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


Webinar Series Archives

2012 - 2016 Webinar Series

 

AUGUST 2016 WEBINAR

How Your Online Presence Boosts Student Learning

Distance learning offers students increased access, adaptability, and agency. However, without an active and engaged faculty presence, online classrooms can be lonely and alienating places. As a result, student satisfaction, achievement, and retention can plummet. Fortunately, you can be the glue that holds your online learning community together without spending all of your time online. This webinar helps you become a better online instructor by providing you with practical insights and strategies for managing your online presence. During this session, you’ll learn best practices you can use to model the engaged and respectful interactions you’d like to see in your own courses.

Deidre Price, Professor of English and Blackwater Review Managing Editor, Northwest Florida State College

 

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JULY 2016 WEBINAR

The Hero Complex: Advising Minority Males

Resilience and true grit can be developed in minority male students by considering several factors during advising sessions. The facilitator advises students using a theory he calls "The Hero Complex,” which helps students develop proactive strategies and tactics for college completion and transfer. During this webinar, the facilitator discusses several critical issues, including networking factors, cultural and parental support, and abilities and skills. Webinar participants learn how to motivate students so they realize their true grit. They also gain an understanding of major persistence concepts related to advising minority males. The webinar facilitator is a Certified Advisor at Northeast Lakeview College in Universal City, Texas. His subject matter expertise is in minority male advising, scholarship advising, and assisting students locate their true grit in order to stay motivated while in college. He holds a bachelor’s degree and has completed graduate coursework in the Educational Leadership program at the University of Texas at San Antonio.

Alejandro Araiza, Certified Advisor, Northeast Lakeview College

 

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JUNE 2016 WEBINAR

Pedagogical Strategies for Engaging Students and Promoting Success

Learning community (i.e., the affective domain necessary for learning) and employing pedagogical strategies that promote student engagement and academic success (i.e., the cognitive domain). The active-learning pedagogical strategies presented work for all students; however, they work particularly well for low-income, first-generation, and minority college students. Hear about active-learning strategies that build rapport with students and develop a sense of community among students. Learn how to employ pedagogical strategies designed to get students more engaged with course materials and how to promote students' analytical thinking and academic success. The webinar facilitator taught psychology at a community college for 35 years and is the author of several books. She also presents and speaks across the United States and internationally about issues related to teaching, learning, and diversity.

Angela McGlynn, Professor Emeritus, Mercer County Community College

 

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May 2016

The QUEST: The Completion Project for Males of Color in Community Colleges

This webinar highlights the design, development, and delivery of a quality educational program for males of color using a zero-dollar budget. The facilitator reviews the various definitions of learning communities and describes why their implementation is imperative—to help males of color complete the associate of arts degree in one year. Learning outcomes for this webinar include:

  • Learn about a model process for increasing academic achievement for males of color.
  • Learn how to identify and recruit campus personnel for participation in a males of color program.
  • Recognize the need to reform how students learn and are taught in higher education.
  • Understand the role that academic affairs and student affairs educators, in partnership with faculty and students, can play in enhancing student learning in and out of the classroom.
  • Learn why collaborative partnerships are essential for program development.

The webinar facilitator is highly praised and respected for his savvy work with teacher education training programs; recruiting, educating, retaining, and graduating African-American males; and redesigning developmental education writing programs. Recently, he used a zero-dollar budget to operate a successful learning community (QUEST) that he designed and developed to help males of color earn an associate of arts degree in one year, while producing more than $13.5 million in FTEs.

Jà Hon Vance, Executive Vice President, Teaching and Learning, JV Educational Consultants

 

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May 2016

An Entrepreneurial Mindset for Student Success

An entrepreneurial mindset can empower ordinary people to accomplish extraordinary things; it is a mindset that exposes opportunity, ignites ambition, and fosters the intra- and interpersonal attitudes, behaviors, and skills that lead to success in college and in life. This webinar offers an inside look at a promising new approach to student success designed to harness the power of entrepreneurial thinking as a skill all students need to thrive in the 21st century, regardless of their chosen path. During this webinar, the facilitators define entrepreneurship in a way that anyone can embrace, whether they endeavor to work within an existing organization or create something new.

  • Explore the origins and evolution of an entrepreneurial mindset: the underlying and often subconscious beliefs and assumptions that influence entrepreneurial attitudes and behavior.
  • Examine four key entrepreneurial learning models that foster ownership and increase student engagement while cultivating curiosity and creativity, critical thinking, complex problem solving, and collaboration.
  • Share case studies of how an entrepreneurial mindset has impacted student success (persistence and higher academic performance) at other institutions.

Gary Schoeniger, Author and Founder, Entrepreneurial Learning Initiative (ELI) andBree Langemo, President, Entrepreneurial Learning Initiative (ELI)

 

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April 2016

Two Tools to Use Tomorrow: Universal Design in Online Spaces

This webinar highlights two free tools—Thinglink and EdPuzzle—that can be used to reach a variety of learners. See examples of how to use Thinglink and EdPuzzle in online spaces, learn the basic elements of universal design, learn how Thinglink and EdPuzzle help promote universally designed curriculum, and learn assessment techniques for universally designed learning objects. Prior to her administrative post as the Director of Instructional Design and the Director of American Honors at Union County College, the webinar facilitator was a tenured English faculty member. The Chronicle of Higher Education, USA Today, America Online, and Wired Magazine have recognized her use of innovative technology and virtual worlds to teach literature.

