Whether it's cutting-edge teaching and learning strategies, leadership programs, or inspirational innovations that promote student success, you can find it at NISOD's International Conference on Teaching and Leadership Excellence, May 27 - 30, in Austin, Texas. The more than 250 breakout sessions and roundtable discussions taking place at the conference. Join your colleagues in Austin, Texas, for this exceptional professional development opportunity!
Sessions presented are subject to change.
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Research on faculty type with regard to impact on student success is ambiguous. However, two things are clear: we rely on adjunct faculty to teach a large number of courses and adjunct faculty do not have equal access to the resources that support teaching excellence. Identify low-cost ways to boost teacher effectiveness and formulate versions of these ideas for their own campuses.
Michele Kelly, Associate Dean, Arts and Sciences, Macomb Community College
This session tells the story about Houston Community College's dual credit program. From staffing to procedures, practices, and relationship building, this successful program increases opportunities for students in the Greater Houston Region. Discuss the program’s transformation and reorganization, and the new policies that resulted in a significant enrollment increase.
Catherine O'Brien, Associate Vice Chancellor, College Readiness, Houston Community College
Bring your own device and follow along as we demonstrate a research project using academic databases through the college library. This project is a result of a collaborative effort between a librarian and a professor to foster digital literacy, meet desired learning outcomes, teach research skills, and increase student engagement. The goal is to create a digital research project for multiple teaching modalities that meet two state learning requirements.
Terri Karlseng, Reference Librarian, Collin College; Brett Adams, Professor, History, Preston Ridge Campus/collin.college
This session provides an opportunity to learn how to address the low retention and graduation rates of African-American female students. Receive a case study, a concept map template, and questions that guide discussion. The presenter shares the challenges and rewards of the Women on a Mission mentoring program, which results in positive student outcomes by creating a sense of community.
Barbara Evans, Associate Dean, Academic Affairs, Community College of Allegheny County
San Antonio College has a staff- and faculty-supported program that addresses students’ food insecurity and homelessness. This collaboration between student services and academic affairs addresses issues related to poverty that affect student success and persistence. Case management services ensure students receive help finding emergency and public assistance. Discuss the latest research, program design, and funding strategies.
Lisa Black, Associate Professor, Social Work, San Antonio College; Robert Vela, President, San Antonio College; Tiffany Cox Hernandez, Associate Professor, Criminal Justice, San Antonio College
This session presents an ESL Bridge program that moves Adult ESL learners into certificate and degree pathways in one semester. The 15-hour course includes math, college readiness, reading, writing, grammar, listening, and speaking. This is a collaborative effort between the Adult Learning Centers, the Center for College Access and Development, and credit ESL faculty at El Paso Community College.
Roselia Galindo, Professor, Reading, ESL, INRW, El Paso Community College; Myshie Pagel, Dean, Education and Career and Technical Programs, El Paso Community College; Marta Edwards, Instructor, Literacy Programs, El Paso Community College; Norma Minjares, Instructor, Literacy Programs, El Paso Community College
Learn about our flagship faculty development activity, Summer Jam, a weeklong immersion and subsequent yearlong practicum that immerses faculty in high-engagement learning and teaching. Dividends and surprises include new levels of camaraderie and a powerful sense of adventure and experimentation. Experience Summer Jam and explore examples of high-engagement faculty development activities.
Mark Jarvis, Director, Faculty Development, Butler Community College; Meg Mcgranaghan, Associate Vice President, Butler Community College
Teaching diversity requires strong relationships that encourage dialogue and action so today’s students can become tomorrow’s leaders. Using a case study from Confederation College, this session provides a model for developing learning outcomes that promote increased engagement and partnership on topics related to social justice. Learn how to embed diversity topics into your curriculum and how to adapt the model to your unique needs.
Bryanna Scott, Manager, Student Life and Indigenous Initiatives, Confederation College; Cathy Mcrae, Indigenous Learning Outcomes Officer, Confederation College; Lisa Jack, Manager, Patterson Learning Commons, Confederation College
The B2 Scholars Program is a two-year professional development experience for community college biology faculty who want to improve the retention rate of biology students by creating a more engaging and supportive environment that improves the student experience and encourages students to move forward in their academic careers. Discuss the results of more than 100 interviews identifying impediments to student retention and learn ways to remove to them.
Daniel Ward, B2 Program Director, Bioquest; Kristen Jenkins, Executive Director, Bioquest
Do interactive activities promote learning? Do two or three people working on a problem develop a better solution than one? Can you let go of tradition in exchange for promoting better understanding of your content? Share ideas about ways to use formative evaluations to improve retention by fostering collaboration and critical thinking. Share methods that increase student success and decrease attrition rates.
Palmira Good, Professor, Nursing, Polk State College
“Student success” is a mantra commonly used in higher education; however, to have student success, an institution must have “teacher success.” Broward College has made supporting and cultivating teaching excellence a priority. This session focuses on steps taken by the college to create a culture of teaching excellence. The transformation has not happened overnight, nor has it been easy. Yet, bird by bird, the cultural shift is occurring.
Barbara Rodriguez, Associate Vice President, Center for Teaching Excellence and Learning, Broward College; Wendy Varela, Coordinator, Faculty Development, Broward College
Learn how one community college was instrumental in crafting a unique and innovative grant proposal. This approach creates a ladder of learning that engages university and community college students with K-12 cohorts. Such a rich learning environment brings numerous tangible and intangible benefits to instructors, students, and participating institutions. Learn how this project’s success transformed relationships among educational stakeholders.
Tina Tinney, Vice Chancellor, Strategic Initiatives, Northshore Technical Community College
What is service learning and how can you incorporate it into curriculum to promote student success? Discuss ways collaborative, service-learning projects can help students develop leadership and teamwork skills. The presenters share a variety of best (and worst) practices, how to structure service-learning projects, and how faculty can partner with community organizations.
Denise Spivey, Assistant Professor, History, Tallahassee Community College; Melissa Scalzi, Assistant Professor, College Success and Career Planning, Tallahassee Community College; Sabrina Dyck, Faculty Librarian, Tallahassee Community College
This presentation examines the development of lifelong learners by creating methods that will "make the lightbulb go off!" So often, students take a class because they are part of a program or they need the course to graduate. However, what is it—or who is it—that truly inspires students to become lifelong learners? What can we do to help inspire this development? Let's share our pearls of wisdom!
Reginah Walton, Tenured Professor, Communications, Media and Theater, Malcolm X College; Sharon Silverman, Tenured Professor, Library-Learning Resource Center, Olive-Harvey College
This engaging and idea-packed session highlights tips and strategies for creating a collaborative environment for adjunct faculty. As part of the Striving for Excellence professional development series, three award-winning adjunct faculty present their strategies for increasing collaboration and connection between students, administrators, and faculty. The interactive (and need we say…collaborative) format of this session allows for panel discussion and plenty of Q&A time for participants. This is one session you won’t want to miss!
Catch The Next—Dream Catchers (based on the Puente Project) addresses the low rates of academic achievement among underserved first-time-in college students by increasing the number of students who receive degrees and transfer to four-year universities. Students are placed in cohorts and enroll in linked Integrated Reading and Writing and Learning Framework classes. This presentation introduce participants to the program and its notable history.
Yolanda Reyna, Assistant Professor /Lead, Learning Framework and Student Development, Palo Alto College; Daniel Rodriguez, Professor, Learning Framework, Palo Alto College
Learn about effective classroom management strategies that promote student success. Discuss research-based classroom techniques specific for community colleges, as well as a creative approach to student sanctioning from a student affairs perspective. This session highlights a partnership between academic affairs and student affairs to improve and enhance the learning environment.
Nicholas Vick, Director, Tutorial and Academic Success, Pitt Community College; Jasmin Spain, Director, Student Mentoring Conduct and Academic Progression, Pitt Community College
This session presents two years’ worth of experience with co-requisite remedial mathematics instruction. Roane State Community College began requiring students with remedial needs to enroll in a co-requisite general education mathematics course. Discuss general education course topics and the remedial companion course. This session showcases the positive impacts of the co-requisite approach with respect to course retention and completion.
Markus Pomper, Dean, Mathematics and Sciences, Roane State Community College
This session targets faculty and professional development coordinators interested in authentic professional development as a central component of an interdisciplinary learning curricular model. Learn how to design workshops that focus on the collaborative development of integrative outcomes and assignments, facilitate reflective teaching practice seminars, and organize a culminating student conference that showcases student cross-disciplinary work.
James Schneider, Professor/Teaching and Learning Center Director, South Puget Sound Community College; Erica Dixon, Professor, Sociology, South Puget Sound Community College; Kathleen Byrd, Professor, Engish, South Puget Sound Community College
Learn how to leverage user-friendly instructional tools and practices of engagement to promote deep learning and student success in the classroom and beyond. This session demonstrates some of the tools that get students out of their seats and participating in class in ways instructors would never imagine. Are you seeking tools to eliminate learning gaps and increase understanding? This session will not disappoint.
Kelly Hebron, Associate Professor, Paralegal Studies, Northern Virginia Community College; Kirstin Riddick, Coordinator, Technology Innovation and Learning and Teaching (TILT), Northern Virginia Community College
Texas State Technical College-Harlingen is the recipient of a College for Credit for Heroes Texas Workforce Commission Grant to award credit in Business Management Technology and Computer Networking and Security Technology programs. The programs provide military students with the opportunity to obtain up to nine semester credit hours via a quick review session, a comprehensive exam, or, if merited, a course substitution. Discuss the course curricula and other materials.
Edna Claus, Campus Lead Instructor, CIS, Texas State Technical College; Eddie Benitez, Faculty, Business Management Technology, Texas State Technical College; Norma Colunga-Hernandez, Faculty, Computer Networking and Security, Texas State Technical College; Cesar Ibarra, Faculty, Computer Networking Technology, Texas State Technical College
Learn how the Southeast Indiana Regional Postsecondary Partnership analyzed high school standards and aligned them with college course objectives to develop rubrics that outline the college-ready knowledge, skills, and practices students need to succeed in college credit-bearing courses without remediation. Review a college-created brochure that shows how high school diploma tracks impact the need for remediation, college freshman performance, and college completion.
Marsha Vannahmen, Assistant Director, Center for Teaching and Learning, Indiana University Purdue University - Columbus; Marsha Vannahmen, Assistant Director, Center for Teaching and Learning, Iupuc; Patrick Nevins, Program Chair/Assistant Professor, English, Ivy Tech Community College Of Indiana - Columbus; Leigh Britt, Visiting Lecturer, Mathematics, Iupuc
This presentation introduces a study that examines competencies for community college advisors. The community college advisor competency model is a three-factor solution that summarizes and groups competencies into interpretable clusters. These distinct categories of competencies lead to achieving crucial outcomes. Expect a fun, interactive discussion and great takeaways!
Shellie Keller, Associate Vice President, office of Academic Success, College of Southern Nevada
This session presents the findings from research on community college students at two institutions, most of whom are first-generation, low-income, or students of color. Using interview data, the presenters explore where these students decide to pursue postsecondary education by examining their institutional “choice sets.” The findings begin to explain the mechanisms through which community college students do or do not transfer to four-year institutions with implications for transfer process policies.
