonging through Validation and Visibility

Using Strayhorn’s model of college students’ sense of belonging as a conceptual framework, a recent anti-deficit qualitative study was conducted in Texas to explore community college faculty, staff, and LGBTQ+ students’ perceptions of the campus influences that contribute positively to LGBTQ+ students’ sense of belonging. Of specific interest in this study was how LGBTQ+ students perceived their sense of belonging affected overall well-being and success as a student. This session will (1) provide an overview of the study findings, (2) present recommendations for supporting LGBTQ+ students’ belonging through identity validation and visibility, and (3) open a discussion for higher education practitioners to reflect together on the implications of this research as related to their own work.

Christine Hall, Manager, Employee Learning & Empowerment, Staff Development, Austin Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Lowering the Threat Without Lowering the Bar

Community college students bring a wide range of experiences, responsibilities, and stressors into our classrooms. As a psychology professor, I see daily how anxiety, self-doubt, and competing life demands can affect students’ willingness to engage, ask questions, and take academic risks. This session focuses on small, intentional teaching practices that help reduce classroom threat, increase connection, and support meaningful learning—without lowering academic standards.Using examples from introductory psychology and lifespan development courses, I will share practical, trauma-informed strategies that have helped students feel more comfortable participating and staying engaged. These include course language that reduces fear and encourages help-seeking, low-stakes activities that promote curiosity rather than performance anxiety, and clear, predictable course structures that support students who may be balancing school with work and family responsibilities.

Dr. Camille Drake-Brassfield, Psychology Professor, Psychology, Florida SouthWestern State College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Managing Conflict in Asynchronous Learning Environments: Building Connection and Resolution Online

Conflict in asynchronous courses often arises from miscommunication, differing expectations, or lack of immediacy. Without face-to-face cues, misunderstandings can escalate quickly and affect learning climate, motivation, and participation. In this interactive session, participants will explore strategies to anticipate, recognize, and manage conflict in online settings. Together, we’ll discuss real examples of student–student and student–faculty tensions, examine digital communication frameworks that promote clarity and empathy, and co-create techniques for constructive resolution. Attendees will share their own experiences and leave with tools to foster inclusive dialogue, prevent escalation, and strengthen community in asynchronous learning spaces.

Michelle Bartlett, Assistant Professor, Community College Leadership, Darden College of Education & Professional Studies

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Minimize Preparation and Maximize Engagement Using Canva, Next Gen Personal Finance, and Federal Reserve Education

How can asynchronous instruction genuinely engage, inspire, and connect students in mathematics, or any subject? This session demonstrates how carefully designed lessons using Canva, Next Gen Personal Finance, and Federal Reserve Education materials can foster meaningful interaction, conceptual clarity, and authentic student ownership of learning. Participants will examine practical examples that transform static content into dynamic learning experiences through embedded questions, real-world applications, and structured reflection. Attendees will leave with concrete design principles, adaptable templates, and ready-to-implement lesson ideas to create engaging, interactive learning experiences that thrive in any learning environment, while maintaining rigor and relevance.

Emily Thomasson, Assistant Professor of Mathematics, Mathematics, Arkansas Northeastern College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Moving from AI Policing to Intentional Pedagogy in the Writing Classroom

Faculty hesitancy to allow AI in the writing classroom often stems from a desire to protect academic integrity. However, as industry partners increasingly demand AI-literate graduates, shifting from "policing" to intentional integration is essential for student readiness. This session explores how to pivot from restriction to innovative partnership in Composition and Technical Writing courses. Drawing on practical experiences from OSUIT, we will discuss strategies for scaffolding assignments that treat AI as a professional tool rather than a shortcut. Participants will learn to implement "human-in-the-loop" validation techniques that preserve critical thinking while leveling the playing field for diverse learners. Join us to discover how embracing AI enhances student engagement and prepares the future workforce for an augmented professional landscape without compromising foundational writing values.

Tara L. Cole, Faculty, Communications, Oklahoma State University Institute of Technology

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Navigating Conflict: Building Civil Discourse and Resilience in Students and New Professionals.

Conflict is an inevitable part of human interaction because individuals hold different expectations and desires. In an era where students increasingly experience digital isolation and reduced opportunities for civil discourse, the way conflict is addressed significantly shapes learning and professional relationships. This workshop introduces the Thomas-Kilmann Conflict Mode Instrument (TKI) and explores the five primary conflict-management modes. Participants will complete a personal assessment to examine natural responses and how these styles affect student engagement, teamwork, and group dynamics. Emphasis is placed on selecting appropriate approaches for classroom and workplace situations. Through guided reflection and role-playing, participants will practice ethical, respectful, and productive strategies that foster resilient students, sustainable learning environments, and collaborative professional cultures across diverse educational settings over time with growth and understanding.