Beth Ritter-Guth, Director of Instructional Design, Union County College

 

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March 2016

Building Interest, Agency, and Interaction in Online Learning Environments: A Toolkit for Superb Online Courses

Online learning allows for the flexible use of class-time for nontraditional students and telecommuting instructors while offering a way for colleges to expand their offerings without investing in brick-and-mortar classrooms. Online learning can also provide students with relevant technological skills while building important competencies such as self-learning, time management, research abilities, and academic writing skills. This webinar provides participants with the tools needed to construct online courses that build student agency and involvement, accommodate various learning styles, and provide support and encouragement to foster success. The framework provides the pedagogical rationale for each assignment, simple logistical and pragmatic considerations, content aimed at a variety of learning styles, and empowering students with a sense of personal efficacy. Specific methods for accomplishing these aims are discussed. The webinar facilitator has taught on-campus and online, including at state universities, technical colleges, and community colleges in North Carolina and South Carolina.

Rachel Austin, Adjunct Instructor of Sociology, Asheville-Buncombe Technical Community College (NC)

 

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February 2016

Engaging Professional Development: Best Practices for Adjunct Faculty Members

Are you looking for ways to increase adjunct faculty attendance at your professional development sessions? Are you running out of engaging topics? This webinar provides information about best practices for designing an engaging professional development program specifically for adjunct faculty and highlights adjunct-tested and adjunct-approved topics.

Sherri Singer, Coordinator, Adjunct Institute, and Head, Psychology, Alamance Community College

 

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January 2016

Online Orientation Content Associated With Online Student Success

This webinar presents research that establishes the need for requiring online orientation prior to students enrolling in their first online course. Discussed are testing students’ reading, writing, technology, self-regulation, and self-efficacy skills, as well as teaching students how to access online campus resources. If warranted, to minimize online attrition, the testing results direct students to complete a writing and study seminar prior to enrolling in an online course. Although the overall strategy may reduce the online student population, it promises to increase the institutions’ overall student completion rates. The webinar facilitator is a full-time psychology and sociology instructor with 20 years of college teaching experience who regularly conducts research on student learning outcomes.

Sherri Chandler, Instructor, Muskegon Community College

 

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January 2016

Coaching for First-Generation College Students: Unifying Students to Appreciate Diversity

With the recent incidences of intolerance, misunderstanding, and violence on college campuses and in some communities, the first-generation-to-college movement is a way to heal, connect, and rebuild leadership and a diverse, valued student body from the ground up. During this webinar, participants explore current issues, ways that colleges can organize themselves to unify diverse people, and how a culture of coaching can break down even the most hardened walls to get students and faculty to understand and appreciate each other. Participants gain a practical sense of what they can do to be part of a solution that draws on the gifts, talents, and abilities of all people regardless of their backgrounds. The webinar facilitator has over 25 years of higher education experience and an extensive background in college readiness, admissions, graduation, career planning, and personal and career coaching.

Mary Haynes, Certified Trainer and Coach, LifeBound

 

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December 2015

Mindfulness in the College Classroom to Increase Success and Well-Being

Many of our college students experience great stress and adversity in their lives. Science clearly shows that practicing yoga and mindfulness soothes the body and quiets the mind. Courses like Mindfulness for Stress Management provide students with the tools they need to cope with stress, improve mental clarity, and increase successful college outcomes. During this webinar, participants learn the tenets of stress management using mind-body practices and review course outcomes data.

Dori DiPietro, Faculty Director, Social Work Program, Mesa Community College (AZ)

 

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November 2015

Effectively Serving the Male Student Population: Keys to Success

Are we satisfied with the opportunities provided to and personal and professional outcomes realized by our male students? What toolkit do we give our male students to help them deal with their unique academic, social, and societal challenges? Explore the unspoken, but critical expectations for our male students that include critical thinking, leadership development, mental toughness, and enhanced communication skills. The webinar facilitators share why the responsibility for guiding all students to successful degree completion is the responsibility of all college service areas.

Derrick Payne, Professor, Speech Communications; William Smith, Assistant Dean, Communications, Math, and Developmental Studies, El Centro College (TX)

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October 2015

Accelerating College Readiness and Student Completion

In response to state-level changes in Texas, Clarendon College set out to change the way developmental education is offered to students by creating TSI Success Camps and combining developmental and academic coursework. This approach effectively eliminates developmental education in the traditional sense, reduces time to completion, and provides significant cost savings to students. Participants are provided with the framework, results, and sample curriculum to help them develop a similar program at their institutions.