Wesley Edwards, Doctoral Student/Researcher, Educational Administration, The University of Texas at Austin; Huriya Jabbar, Assistant Professor, Educational Administration, The University of Texas at Austin; Joanna Sánchez, Doctoral Candidate/Researcher, Educational Administration, The University of Texas at Austin
Madisonville Community College (MCC) faced the dilemma of how to provide more online courses while maintaining quality instruction. MCC developed a peer review process for online education that helps instructors offer courses with the same rigor and engagement as in-person instruction. Learn how to establish a faculty-driven quality improvement plan for the delivery of online courses.
Lisa Lee, Online Instruction Coordinator, Social Sciences, Madisonville Community College; Mary Werner, Chair, Humanities, Madisonville Community College; David Schuermer, Director, Grants, Planning and Institutional Effectiveness, Madisonville Community College
A key challenge in delivering faculty development is creating a culture that is conducive to professional growth. While successful faculty development initiatives positively influence an institution’s teaching and learning culture, there is also a possibility that, if initiatives ignore cultural variables, the likelihood of success significantly decreases. Explore factors that contribute to a positive culture for faculty development.
Mike Gillespie, Vice-President Academic, Medicine Hat College; Desalyn De-Souza, Associate Professor, Central New York, SUNY Empire State College
This session provides advice for enhancing student learning and student success in developmental mathematics. Texas State Technical College - Harlingen redesigned its developmental mathematics courses to include enhanced curriculum and instruction, academic and student support services, and professional development. Reprogramming the courses has increased passing rates by 26 percent and increased accelerated math course enrollment by 48 percent.
Orlando Peñuelas, QEP Coordinator, Student Learning, Texas State Technical College; Michael Murphy, Department Chair, Developmental Math, Texas State Technical College
The Faculty Teaching and Learning Academy has continued to transform teachers and students at California’s community colleges. The goals of the academy are to design student-centered classrooms using equity-mindful practices, provide training on innovative technology that enhances the student experience, and create opportunities for dialogue about pedagogy and curriculum. Discover how our practices are applicable, accessible, and transformative to all teachers and students.
Jessica Cristo, Associate Dean, Student Success, Los Angeles Community College District; Deborah Harrington, Dean, Student Success, Los Angeles Community College District
This session introduces a suite of open-access online resources any institution can use to help students engage with their study-abroad destinations. Learn how to use open-access resources, practice using an eight-dimension cultural framework, review pre-departure and instructional materials, and learn ways to advise students about leveraging study-abroad opportunities during recruitment efforts.
Deirdre Mendez, Associate Director, Cultural Programs, The University of Texas at Austin
This session examines Houston Community College's path to institutionalizing a culture of evidence, featuring the lessons learned and insights gleaned from the process. Review strategies to engage in deeper conversations with faculty and discuss how to use student outcomes data to build a culture of evidence on your campus.
Kimberly Beatty, Vice Chancellor, Instructional Services - Chief Academic officer, Houston Community College; Misha Turner, Director, Student Success, Houston Community College
Wake Tech Community College developed a mandatory certification program for all online faculty to increase faculty preparedness. A team of faculty and e-learning support staff developed e-learning standards and a rubric used to evaluate online courses. The presenters provide details about the EPIC Online Teaching Certification, which offers 30 hours of professional development that cover every aspect of online instruction.
Alison Consol, Associate Professor/Program Director, Advertising and Graphic Design/Web Technologies, Wake Tech Community College; Cindy Foster, Associate Professor/Program Director, Simulation and Game Development, Wake Tech Community College
Digital Media Design at Texas State Technical College (TSTC) developed a program to integrate competency-based education with high school dual enrollment courses. TSTC faculty experienced in graphic design train high school dual enrollment faculty how to deliver first semester courses to their students. This presentation includes the process used to develop the courses and the kit used by high school teachers, including assessment tools.
Edna Claus, Campus Lead Instructor, CIS, Texas State Technical College; JJ Vavra, Campus Lead Instructor, DMD, Texas State Technical College; Garnet Gaither, Faculty, DMD, Texas State Technical College; Jimmy Villarreal, Faculty, DMD, Texas State Technical College
What is college readiness and how do we measure it? These are questions we face regarding dual credit, early college high schools, early admissions, and developmental education programs. Join this session to explore this important topic.
Fred Hills, Dean, Arts, Sciences and Business, McLennan Community College; Richard Leslie, Coordinator, Center for Teaching and Learning, McLennan Community College
Using a Latino studies-based curriculum, Dream Catchers, based on the award-winning Puente Project, provides a holistic approach to teaching, advising, and mentoring at-risk college students. The program currently operates at 14 sites throughout Texas and consistently demonstrates that students who place into developmental education can reach college readiness at the end of their first year at higher rates than non-participants.
Erin Doran, Visiting Assistant Professor, Iowa State University
Do you ever feel like you’re herding cats when trying to maintain an orderly, respectful, and motivating learning environment? This presentation shares time-tested principles supported by current neuroscience, as participants explore ways to foster and sustain lively, engaged, orderly, respectful, and compelling learning environments. The goal is to have fun while we help each other.
David Katz III, Executive Director, Organizational Development, Mohawk Valley Community College
An emphasis on leadership has always been part of student development, but lacking is a specific program for developing students’ leadership capability. Leadership helps students succeed whether they transfer to four-year schools or enter the workforce. This session presents a two-year leadership development program that enables students to think and operate like industry leaders.
Savio Pham, Faculty, Business Technology, Highline College
The challenge of merging four colleges and ten campuses into one institution is significant. Add designing a leadership model that encompasses statewide oversight of programs, personnel, budget, and instructional leadership professional development, and that challenge becomes even more daunting. One college discusses its successes and failures making these changes and addresses the culture change inherent in such a move.
Irene Cravey, Associate Vice Chancellor for Instruction, Texas State Technical College; Kyle Smith, Associate Vice Chancellor, Operations Support, Texas State Technical College
Engaging adjunct faculty with course assessment processes involves many challenges, including scheduling, compensation, and lack of commitment. A faculty retreat that features assessment can deal effectively with these challenges. Discuss general strategies for scheduling, securing compensation, sparking faculty interest, managing a group assessment activity, facilitating assessment rubric revisions, and using the revised assessment rubric.
Thomas Donlan, Assistant ProfessorDepartment Coordinator, Speech Communication, Montgomery County Community College; Amanda Gatchet, Assistant Professor, Speech Communication, Montgomery County Community College
Guam Community College‘s (GCC) leadership in collegewide assessment for student success is recognized in the Micronesia region. The presenters showcase how GCC implemented a two-year assessment cycle for improving and enhancing courses and programs. Learn how to design an assessment plan, collect and analyze data, create a report, and use the results to improve student-learning outcomes, retention, and completion.
Pilar Pangelinan, Associate Professor, Accounting, Guam Community College; Zhaopei Teng, Associate Professor, Computer Science, Guam Community College
Much of student success has little to do with academic ability. "Smart" students fail and struggling students who could otherwise succeed fall further behind. A strong foundation is important, but attitude and knowing how to learn are far more important in the long run. The presenter illustrates ways to help students develop a growth mindset, persist when faced with adversity, and understand how to reflect on and learn from their mistakes.
Todd Zakrajsek, Associate Professor, Family Medicine, University of North Carolina at Chapel Hill
Faculty (and staff) are the public face of their college. A personal brand shapes your reputation and promises that you have something to offer. Community college faculty who successfully develop a personal brand simultaneously help their institution by making a positive impression of themselves and the college. Social media is an essential element of personal branding. This session focuses on using social media to develop a killer faculty brand.
Lawrence Miller, CEO, Miller and Associates
This session gives a broad overview of college accountability. Context and situational analyses are the foundations for a college’s consolidated efforts to move from good to great in terms of recruitment, retention, and completion. Participants receive guidance about how to extract data from a robust information system repository and present the results in a palatable manner for multiple audiences.
Kim Lee, Vice President, Institutional Effectiveness, Albany Technical College
Despite the increasing popularity of online courses, retention in these courses is much lower than their face-to-face counterparts. The content in both delivery methods is the same; so what’s the difference? One of the most obvious differences between traditional classes and online classes is a social presence. This session demonstrates establishing a social presence in online environments. These strategies have been tested at Nash Community College and the results are outstanding.
Lane Freeman, Department Chair, Nash Online, Nash Community College; Eva Hardy, Nash Online Communications Instructor, Nash Community College
A partnership between NISOD, Diverse: Issues in Higher Education, and the Center for Higher Education Enterprise at Ohio State University, Most Promising Places to Work in Community Colleges identifies and celebrates promising practices at community and technical colleges in recruiting, retaining, and developing diverse faculty, staff, and students. Learn about the survey, as well as the promising practices observed among this year’s Most Promising Places to Work in Community Colleges.
Royel Johnson, Policy Analyst, Center for Higher Education Enterprise, The Ohio State University
At Queensborough Community College, student diversity encompasses a broad range of bilingual immigrants, learning styles, and cultural and educational backgrounds. Cultural factors influence self-learning, group interaction, communication, and interpreting information. Discuss diverse communication patterns that affect student learning experiences and learn conceptually grounded approaches to intercultural communication competence.
Meghmala Tarafdar, Assistant Professor, English, Queensborough Community College-City University of New York
What is it about fake online information that makes it so easy to share? Since fake information can travel at the speed of light, critical thinking and evaluation skills have never been more important! Examine the quantity, design, and bias of online "fakery" and what it means for our students when they can't distinguish what is valid, true, or meaningful. Leave with tools and clues to share with students regarding online "news."
Julie Smith, Professor, Media Communications, Webster University
Academic advisors and faculty can now track students throughout the semester. This new approach to advising helps institutions become more proactive in serving their students while also increasing success rates. Identify diverse student populations, implement unique nudging practices, and drive student persistence with the aid of data analytics. Create their own unique student cohorts based on their institution’s needs.
Raymond Craft, Jr., Academic Advisor, Lone Star College–North Harris; James Martinez, Program Coordinator, New Student Orientation, Lone Star College
The presenters explain how their college preserves internal professional development programs by using faculty who complete the Writing Across the College or E-Mentor programs to facilitate future cohorts. Discuss the program's format, including activities required of Faculty Fellows and cost-effective ways to optimize in-house resources when running internal professional development programs.
Shana Deyo, Professor, College of Business, Daytona State College; Elizabeth Barnes, Chair, Academic Support, Daytona State College; Andrea Gibson, Chair, Online Studies, Daytona State College
This session presents information about developing a faculty-student mentoring program, including its successes and ongoing challenges. In addition to outlining the steps taken to develop the program, this session provides specific examples of professional development and tips for creating a unique vision for implementation. Participants discuss their situations and provide feedback about viable solutions.
Tammy Perez, Associate Professor, Spanish, San Antonio College
Through its Faculty Voices initiative, the League for Innovation in the Community College is bringing community college faculty into the national conversation about student success and completion. Hear what faculty say about contributions they and their institutions make to student success and completion, obstacles blocking their efforts to help students succeed to completion, and concerns regarding the national focus on completion. Learn how your college can join the conversation.