Zaxkery Tucker, Dean of Students, Student Affairs, Arkansas State University-Beebe

IDEA TO ACTION WORKSHOP Transformative Leadership for Student-Centered Change

Panther Pathways: Strengthening Outcomes Through Structure and Support

Many students arrive at community college excited to begin but uncertain about how to navigate their academic journey. This session introduces Panther Pathways, a structured curriculum model that guides students through the general education credential while providing essential wraparound support such as tutoring, career services, and dedicated advising. Participants will explore how clear, supportive pathways can improve momentum and completion. The session includes an interactive activity in which attendees map one of their own general education, certificate, or degree programs and embed strategic support services. Each participant will leave with a draft pathway to bring back to their campus for further discussion and refinement.

Sara Helmus, Dean of Arts & Sciences, n/a, Morton College; Jamar Orr, Associate Vice President of Student Services, n/a, Morton College; Sheldon Walcher, Provost and VP of Student and Academic Affairs, n/a, Morton College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Pivoting Teaching Practices for College Readiness & Engagement

Student lack of preparedness and engagement is nothing new in the community college classroom. However, there has been a noticeable increase in the last few years; larger numbers of students are struggling to acclimate to the college environment and face unique academic challenges. This collaborative session explores underlying factors, pedagogical shifts, and invites participants to share experiences and challenges. Through small-group dialogue and collaborative problem-solving, participants will develop approaches for increasing college-readiness and engagement.

Regina Johnson, Associate Professor of English, English, Harford Community College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Positive Vibes, Positive Classrooms: Infusing Positive Psychology and Well-Being into Online Curriculum and Institutions

Over the past several decades student mental health issues in the United States have risen exponentially at colleges and universities with outcomes linked to lower GPAs and early withdrawal. In order to address these growing concerns, many evidenced-based positive psychology studies were launched during the SARS-CoV-2 (COVID-19) pandemic at colleges and universities worldwide. From this research, a number of innovative evidence-based positive psychology programs building upon student strengths and supporting student well-being have been implemented. This session will provide attendees with actionable evidence-based positive psychology strategies to improve student engagement and well-being that may be integrated into existing curriculum or as part of institutional initiatives. This session is appropriate for faculty, counselors, student support services staff, and administrators.

Jennifer Graydon, Assistant Professor, Social Work, Angelo State University

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Practice Makes Perfect – Practical Approaches to Common Challenges in the Continuous Improvement Process

Faculty, staff, and administrators all aspire to improve the student experience and provide students with quality education. However, the continuous improvement process varies among institutions. How do institutions provide support for the continuous improvement process? What does it look like? In this session, we will discuss the “journey” Central Carolina Technical College is currently taking to help provide some of that support, and supply participants with some ideas to take home to their own institutions.

Erin Bloom, Academic Training Coordinator, Academic Affairs - Learning Resources and Curriculum, Central Carolina Technical College; Brooke James, Project Director of PBI ACE Competitive Grant, Academic Affairs - Learning Resources and Curriculum, Central Carolina Technical College

LEARN–DISCUSS–DO LAB Transformative Leadership for Student-Centered Change

Putting Students at the Center: Small Leadership Shifts That Create Big Change

Faculty are more likely to innovate and advance when they engage with modern teaching methods, receive transparent feedback, and experience effective leadership. Support from leadership can foster a culture of openness and collaboration, encouraging educators to try new teaching methods and share best practices. Additionally, clear and constructive feedback helps faculty identify areas for growth and recognize their achievements, boosting motivation and engagement. When these elements are present, faculty members become more invested in student-centered approaches, ultimately leading to improved outcomes for both students and the institution.

Leah Deasy, Ed.D., Dean of Social Science, Business, and Education, N/A, Roane State Community College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Puzzle Collaboration: Creating “Escape Room” Style Activities to Promote Collaboration in the Classroom

In an effort to promote collaboration in the classroom and creating a positive community of learners, this mathematics activity will allow students to demonstrate their skills on content covered in the classroom. This activity also can bring the competitive side of students as they perform different mathematics problems in the classroom and complete various logic puzzles along the way in order to unlock a code at the end. This activity can be used as Day 2 of current content, review for a major assessment, or show instructors where students' level of understanding exists for prerequisite concepts.