Linda Rowland, Associate Professor, Mathematics and Jeremy Sain, Associate Professor, Mathematics, Clarendon College

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September 2015

Meeting Faculty Needs Through a Curriculum for Active Learning Series

Houston Community College’s Center for Teaching and Learning Excellence supports over 3,500 full- and part-time faculty members’ instructional design needs through collaborative partnerships across disciplines and delivery modes. Short online modules and face-to-face consultations in individual and cohort options support active, collaborative, engaging, and real-world online learning for student success. This presentation describes the program’s past and future development, attributes, and limitations.

Dr. David Diehl, Director; Brian Baldwin, Instructional Designer; Dorsetta Williams, Manager, Center for Teaching & Learning Excellence, The Institute for Instructional Engagement and Development, Houston Community College

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August 2015

Using Google Web Apps to Improve Student Engagement

This webinar, based on the article found at http://nisod.cc/1NLFGcz, provides an overview of Google web apps that are useful for in-class collaboration, as well as tips for effectively using the apps. Webinar participants learn how to set up Google web apps for classroom use, how to design effective in-class discussion and collaboration sessions using Google web apps, and how to facilitate these collaboration sessions.

Lloyd Willis, Associate Professor, Lander University

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July 2015

Five Secrets to Spectacular Student Engagement

Are you looking for a way to effectively use technology in your classroom? Even the best teachers struggle to keep the attention of distracted students browsing their email and newsfeeds during class. Dr. Colin Montpetit boosted participation by 49 percent after introducing a student engagement solution into his large enrollment course. Using the cloud-based system, Dr. Montpetit is able to achieve a 99 percent participation rate by easily adding diverse question formats into his presentations. Students in turn participate anonymously using their own laptops, tables, and smartphones that enables them to learn "fearlessly." This new approach helps Dr. Montpetit transform his class into an "active learning zone" while increasing engagement, defeating in-class device distractions, and most importantly, improving learning outcomes. Uncover Dr. Montpetit’s five secrets to spectacular student engagement and put them to the test in your own classroom!

Colin Montpetit, Assistant Professor, Biology, University of Ottawa

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June 2015

What Our Students Need Most: The 7 Fundamental Conditions of Learning

Anyone who works at a teaching-focused institution knows that learning is not a passive activity, for students or instructors. Gone are the days when the professor could simply stand in front of a room and drone on without looking up from his or her notes—nor do most professors long for a return to that model. We all understand that, if students are to learn, they need more from us than simple information transfer. But, what exactly do they need? Drawing on the learning theories of Benjamin Bloom, Robert Gagne, and others, as well as on the presenter’s 30 years of classroom experience, this webinar seeks to answer that question in a way that is practical and enlightening.

Rob Jenkins, Associate Professor of English, Georgia Perimeter College; Larry Miller, Senior Director, Community College Relations, The New Media Consortium

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Becoming a Connected Educator: Building Your Own Personal Learning Network

The webinar facilitator provides an overview of various strategies and online resources that help faculty members stay current in their respective teaching disciplines. Social media tools as well as additional assets are explored. Webinar participants gain an understanding of what a Personal Learning Network (PLN) is and why it can be beneficial to their teaching and learning. A variety of technologies are identified to help build, modify, and interact with a PLN.

Mark Choman, Professor of Computer Information Systems, Luzerne County Community College; Jim McAndrew, Professor of Business Development, Luzerne County Community College

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May 2015

Activating Communication Theory in the Classroom

Learn to modify your own and your students’ communication behavior by experiencing basic communication theories as they really occur. Gain insight into your comprehension of and reaction to common communication circumstances. Be prepared for funny and eye-opening situations in which you will find yourself. This discussion, not recommended for the faint of heart, helps you adjust your teaching style and understand the positions from which your students may be communicating.

Virginia Gregg, Consultant and Professor Emeritus, Communication Studies, Minnesota State University

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APRIL 2015

Engaging New Faculty Through an Instructor Preparation Academy

Transitioning from industry to academia represents a unique type of career change. Examine how Northeast Wisconsin Technical College (NWTC) uses an Instructor Preparation Academy to prepare and support faculty members in their new profession as educators. By the end of this webinar, participants will understand NWTC's philosophy about hiring industry experts for faculty positions, the key components used during the Instructor Preparation Academy, how to use Faculty Learning Communities as a support system and instructional cohort, and how to create an Individualized Professional Development Plan. This webinar is a precursor to a NISOD conference presentation titled Instructor Preparation Academy: A Journey From Industry to Education.

Cliff Goodacre, Faculty Development Consultant, Northeast Wisconsin Technical College; Stephanie Atkins, Faculty Development Consultant, Northeast Wisconsin Technical College

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Community College Facilities Unleash the Power of Engaged Learning

We know that community college students learn through their engagement with student activities such as clubs, athletics, and travel. Some two-year institutions have been successful in creating informal learning opportunities through dedicated facilities such as art galleries, museums, and planetariums. Brenda Hanegan, Gallery Director and Fine Arts Instructor at Delgado Community College, describes how their gallery provides learning space that is used for standard classroom courses and for informal learning. A recent project involved students in the creation of a huge replica of George Washington’s nose.