Cynthia Wilson, Vice President, Learning and Chief Impact Officer, League For Innovation In The Community College
Classroom management is one the most important variables for building and sustaining a high-achieving classroom. Classroom management is also the number one reason why educators leave the profession. You don’t need to spend more money on new curricula, fancy programs, or trendy experts. Come learn how to provide your teachers with world-class classroom management training.
Wendy Fitzpatrick, Educational Consultant, Building The Foundation Educational Consultant
Today's leaders emerge from all roles and levels in organizations and can influence the outcome of projects, key initiatives, and overall organizational health. How do these leaders emerge, build relationships, motivate, engage, communicate, and collaborate? If you are an emerging or aspiring leader, come learn how adapting the Four Faces of Strategic Leadership can improve your ability to lead and influence from any position on your team.
Jermaine Dykes, Senior IT Project Manager/Adjunct Professor
During this session, participants engage in at least one activity from each of the following four steps: Self-Awareness, Feelings, Values, and Decision Making. Through discussion about and practice with these activities, participants have a better understanding about how to gather materials for the four steps and use them in their classrooms.
James Grant, Instructor, Communications, West Hills Community College District
Although a staple of the writing process across disciplines, peer review is difficult to teach as a meaningful practice. This session offers strategies for building from a basic peer review practice developed by practitioners of the California Puente Project—which grounds peer review and revision in a collaborative approach to writing—to a publication-oriented peer review practice that uses the strategies of discipline-specific journals, leading to recognition of the relevance of the writing process.
Lydia French, Faculty, English, Houston Community College
The presence of community college Fulbright Scholar Program grantees helps to underscore their contributions to higher education. This session provides insights into Fulbright opportunities available for community college faculty and administrators, including teaching, conducting research, and participating in collegial consultations at more than 125 countries. Receive suggestions about how to approach the application process.
Charles Riess, Assistant Director, Outreach, Institute Of International Education
Faculty for Radical Education and Empowerment (FREE) is a community of faculty across multiple disciplines who support each other in the classroom, while also bringing important topics to students for better understanding and application. Discuss your experiences with FREE and provide examples of collaborations for easily replication.
Precious Hall, Professor, History, Political Science, and Law, Truckee Meadows Community College; Cathy Brewster, Professional Development Manager, Truckee Meadows Community College
When going on a road trip, having clear directions upfront saves time and money. The same applies to the college journey. Equipping students with clear occupation, employment, and salary outlook information is essential. This session highlights career resources and strategies one college uses to help first-year students, beginning with high school seniors, select an accurate meta major aligned with their goals and interests. Such resources position students for timely program completion.
Kita Graham, High School Career Coach/Student Development Instructor, Tidewater Community College
One of the struggles in implementing learning pedagogy is getting students to engage. Typically, only one student or a handful of students respond to questions in class. One solution to engage students without making them feel as if the instructor is singling them out is to use technology that randomly selects students’ names. Learn how to use technology to check learning by randomly selecting students from the class.
Kenneth Rouse, Associate Professor, Computer Science, Letourneau University
Want to share your ideas or do a quick instruction with a video for your online or face-to-face classes. Learn how to use a green screen. This session covers the basics of green screen, including set-up, lighting, video editing, and basic Camtasia tutorials. Join this exciting opportunity to create your very own personalized video. Bring your computer and download Camtasia free for 30 days.
Sherry Boyd, Professor, Arts, Business, Sport Science, and Technology, North Lake College
Imagine a yearlong, professional development program for adjuncts organized in interdisciplinary cohorts at multiple campuses—featuring eight, four-hour workshops facilitated by faculty—with a focus on mirrored, student-centered pedagogy. The Adjunct Academy at Houston Community College serves the district with a 76 percent retention rate. Learn about program implementation and retention strategies, how to create mirrored-pedagogy training activities, and how to accrue new professional development exercise ideas.
Michael Ronan, Adjunct Academy Director, English/Special Assignment, Houston Community College; Jennifer Vacca, English Professor/Lead Facilitator, Adjunct Academy, Houston Community College
Who is really taking your online courses? Pins and passwords alone do not verify students’ identities. The solution: BioSig-ID, the world’s first biometric password that provides continuous student authentication throughout a course. Students create a unique four-character password using just a finger or mouse! Imposters are stopped in their tracks. Combined with BioProof-ID, our online witnessing application and forensic audit trail that uncovers identity fraud, BioSig-ID removes your college’s identity crisis.
Jeff Maynard, CEO/President, Biometric Signature ID
Students who experience food and housing insecurity are hindered by the strain chronic scarcity puts on their mental resources. Truckee Meadows Community College uses behavioral science concepts and collaboration to cut costs, create slack, and empower under-resourced students to succeed. Leave this session with a plan for creating a campus resource team and strategies to connect your students to resources that help them move from survival to success.
Joan Steinman, Director, Retention and Support Services, Truckee Meadows Community College; Precious Hall, Professor, Political Science, Truckee Meadows Community College
As open-educational resources (OER) become a mainstream option for general education curriculum, several Texas community colleges have moved quickly to improve affordability, access, and student success. By combining independent, college-specific initiatives with collective action in key areas, they hope to move farther and faster with OER. This session broadens thinking about different approaches to OER based on institutional goals, size, culture, and student needs.
Gaye Lynn Scott, Associate Vice President, Academic Programs, Austin Community College; Julie Penley, Associate Vice President, Instruction and Student Success, El Paso Community College; Mark Johnson, Dean, Business and Technology, San Jacinto College; Katie Nisbet, Associate Dean, Arts and Sciences, Odessa College
Holistic learning is “a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, the natural world, and humanitarian values such as compassion and peace.” While active-learning strategies improve students' higher-order thinking skills outlined in Bloom’s Taxonomy, Holistic Learning Theory provides the opportunity to find deep and personal motivations for participating in the learning process.
Randolph Harrison, Lead Instructor, Psychology, Western Piedmont Community College
Learn how you can turn one in-class assignment into a class, department, or campuswide poster presentation event. Poster presentations add a real-world element to any assignment by asking students to practice professionalism and interpersonal, inquiry-based learning, creativity, teamwork, and communication skills. Hear ideas from a variety of disciplines and brainstorm with instructors who have successfully implemented this idea in their classes.
Nancy Ray-Mitchell, Professor, Management, McLennan Community College; Liz Mitchell, Associate Professor, Biology, McLennan Community College
By infusing comic making into lesson plans, instructors are able to produce opportunities for gifted learners—as well as the quietest students—to connect, synthesize, and express material in new and creative ways. Create comic strips through a collaborative group activity while exploring techniques, examples of students’ works, and various strategies for energizing the classroom using comics.
Jason Balserait, Professor, English, Valencia College
Community colleges are known for their quality, cost-effective teacher preparation programs, but are often overlooked for their importance in diversifying the teacher pipeline. Discuss current partnership models between two- and four-year institutions and how these models impact rural and urban schools while providing cost-effective options for entering the teaching profession.
Fay Lee, Lead Faculty, Education, National Association Of Community College Teacher Education Programs (nacctep); Lisa Hill, Interim Dean, Instruction, National Association Of Community College Teacher Education Programs (NACCTEP)
In the short time that Google Classroom has been around, it has slowly become my LMS of choice, and is only one feature away from completely displacing Blackboard. All of my students complete their assignments via Google Classroom. With this year's enhancements, I added a flipped element by posting videos using the question feature.
Herb Coleman, Director, Campus Technology Services/Adjunct Professor, Psychology, Austin Community College
Hewlett-Packard Learning Initiative for Entrepreneurs (HP LIFE) is a free, online entrepreneurship and workforce development training program. The program consists of 26 courses that are modular, interactive, and full of information and practical exercises that provide students with the skills necessary to create or grow their business. Course topics include innovation, finance, marketing, operations, communication, and more.
Leah Deppert, Manager, Marketing and Communications, The National Association For Community College Entrepreneurship
Learn about the newest, research-based addition to the Online Learning Consortium Suite of Quality Scorecards. Available as a free download, the QCTIP scorecard supports teaching excellence in online and blended courses. Also, discuss specific e-learning quality topics (i.e., course fundamentals, learning foundations, student engagement, and faculty engagement) and identify best practices to incorporate in the classroom.
Jennifer Mathes, Director, Strategic Partnerships, Online Learning Consortium; Karen Pedersen, Chief Knowledge Officer, Online Learning Consortium
When students know they’ll receive immediate feedback, they’re much more likely to engage. Come explore Google applications that allow teachers to formatively assess students and provide them with immediate feedback. The application uses multiple choice and short answers. This session demonstrates the entire process. Learn how to set your students up for success!
Lamar Collins, Assistant Principal, Temple High School
With four gateway mathematics options, it’s essential that incoming students know which path is right for them based on their goals. The 20-member North Texas Community College Consortium built upon The University of Texas Dana Center’s mathematics requirements spreadsheet. Review the spreadsheet and advising documents, then discuss how to increase awareness about these resources and provide training for high school and college advisors.
Christine Hubbard, President, North Texas Community College Consortium
Students in the GPS Initiative use their cell phones to document their participation in campus activities. The presenters describe how the GPS Initiative increased student engagement—a challenging endeavor for community colleges—while fostering a partnership between Student Affairs and Academic Affairs. Examine examples of completed GPS projects and discuss data that indicate increases in student participation and retention.
Whitney Rhyne, Director, First Year Experience, Florida SouthWestern State College; Mary Schultz, Professor, First Year Experience, Florida Southwestern State College
What technology professionals come to mind? Steve Jobs? Mark Zuckerberg? Bill Gates? Asheville-Buncombe Technical Community College received two NSF ATE grants focused on recruiting and retaining females. The number of female students increased from 39 to 75 students in two years. Leave this session with ideas and materials to increase female enrollment in your technology programs.
Pamela Silvers, Instructor, Computer Technologies, Asheville-Buncombe Technical Community College
Stella and Charles Guttman Community College is an equity-driven, guided-learning pathways institution. SCGCC’s educational model is proving to be successful in helping students make progress toward degree completion. Join this conversation about how the guided pathways model and iPASS/Starfish implementation support student success and explore ways to implement similar initiatives at your institution.
Laura Gambino, Associate Dean for Assessment and Technology, Guttman Community College
The ICAPS program took a small, but effective student success initiative to scale through braided funding strategies, data-driven decision making, and top-down institutional support. Underprepared students are able to successfully attain industry-recognized credentials and employment in various career pathways. Discuss the model and lessons learned for purposes of program replication.
Peggy Heinrich, Interim Vice President, Teaching, Learning, and Student Development, Elgin Community College
Community health workers (CHWs) are a vital component of the health care workforce. The Massachusetts Department of Public Health is a strong supporter of CHWs and, in 2014, developed and approved 10 core competencies for CHWs. Aligning with these competencies, Holyoke Community College created a certificate that prepares students for entry-level positions and is stackable into an Associate's Degree in Foundations of Health.