Daniel Wilson, Adjunct Instructor, Mathematics, College of DuPage

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Research Paper Reboot: A Completion and Retention Strategy for English Composition

English Composition is a gateway course for college and universities of all types. According to MHEC, no student can earn a degree without earning a C or better in this class. A writing-intensive course by design, students often do well until the research paper is due. When students fall short on this capstone project, they may have to retake English Composition. Offering an alternative to repeating the course, The Research Paper Reboot provides students with a second chance at producing a passing grade on the research paper, which then leads to a passing grade in English Composition. Participants in this session will learn about a retention and completion initiative that keeps students on track for earning their degrees.

Lisa Tittle, Professor, English/Humanities, Harford Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Roll for Research: Adapting Elements of Role-Playing Games to Increase Student Engagement in Research Assignments

Students often hear the word “research” and immediately lose interest in the assignment or feel overwhelmed by the work involved. Many instructors struggle to make the teaching of research skills engaging, even though processes of inquiry are integral parts of everyday life. This session will demonstrate how elements of role-playing games (RPGs) like Dungeons and Dragons can be adapted into activities that allow students to develop an identity and ethos as novice researchers, increasing their engagement and enjoyment in research tasks. Attendees will be invited to create a research character through a collaborative activity that can be adapted and applied in their own classrooms.

Kell Wisdom, Instructor, English and Humanities, Mitchell Community College

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

Scaling Student Success: A Holistic Model for Mentoring, Engagement, and Early Support

This interactive workshop introduces a scalable framework for holistic student support built around mentoring, intentional engagement, and proactive early intervention. The model demonstrates how relationship-centered coaching and early alerts can increase persistence, retention, and completion—especially for students navigating academic and social transitions in open-access colleges. Participants will explore practical ways to align faculty, staff, and student services to deliver coordinated, timely support. Through guided discussion and peer collaboration, attendees will examine strategies that strengthen belonging, improve engagement, and create clear pathways to success across certificate, career and technical, and transfer programs. Attendees will leave with adaptable tools and planning strategies they can implement immediately to build stronger, more connected student support systems on their own campuses.

Richard McDonald, Senior Director of Support Services, N/A, Fayetteville Technical Community College

COLLABORATIVE LEARNING FORUM

SENSE

TBD

Linda Garcia, Executive Director, CCCSE

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

Slow the Scroll: Why Less AI May Better Prepare Students for the Future

This session takes an intentionally unpopular position at an AI-focused conference: that indiscriminate use of generative AI may undermine learning, persistence, and long-term workforce readiness. Rather than rejecting AI outright, the session reframes “future-focused” practice as the intentional preservation of attention, effort, and cognitive struggle. Using economic concepts such as incentives, opportunity cost, and diminishing returns, participants examine how AI can unintentionally deskill students and weaken learning pathways. The session aligns with Guided Pathways goals by arguing that students stay on path not through automation alone, but through structured friction, delayed gratification, and sustained engagement. Participants will leave with practical strategies for using AI outside the classroom to design assignments that strengthen learning outcomes rather than replace them.

VARUN GUPTA, Instructor, Economics, Wharton County Jr. College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Small Signals, Big Impact: Intervening Before Students Fail

Students rarely fail without warning—early signals often appear in participation, skill performance, and formative assessments. This interactive workshop shows how faculty can recognize and respond to those signals before students disengage. Participants explore practical strategies drawn from a workforce education program where early identification, targeted feedback, and structured check-ins improved student persistence and confidence. Rather than relying on formal early-alert software, this session highlights simple, faculty-driven approaches that fit within normal teaching routines. Attendees will design a realistic intervention plan they can use immediately. The focus is on proactive, supportive practices that normalize help-seeking and keep students progressing toward completion.

Andrew Hamilton, EMT Program Director, EMS Clinical Coordinator, Paramedic Faculty, EMS, Hawkeye Community College

LEARN–DISCUSS–DO LAB Holistic Student Supports in Action

Smart Meal Prep Containers: Supporting Student Wellness and Success

Many community college students struggle with time management, healthy eating, and stress while balancing school, work, and family responsibilities. This session introduces the Smart Meal Prep Container, an innovative idea designed to help students plan meals, save time, and make healthier food choices. Participants will learn how simple features such as portion guidance and freshness reminders can support daily routines and improve focus and engagement. The session will also explore how student-centered wellness ideas can be connected to classroom projects, entrepreneurship programs, or student support services. Attendees will leave with practical ideas they can adapt to support student success on their own campuses.