Brenda Hanegan, Gallery Director and Fine Arts Instructor, Delgado Community College; Larry Miller, Senior Director, Community College Relations, The New Media Consortium

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MARCH 2015

Critical Thinking in Action: A Step-by–Step Approach to Using Content to Construct Argumentative Essays in Any Class

This webinar begins with a summary of research that shows the specific flaws in how people use evidence. Next, the facilitator provides an overview of the single methodology that has shown measureable gains in critical thinking skills. Building on that foundation, a step-by-step approach to applying this skill to any content area is provided, resulting in quality argumentative essays that are rich with evidence.

Dr. John Eigenauer, Professor, Philosophy and English, Taft College

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MARCH 2015

Community Colleges and Educational Technology: What Lies Ahead

It is critical for community colleges to look ahead to see what technology advances will impact their institutions. This webinar examines the trends, challenges, and emerging technologies in the coming five years that will impact faculty, staff, and administrators in higher education. Technologies considered during this webinar include learning analytics, flipped classrooms, quantifiable self, games and gamification, and more. The webinar draws upon the findings of technology experts included in the following New Media Consortium publications: Higher Education Horizon Reports and the Technology Outlook for Community, Technical, and Junior Colleges 2013-2018.

Larry Miller, Senior Director, Community College Relations, The New Media Consortium

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FEBRUARY 2015

Building Academic Tenacity

According to Dr. Gregory Walton of Stanford University, academic tenacity is not about being smart, but about learning smart. Webinar participants review the implications of using psychological interventions to address student achievement gaps with practical classroom examples used over two semesters. Student success rates are also discussed. Specifically, participants explore psychological factors related to learning in the classroom and their impact on retention, learn how to recognize the importance of building academically tenacious students, and learn how to recognize the various aspects of mindset approaches to learning and student performance. The webinar facilitator has taught in postsecondary education for 12 years, with the last eight years working as a full-time faculty member teaching developmental reading, writing, and freshman composition. Her research interests focus on improving the academic success of underprepared students.

Renee Wright, Faculty, English, Triton College

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JANUARY 2015

Engaging Higher Education Students Using Differentiated Instruction

Differentiated Instruction is an instructional theory that allows faculty members to take diverse student factors into account when planning and delivering instruction. Based on this theory, faculty members can structure engage higher education learning environments that address the variety of learning styles, interests, and abilities found within their classrooms, regardless of the subject area. The webinar facilitator discusses a variety of Differentiated Instruction techniques that can be used to better engage students with the materials being presented in face-to-face classrooms, as well as in online and hybrid environments.

Ronda Blevins, Adjunct Faculty, Criminal Justice, Roane State Community College

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DECEMBER 2014

Grading That Motivates and Retains Students

How we grade students says a lot about our teaching philosophy and our classroom priorities. During this webinar, participants investigate how the grading process affects student motivation and retention. Characteristics of effective and ineffective grading are considered, as are student feedback and lessons learned from a system the webinar facilitator has piloted for several semesters. Finally, participants discuss some of the challenges faced when grading students’ works and some possible solutions. By the end of this webinar, participants will be able to distinguish between ineffective and effective grading practices, identify grading practices found to increase student motivation and retention, and discuss challenges and solutions to grading issues.

Angela Breckenridge, Instructor, Psychology, Delgado Community College 

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NOVEMBER 2014

Increase Your Completion Rate Using Stackable Certificates

Failure to complete academic credentials is a nationwide problem. Presenters from two National Science Foundation-funded ATE Centers show how they developed a stackable certificate plan that allows students to gain entry-level skills with as few as 6 to 16 units of IT courses and finish credentials in stages. This model is applicable to other workforce programs, as well. During the webinar, participants learn about a stackable certificate model they can adapt to fit different fields of specialty and career pathways, leave the session with strategies to implement this program on their home campuses, and learn how to develop metrics to measure the success of this initiative.

Ann Beheler, Principal Investigator, National Convergence Technology Center, Collin College; Deborah Boisvert, Executive Director, Broadening Advanced Technological Education Connections (BATEC), University of Massachusetts-Boston

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NOVEMBER 2014

NISOD and TeamUP Professional Development Portal Demonstration

NISOD has partnered with TeamUP, Cengage Learning's peer-to-peer faculty development group, to offer NISOD member institutions discounted access to a wealth of faculty development opportunities! Through your membership with NISOD, you have access to a robust professional development portal that provides an array of self-paced faculty development modules, a library of recorded TeamUP conferences, and a large repository of virtual workshops at a 50% discount! Join us to find out more about the platform and how to use this amazing membership benefit.

Melissa Zantello, Executive Director, TeamUP, Cengage Learning; Britney Sauer, Partnership and Webinar Coordinator, NISOD

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OCTOBER 2014

Using Paired Courses to Accelerate Students Through Developmental Education

The flipped classroom is a reversed teaching model that delivers instruction to students in advance through interactive and teacher-created videos and online learning activities, and moves discussion, active learning, and other activities to the classroom. Students come to class ready to collaborate and learn together in an active and engaging environment. The webinar facilitators discuss key elements of the flipped classroom as well as share how Madison Area Technical College is preparing faculty to design and teach flipped classes.

