A non-exhaustive literature review revealed skills fairs as a potential intervention to improve and validate nursing student engagement, retention, confidence, and competence in simulated clinical skills. The resulting simulation incorporated evidence-based components, including autonomy and decision-making, with multisensory techniques such as music and themed décor. Our connection with the Santa Fe Railroad provided the opportunity to use “Train-ing,” representing stations throughout the themed simulation lab.

Nancy Eaton, Nursing Simulation Lab Coordinator, Nursing, Temple College

Takes place on Sunday, 2:15–3:15 p.m., Salon 3, 4th Floor (Central Daylight Time)

Open Education Resources (OER) provide opportunities for institutions and students to save significant amounts of money. Beyond the money, OER provide teachers with the opportunity to promote diversity, equity, and inclusion. This session, which documents successes and shares lessons learned, provides leaders with a framework for establishing OER at an institutional level, including methods for planning, designing, implementing, and evaluating the OER strategy.

Deborah Bowles, Coordinator, Professional Development, Prince George's Community College; Michael Smith, Chair, Technology, Engineering and Construction, Prince George's Community College

Takes place on Tuesday, 9:15–10:15 a.m., Salon 4, 4th Floor (Central Daylight Time)

This session shares strategies that increased college and career readiness skills in Harford Community College’s ABE/GED program. The strategies include pre-assessment orientation, student contact, rubrics, conferences, and establishing curriculum changes to correlate CASAS GOALS and GED® standards by targeting and documenting specific content area needs. The implementation of these strategies is based on adult education research and best practices.

Rhonda Davis, Transition Specialist, Adult Literacy, Harford Community College; Beth Johnson, Intake and Assessment Specialist, Adult Literacy, Harford Community College; Jessie Thompson, Instructional Specialist, Adult Literacy, Harford Community College

Takes place on Sunday, 1–2 p.m., Room 401, 4th Floor (Central Daylight Time)

This session examines the Hot Spot tutoring model, which features collaborative work between professors, tutors, and students to meet students where they are. This presentation explains the history of the model, how it has evolved since its inception, and how it is currently implemented. Also shared is the model’s success as demonstrated by quantitative and qualitative data from a five-year survey.

Shannon Hausinger, Director, Student Learning Resource Center, Lone Star College System - University Park; Kitty Jordan, Manager, Academic Coaching, Lone Star College - University Park

Takes place on Sunday, 3:30–4:30 p.m., Room 402, 4th Floor (Central Daylight Time)

We are all searching for practical strategies to make our teaching engaging and impactful. Join us to take the common teaching goals of face-to-face, active-learning techniques and achieve those same goals while physically distancing. Also discussed are corresponding approaches of engaging strategies in online-synchronous, online-asynchronous, and face-to-face physically distanced courses.

Samra Culum, Professor, Education, College of Southern Idaho; Scott Rogers, Professor, Liberal Arts and Wellness, College of Southern Idaho; Bethany White, Instructional Designer, Learning Management System, College of Southern Idaho

Takes place on Tuesday, 9:15–10:15 a.m., Salon 7, 4th Floor (Central Daylight Time)

Data suggests when there is an investment in faculty development, students persist. Participants explore a framework that can be adapted in several institutional settings to promote growth, purpose, and belonging. From recruitment to ongoing development, discover how the Office of Adjunct Faculty Support at College of DuPage invests in adjunct faculty to promote success in the classroom and beyond.

Jennifer Propp, Manager, Adjunct Faculty Support, College of DuPage; Kate Szetela, Manager, Adjunct Faculty Support, College of DuPage; Sonia Watson, Assistant Dean, Adjunct Faculty Support, College of DuPage

Takes place on Tuesday, 10:30–11:30 a.m., Salon 3, 4th Floor (Central Daylight Time)

College programs in carceral institutions transform the lives of incarcerate individuals, as well as their families and communities. For community colleges especially, carceral programs are a way to promote equity by ensuring access for students and responding to the overlooked needs of justice-involved students. This session discusses the past, present, and future opportunities provided through program partnerships, focusing specifically on solutions to technology barriers.

Lisa Jordan, Coordinator, Campus Within Walls, Southside Virginia Community College

Takes place on Tuesday, 10:30–11:30 a.m., Salon 2, 4th Floor (Central Daylight Time)

How do you incentivize 200 full-time and adjunct faculty to elevate their online course designs to the next level? Come learn how a very large community college district developed the Quality Design Challenges to support faculty in such an endeavor.