Janet Grant, Faculty/Community Health Certificate Coordinator, Holyoke Community College; Abby Mahoney, Academic Advisor and Career Navigator , Holyoke Community College
This session outlines how a consortium of colleges integrates tutoring into vocational pathways and provides practical ideas for replication. Using a case study, knowledge discovery, pair/share, and a gallery walk, explore an open-resource guide and use a tutor lesson-planning tool. Also learn how to integrate tutoring into vocational programs, develop goals for your campus, and exchange ideas with others participants.
Donna Cooper, Central Valley Regional Network Coordinator, California Community College's Success Network (3csn)
By its very nature, a general education exposes students to courses from various disciplines. However, by designing courses with an eye toward innovation and student engagement through a curriculum replete with applied-learning projects, student-centered classes, and interdisciplinary material, students can explore their personal interests and grow as independent learners, with the help of coaching and encouragement provided by dedicated faculty.
Carl Clark, Associate Professor, Mathematics, Indian River State College; Sarah Mallonee, Professor, English, Indian River State College
Designed by registrars and institutional researchers, the Interstate Passport facilitates block transfer of lower-division general education based on learning outcomes for nine knowledge and skill areas developed by faculty at multiple institutions. The Interstate Passport also consists of an academic progress tracking system for transfer students. Learn about the development of this program and how your institution can get onboard!
Kate Springsteen, Member and Education Services Coordinator, Interstate Passport, Western Interstate Commission for Higher Education
Teaching students how to find, evaluate, and use credible information is more important now than ever. Librarians and faculty at Northwest Vista College came together in a yearlong academy to explore how to teach information literacy as part of the college’s Quality Enhancement Plan. Gain an understanding of information literacy across the disciplines and learn fun ways to teach information literacy through active learning.
Linda Reeves, Professor/Librarian, Northwest Vista College; Norma Velez-Vendrell, Public Services Librarian, Northwest Vista College; Amanda Gorrell, Public Services Librarian, Northwest Vista College
A fully faculty-driven Early Intervention Plan by the English department at Zane State College raised student success rates in Freshman Composition. A-C grades rose from 61 percent in the fall 2014 to 77 percent in the fall 2015. Learn how we did it and how you can, too.
Darrell Lagace, Assistant Professor/Director, Honors Program, English, Zane State College
Participants explore the rewards and challenges of launching and sustaining a successful Service-Learning Faculty Fellows Program. Discover how one college established a professional development opportunity for faculty to design service-learning projects that encourage students to be civically engaged. Share experiences and insights and steps for designing an effective Service-Learning Faculty Fellows Program on your campus.
Paula Richards, Coordinator, Service-Learning Faculty Fellows Program , Northern Essex Community College; Janel D'agata-Lynch, Coordinator, Civic Engagement and Service-Learning , Northern Essex Community College
How are you preparing faculty and staff for leadership roles in instruction, student services, and operations? Learn about El Paso Community College’s Leadership Academy, including tracks and agendas, administrative commitment, community engagement, individual leadership action plans, team projects, and succession planning. Share your institution’s successes and challenges as we share ours!
Linda Brown, Coordinator, EPCC Leadership Academy, El Paso Community College; Jose Pacheco, Assistant Professor, Biology, El Paso Community College; Rebecca Escamilla, Assistant Professor, Biology, El Paso Community College; David Rodriguez, Help Desk Attendant, El Paso Community College; Erick Garcia, Assistive Technology Specialist, Center for Students With Disabilities, El Paso Community College
The ability to create and lead high-functioning harmonious work groups that operate at their full potential is critical to the success of human organizations. This session unlocks the powerful potential and synergy embedded in the deep human need to belong. Use experiential learning to bring to life the principles that create engaged, self-directed teams in classrooms, boardrooms, and locker rooms!
David Katz III, Executive Director, Organizational Development, Mohawk Valley Community College
Wake Technical Community College has developed a program that trains and supports faculty through instructional videos. The videos help on-campus and online instructors motivate and engage students, while also getting students to think critically and learn course content. Join the college facilitators of Lead the Way With Effective Instructional Videos as they share the program’s implementation process, lessons learned, and faculty responses.
Kay Ruth, Campus Coordinator/Associate Professor, Individualized Learning Center, Wake Tech Community College; Phyllis Allen, Assistant Professor, Academic Foundations, Wake Tech Community College; Wendy Clinton, Associate Professor, Mathematics, Wake Tech Community College; Maureen Cunningham, Associate Professor, Academic Foundations, Wake Tech Community College; Jason Whitehead, Associate Department Head, Natural Science, Wake Tech Community College
Indigenous leadership through the Negahneewin Council at Confederation College helped to transform the college into a place where Indigenous ways of knowing inform the college's strategic and academic plans and student support services. Learn how to develop community-centered frameworks, vision statements, academic plans, and program and learning outcomes by integrating Indigenous ways of knowing.
Sharon Small, Vice President, Centre for Policy in Indigenous Learning, Confederation College; Mary Scanlon, Postsecondary Education Counsellor, Chair, Negahneewin Council, Northern Nishnawbe Education Council; Patti Pella, Vice President, Academic, Confederation College
Developmental Disabilities Technology, Early Childhood Education, and Occupational Therapy Assistant programs joined forces to develop a joint certificate that responds to the growing need for increased awareness and confidence when working with young children with exceptionalities. Learn about collaborating across disciplines to plan curriculum and build courses that address community needs.
Calvin Walton, Program Chair, Developmental Disabilities Technology, Central Piedmont Community College; Kristen Monteith, Instructor, Early Childhood, Central Piedmont Community College; Brenda Kennell, Program Chair, Occupational Therapy Assistant, Central Piedmont Community College; Kelli Fitzgibbons, Instructor, Early Childhood, Central Piedmont Community College
A method of instructional delivery has evolved that fits between hybrid and pure online delivery and that relies upon student self-regulation and technology solutions to support the learning process. This method also provides enrollment-challenged institutions with an internal solution for teaching subjects that bestow micro-credentials. Learn self-regulated learning methods and their integration with technology solutions.
Harry Johnson, Manager, Workforce Training, Tarrant County College District; Janelle Cardenas, Instructional Associate, Community and Industry Education, Tarrant County College
If you are stuck trying to find ways to improve active learning in your online classes, then this session is for you! This session provides ideas for building engaging distance-learning courses using the discussion forums tool found in popular course management systems. The presenters focus on the best practice of social presence by demonstrating ways to incorporate technological resources that boost student engagement, reflection, and deep learning.
Kenyatta Phelps, Associate Professor, Sociology/Faculty Developer, Lone Star College–University Park; Jeffrey Opaleye, Adjunct Faculty/Doctoral Student, Texas A&M University
The cost-effective sharing of resources and expertise and providing anytime-anywhere learning are common goals of every educational institution. Periscope is one way to embrace change and offer free professional development without the time constraints of traditional face-to-face training. This session provides ideas and strategies for effectively using Periscope to turn institutions into global learning environments.
Angela Smith, Associate Professor, Education, Walters State Community College
Austin Community College (ACC) launched its Early College High School in fall 2011 with comprehensive programs embedded in two low-performing urban high schools. In examining how to revamp these programs to improve student outcomes, ACC gathered faculty input through interviews and surveys. This input helped administrators pinpoint concerns and redesign the models, which increased faculty satisfaction and improved student outcomes.
Melissa Biegert, Director, Early College High Schools, Austin Community College; Heather Elias, Interim Manager, College and High School Relations Operations, Austin Community College
This film in which three students share their personal challenges and successes addresses issues facing male students of color and emphasizes the importance of mentorship. The film features exclusive interviews from notable Dallas community leaders, as well as student testimonials. This presentation introduces innovative ways to engage and retain male students. Be inspired to "direct your future," while helping students succeed.
Courtney Brazile, Faculty, Speech Communication, Eastfield College
The growth of online courses necessitates understanding instructional design, delivery, and assessment practices that improve student success. Participants discuss 14 suggestions for improving online courses, including using faculty-created videos, course alignment tips, student reflection assignments, and more. Leave with an online toolkit you can use to develop a learning-centered online environment.
Joseph Coppola, Instructor, Speech, Palo Alto College
Providing a quality college experience to high school students through concurrent enrollment can be challenging. Learn how Northwest Arkansas Community college manages its high school-based, concurrent enrollment program using standards for students, faculty, faculty development, curriculum, assessment, and evaluations established by the National Alliance of Concurrent Enrollment Partnerships.
Diana Johnson, Executive Director, High School Relations, NorthWest Arkansas Community College
The Maricopa Millions Project saves students money and creates greater access to learning materials using OER. This presentation provides details about how to develop and document faculty and students’ awareness and use of OER. The presenters detail how to scale OER from pockets of innovation to a strategic implementation that targets developmental education courses and high-enrollment classes.
Lisa Young, Faculty Director, Center for Teaching and Learning, Maricopa Community Colleges; Alisa Cooper, Faculty Director, Center for Teaching and Learning, Maricopa Community Colleges
Learn how professional learning communities transform the educational process for mathematics faculty and students. See how you, too, can dramatically increase student success with data analysis, peer observations, and consistent assessments.
Steven Richardson, Program Coordinator, Mathematics, York Technical College; Wesley Spinks, Department Chair, Mathematics, York Technical College
Mechatronics is a blend of mechanical engineering, electrical engineering, and computer control that has changed the way the Defense Department and major industrial clients develop talent for their facilities. The presenter takes the audience through a tour of augmented and virtual reality programs that lead to actual mechatronics-based jobs.
Charles Rodeheaver, President, Vizitech Usa; Carroll Lastinger, Chief Scientist, Research and Development, Us Air Force (ret)
The use of gaming and other technological literacy continues to grow. The implications do not remove the need for traditional face-to-face instruction, but it does introduce using an additional teaching methodology: mixed modal. Advanced teaching and learning will continue to hinge upon meeting our students where they are and through the devices and platforms in which they engage every day.
Michael Torrence, Assistant Vice President, Academic Affairs, Volunteer State Community College
A preliminary study compared the racial perceptions of millennials and Generations X-ers with the need for diversity training for college faculty. Research on these groups infers that cultural awareness and cultural sensitivity have a statistically significant impact on student retention, success, and satisfaction rates. This session includes group activities, discussions, and analysis that informs and raises cultural awareness.
Tiffiny Shockley, Health Faculty, Iowa Central Community College
Understanding and implementing mathematics pathways can be an overwhelming challenge! Don’t panic! The Charles A. Dana Center’s resource site (dcmathpathways.org) assists users in taking action and finding just the right tool or resource. Bring your laptop and learn how to access advice, tools, resources, publications, curriculum, and support!
Heather Cook, Senior Program Coordinator, Higher Education Services, Charles A. Dana Center, The University of Texas at Austin
Community colleges increasingly depend upon technology-based, if not electronically-exigent, systems. This session suggests that seven college operations be analyzed with respect to technological innovations to determine if they are freely and openly utilitarian or, alternatively, if they are insuperable hindrances. Discuss various systems, including admissions, registration and records, payment, curriculum development, teaching, testing, and learning.