Tina Rettler-Pagel, Faculty, Center for Excellence in Teaching and Learning; Nancy Woodward, Faculty, Center for Excellence in Teaching and Learning, Madison Area Technical College

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Fostering and Promoting Open Educational Resources on Your Campus and Beyond

The Maricopa Millions project is saving students money and creating greater access to learning materials using open educational resources (OER). This presentation will provide details on how a very large community college district is developing awareness of OER to faculty and students, increasing use of OER, and documenting critical measures. The presenters will share how the targeting of developmental education courses and high enrollment classes ensure students have the learning materials necessary on day one of class (or before) without having to break the bank.

Lisa C. Young, Ph.D., Faculty Director, Center for Teaching & Learning, Scottsdale Community College; Paul Golisch, CIO & Dean of Information Technology, Paradise Valley Community College

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SEPTEMBER 2014

Are You Ready to Flip?

The flipped classroom is a reversed teaching model that delivers instruction to students in advance through interactive and teacher-created videos and online learning activities, and moves discussion, active learning, and other activities to the classroom. Students come to class ready to collaborate and learn together in an active and engaging environment. The webinar facilitators discuss key elements of the flipped classroom as well as share how Madison Area Technical College is preparing faculty to design and teach flipped classes.

Tina Rettler-Pagel, Faculty, Center for Excellence in Teaching and Learning; Nancy Woodward, Faculty, Center for Excellence in Teaching and Learning, Madison Area Technical College

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AUGUST 2014

The Ones That Got Away: Identifying Comprehensive Success Measures for Workforce Programs

Currently, the completion agenda, the national goal to increase the number of students who complete degrees, certificates, and other credentials, defines student success as the attainment of certificates and degrees issued by higher education institutions. However, this characterization does not tell the whole story. New research shows that many students enter community colleges to build discrete skill sets required for the workplace. For example, some students, without ever completing college, leverage coursework to secure employment or third-party certifications. Significant strides have been made to identify and understand this "skills-builder" group, including Peter Bahr’s studies of course-taking patterns, research done by the California Community Colleges Chancellor's Office, and reports from Georgetown University and the National Census Bureau. Together, these various data sources can help us identify and quantify the successes of a group of students who otherwise are classified as failures. The webinar facilitator discusses the findings of these research efforts and their implications for the broad-based reform movement to increase the number of students graduating from our nation’s colleges and universities.

Kathy Booth, Senior Research Associate, WestEd

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JULY 2014

MOOCs: Sharing Lessons Learned

MOOCs can potentially change the trajectory of developmental education. Engaging content that is readily available allows students to refresh subject knowledge before and after placement testing. The benefit of this strategy is progression toward a credential in a shorter amount of time for students who are capable of navigating the content on their own. In 2012, Wake Technical Community College received funding from the Bill and Melinda Gates Foundation to develop the MOOC, "Introductory Algebra Review." Come learn about Wake Technical Community College's progress to date, lessons learned, and future goals for the revolutionary power MOOCs can offer at community colleges.

Laura Kalbaugh, Dean, Academic Success and Transition Resources, Wake Technical Community College

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JUNE 2014

Mentoring Adjunct Faculty to Improve Course Design and Student Success

Can two full-time and two adjunct faculty members, one dean, and an e-learning director create an online course to promote professional development for new adjunct faculty? The webinar facilitator shares strategies administrators at Everett Community College used to collaborate with faculty members and encourage them to use online resources to improve student engagement and retention. The college received a five-year Title III grant that administrators initiated in fall 2012 to strengthen academic programs by improving course delivery. The project focused on instituting faculty development initiatives to expand Quality Matters assessments, use e-learning tools, and develop annual cohorts of newly-hired faculty. Four faculty mentors from three different disciplines led the effort by providing training, one-to-one assistance, and assessment.

Alyson Indrunas, Director, E-Learning, Everett Community College

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MAY 2014

Online Course Peer Review: Looking Back and Looking Forward

The online peer review committee at Inver Hills Community College empowered faculty to design their courses using a best-practice approach. Adapted from the Quality Matters™ rubric, peer reviews provided faculty with the opportunity to implement online teaching designs while simultaneously protecting academic freedom in a manner that sought to enhance student learning and promote quality online teaching. The committee reviewed courses over a period of five years. The webinar facilitator describes the Inver Hills Community College online peer review process, shares lessons learned, and discusses the future of the process nationally.

Jason Kaufman, Licensed Psychologist, Associate Professor, Educational Leadership, Minnesota State University-Mankato

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APRIL 2014

Crafting an Effective MOOC: One Community College's Experience

Mt. San Jacinto Community College conducted the first basic writing MOOC for Coursera, titled "Crafting an Effective Writer: Tools of the Trade.” The primary intention was to provide a useful resource for students who did not assess into college-level English. It was also thought that anyone who needed to brush up on grammar and language usage skills could do so using the course. The webinar facilitator provides an overview of Mt. San Jacinto Community College's experience developing and offering their first MOOC course and some lessons learned in case your institution is interested in joining the fun.