Tharushi Rathnayake, Student, n/a, Hudson County Community College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

Solve for ZCT: Discussing Problems and Proposing Solutions for the Zero-Cost Textbook

The verdict is in! Using Zero-Cost Textbooks in the classroom is a great success. That’s it; we’re done! We can dust our hands off…right?As we know, there are substantial benefits to using ZCT in our community college spaces. Students benefit from shrinking college costs and have immediate access to higher quality materials. Instructors save time while their courses and methods get an innovative facelift. However, as is common when moving from idea to launch, there are many burgeoning problems. Issues are popping up in areas of materials development, “textbook” implementation, student/faculty engagement, and stakeholder satisfaction. In this session, participants will identify major arising problems, explore possible solutions to selected problems, and leave with actionable strategies to spark change in their own institutions.

Keeley Thornton, ESL Instructor, ESL, Hudson County Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Sparking Connections: Igniting Community from the Start

This interactive session equips community college faculty with practical, first-week strategies to build belonging, trust, and peer connection from day one. Participants will experience adaptable activities such as low-stakes improvisation, collaborative norm-setting, and relationship-centered team-building that help students feel seen, supported, and ready to engage. Rather than adding “one more thing” to already full syllabi, these strategies integrate seamlessly into existing course structures and promote early engagement, persistence, and classroom community. Attendees will leave with ready-to-use activities, facilitation tips, and a customizable first-week framework they can implement immediately to strengthen student connection and engagement across disciplines.

Brian Bohr, Instructor, Communication Studies, Elgin Community College; Kathleen DeMars, Assistant Professor, Adult Basic Education, Elgin Community College

COLLABORATIVE LEARNING FORUM Holistic Student Supports in Action

STEM Post Summer Program: Overcoming Gateway Courses Together

Getting over the hurdle of gateway courses can be extremely challenging. Having successfully developed a STEM Post Summer Program with this in mind, Onondaga Community College students now have an avenue to help them achieve success in these courses. The innovative tripartite tutorial component of this program is critical for students in gateway courses because it gives students the opportunity to engage in high levels of hands-on practice, which is crucial for success.

Ted Mathews, Student Success Specialist, n/a, Onondaga Community College; Shayne Turo, Coordinator of Inclusion and Belonging, n/a, Onondaga Community College

COLLABORATIVE LEARNING FORUM Strategic Partnerships that Guide Student Transitions

Strategic Industry Partnerships Driving AI Workforce Pathways

As artificial intelligence transforms regional workforce needs, Forsyth Technical Community College launched a new IT–Artificial Intelligence degree built through an intentional Business & Industry Leadership Team (BILT) partnership model. This session highlights how employers across healthcare, advanced manufacturing, technology, and public service co-designed program competencies, internships, and direct-to-hire pathways to ensure graduates transition seamlessly into high-demand careers.Participants will learn how the BILT process clarified career pathways, aligned curriculum with regional workforce needs, and strengthened employer engagement beyond traditional advisory roles. The presentation will also explore how diverse industry representation enhanced equity, expanded student access to career networks, and supported Guided Pathways goals of keeping students on track and workforce-ready. Attendees will leave with a replicable framework for leveraging strategic partnerships to guide student transitions

Joey Bryant, Department Chair, Information Technology, Forsyth Technical Community College

IDEA TO ACTION WORKSHOP Bringing Dual Enrollment into Focus

Students: Freedom of Choice and Finding Their Why in the Classroom

Instructors are fully aware of why their disciplines hold great importance, but students are often left out of the loop and pushed through classes that can fail to hold their interest and leave little impact on their memories. Instructor Amber Giese shares examples of incorporating the freedom of choice, utilizing interdisciplinary tactics, and allowing students to find their “why” through a series of choice-based assignments. In a following discussion, instructors of various disciplines will be encouraged to exchange ways in which their disciplines help one another to craft lectures, lessons, and assignments that can engage their own students, offer them choices that they can identify with, and increase overall memory and retention.

Amber Giese, Associate Professor, English, Navarro College

COLLABORATIVE LEARNING FORUM Strategic Partnerships that Guide Student Transitions

Supporting Access, Opportunity, and Innovation Through Collaborative Networks and Partnerships

Expanding access and opportunity and increasing student success, particularly for students from marginalized backgrounds, are primary areas of focus for many community and technical colleges across the country. However, doing this work alone requires substantial time and effort that, in many cases, may not be feasible. One potential solution to this problem is the formation of networks and partnerships through which institutions across the education space can share knowledge and contribute what they have learned from their past work, both successful and less successful, to improve student outcomes. In this session, presenters will address strategies for developing and implementing effective postsecondary networks and partnerships that can better enable collaborative solutions to shared challenges.