Katherine Watson, Professor, Distance Learning, Coastline Community College
Come learn about the National Science Foundation's Advanced Technological Education (ATE) program, a great source of community college funding and free STEM classroom resources! For more than 20 years, the ATE program has promoted community college innovation and workforce development, in addition to supporting and building upon partnerships between academic institutions and employers. Join ATE Central staff to discuss this NSF funding opportunity and learn about its outcomes and impacts.
Rachael Bower, Director, University of Wisconsin-Madison; Catherine Reigel, Outreach Coordinator, Computer Sciences, University of Wisconsin-Madison
Learn about the free professional development online modules available to faculty and staff who work with postsecondary students who are working to become college-ready. Participants view and discuss the reading, writing, math, and workforce skills contextualized modules.
Amber Sarker, Doctoral Research Assistant, Curriculum and Instruction, Texas State University; Jessica Reynolds, Doctoral Research Assistant, Curriculum and Instruction, Texas State University; Ysabel Ramirez, Grant Director, The Education Institute, Texas State University; Russell Hodges, Associate Professor, Curriculum And Instruction, Texas State University; Emily Payne, Associate Professor, Curriculum And Instruction, Texas State University
3S-DAC (Set, State, Scaffold, Differentiate, Assess, and Close) is a lesson-planning model that helps instructors implement instructional strategies that increase the likelihood of student engagement, retention, and success. Learn how to create effective and positive learning environments that foster high student engagement.
Trent Mohrbutter, Vice President, Nash Community College; Renee Martinez, Instructor, Nash Community College; Eva Hardy, Nash Online Communications Instructor, Nash Community College
This session introduces educators to a technique for cultural analysis, the Cultural Analysis Toolkit methodology, and provides an overview of materials available on-line, at no cost, which can help prepare your students for international experiences. The Toolkit is a very low cost solution that has been shown to successfully increase students’ learning experiences from study abroad and other international experiences.
Deirdre Mendez, Associate Director, Center for Global Business, The University of Texas at Austin
Likely no one in your organization is excited about professional development (except maybe you, since you oversee the department). What if you could provide meaningful content, create memorable experiences, and fully engage with employees all year long? All you have to do is change everything! Learn how to use social media, engagement campaigns, newsletters, and selfie sticks to attract employees to professional development opportunities.
Esteban (Steve) Sosa, Dean, Elearning, Instructional Support, and Professional Development, Mountain View College; Rebecca Mcdowell, Director, Organizational and Staff Development, Mountain View College
Project Sí addresses educational challenges with innovative solutions that fit today’s students: creating a place of belonging that celebrates ethnic and cultural diversity, building community, and achieving academic success through core completion. Project Sí maximizes student success by emphasizing a well-designed pathway to completion, block scheduling in shorter parts of term, cohort-based teaching, faculty advising and mentoring, and introductions to cultural capital.
Ryan Navejar, Professor, Economics, San Jacinto College; Maria Donaire-Cirsovius, Professor, History, San Jacinto College; Cody Pogue, Professor, Government, San Jacinto College; Ed Aiman, Professor, Philosophy, San Jacinto College
Beyond your powerful impact as a classroom instructor, student adviser, or campus leader, have you considered how else to share your expertise and wisdom? Have you considered publishing or speaking to broaden your reach? This session helps you begin (or continue) to examine the what, where, and how of publishing and speaking. If you ever asked yourself, “Me, an author or speaker?” come to this session. You’ll leave thinking, “Why not me?”
Steve Piscitelli, Professor, Social and Behavioral Sciences (Retired)
This session begins with an overview of goals for transforming mathematics learning and addressing equity. Participants explore one college’s implementation of Statway as a case for achieving these goals and consider approaches to addressing similar goals at their own institutions.
Christopher Thorn, Director, Knowledge Mangement, Carnegie Math Pathways, Carnegie Foundation for the Advancement of Teaching; Jon Kellermeier, Emeritus Faculty, Mathematics, Tacoma Community College
To get long-term academic results, teaching and learning should be Relational, Evocative, Experiential, Applicable, and Lasting (REEAL), which makes learning last beyond the classroom. When the REEAL framework is used, instructors and students engage in authentic learning. Engage in discussion, reflection, and team activities and leave with REEAL strategies that enhance learning experiences.
Dejuanna Parker, Academic Advisor/Student Success Coach, Lord Fairfax Community College
Participate in a reality learning pedagogy that enables student motivation and success in exploring, discovering, sharing, problem-solving, and decision-making. Discuss strategies that result in greater retention and successful learning outcomes through peer collaboration, as well as learning outcomes and goals connected to defined and shared learning models.
Robert (bob) McKizzie, Professor, Economics and Business Management, Tarrant County College District
Hear how one community college approaches and systematizes specialized program accreditation, resulting in a boost of faculty involvement and shared accountability through transparency and support. The presenter shares methodologies that increase program quality after a large-scale districtwide program consolidation. Discuss a model that can improve accreditation at your institution and remove trepidation.
Cherie Meador, Senior Manager, Accreditation and Compliance, City Colleges of Chicago; Roy Walker, Dean, Health Sciences, Malcolm X College; Linda Brown-Aldridge, Faculty, Malcolm X College
Learn how Truckee Meadows Community College provides a certificate program for adjunct faculty. Offered as an online, moderated, multimedia course to a cohort of learners, it addresses competencies such as the classroom environment, assessment, and using technology. Hear from faculty members regarding their learning experience and takeaways. Program materials are shared that your college can replicate or customize.
Cathy Brewster, Professional Development Manager, Truckee Meadows Community College
As the First-Year Experience (FYE) course expands and evolves, more faculty are buying into its value, leading to a new phase in which the course becomes a culture. This presentation outlines how one college reinvented its FYE course with research-based instruction and faculty engagement. Discuss policy, procedures, and course design and gain insight into how the FYE course is an effective retention and persistence tool.
Sanci Teague, Dean, Transition Education, West Kentucky Community and Technical College; Tyra Henderson, Assistant Professor, English, West Kentucky Community And Technical College; David Heflin, Associate Vice President, Academic Affairs, West Kentucky Community And Technical College
Far too many successful approaches to supporting community college students never achieve scale. This session offers insights into scaling effective practices through an introduction to a recent publication, Scaling Innovation in Community Colleges: A Guide to Action. Presenters describe their research on scaling and provide frameworks derived from scaling efforts around the country. Reflect on scaling opportunities for your work.
Lisa Soricone, Associate Research Director, Jobs For The Future; Rachel Mcdonnell, Associate Director, Jobs For The Future
The Scholars for Success Program increased the retention of students of color by five percent above projected targets in its first three years, in addition to seeing a 220 percent spike in the number of learners. Learn effective strategies to boost persistence and retention by using data-driven practices to identify and engage students of color. Discuss how to use existing resources to help at-risk students have a sense of belonging as they advance academically.
Rayon Brown, Manager, Diversity and Inclusion Services, Fox Valley Technical College
You’re committed to the adoption of OER, but how do you persuade others to follow your lead? Are you looking for someone to become an OER Champion within your division, discipline, or college? This session highlights the ups and downs of becoming an OER Champion, as well as the key character traits that make someone an effective champion.
Linda Williams, Professor, Business Administration, Tidewater Community College
Learn about our unique comprehensive Student Wellness model and empower student success, help alleviate financial distress, and improve retention among our most vulnerable students. Further, the presenters demonstrate facilitating community engagement and resource utilization as a success strategy. Participants use case studies to design action plans.
Marbeth Holmes, Director, Student Wellness, Nash Community College
Small Group Instructional Feedback (SGIF) gathers anonymous student feedback, typically at midterm, about questions selected by the instructor. Receive an overview of the method, including templates, and then experience a shortened version of the SGIF process. NISOD has provided the questions used to illustrate the process as a means to receive feedback about the conference. Leave with the knowledge and tools needed to use the SGIF process on their campuses.
Laurie Wolfe, Professor, Psychology, Anoka Ramsey Community College; Victoria Downey, Professor, Geography, Anoka Ramsey Community College
Gone are the days of passive learning. Socially-conscious, experiential-learning programs are empowering a more engaged student population to make the world a better place while providing them with exceptional career exploration and preparation opportunities. Learn about programs at a variety of community colleges that are socially-conscious—through partnerships with Habitat for Humanity and other non-profit organizations—and experiential (i.e., hands-on practice doing what is being taught).
Clyne Namuo, Dean Of Business And Technology, Technology Division, Cochise College
Learn how Wallace State Community College revamped their applied technologies programs to include multiple stackable short-term certificates, degrees, and certification options. The changes have resulted in increased program completion rates while helping students' resumes become more attractive to potential employers.
Jimmy Hodges, Dean, Applied Technologies, Wallace State Community College
The presenter shares findings from four years of Wonderlic National Soft Skills Consortium research that identified the top ten soft skills that matter most to employers, as well as their preferences for soft skills verification during the hiring process. Quantitative and qualitative data gathered from over 1,000 employers nationwide are shared, in addition to action items colleges can use to incorporate this research into their soft skills curriculum.
Amanda Opperman, Director, Competency-Based Solutions, Wonderlic
Do you hear "But the other counselor told me…" from your students? This session provides an adaptable step-by-step model for structuring advising sessions from the moment students arrive on campus to the time they leave. Learn how to tailor the model to meet your institutional needs, train staff, and monitor for consistency so students get a similar level of service from all counselors and advisors.
Alex Coppelman, Counselor, Pathway to the Baccalaureate, Northern Virginia Community College
Distance learning is a combination of hybrid, blended, and completely online classes, and there are several strategies that have stood the test of time. Discuss strategies and best practices that ensure faculty, administration, and students are included in the planning, design, and implementation of distance learning course content. This session is a combination of research from leading experts regarding industry standards for distance learning and teaching innovation.
Charlene Stubblefield, Senior Instruction Designer/Trainer, Distance Learning, Prairie View A&M University; Major Stewart, Instructional Designer, Distance Learning, Prairie View A&M University; Stephanie Holmes, Instructional Designer, Distance Learning, Prairie View A&M University
Six Lone Star College presidents agreed on eight common core metrics with key performance indicators to target student access, persistence, and success through college prep courses, transfer, and completion of degrees and graduation. While goals were set, a funding model evolved to reward those who achieve improvement. Learn about developing college strategic plans to incorporate common KPIs: enrollment, developmental education completion, and degrees and certificates awarded.
Katherine Persson, President, Lone Star College–Kingwood; Seelpa Keshvala, President, Lone Star College-Cyfair; Rebecca Riley, President, Lone Star College-Montgomery; Gerald Napoles, President, Lone Star College-North Harris
With the growth in online and hybrid course delivery, students now demand flexibility and anytime-anywhere course delivery. This session combines perception and course success data from online and hybrid courses at two- and four-year institutions to draw connections between them. Discuss strategies for designing courses that increase student preparedness and engagement, and share issues and challenges they face in delivering online learning.