Patricia James, Dean, Instruction, Mt. San Jacinto College

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MARCH 2014

What Faculty Need to Know About Teaching Online: Nine Key Steps

The nine steps to quality online learning were developed by the webinar facilitator in response to numerous requests received about how to ensure quality when starting an online course or program. There are lots of excellent e-learning quality assurance standards, organizations, and research available online. So, the webinar facilitator's approach will be to discuss a series of practical steps that can be taken towards implementing recognized standards. Below are the nine steps, each one available as a blog post:

Step 1: Decide how you want to teach online
Step 2: Decide on what kind of online course
Step 3: Work in a Team

Step 4: Build on existing resources

Step 5: Master the technology

Step 6: Set appropriate learning goals

Step 7: Design course structure and learning activities
Step 8: Communicate, communicate, communicate

Step 9: Evaluate and innovate 

Tony Bates, President and CEO, Tony Bates Associates, Ltd.

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FEBRUARY 2014

Recruiting and Retaining Female Students in STEM-Related Programs 

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

Donna Milgram, Executive Director, Institute for Women in Trades, Technology, and Science

Resources:

• Archived Webinar Part 1(.mp4 file)
• Archived Webinar Part 1
(.flv file)

• Archived Webinar Part 2(.mp4 file)
• Archived Webinar Part 2
(.flv file)


Open Educational Resources in Higher Education: The Big Picture

You've heard about open textbooks and other open educational resources (OER). They sound interesting and promising in offering flexible, up-to-date, and very low-cost resources for students, but you're not quite sure you're ready to take the plunge. You wonder, are these resources the same quality as traditional textbooks? What colleges and universities are really using them? Will they be around next year when you want to use them again? Webinar participants learn about OER, how they're being used by other instructors around the country and around the world, and what you should know before adopting OER for use in your courses.

Una Daly, Director, Community College Outreach, Open Courseware Consortium; James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons 

Resources:

Archived Webinar (.mp4 file)
Archived Webinar (.flv file)

• Powerpoint Presentation


JANUARY 2014

Creative Commons Education Strategy and Projects

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

Cable Green, Director, Global Learning, Creative Commons

Resources:

Archived Webinar (.mp4)
• Archived Webinar (.flv)

• Powerpoint Presentation

(This recording and slide deck are licensed under a Creative Commons Attribution 4.0 International license.http://creativecommons.org/licenses/by/4.0/ (hyper link this to CCA 4.0 IL))


2012 - 2013 Webinar Series


DECEMBER 2013

Instructional Strategies: Engaging All Learners

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• PowerPoint Presentation (NISOD-Engaging-All-Learners.zip - will download as a zip file)
• Collaborative Clock Partner.pdf
• Engaging All Learners Book Resources.docx
• Engaging All Learners Video Links.docx
• NISOD Name Tent.pdf


Engaging Practices, Engaging Students: High-Impact Practices in Community Colleges

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• PowerPoint Presentation (NISOD-Dec-Webinar.zip - will download as a zip file)
• ALP Material (ALP.zip - will download as a zip file)
• A Matter of Degrees (.pdf file)
• Video Clip 1 November 2011 FYE Focus Groups
• Video Clip 2 November 2011 FYE Focus Groups


NOVEMBER 2013

The New Mathways Project: Resources for Colleges

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


OCTOBER 2013

Using Freeware to Beef Up Your Teaching

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

Kristina Leonard, Senior Professor, Daytona State College

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


SEPTEMBER 2013

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• Handout


AUGUST 2013

The Positive Power of Effective Feedback for Learning and Engagement

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

Janeth Franklin, Faculty Developer, Glendale Community College

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• PowerPoint
• Handout 1
• Handout 2


JULY 2013 

Online Homework: Assessing Student Participation and Outcomes

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


JUNE 2013 

Things Change! Remaining Engaged in a Changing Environment

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

Kevin Tutt, Partner, Tutt and Daggs Creative Performance Improvement

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


APRIL 2013

Flipping the Classroom: How Brain Research, Bloom’s Taxonomy, and Chickering and Gamson’s Principles Say It Works

What does the research show about teachers actively engaging students in problem solving (i.e. homework) in the classroom and leveraging the power of technology to receive more traditional work (lecturing) at home via computer/smart pad/or smartphone? During this presentation we will discuss the research and reasoning behind the approach. How does the approach work with what we know as best practices for teaching millennial students? How does flip teaching fit Bloom’s Taxonomy? How does the approach hold up to Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education? How is the growing field of brain-based research better informing this student-centered approach? Just what exactly does the research say about Flip Teaching? This will be a fast paced and highly visual discussion that summarizes and reviews the research and reasoning. You will also most likely pick up a Teacher Trick or two on how to better utilize SoftChalk to flip activities in your own classrooms.