Max Altman, Director of Research and Policy, Education, Southern Education Foundation; Christine Barrow, Senior Director, Postsecondary Strategy, Biology/STEM, Student-Ready Strategies; Tabitha Reynolds Hoang, Research and Policy Analyst, Education, Southern Education Foundation

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

Syllabus 2.0: Designing with Compassion, Fostering Student Success

Faculty often want their syllabi to set a welcoming tone and support student success, yet too often they remain content-heavy, policy-driven documents that students rarely engage with. This workshop introduces a practical framework for redesigning the syllabus into a student-centered learning guide that emphasizes a compassionate tone, relevancy, and transparency from day one. Participants will see the framework applied to samples, then practice reworking sections of their own. Through reflection and peer collaboration, attendees will leave with concrete revisions and the confidence to reimagine their syllabi as powerful tools for student learning.

Valerie Gomez, Associate Professor of English and INRW, English, Northwest Vista College; Blake Jones, Instructor of English and INRW, English, Northwest Vista College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Teaching Educators to Fish: Revitalizing Any 16-Week Course with AI-Powered Knowledge Architecture Using Google NotebookLM

Every educator possesses a lifetime of curated knowledge—syllabi, lecture notes, assignments, state frameworks—scattered across drives and filing cabinets. This lab shows how to load that entire body of work into Google NotebookLM and transform it into a grounded AI knowledge base that eliminates hallucinations by design. Using one repeatable five-step workflow, participants will learn to generate dozens of multimodal, differentiated outputs—slide decks, audio overviews, quizzes, debates, infographics, video explainers, study guides, and more—scaled from a single assignment to a full 16-week course. The discipline does not matter. The workflow is universal. We are teaching educators to fish, not handing them fish. Walk out independent and empowered.

Frederick McCawley, Senior Professor, Graphic Design, Broward College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Teaching Judgment When Answers Are Free: Designing AI-Resilient Learning

Artificial intelligence has changed the conditions of learning faster than most classrooms have adapted. When fluent answers are instantly available, traditional assignments that reward recall, summary, or surface-level analysis no longer function as reliable evidence of student thinking.This session introduces a judgment-centered approach to course design that treats AI-generated responses as objects of critique rather than shortcuts to completion. Instead of focusing on detection, prohibition, tool adoption, or technical mastery, participants will explore instructional strategies that make reasoning visible by requiring students to evaluate, challenge, and defend ideas in structured ways.Using concrete classroom examples from multiple disciplines, participants will examine why common assignments fail under these new conditions and how small design shifts can restore rigor, engagement, and intellectual accountability.

Scott D'Amico, Faculty Development Program Lead, Political Science, Alamo Colleges District

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

The AI Co-Designer: Integrating Generative AI and AR Visualization in The Interior Design Studio

Generative AI and augmented reality are transforming how design students ideate, visualize, and communicate their concepts. This session demonstrates a practical, replicable workflow that helps community college students use AI as a collaborative design partner and AR tools to instantly place their ideas in real environments. Participants will experience how these emerging technologies increase engagement, build creative confidence, support diverse learners, and accelerate the design process in studio-based courses.Through hands-on activities, attendees will learn how to guide students in generating concept variations, refining design intent, and presenting immersive AR-based critiques. The workshop emphasizes low-cost, accessible tools that fit community college settings. Participants leave with adaptable lesson components they can implement immediately in their own classrooms.

Rania Awadalla, Assistant Professor, Interior Design, Belmont University

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

The AI-Powered Course Makeover: Scaling Accessibility, Efficiency, and Student Engagement Through Multimodal Workflows

Can a course be both high-tech and high-access? This workshop demonstrates a unique "Course Makeover" workflow that leverages generative AI to build inclusive, high-fidelity learning environments. We will move beyond basic text bots to explore how AI can automate WCAG 2.2 AAA compliance—generating accurate alt-text, complex descriptions, and structured documents in seconds. Participants will discover how to use voice-based AI for authentic student assignments and faculty feedback, humanizing the digital experience. We will walk through the "Zero-to-Launch" process of completing a full course unit with AI assistance, from dynamic presentations to automated administrative workflows. This session focuses on practical efficiency, showing faculty how to save hours of production time while delivering professional, accessible, and deeply engaging content for every learner.