Andrea Burridge, Research Analyst, Houston Community College; Sara Jones, Assistant Professor, Psychology, Health, and Learning Sciences, University Of Houston; William Carter, Vice Chancellor, Information Technology, Houston Community College
Students are successful to the extent they are integrated into educational programs. Arts-based research activities provide an alternative process for reflecting and applying meaning and significance. Engage in arts-based activities with connections to social media, including “Painting Session With an Artist,” “Music Motivation Reflective Video Diary,” and “Comfort Food and Poetry: The Integration to an Educational Program.”
Michelle Olvera Dart, Academic Program Specialist, St. Philip's College; Antoinette Franklin, Instructor, US Air Force Defense Language School, University of the Incarnate Word; Marissa Molina, Associate Professor, Nursing-UT Health Science Center, University of the Incarnate Word; Ursula Hernandez, Adjunct Professor, Education, University of the Incarnate Word; Bashar Ahmed, Adjunct Professor, Education-Business, University of the Incarnate Word
Houston Community College conducted student focus groups anchored in the five Community College Survey of Student Engagement Benchmarks. Review the conceptual basis of the benchmarks, learn principles of focus group design to elicit meaningful qualitative feedback, share lessons learned regarding student recruitment and participation, and discuss methods for initiating faculty discussions around themes highlighted by focus groups.
Misha Turner, Director, Student Success, Houston Community College; Melissa Miller-Waters, Faculty Senate President, Houston Community College; Andrea Burridge, Research and Data Analyst, Houston Community College; Kimberly Beatty, Vice Chancellor, Instructional Services/Chief Academic officer, Houston Community College
Each year, more than 80 new faculty begin teaching the innovative pedagogical practices of the Carnegie Math Pathways (Statway and Quantway) at more than 55 institutions nationwide. To address this need, the Faculty Support Program (FSP) includes workshops, Pathways faculty mentors, and an online preparation course. Learn about the FSP and devise a plan for your college’s professional development structures.
Dan Ray, Lead, Faculty Development, Carnegie Math Pathways
The focus is on the use and impact of high-fidelity simulation (HFS) to prepare student nurses to make clinical judgments that support patient safety and quality outcomes. Integrating HFS into clinical experiences, measuring clinical judgment, and comparing outcomes with other traditional clinical experiences are discussed. Learn how to integrate HFS as a clinical experience, use the Lasater Clinical Judgment Rubric, and discuss whether there are differences between traditional and HFS clinical experiences.
Eve Rodriguez, Associate Professor, Nursing, San Antonio College
Learn how to set up and teach an online capstone course using groups, industry professionals, and synchronous and asynchronous tools to connect to group members, industry mentors, and the course professor. Learn how to recruit industry mentors and create and manage complex group interactions, including final presentations and other group activities.
Craig Tidwell, Professor/Program Manager, Information Technology, Seminole State College of Florida
Learn how Wake Tech's Computer Technology's career programs offer online degree programs and individual courses that foster original creative works while maintaining high standards and producing professional results. Topics include content development, collaboration, accessibility, e-learning standards, social media, online portfolios, capstone projects, and effectively connecting with online students.
Alison Consol, Program Director/Associate Professor, Advertising and Graphic Design/Web Technology, Wake Tech Community College; Cindy Foster, Program Director/Associate Professor, Simulation and Game Development, Wake Tech Community College
Have you ever questioned whether you are teaching students what they really need to know? Do you wonder if students can see how course concepts relate to one another? This session describes how to design courses around Student Learning Outcomes (SLOs) and how they benefit student learning. Learn how to design lessons with SLOs in mind, how to use SLOs to select relevant learning activities to enhance teaching, and how to effectively use SLOs to develop assessments.
Christie Cunningham, Assistant Professor, Psychology, Pellissippi State Community College
Reduce the drama and discipline challenges by 50-70 percent in your classroom. Reduce teachers’ stress, and improve teaching time and time on task. Setting high expectations and teaching appropriate behaviors can turn critical classroom moments wasted on non-educational conflicts into invaluable teaching time. Learn strategies and tools that reduce disruptive behavior, keep students on task, and provide administrators with more time for leading education.
Sabrina Misra, Faculty, Psychology, Triton College
This session focuses on critical thinking, small group work, videos with guided questions, and promoting a positive and interactive classroom. The presenter models teaching strategies that demonstrate how to keep students attentive and engaged by using active-learning strategies. Experience various teaching strategies that focus on getting students to participate in class discussions and activities.
Chessica Cave, Assistant Professor, Undergraduate Education, Lincoln Memorial University
If you are accustomed to teaching large classes, teaching a very small class can present different challenges. Learn how to engage your students using case studies, time management, individual accountability, and other classroom strategies that may work better with smaller classes.
Alexandra Shiu, Professor, Economics, McLennan Community College; William Shiu, Instructor, Office Technology, McLennan Community College
This session introduces Texas OnCourse, a statewide professional development academy that creates pathways to postsecondary and career success by providing online resources and strengthening advisory and support networks for students, parents, and counselors. Learn how to engage partners, establish a competency-based learning system, and promote the program using strategic marketing and a micro-credentialing incentive structure.
June Giddings, Director, Strategic Partnership and Outreach, The University of Texas at Austin; Karen Alexander, Associate Professor, Family and Consumer Sciences Education, Texas Tech University
The successful recruitment, retention, completion, and job placement of students are necessary for community colleges to achieve their mission. While instruction mostly feeds into the retention and completion aspects of strategic enrollment management (SEM), what other roles do faculty play? This session focuses on SEM in today's community colleges and the role of faculty beyond instruction.
Monique Perry, Dean, Enrollment Services (Management), York Technical College
The 20-member North Texas Community College Consortium joined 11 universities to create the AAS to BAAS Transfer Collaborative, a regional higher education group with a focus on increasing awareness and informed decision making about baccalaureate degree options for students pursuing technical certificates and degrees. Learn about creating a common guided-pathway template, online portal, marketing, and structure to ensure ongoing sustainability.
Christine Hubbard, President, North Texas Community College Consortium
Learn about the successes and challenges of moving students from remedial math to college-level math. The session focuses on three questions: Why is math important? Why is math difficult to learn? What can faculty and support programs do to increase student achievement in math? Learn how to design a math-focused learning community that emphasizes key metacognitive strategies.
Kao Saechao, Program Director, Pathway to College, Highline College
Instructors who establish a first-day-of-class atmosphere and mindful advisers who facilitate workshop sessions understand the critical importance of an effective beginning. For students, what happens within the first few minutes could mean the difference between returning for the second class or leaving the campus forever. Examine 20-plus relationship-validating strategies for establishing early and meaningful connections with students.
Steve Piscitelli, Professor, Social and Behavioral Sciences (Retired)
The 2014 launch of Lone Star College’s Honors College not only brought a significant increase in honors student success and headcount, it also opened doors to collegewide collaboration with international education and faculty-driven research initiatives. The presenters share strategies for developing an honors program and provide outcomes-based planning and assessment tools. Discuss increasing student success through honors or undergraduate research and how to identify and implement productive cross-campus partnerships.
Katharine Caruso, Executive Director, The Honors College, Lone Star College System; Brian Kyser, Lead Director, The Honors College, Lone Star College
Today's students are accustomed to continuous movement and visual stimulation. This session explores tools that engage online students. Topics include Powtoon, audio editing, screen capture software, creating live videos using PowerPoint, and more! Bring your laptop and experience tutorials that teach faculty how to create interactive and stimulating presentations.
Kathrynn Hollis-Buchanan, Associate Professor, Business and Accounting, Kodiak College
For community college personnel, reflective planning and practice are more important than ever. Unfortunately, time and commitment challenges often keep decision makers, curriculum designers, and practitioners from fully implementing the reflective process. Come to this session to learn about the P.R.O. (Practicing Reflection Online) Project, an innovative approach to reflection-in-action.
Lori Dees, Associate Professor, English, Wake Tech Community College; Emily Moore, Associate Professor, Communications, Wake Tech Community College
Using photographs as a classroom tool is a powerful way to engage students. By observing or working with an image, students can activate prior knowledge or create amazing products. With the power of mobile devices to take photos anywhere, lessons can be expanded beyond the classroom. Learn how to find images, use images for teaching, and create activities that engage students in learning beyond the classroom.
Jamey Boelhower, Education Tech Coordinator/Integration Consultant, Central Community College
This session helps educators better address the needs of students who suffer from mental health issues. Learn how to identify students with mental health issues, how to handle mental health crises when they arise, and how to find and recommend the appropriate services.
Kamara Taylor, Professor, Social Sciences, Illinois Central College
Come learn about the EPCC S-STEM Program and projects and how they affect our community and students’ educational opportunities. As a result of receiving a National Science Foundation grant, EPCC S-STEM faculty and students work together to expand math and science knowledge and skills, while also having fun and contributing to their own learning.
Fariba Ansari, Professor, Physics, El Paso Community College
Hudson County Community College developed the Studio Classroom, a new learning environment designed to foster collaborative learning and the flexible use of technology. The room has a simple layout—students sit in groups at roundtables with laptops—but a wide range of uses. Discuss using the Studio Classroom and share other approaches to rethinking traditional classrooms.
Sean Egan, Instructor, English, Hudson County Community College; Jerry Lamb, Instructor, Criminal Justice, Hudson County Community College; Denise Rossilli, Instructor, Human Services, Hudson County Community College
Many students begin their college careers at community colleges. As enrollments swell at some institutions, issues surrounding transfer and articulation agreements are increasingly important. Two- and four-year institutions need to work together to recruit, retain, and transition political science majors. The presenters offer common curricular features and information about community college curriculum design.
Bobbi Gentry, Assistant Professor, Political Science, Bridgewater College; Christopher Lawrence, Assistant Department Chair, History and Political Science, Middle Georgia State University
Motivation is real for developmental learners at community colleges. Lives on the Boundary author Mike Rose says that remedial students often find discouragement in the same formulas and terms with which they have failed before; therefore, they do not engage. Why then should English textbooks look like history, psychology, sociology, or business textbooks? Change your curriculum and go “textless.” Your students will thank you!
Mark King, Chair, College Composition and Reading, Pikes Peak Community College
Can we make learning as engaging and addictive as a good game? The presenter, a former computer game designer, shares professional game-design techniques and ways to apply them to online and classroom learning. Discuss definitions of “fun” and “games,” the best approach to getting started in game design, and essential ingredients for creating an engaging and addictive game.
Jeff Johannigman, Faculty Development Coordinator, Austin Community College
You can be a better teacher and bring life into your classroom. Learn research-based instructional strategies that restore wasted time to teachers and students, and that make learning simple, fun, engaging, and motivating. Find out how to use instructional strategies that touch upon different learning styles and intelligences so all students learn from your lessons.
Karan Thetford, Educational Consultant/Retired Special Educational Teacher
As competency-based education programs continue to grow as a way to shorten the education process and reduce costs, little thought has been given to their long-term consequences. Graduates are prepared to enter the workplace, but increasingly unprepared to think critically. Explore methods for incorporating essential aspects of a liberal education into a competency-based curriculum.
Steven Sewell, Dean, Academic Programs, College of the Mainland
Credit transfer is an increasingly important policy issue in Texas where 75 percent of college students take some community college credits. Texas has several initiatives to improve transfer success, but their efficacy is unknown. Consider mandated and recommended transfer policies and potential options to smooth transfer pathways between Texas two- and four-year institutions.