Amy Gates, Instructional Designer, Online and Hybrid Learning, Alamo Colleges District/Alamo Colleges Online; Rudy Lopez, Team Lead, Instructional Designer, Alamo Colleges District/Alamo Colleges Online

Takes place on Tuesday, 8–9 a.m., Salon 1, 4th Floor (Central Daylight Time)

Academic freedom and shared governance are under attack at American colleges and universities. Participants discuss the established professional standards of academic freedom and shared governance, identify the threats to these building blocks of academic excellence, and consider responses to these threats by college faculty and staff.

James Klein, Professor, History, Del Mar College; Teresa Klein, Associate Professor, Psychology, Del Mar College

Takes place on Monday, 11 a.m.–12 p.m., Salon 2, 4th Floor (Central Daylight Time)

While neglecting the challenges of our time, it's been lamented that politics have become gang-like and retributive. Celebrating U.S. Constitution and Citizenship Day on September 17th offers great opportunities for community learning and civil dialogue in our polarized political world. It is possible to talk about present policy challenges while honoring our political past. The reds, blues, purples, and all the colors can come together to celebrate. (Inspired by Kool and the Gang’s Celebration.)

Albert Celoza, Faculty, Liberal Arts, Phoenix College

Takes place on Monday, 9:45–10:45 a.m., Room 402, 4th Floor (Central Daylight Time)

This session presents the development of a first-time Common Read as a campus-wide initiative during the pandemic. It focuses on an interdisciplinary and culturally-responsive pedagogical approach and the blending of administrative support, scholarship, and community resources to cultivate student success.

Maureen Ellis-Davis, Assistant Professor, Sociology, Bergen Community College; Brock Fisher, Vice President, Academic Affairs, Bergen Community College; Carol Miele, Professor, ESL and World Languages, Bergen Community College; Lou Ethel Roliston, Chair, English, Bergen Community College

Takes place on Monday, 3–4 p.m., Salon 2, 4th Floor (Central Daylight Time)

Interdisciplinary educational opportunities have been proven to benefit students and faculty by providing broader perspectives, stronger problem-solving skills, and greater interpersonal engagement. During this session, learn about the implementation of an NEH Humanities Connections grant that created learning communities and contextualized courses using English, philosophy, and religion to enrich a criminal justice program. Participants develop new integrative learning opportunities and learn how to foster cross-disciplinary partnerships.

Eileen Fitzgerald, Associate Professor and Coordinator, Developmental English and Learning Communities, Bergen Community College; Richard Kuiters, Professor and Academic Department Chair, Criminal Justice, Legal Studies, and Homeland Security, Bergen Community College; Kevin Olbrys, Assistant Professor and Academic Department Chair, Philosophy and Religion, Bergen Community College

Takes place on Tuesday, 9:15–10:15 a.m., Salon 2, 4th Floor (Central Daylight Time)

During this session, Miami Dade College professors share how they bridge the humanities from the classroom to the profession for their undergraduate students with the support of the Humanities Edge program. These opportunities include faculty-supervised paid internships on campus, paid peer-writing mentorship positions, and undergraduate research. Participants explore strategies to bridge their own classrooms to the profession at their institutions.

Ildiko Barsony, Faculty, English, Miami Dade College; Taurie Gittings Wheeler, Faculty, Humanities, Miami Dade College; David Heredia, Faculty, English, Miami Dade College

Takes place on Monday, 3–4 p.m., Room 404, 4th Floor (Central Daylight Time)

Adult learners often balance many obligations. Lost opportunities may be the outcome of this juggling act, which can force adult learners to choose between completing their education or meeting their personal obligations. Flexible course modalities may help mitigate this choice by meeting the needs of individual students without compromising the quality of instruction. This presentation shares how certificate, diploma, and degree programs can be offered with equity and fidelity, regardless of modality.

Candice Freeman, Chair, Medical Laboratory Technology, Fayetteville Technical Community College; Michelle Walden, Dean, Allied Health Science, Fayetteville Technical Community College; Sandra Walker, Chair, Dental Assisting, Fayetteville Technical Community College

Takes place on Sunday, 1–2 p.m., Salon 7, 4th Floor (Central Daylight Time)

Fayetteville Technical Community College has partnered with Redhat to bring training opportunities to transitioning military members. The presenters discuss how this and other partnerships with industry leaders such as Cisco and CompTIA continue to bridge the gap between skills, education, and the workforce and labor market demands of employers.

Rhiannon Holley, Instructor, Systems Security and Analysis, Fayetteville Technical Community College; Tenette Prevatte, Academic Dean, Computer and Information Technology, Fayetteville Technical Community College

Takes place on Sunday, 10:30–11:30 a.m., Salon 2, 4th Floor (Central Daylight Time)

A successful academic division and professional organization mentorship program leads to engagement, professional networking, and exploration of career opportunities for students. Join this session to learn easy design steps, captivating program details, and technical shortcuts to ensure efficient long-term mentorship program execution, maintenance, and sustainability. Prepare for the challenges facing CTE programs by establishing a mentorship program that leads to student engagement and retention while assisting students transition from student to professional.