Tim Mousel, Professor, Kinesiology, Lone star college-Online

COLLABORATIVE LEARNING FORUM Future-Focused Practices and Policies Around AI

The AI-Ready Capstone: Authentic Assessment, Human-in-the-Loop Accountability, and Workforce-Aligned Mastery

Federal AI workforce guidance emphasizes AI competency frameworks, human-in-the-loop accountability, ethical AI use, and verifiable evidence of applied mastery. Community colleges—leaders in workforce development—are uniquely positioned to operationalize these priorities through capstone experiences.This collaborative session explores how faculty can redesign capstone courses to require documented decision-making, transparent AI integration, iterative problem-solving, and engagement with community or industry partners. Participants will examine how to shift from product-based grading to process-based evaluation that generates measurable evidence of workforce readiness. Rather than focusing on AI restriction, this session reframes the capstone as a high-impact, accountability-driven demonstration of mastery aligned with both federal AI competency expectations and local employer needs. Participants will leave with a practical framework to modernize their capstone model while strengthening rigor, transparency, and real-world relevance.

Joey Bryant, Department Chair, Information Technology, Forsyth Technical Community College; Nancy Miller, Professor, Information Technology, Forsyth Technical Community College

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

The AI-Resistant Pedagogy Studio: An Interactive Toolkit for Assignment Redesign

The crisis facing community colleges in 2026 is the devaluation of the credential if it cannot certify AI-proof skills. This interactive workshop introduces the presenter’s AI-Resistant Pedagogy Toolkit—a practical, open-source model for institutional excellence. We move beyond policing to strategic assessment design, demonstrating how to future-proof credentials by focusing on human-centric skills like critical judgment and local application. Participants will learn to use the Toolkit to automate low-stakes content creation, which effectively reduces faculty burnout and frees up time for high-impact mentorship. This session provides a proven strategy for scaling instructional quality and validating the essential skills that students need for career readiness.

Stacy Ybarra, Adjunct Faculty, Student Development, San Antonio College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

The ARAD Framework: A Five-Step System for AI-Responsive Assignment Design

As generative AI becomes a permanent fixture in students' workflows, faculty face a critical choice: resist or integrate? This session introduces the ARAD (AI-Responsive Assignment Design) framework, a systematic approach that moves educators from reactive banning to intentional pedagogical design. Using the GOALS acronym (Goal, Openness, Adapt, Link, Study), participants will learn to evaluate their learning objectives with intellectual honesty. We will explore two primary paths: designing AI-resistant tasks for human-centric skill mastery and AI-integrated assignments that leverage AI as a critical thinking partner. Participants will leave with a clear roadmap to transform vulnerable assignments into high-impact learning experiences that prioritize process over product, ensuring that students develop the judgment and metacognitive awareness necessary for an AI-augmented professional world.

Tim Mousel, Professor, Kinesiology, Lone star college-Online

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

The Engagement Myth: Why Attention Is Not Learning.

Faculty are encouraged to use screens to "engage" students, yet these tools often increase visible participation without ensuring deeper learning. The session challenges the assumption that attention and activity automatically equal learning.The session reframes learning as an instructional design problem, not a technological one. Participants will examine how "frictionless" environments—where struggle is minimized weaken conceptual thinking.The core concept is productive friction: intentionally designed difficulty requiring students to think, explain, and revise their ideas. Emphasis is on device-free, collaborative activities that transform attention into durable learning.Rather than rejecting EdTech, the session helps faculty identify when tools support learning and when they create "engagement illusions." Participants will gain frameworks for evaluating strategies by focusing on students' cognitive processes rather than their apparent engagement level.

Varun Gupta -, The "Kotty" Economist, Economics, Wharton County Jr. College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

The Impact of AI on Learning: A Qualitative Study on Student Perceptions

This presentation explores the findings of a research study conducted last year on student usage and perceptions of artificial intelligence in academic settings. From improving academic performance to supporting complex projects and daily tasks, the study reveals how AI is reshaping and enhancing the learning experience both in and beyond the classroom. Gain insight into how students are integrating AI into their academic journeys and what this means for the future of education.

Chelsea Davis-Bibb, Professor of English/Department Chair, English, Lone Star College-University Park

COLLABORATIVE LEARNING FORUM Transformative Leadership for Student-Centered Change

The Mamba Mentality: How the Keen on Being Excellent Initiative has Transformed Student Life

Coming out of the Covid 19 pandemic, it was clear that student life needed to be revamped to garner interest and support from students. Our institution wrote and received a 5 year grant from the Dept. of Education to support the Keen on Being Excellent Initiative. This program serves to improve the student experience through experiential learning, mental health support and awareness, increased sense of belonging through organization membership and branding, and exposure to career and job readiness through a series of speakers who visit campus and speak on topics pertaining to student interests. K.O.B.E. exists for the students and seeks to keep them striving for excellence in all they do.