Lauren Schudde, Assistant Professor, Educational Administration, The University of Texas at Austin; Dwuana Bradley, Graduate Research Assistant, Educational Administration, The University of Texas at Austin
Be prepared to laugh out loud as you are challenged to reexamine your passion, commitment, and attitude. Be inspired to take your teaching and leading to a higher level. Co-authors and frequent NISOD presenters Kevin Tutt and Michael Daggs take you through an inspiring and entertaining section of their recently published book, Trapped! Escaping the Comfort of Complacency.
Kevin Tutt, Partner, Tutt & Daggs, Creative Performance Improvement; Michael Daggs, Partner, Tutt & Daggs, Creative Performance Improvement
Participate in this entertaining session as co-authors Kevin Tutt and Michael Daggs continue the quest of Escaping the Comfort of Complacency. Be prepared to laugh out loud as we look at real-life opportunities to make a difference in the lives of others. Gain an understanding that in order to travel the short distance between complacency and greatness, you must focus on details often overlooked and that cause us to remain trapped in “good enough.”
Kevin Tutt, Partner, Tutt & Daggs, Creative Performance Improvement; Michael Daggs, Partner, Tutt & Daggs, Creative Performance Improvement
St. Louis Community College Libraries undertook their first comprehensive assessment in 2017. Library managers provide the framework used to assess instruction, user service experiences, and library collection effectiveness. Assessment in libraries can take many forms. Participants leave with new ideas about assessing a complex library organization.
June Williams, Senior Manager, Library and Instructional Resources, Saint Louis Community College - Forest Park; John Furlong, Senior Manager, Library and Instructional Resources, Saint Louis Community College - Florissant Valley
In spite of the fact that large chemistry classes use internet-based homework tools, there’s still an opportunity for meaningful, teacher-student interaction during office hours. The Socratic method asks questions to expose contradictions in students' understanding. Montessori's three-point lesson is used under the dictum, “See one, Do one, Teach One." Practice Goethe's idea of growing and adapting our network of understanding.
George Dombi, Instructor, Chemistry, University Of Rhode Island
Building personal finance skills for students is important to overall student success. It takes innovation, research, and planning to make the most of limited time and resources. This session reviews academic research, criteria for effective financial education, and digital and in-person engagement strategies to create better campus financial literacy programs.
Raven Newberry, Program Associate, National Endowment for Financial Education
Communication between college faculty is a key component in modifying curriculum and maintaining a positive learning culture. Appreciative Inquiry (AI) is a problem-solving method based on organizational analysis. This session introduces participants to AI’s four phases: Discover, Dream, Design, and Destiny. Engage in a problem-solving session using the 4D method to enhance your understanding of the process.
Herbert Jackson, Faculty, Respiratory Therapy Program, Houston Community College
The Charrette Design Process is an effective model for developing program objectives and learning materials across a wide range of disciplines. Borrowed from architecture, charrettes are intensive and collaborative brainstorming and planning activities designed with specific outcomes. Learn the key components of an Assignment Charrette and how Broward College uses the charrette process to create learning communities and high-quality, contextualized assignments.
Jamonica Rolle, Dean, Arts, Humanities, Communication and Design, Broward College; Karen Parker, Associate Dean, English, Reading and EAP, Broward College
"Students don't care how much you know until they know how much you care." Discover secrets for tapping into your students’ motivation in the classroom. Through the lens of the language of appreciation and motivational theory, participants examine strategies and techniques to use in and out of the classroom to enhance student engagement and success.
Jeff Johannigman, Faculty Development Coordinator, Austin Community College; Chelsea Biggerstaff, Faculty Development Coordinator, Austin Community College
Questions about academic integrity multiply in distance learning courses. Reducing the incentive and opportunity for cheating can improve student mastery of course material while increasing the value of their degrees. This presentation considers how pedagogy and technology can be combined to promote academic integrity and improve learning outcomes for e-learners.
Judson Garrett, Director, Education, Proctorio
Latinos continue to be the largest and most rapidly growing ethnic minority in the United States. The limited number of Latinas seeking STEM careers has raised questions about why Latinas fail to enroll in STEM majors and how to increase their enrollment and persistence in STEM careers. Learn answers to some very poignant questions related to what it takes for Latinas to succeed in STEM majors.
Carmen Mercedez, Director, Instructional Professional Development, Alamo Colleges
One vulnerability in many retention models is the presupposition that students know what they want to do with their lives. Learn how teachers and academic advisers can help students discover their field of interest, determine their goals and objectives, and proceed on a focused path toward graduation and career success.
Maryann Kovalewski, Counselor/Professor, Counseling/Advising, Luzerne County Community College; Stephen Housenick, Associate Professor, English, Luzerne County Community College
Students’ success in college does not depend solely on attendance and studying skills. Family, finances, mental health, life, and coping skills also directly affect their academic performance. The research-based IAM! Resilience Model offers practical tools for enhancing students’ resilience, as well as their ability to deal with daily stressors and achieve their goals. This model also provides strategies you can use to prevent burnout. Practice some of these tools during this session.
Emilia Oneill-Baker, CEO, International Institute for Resilience and Development
Learn how our minority male initiative achieved a 90 percent retention rate and 2.63 average GPA in its first five years. Our current model is replicable and scalable to fit most institutions. Learn how to draw African-American males to your program; create an effective retention plan built around faculty, staff, and students; and maximize resources that employees typically ignore.
Julian Nixon, Faculty Advisor, Biological Sciences, Greenville Technical College
Business, philosophy, science, and everything in between encourage students to go beyond memorization and regurgitation. Asking good questions and formulating rational answers are integral to college education; they are also transferrable skills desired by employers. Join an engaging discussion about best practices for and the challenges of fostering critical thinking in the classroom and beyond.
John Min, Instructor, Philosophy, College of Southern Nevada; Jet Mitchell, Professor, Business, College Of Southern Nevada; Denise Signorelli, Professor, Biology, College Of Southern Nevada; Shari Lyman, Professor, Economics and Women's Studies, College Of Southern Nevada
St. Charles Community College (SCC) partnered with the county workforce office to introduce computer programming to unemployed and underrepresented individuals during “Hour of Code” sessions. SCC Computing Club students helped deliver these computer science and STEM sessions. Review the partnership, material covered during the sessions, and how SCC students play a critical role.
Rex McKanry, Assistant Professor, Computer Science, St. Charles Community College
If a student drops out, best teaching practices will not help anyone. This session focuses on why students drop out of college and what you can do about it starting tomorrow. The session provides easy and effective ways to retain student's interest in the classroom and make them eager learners based on academic customer service techniques.
Neal Raisman, President, NRaisman & Associates
Following a brief discussion, review faculty advising strategies implemented in a student success course and explore ways to integrate this practice within your courses by creating resources and an action plan.
Latoya Gilmore, Professor, Education, San Jacinto College
Student-centered teaching methods move the classroom focus from the facilitator to the learners and help make them an active part of the learning process. Student-centered methods are shown to be superior to traditional teacher-centered approaches to instruction in student retention and success. This discussion explores modern student-centered theories and practices aimed at improving student learning, including active learning and problem-based pedagogy.
Scott Powell, Associate Professor, Sociology, Ivy Tech Community College – Southwest and Wabash Valley
We teach our literature and history students about epic journeys, but we generally don't expect them to actually attempt one themselves. This session explores the idea that we should encourage our students and colleagues to strap on a backpack and set off on a modern odyssey.
Steve Cooper, Chair, Performing and Visual Arts, NorthWest Arkansas Community College
Building on its trailblazing use of open-educational resources (OER), Tidewater Community College collaborated with Lumen Learning to co-design and teach courses using OER-based adaptive courseware. Their approach emphasizes personalizing the learning experience and building better learners through metacognition. This session explores how to think about course design and delivery and assessing the impact of digital courseware on students, faculty, and the college.
Linda Williams, Professor, Business, Tidewater Community College
For decades, underserved populations have flocked to community colleges, and many of these students arrive with little to no prior academic successes. Consider the correlation and essential role of non-cognitive factors and why educators and leaders must understand and validate our students' non-cognitive skills and demands.
Pamela Tolbert-Bynum Rivers, Associate Professor, English, Naugatuck Valley Community College
Discuss ways to market educational programs within our communities by using video gaming industry strategies and community engagement.
Kathrynn Hollis-Buchanan, Associate Professor, Business and Accounting, Kodiak College
Are you interested in reading students' digital diaries? Would you like to learn how to create a teaching blog? Join this roundtable discussion to explore blogging for beginners. We'll capture the day-to-day activities of creating a blog to observe how students participate in an online classroom community.
Danica Hubbard, Professor, English, College of DuPage
Learn how to better understand your customer’s perspective by having students “mystery shop” campus staff and services. Discuss how staff and faculty collaborate with students to capture what’s going well and where there’s room for improvement. Additionally, the session provides a mystery-shopping rubric and tips from professional development trainings.
Nicole Robinson, Talent Development Specialist, Northeast Wisconsin Technical College; Lisa O'halloran, Instructor, Marketing, Northeast Wisconsin Technical College
Discuss how one community college determined that the cost of textbooks was a barrier for students and, consequently, created a new model for providing access to textbooks on the first day of class. Receive a list of paradigms that help determine whether the same problem exists on your campus and discuss details about old and new models and whether new models are feasible for your college.
Belinda Aaron, Vice Chancellor, Finance and Administration, University of Arkansas Community College at Hope
This session takes an introspective look at how race and social economic status play a role in retention and completion, and provides tips about how to overcome these barriers.
Kamara Taylor, Professor, Social Science, Illinois Central College
What began as a quality enhancement plan to improve student learning is now influencing ethical decision making across campus. Consider questions about ethical decision making using an ethical decision-making process.
Irene Young, Instructor, Psychology, St. Philip's College; Laura Miele, Program Director, Physical Therapist Assistant Program/Associate Professor, St. Philip's College
The Trim Tab Recognition exists to recognize individuals who exhibit a high level of performance and outstanding skills and dedication leading to exemplary achievements in personal and interpersonal effectiveness. Discuss how San Antonio College uses the Seven Habits of Highly Effective People to recognize staff members who go above and beyond their daily tasks.
Geraldo Guerra, Coordinator, Student Learning Assistance Center, San Antonio College
Language, age, tradition, gender, ability, disability, interest, talent, ethnicity, and religion are a few of the diversities seen in classrooms. With such variety, a single teaching method is not adequate. Engage in various learning activities and discuss the role of differentiation in effective instruction.
Benicia D'sa, Associate Professor, Social Sciences, Bergen Community College
We need to increase female enrollment in technology programs. This discussion involves ideas developed from two NSF ATE grants that increased the number of female student in our technology program from 39 to 75 students in two years.
Pamela Silvers, Instructor, Computer Technologies, Asheville-Buncombe Technical Community College
Learn more about essay-writing companies that actively search students’ Twitter postings for references to upcoming assignments and that offer paid writing services to those students.
