Supporting Students in a Guided Pathways Model: A Faculty Guide to Implementation in the Classroom
As colleges implement Guided Pathways, little attention is being paid to serving the students who are undecided on or unable to select a pathway. With a college major or program of study front and center upon enrollment, undecided students need immediate support upon college entry. Learn how faculty can integrate Guided Pathways principles to support undecided students and increase their knowledge of career advising. Participants leave with a workbook designed for immediate use at their institutions.
Sara Piraino, Lead Academic Advisor and Adjunct Faculty, Harper College; Jennifer Godish, Lead Academic Advisor and Adjunct Faculty, Harper College
Teaching for Learning: Evidence-Based Strategies From the Psychology of Learning
There is a proliferation of misinformation pertaining to how students learn and how best to teach them. Moreover, students often do not understand their learning processes and typically rely on implicit assumptions or trial-and-error to memorize new material. Using think-pair-share, buzz groups, teach-backs, and jigsaw, this session is designed to help participants build effective active learning classrooms. This session provides you with evidence about how students learn, shares methods that can be used to get students more involved with course content, and demonstrates effective active learning strategies that can be used in almost any class.
Todd Zakrajsek, Associate Professor, University of North Carolina at Chapel Hill
Flipped Learning: Reimagining the Learning Experience
Reversing the lecture and homework elements and integrating high-engagement learning activities can completely change the dynamics of your class. Student attendance, participation, and conceptual understanding sharply increase, along with vast improvement in student learning outcomes. During this interactive, hands-on workshop, explore the possibilities of the flipped classroom, engage with other participants, and leave with a personalized implementation plan and dozens of interactive engagement activities you can use immediately.
Erik Christensen, Dean, Applied Sciences and Technologies, South Florida State College
Best Practices for Engaging 21st Century Learners
Come and learn about how you can engage students without technology, with a little technology, or with full technology in the classroom. This workshop provides participants with an opportunity to create and explore content-specific task cards, student response cards, Kahoot! and Plickers assessments, document sharing, student polling, and mobile devices. This is a fun, interactive session designed for educators who want to connect with the next wave of 21st century students.
Amy Moore, Director of Technology, Spartanburg Community College; Melanie Roberts, Professor, Spartanburg Community College; Linda Schmidt, Department Chair, Spartanburg Community College
Emotional Intelligence, Self-Efficacy, and the Growth Mindset
We each have a profound impact upon the emotional state of people with whom we engage in our classrooms and professional areas. Whether interacting with groups or individuals, the neuroscience is clear: the affective domain (the area dedicated to how people learn) powerfully impacts student cognition, persistence, motivation, and performance. During this multidimensional, highly-interactive, experiential, and fun presentation, participants explore ways to promote positive, enthusiastic, and engaged collaboration among students. They also experience how to generate student collaboration in a manner that maximizes motivation, a sense of inclusion, and equity within their learning environments.
David Katz III, Executive Director, Organizational Development, Mohawk Valley Community College
Engaged Academic Literacy for All: Reading Apprenticeship
Have you ever worried whether your students are reading and comprehending the texts you assign? This workshop explores the Reading Apprenticeship framework, a model that helps teachers support students in becoming motivated, strategic, and critical readers, thinkers, and writers; to develop positive literacy identities; and to engage with challenging academic texts. Learn to view reading as a discipline-based, problem-solving activity; to analyze the impact of several metacognitive routines in order to begin planning classroom applications; and to approach students’ reading, talking, and writing with a focus on equity and building on student strengths rather than focusing on deficits.
Shelagh Rose, Year One Pathways Lead, Pasadena City College
Respectful and Supportive Collegial Relationships in Higher Education: An Appreciative Inquiry
Recent articles in the Chronicle of Higher Education and Inside Higher Ed have heightened concern about incivility and un-collegial behavior in higher education. Learn how to combat negative interactions with Appreciative Inquiry, a search for the best in people, their organizations, and the strengths-filled, opportunity-rich worlds they inhabit. At the conclusion of this workshop, participants will have learned the basics of conducting an Appreciative Inquiry; experienced a full Appreciative Inquiry process they can use on their campuses; discussed what respectful and supportive collegial relationships in higher education are; how these relationships can improve employee engagement, productivity, and student success; and created a set of collegiality guidelines suitable for higher education.
Scott Geddis, Faculty, Phoenix College
A Deep Dive Into Productive Persistence: Supporting Students’ Academic Mindsets and Skills for Success
Students believing that they are capable of learning, that they belong, and their use of effective strategies are all key to their academic success. During this workshop, participants learn about support efforts that increase students’ productive persistence and can be integrated into courses through “starting-strong” and “staying-strong” activities. Participants reflect on common classroom experiences using a shared framework and adapt practical routines that promote and sustain academic mindsets in their classrooms. Gain hands-on experience with evidence-based interventions designed to create and maintain a classroom culture that supports students’ productive persistence.
Dan Ray, Lead, Faculty Development, Carnegie Math Pathways; Michelle Brock, Faculty, American River College