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

Resources:

• Archived Webinar


MARCH 2013

Flipping the Classroom for a Nationwide Community College  and Industry Collaboration

This flipped classroom program is used to teach current community college students and to re-train auto industry employees. This NSF funded National Center for Excellence, the Automotive Manufacturing Technical Education Collaborative (AMTEC), involves 30 community colleges and virtually every automobile manufacturer in the USA. SoftChalk was used to shift the “lecture” to digital lessons students complete on their own so that the time they spend with their instructors can be better spent solving real-world problems. AMTEC subject matter experts and instructional designers developed a hybrid online associate’s degree program in general mechatronic maintenance composed of 12 courses, sorted into 90 stand-alone modules, each aligned to validated industry skill standards. In this presentation, we will discuss how AMTEC, this unique collaboration of colleges and industry partners, developed hybrid online lectures and in person labs to contextualize instruction so that students are more engaged and gain valuable experience in maintaining and troubleshooting complex integrated manufacturing systems. Discussion will include how AMTEC’s use of SoftChalk has been integral in developing a mechatronics maintenance curriculum that drives cost down, better aligns to industry skill standards, and helps instructors to target instruction based on student needs. In addition, we will discuss AMTEC’s current work using SoftChalk Cloud to create fault-based scenarios to further improve student learning and better analyze student performance against critical skill standards.

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

Resources:

• Archived Webinar


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

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• Handout


Flipping a Public Speaking Course: A Competency-Based Approach

In this Public Speaking course flipping helps the student be “emerged” into the content. This is accomplished using ‘Learning Modules’ to gain competency along with WorkPacs for practice, and ComPacs to develop their own content (speeches in this case). The ‘Learning Modules’ were created with SoftChalk and include auto-graded assessments and activities. The SoftChalk ‘Certificate’ feature is used to motivate and document! Thus, both student and teacher know the content has been learned. The student is pleased with the Certificate and earns points for it, and there’s no hand-grading for the teacher. WorkPacs (Work Packages) are created for student practice. They are imbedded in the Learning Module and use Bloom’s Taxonomy levels to indicate the expected learning level. These ‘Practice’ WorkPacs are automatically graded, and students earn Participation Points with successful completion. ComPacs (Competency Packages) align with the WorkPacs, but now students enter content related to their own projects. This requires some teacher-review and hand-comments. However, after students learned the content and application through Learning Module, Self-Assessments, and WorkPacs, the ComPacs are submitted in good shape.In this webinar you will learn how this process can make student work ‘stellar,’ as opposed to simply meeting expectations. (A true joy for both teacher and student.)

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

Resources:

• Archived Webinar


FEBRUARY 2013

Flipping a High School Level Chemistry Course – all about the media

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

Don Storer, Professor, Coordinator, Life Sciences, Southern State Community College

Resources:

• Archived Webinar


Digital Storytelling: Making Media That Matters

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

Joe Lambert, Executive Director, Center for Digital Storytelling
 


JANUARY 2013

Finish What You Start: How One College Doubled Completions

This webinar will outline a series of simple, high-impact changes Snead State Community College made over the past three years that doubled the number of graduating students.

Jason Watts, Chief Academic Officer, Snead State Community College

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


2011 - 2012 Webinar Series


APRIL 2012

Completion By Design: Reforming Student Success Intervention

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

Bree Obrecht, Associate Program Officer, Bill and Melinda Gates Foundation; Lara Couturier, Program Director, Jobs for the Future; Donetta Goodall, Vice Chancellor, Academic Affairs and Student Success; Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• Handout Loss & Momentum
• Handout Changing Course


MARCH 2012

Assessing College-Readiness Assessments

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

Kathy Hughes, Assistant Director, Work and Education Reform Research, Community College Research Center, Teachers College, Columbia University; Gail Burkett, Associate Professor, Mathematics, Palm Beach State College; Suzanne Morales-Vale, Director, Developmental and Adult Education, Texas Higher Education Coordinating Board; Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


FEBRUARY 2012

Using Dashboards and Business Intelligence for Performance-Based Funding

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

Valerie Mead, Solutions Architect, Dynamic Campus; Coral Noonan-Terry, Interim Director, NISOD (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


NOVEMBER 2011

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

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

Jane Neuburger, Director, The Tutoring and Study Center, Syracuse University, and President, National Association for Developmental Education; Jane Serbousek, Professor, Mathematics, Northern Virginia Community College, and Chair, Virginia Community College System Curriculum Team for Developmental Math Redesign; Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


OCTOBER 2011

Student Success: The Century College Story

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

Ron Anderson, President, Century College; LuAnn Wood, Student Success Coordinator, and Faculty, Reading and Student Success, Century College; Kathy Matel, Student Success Coordinator and Faculty, English for Speakers of Other Languages, Century College; Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


SEPTEMBER 2011

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

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

Rose Asera, Independent Researcher and Evaluator; Former Senior Scholar, Carnegie Foundation for the Advancement of Teaching; Patricia Senior, Associate Vice President for Human Resources and Professional Development and Training, Broward College; Teresa Justice, Dean, Academic Resources and Instructional Technology, Broward College; Kathy Rowell, Director, Center for Teaching and Learning, Sinclair Community College; Cynthia Ferrell, Associate Director, Achieving the Dream, The University of Texas at Austin (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)

• Resources handout


APRIL 2011

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

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

Pam Anglin, President, Paris Junior College; John Shasteen, Financial Aid and Academic Advisor; Linda Slawson, Director, Financial Aid; Sheila Reece, Director, Admissions; Mia Leggett, Membership Liaison, NISOD (Moderator)