Alex Shiu, Professor, Economics, McLennan Community College; Brad Turner, Associate Professor, Environmental Science, McLennan Community College
College students yearn for the opportunity share their background and struggles without being judged or mocked. How can we build meaningful relationships with our students? In our Faculty Coaching Sessions with First-Year Seminar students, we gained insight about students and their challenges. The presenter shares the components involved in building meaningful relationships with students, as well as provides them with the tools they need for academic success.
Von McGriff, Department Chair, Arts & Letters, Polk State College
This session discusses engaging, interactive, and exploratory activities that help first-year students adjust and transition to college life and expectations as they make key academic and career decisions. Participants should be ready to share one of their hands-on learning exercises as we become students and practice what we learn.
Helenmarie Harmon, Assistant Director/Participating Faculty, School of Business and Economics, Indiana University Northwest
Global citizenship, service learning, retention, enhanced-learning opportunities . . . this session explores how to do it all and more in an once-in-a-lifetime study abroad classroom.
Greg Fulmes, Instructor, Photojournalism, SAIT Polytechnic; Marc Bussiere, Instructor, Architecture Technology, SAIT Polytechnic
Globalized abnormal psychology examines psychopathologies from a global perspective to enhance research and critical-thinking skills. Students broaden their awareness of diverse groups and sharpen oral and written communication abilities. Foster a sense of community by sharing acquired knowledge and discuss the purpose, learning outcomes, assignment procedures, and assessments for globalization.
Brenda East, Instructor, Psychology, Arts, Sciences, and University Transfer, Durham Technical Community College
In College Unbound, Jeffrey Selingo writes, “Subjects don’t matter, cognitive abilities do.” Share ways to make classes in humanities and fine arts interactive using portable devices and real-time interactions with students. Join us in producing recipes that activate classes, enhance learning, and improve retention.
Stuart Lenig, Coordinator, Humanities, Columbia State Community College
Explore the Science-Society Interface in a CHEM-Module using a case study and learner-centered activities. Also compare data from interactive instruction versus traditional lecture-based teaching and discuss the effectiveness of active-learning techniques.
Supriya Sihi, Professor, Chemistry, Houston Community College
Our students come to us with many things that help or hinder their success. This discussion identifies some of these headwinds and tailwinds and considers how to address them in the classroom.
Karen Killion, Instructor, Biology, Blinn College
Have you noticed that students really struggle with knowing what or how to study for a test or presentation? Let's put our heads together and come up with strategies that help them learn the information, study for success, and translate that information into useful, everyday skills. Let's help students make the connection between what they learn and skills they use every day.
Lupita Narkevicius, Student Services Assistant/Adjunct, Pace Program/CAOT Dept, Los Angeles Community College District
Based on The Pedagogy of REAL Talk: Engaging, Teaching and Connecting With Students At-Risk, this discussion focuses on the power of “REAL” talk to close equity gaps and achieve inclusion excellence for at-risk students using an innovated pedagogy. Measureable results empower educators as they discuss how the pedagogy strengthens connections, student learning, academic skills, and retention.
Sherri Fannon, Professor, Nursing, Lansing Community College
A community college librarian integrated information literacy instruction into a developmental mathematics course to improve student retention. Discover how librarians can foster academic success by helping at-risk students become active and self-directed learners and how learner-centered information literacy instruction can help students develop metacognitive skills.
Catherine Eckman, Reference Librarian, Midlands Technical College
Students’ attitude toward mathematics affects how they overcome challenges and their ability to adopt to changes in learning mathematics. Discuss a study that examines the relationship between students’ attitudes toward mathematics and their midterm mathematics scores.
Jonah Mutua, Student, Curriculum and Instruction, Texas State University-San Marcos
As the use of laptops increases, how do they affect learning? Discussed are the merits and demerits of students using laptops in class. Research findings are shared and participants exchange views about the pros and cons of using laptops in the classrooms.
Jishnu Subedi, Instructor, Construction Project, SAIT Polytechnic
Developing effective study skills is a challenge. Participants review proven, effective strategies and are encouraged to identify and develop strategies for at least one study skill challenge they can use at their college.
Angela Reeves, Adjunct Counselor, Mott Community College
The roundtable discussion facilitator worked as a faculty counselor for more than 10 years, with the last two years being as a teaching adjunct within an Honors Program. Skills gained as a counselor helped her become a better classroom professor. Discuss how the core values held as a counselor helped her connect with students.
Angela Mick, Counseling Faculty, Hillsborough Community College
Stress is inevitable. So why not make it work for you instead of against you? Based in part on Kelly McGonigal's The Upside of Stress, this discussion considers new research that focuses on the benefits of life stressors. Recent studies reveal longevity and good health for people, even those under great duress, who view a stressful life as a challenge and an opportunity, rather than as drudgery or a source of anxiety.
Eleanor Miles, Instructor/Coordinator, Individualized Learning Center, Wake Tech Community College
Learn strategies for recruiting, programming, planning, teaching, student engagement, and budgetary efficiency for a diverse performing arts program. Leave with ideas to enact performing arts programs as strategies to help make community college more appealing in the 21st century.
Keith Hearnsberger, Coordinator, Music and Arts, Arkansas Northeastern College
Effective innovation occurs when prejudices are recognized and made a positive force for epistemological evolution. Discuss, debate, and learn from one another about how six definitions of 21st-century innovative knowing are influencing education's evolution and altering basic epistemology.
Katherine Watson, Professor, Distance Learning, Coastline Community College
This roundtable discussion focuses on the Leader of Professional Excellence portfolio developed as a student activity within a Personal Effectiveness Skills program. The focus of the program is to develop students’ soft skills to increase their employability after graduation. Discuss how to implement a professional portfolio collegewide that provides students with an employable edge.
Amanda Skeen, Assistant Professor, Physical Therapist Assistant Program, Madisonville Community College; Stephanie Taylor, Allied Health Division Chair/Associate Professor, Physical Therapist Program, Madisonville Community College
Supervision involves tactful communication, strong organizational skills, and a focus on productivity. Join an engaging roundtable discussion with administrators who implemented strategies that support and promote extraordinary leadership and teams.
Nicole Minor, Director, Campus and Community Outreach, Tarrant County College District
Is your professional development center highly involved in your institution's strategic priorities? Evaluate your institution’s professional development center's role. Following a brief opening framework discussion and review of current research, brainstorm and strategize how to position your center as an organization developer using the institution's existing structures.
Greg Brazell, Director, The Center for Engagement and Learning, Pierce College District; Jo Ann Baria, Vice President, Workforce, Economic and Professional Development, and Workforce Education, Pierce College District
This project explores teacher, social, and cognitive presence in the design and delivery of an online learning environment using the Community of Inquiry framework. This discussion is for faculty who want to learn how to use web conferencing to create an engaging digital learning experience and collaborative learning environment.
Tina Feleccia, Professor, Computer Science, Polk State College
Not all students who enter community colleges have good reading comprehension skills. This discussion provides an overview of the effect poor reading comprehension has on graduation and retention rates and provides an example of how reader's theater can positively impact reading comprehension.
Vincent Hardy, Coordinator, Theater Program, St. Philip's College
Following this engaging roundtable discussion, participants leave with an enthusiasm for service learning and how this teaching methodology can foster student success.
Lillian Huerta, Director, Service-Learning and Civic Engagement/Adjunct Associate Professor, Austin Community College
Bobo Books: 1.1.1 combines community, art, and poetry to feed hungry children in Monroe County, Indiana. One book sold earns enough money to feed one child for one week. Learn about the logistics, successes, and challenges of this service-learning project and discuss possible projects and community partners at your institution.
Emily Bobo, Professor, English, Ivy Tech Community College – Central Indiana
Using roleplaying as a tool, participants discuss what we think about and how we treat other teachers in order to uncover some real truths about ourselves. This discussion helps teachers self-evaluate and recognize patterns of behavior that need to change.
Itai Cardona, President, The Board of Trustees, Wolsom
With the rising cost of textbooks, educators must consider open-source textbooks as an affordable alternative to traditional textbooks. To what extent are community colleges—often the last hope of higher education for many low-income and minority students—prepared to help bring down the cost of higher education? This discussion challenges participants to demonstrate how they put students first.
Tammy Barker, Faculty, Mathematics, Hillsborough Community College; Michael Odu, Dean, Mathematics, Science, and Engineering, Southwestern College
Throughout history, stories have transmitted ideas, values, skills, and cultural traditions. Some claim we are storytelling animals, as evidenced by elements of story within our communication style and personal narratives. This session introduces research that explores storytelling as an effective learning and memory tool. Participants share and discuss using storytelling within their respective disciplines and teaching contexts.
Haley Orthel-Clark, Instructor, Social Sciences, Truckee Meadows Community College
Learn how to incorporate pop culture into various classrooms. Participants discuss immersive classrooms, short lessons, and student-led campus events that result in higher student engagement in and out of the classroom. Be prepared to explore connections between pop culture and academics.
Bertena Varney, Assistant Professor, Sociology, Kentucky Community and Technical College System; Kathryne Lefevre, Librarian/Assistant Professor, Kentucky Community and Technical College System
A large number of Latinos choose to attend community colleges as an entry point into higher education with the intent of transferring; however, few end up doing so. The Puente Project addresses the issue of transferability for Latino students. Discuss the transfer literature, the Puente Project, and its effectiveness in increasing the number of transferring Latino community college students.
Jorge Segovia, Student, Program In Higher Education Leadership, The University of Texas at Austin; Jose Del Real Viramontes, Student, Curriculum and Instruction, The University of Texas at Austin
When teaching classes that students are taking simply because they have to, it can be a struggle engage them with the content. Discuss strategies based on gaming theory used in a public speaking course, possibly one of students’ most dreaded classes (except, maybe, for math). Prepare to play and learn during this session.
Ruth Martin, Professor, Speech and Communication, Blinn College
Naikan is a method of using self-reflection to explore a person’s behavior in light of their relationships to others. Yoshimoto developed three Naikan questions as a method to find a person’s purpose. He first introduced Naikan to young men who were incarcerated for committing non-violent crimes. Discuss three questions: What have I received today? What have I given today? What problems have I caused today?
George Dombi, Instructor, Chemistry, University Of Rhode Island
Including NPR programming in freshman English composition and freshman seminar classes helps students broaden their knowledge and understand how their academic studies inform their lives beyond the classroom. Discuss sample assignments and create and share a focused assignment in your subject area using a TED Talk or All Things Considered segment.
Karen Holley, Associate Professor, English, Perimeter College at Georgia State University
Ditch that lecture! The sage-on-the-stage era of teaching is over. Discuss 10 specific ways to keep students engaged, even on Monday at 8 a.m. You’ll leave with new techniques for using students’ cell phones, tips for engaging introvert students, and knowledge about which technologies can create student-centered environments.
Julie Smith, Professor, Media Communications, Webster University
A growing body of research on mindfulness suggests an array of benefits relevant to higher education, including improving attention, creativity, and emotional regulation. Participants gain a deeper understanding of contemplative pedagogy and discuss practical strategies for implementing mindful practices.
Chelsea Biggerstaff, Faculty Development Coordinator, Austin Community College