Dr. Kelby Lamar, Director of Outreach for Keen on Being Excellent Initiative, N/A, Southern Crescent Technical College

LEARN–DISCUSS–DO LAB Strategic Partnerships that Guide Student Transitions

The New 3 R’s: Resilience, Regulation, and Relationships

The New 3 R’s: Resilience, Regulation, and Relationships is an engaging, neuroscience-informed workshop for families and educators. Learn practical mindfulness tools to reduce stress, build resilience, strengthen relationships, and support focus, emotional regulation, and well-being, helping teens and students thrive academically, socially, and emotionally in today’s high-pressure world.

Christopher Willard, Psychologist and Consultant, Harvard Faculty, CEO and Founder, Psychology, Independent Practice, Harvard Medical School, Enlightened Livelihoods

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

The Rocketship for the Mind: Designing Educational Experiences for an AI-Augmented World

We are preparing students for a future we cannot fully see. The question is no longer whether AI belongs in education---it is whether educators will step up as guides for a generation navigating an existentially new world. This forum invites community college faculty and leaders to collaboratively explore a human-centric framework for redesigning educational experiences in the age of AI. Grounded in the forthcoming book Rocketship for the Mind: Designing Educational Experiences with AI, participants will discuss the educator's role as Gandalf to their students' Frodo---a guide who puts challenge in their path so they may rise. Through shared dialogue, we will co-create approaches to purpose-driven learning, ethical AI integration, and student agency that any discipline can adopt.

Rick McCawley, Senior Professor of Graphic Design, Graphic Design, Broward College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Trauma-Informed Practices and Neurodiversity: Addressing the Root of Classroom Challenges

Do you have students whose behaviors such as difficulty with attendance, sudden disengagement, or disproportionate reactions might make sense in the context of neurodiversity but are compounded by other factors? This workshop addresses the critical link between neurodiversity and trauma. Neurodiverse students may have an increased risk of trauma exposure which further impacts their learning, behavior, and academic performance. We will discuss the impact of trauma on the neurodiverse brain and learning while you learn how to apply the key principles of trauma-informed care (safety, trustworthiness, choice, collaboration, empowerment) to your everyday teaching. Leave this session ready to develop concrete strategies for building trusting relationships in an equitable and supportive learning environment.

Fonda Ginsburg, English Instructor, English and Humanities, College of Lake County

COLLABORATIVE LEARNING FORUM Bringing Dual Enrollment into Focus

Turning National Dual Enrollment Student Engagement Data into Action: A Hands-On Workshop

The Dual Enrollment Survey of Student Engagement (DESSE) is a powerful tool designed to help colleges better understand the experiences of dual enrolled students. This interactive, workshop-based session will highlight key findings from the 2025 DESSE field test administration, offering participants a look at national dual enrollment student engagement data. Attendees will explore how dual enrolled students experience academic challenge, support services, sense of belonging, and institutional practices across participating colleges. Through guided activities, participants will engage directly with DESSE data, identify meaningful patterns, and discuss implications for practice. The session will also provide opportunities to brainstorm innovative, data-informed strategies to better support dual enrolled students. Participants will leave with practical ideas and a deeper understanding of how to turn data into actionable improvements.

Anthony Perez, Program Manager, DESSE, N/A, Center for Community College Student Engagement

IDEA TO ACTION WORKSHOP Future-Focused Practices and Policies Around AI

Two Librarians and Some Research: Designing AI-Resistant Assignments

As generative AI reshapes student learning behaviors, faculty face new challenges in designing meaningful assignments that promote critical thinking and authentic engagement. Two librarians examine common issues with AI, share insight on student behaviors, and demonstrate practical strategies for creating assignments that encourage original thinking and ethical technology use. Participants will learn how scaffolding, intentional wording, research modeling, and student reflections can make assignments less susceptible to passive AI use while still supporting student success. Grounded in research and classroom experience, this session offers adaptable strategies that help faculty maintain academic rigor, guide responsible AI use, and keep students actively engaged in learning.

Alison Norton, Assistant Librarian, Digital Services, Library Science / Research, Lake-Sumter State College; Nora Rackley, Senior Librarian, Reference and OER, Library Science / Research, Lake-Sumter State College

IDEA TO ACTION WORKSHOP Holistic Student Supports in Action

Using Innovative Technology to Remove Barriers to Student Academic Success.

Think as though there is no box. This presentation will introduce audiences to the Virtual Learning Lab (VLL), a collaborative initiative between a community college, a university, and a non-profit community organization. This session will demonstrate how virtual classroom exposure, cross-departmental and cross-institutional collaboration, and community-centered design can remove barriers that impact student retention and program completion and support student success. Attendees will obtain valuable insight into collaboration in action and considerations for replicating this initiative at their institutions.