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


MARCH 2011

STATWAY: New Pathways Through Developmental Mathematics

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

Uri Treisman, Professor, Mathematics and Public Affairs, and Executive Director, Charles A. Dana Center, The University of Texas at Austin; Frank Brown, Dean, Science and Mathematics, Tallahassee Community College; James Smart, Associate Professor, Tallahassee Community College; Mia Leggett, Membership Liaison, NISOD (Moderator)

Resources:

• Archived Webinar (.flv) - Sound Only


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

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

Donna Jones, Senior Pedagogical Solutions Engineer for Assessment; Vivek Ramgopal, Senior Manager, Blackboard Learn for Outcomes Assessment Solution; Karen Yoshino, Director, Blackboard Global Services; Mia Leggett, Membership Liaison, NISOD (Moderator)

Resources:
• Archived Webinar (.mp4) - Sound Only
• Archived Webinar (.flv) - Sound Only


FEBRUARY 2011

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

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

Arleen Arnsparger, Project Manager, Initiative on Student Success, Center for Community College Student Engagement (CCCSE); Michael Poindexter, Vice President, Student Services, Sacramento City College; Mia Leggett, Membership Liaison, NISOD (Moderator)

Resources:

• Archived Webinar (.flv) - Sound Only


2010 Webinar Series


DECEMBER 2010

Student Success: Motivating and Engaging Community College Students

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

Amy Baldwin, Instructor, English and Student Success, Pulaski Technical College; Steve Piscitelli, Professor, Florida State College at Jacksonville; Robert Sherfield, Professor, College of Southern Nevada; Mia Leggett, Membership Liaison, NISOD (Moderator)

Resources:

• Archived Webinar (.flv) - Sound Only
• Handout


NOVEMBER 2010 

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

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

Elizabeth F. Barkley, Instructor, Music, and Author, Student Engagement Techniques: A Handbook for College Teachers; Larry Sanderson, Director, Institutional Effectiveness, New Mexico Junior College; Terry Holloman, Faculty, New Mexico Junior College; Mia Leggett, Membership Liaison, NISOD (Moderator)

Resources:

• Archived Webinar (.flv) - Sound Only


OCTOBER 2010

Making Technology Work: Meeting the Demand for More Students

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

Chet Strebe, CIO, Northcentral Technical College; Leonardo de la Garza, Chancellor Emeritus, Tarrant County College District; Suanne Davis Roueche, NISOD Director (Moderator)

Resources:

• Archived Webinar (.flv) - Sound Only


SEPTEMBER 2010

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

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

Leslie Navarro, President, Morton College; Jennifer Butler, Professor, History, Morton College; Suanne Davis Roueche, NISOD Director (Moderator)


MARCH 2010

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

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

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

Resources:

• Archived Webinar (.flv) - Sound Only


MARCH 2010

Effective Practices in Fully Online Programs

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

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


FEBRUARY 2010

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

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

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

Resources:

• Archived Webinar (.flv) - Sound Only


2009 Webinar Series


DECEMBER 2009

Making Connections: Every Interaction Is an Opportunity for Engagement!

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

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

Resources:

• Archived Webinar (.flv) - Sound Only


NOVEMBER 2009

Service Learning: Taking Education Beyond the Classroom

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


OCTOBER 2009

Enhancing Instruction and Engagement With Second Life

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

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

Resources:

• Archived Webinar (.mp4)
• Archived Webinar (.flv)


SEPTEMBER 2009

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

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

Coral Noonan-Terry, Associate Director, NISOD

Resources:

• Archived Webinar


APRIL 2009

The Students’ Perspective: Results From the Community College Week-NISOD Student Essay Contest 

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

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

Resources:

• Archived Webinar


MARCH 2009

Teaching With Technology: Advancing Student Success With Blackboard

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

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

Resources:

• Archived Webinar


FEBRUARY 2009

High Expectations for Student Engagement

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

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

Resources:

• Archived Webinar


JANUARY 2009

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

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

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

Resources:

• Archived Webinar


2008 Webinar Series


NOVEMBER 2008

Learning About Learning Communities 

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

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

Resources:

• Archived Webinar


OCTOBER 2008 

Developmental Education: Job One 

Join us for a spirited exploration of emerging challenges and opportunities in developmental education! Our panelists will draw from a rich collective history as faculty, administrators, and national policy advocates—these experts will help advance our understanding of the complex issues at play when working to help at-risk students succeed in these programs. A discussion of national trends will set the stage for stories "from the trenches," where our panelists will illuminate promising practices discovered through years of experience as leaders in classroom and college environments. Due to the unanticipated 200+ virtual audience members who tried to access this webinar, there were too few phone lines and this caused significant audio difficulties. Therefore, we are making available the PowerPoint slides for download.

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

Resources:

• Powerpoint Presentation


SEPTEMBER 2008

Teaching With Technology: Adobe Acrobat 9

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

Robert McDaniels, Adobe Certified Expert

Resources:

• Archived Webinar