Janina Nobles-Slack, Child Development Instructor/ Division Chair Career Technical Education, Child Development, Bevill State Community College

LEARN–DISCUSS–DO LAB Future-Focused Practices and Policies Around AI

What to Do about Imperfect AI Detectors? Improve Teacher Reading and Response

We are awash in news stories about the fallacy of AI detectors and the legal problems faced by colleges and universities that wrongly accuse students from passing off generative AI writing as their own. Until AI detectors overcome their significant deficiencies, it's wise to develop alternative strategies to detect such writing and then teach students how to translate AI-generated text into more authentic, rhetorically effective writing. To that end, those of us who assign writing (classroom teachers) or support those who do (instructional deans) need more practice distinguishing artificial from authentic writing and applying a pedagogy of true revision (re-seeing) to restore student writing to the sovereignty of "the student".

Michael Moghtader, Associate Dean, Liberal Arts, Yavapai College

COLLABORATIVE LEARNING FORUM Transformative Leadership for Student-Centered Change

When Messaging Misses: Aligning Leadership Communication to Improve Student Clarity and Pathway Success

Community colleges invest heavily in programs, guided pathways, and workforce initiatives, yet students often report confusion about options, progression, and next steps. These challenges are frequently addressed through advising or instructional fixes, but they often originate earlier in leadership decision-making and cross-functional alignment.This Collaborative Learning Forum brings leaders together to explore how communication across marketing, academic affairs, and career services shapes student understanding. Through facilitated discussion and applied examples, participants will examine where misalignment occurs between leadership intent, institutional messaging, and student experience. Together, presenters and participants will identify leadership practices that strengthen communication coherence, support student-centered change, and improve how students interpret pathways and opportunities across the institution.

Angela Hughes, Assistant Vice President Program Implementation Strategies, Academic Affairs, Pellissippi State Community College; Rachel McClelland, Executive Director, Marketing and Communications, NA, Pellissippi State Community College; Rebecca McDonough, Director of Career Development, NA, Pellissippi State Community College

IDEA TO ACTION WORKSHOP Teaching that Engages, Inspires, and Connects

When Students Feel Seen: Teaching Strategies That Increase Participation and Collaboration

Students are more engaged when they feel seen, heard, and involved in the learning process. This session focuses on practical teaching strategies that increase active participation and peer collaboration in today’s classrooms. Participants will explore simple ways to move beyond lectures and create learning experiences that invite discussion, group work, and real-life connections. The session highlights how intentional conversations, collaborative activities, interactive games, and the thoughtful use of social media can help students participate more confidently and learn from one another. Attendees will walk away with easy-to-apply ideas that work across different learning environments and student populations. The goal is to help educators create classrooms where students are not passive listeners, but active contributors who feel connected, motivated, and engaged in meaningful learning.

Marsha Hudson, English Professor -Retired, English, Wharton County Junior College

LEARN–DISCUSS–DO LAB Teaching that Engages, Inspires, and Connects

Whole Brain Teaching in Action: Engaging Every Mind Through Inclusive Instruction

Discover how engaging all four quadrants of the brain can transform teaching into an inclusive, dynamic experience that inspires and connects with every learner. Drawing on classroom-based research in first-year writing, this session introduces the Whole Brain Thinking Model (WBTM) as a framework for designing lessons that activate logical, sequential, interpersonal, and holistic thinking. Participants will explore strategies that boost student engagement, confidence, and growth, and leave with practical, classroom-ready tools to apply across disciplines.

Rhonda Barrett, Professor, English, Phoenix College

COLLABORATIVE LEARNING FORUM Teaching that Engages, Inspires, and Connects

“Beyond the Screen: Strategies that Engage, Inspire, and Connect Students in Live Virtual Classrooms”

Engaging students in live virtual classrooms requires intentional design, active facilitation, and relational awareness. This session explores innovative, research-based strategies that transform Zoom-based classes into interactive learning communities. Drawing on best practices in learner engagement, communication theory, and digital pedagogy, participants will examine techniques for initiating connection, maintaining presence, and inspiring sustained participation throughout a 60–90 minute live class. Attendees will learn how to plan and deliver seamless transitions among slides, videos, and discussions, while balancing rigor, accessibility, and empathy. Emphasis will be placed on active student involvement through chat monitoring, breakout rooms, structured dialogue, and inclusive classroom norms. Participants will leave with ready-to-implement practices that strengthen engagement and human connection in synchronous online instruction.

Dr. Mark Pullam, Program Director, Organizational Leadership, Weatherford College