Nan Abbot, Adjunct Professor and Internship Coordinator, Healthcare Information Systems, Johnson County Community College; Lori Brooks, Chair and Associate Professor, Healthcare Information Systems, Johnson County Community College; Amanda Kraus, Chair and Associate Professor, Medical Information and Revenue Management, Johnson County Community College

Takes place on Tuesday, 8–9 a.m., Salon 7, 4th Floor (Central Daylight Time)

There is an increasing focus on supporting student success through networks and partnerships between colleges, nonprofits, government, employers, and other key stakeholders, particularly when addressing opportunity gaps and inequitable outcomes for students of color. In this session, nonprofit leaders, a former academic dean, and other stakeholders engage participants in discussing processes for building authentic internal and external partnerships and addressing the challenges that arise in maintaining them.

Max Altman, Director, Research and Policy, Southern Education Foundation; Christine Barrow, Director, Postsecondary Attainment, Education Strategy Group; Meagan Crowe, Senior Research and Policy Analyst, Southern Education Foundation; Richard Williams, Engineering Manager, Engineering and Technology, Northrop Grumman Corporation

Takes place on Monday, 9:45–10:45 a.m., Salon 2, 4th Floor (Central Daylight Time)

Students come where they are welcome and stay where they feel cared about. Caring Campus is based on decades of research documenting that students who feel cared for and connected to their college are more likely to achieve their educational goals. Learn how professional staff are committing to easy, low-cost behaviors that bring the human component to student interactions, improve student success, and increase job satisfaction in over 70 colleges around the country.

Jo-Carol Fabianke, Coach, Caring Campus, Institute for Evidence-Based Change; Jordan Horowitz, Chief Operating Officer, Institute for Evidence-Based Change; Ken Sherwood, Caring Campus Coach, Institute for Evidence-Based Change

Takes place on Monday, 9:45–10:45 a.m., Salon 7, 4th Floor (Central Daylight Time)

Consistently establishing and managing student expectations and behaviors to ensure a productive learning environment are among the most critical issues faced by novice and experienced teachers. During this session, participants move beyond identifying classroom problems and suggest preventative strategies and practical solutions to the most common classroom management problems.

Chelsea Biggerstaff, Interim Manager, Faculty Development, Austin Community College District; Marian Moore, Instructional Designer, Austin Community College District

Takes place on Sunday, 9:15–10:15 a.m., Room 401, 4th Floor (Central Daylight Time)

Learn how executive coaching and leadership development have been used to build capacity for institutional leaders to effectively lead organizational change and improve student learning outcomes in an NSF-funded project about scaling pathways reforms. A variety of capacity building methods are covered, including coaching, change management tenets, team priority setting, and consensus building. The importance of effective communication strategies to guide organizational change in complex reform efforts are highlighted.

Stephanie Delaney, Vice President, Instruction, Renton Technical College; Margo Keys, Administrator Coach, WestEd/Carnegie Math Pathways

Takes place on Monday, 9:45–10:45 a.m., Salon 3, 4th Floor (Central Daylight Time)

As a result of the global pandemic, various inequities and social injustices existing in education have been exposed. Therefore, it is incumbent upon educators to adopt culturally responsive teaching strategies to cultivate diversity, equity, and inclusion. The presenters share several holistic strategies regarding the selection of content, instructional methods, and assessment—all essential elements to create a geo-culturally sensitive learning environment. Virtual exchange projects that focus on developing geo-cultural competencies through student engagement are shared.

Catherine Roche, Faculty, Business, Rockland Community College; Patricia Szobonya, Program Director, Legal and Criminal Justice Studies and Corporate Homeland Security, Rockland Community College

Takes place on Sunday, 10:30–11:30 a.m., Room 402, 4th Floor (Central Daylight Time)

This presentation provides faculty with the knowledge and resources necessary to collaborate with librarians and tutors on incorporating project-based learning into their courses without sacrificing the time needed to teach the core course content. Participants identify the theory and practice of project-based learning, create a plan for building relationships with librarians and tutors to facilitate project-based learning, and understand the process that the presenters used to implement their project.

Nancy Eschen, Professor, Mathematics, Florida State College at Jacksonville; Amber Strickland, Librarian, Florida State College at Jacksonville

Takes place on Sunday, 9:15–10:15 a.m., Salon 3, 4th Floor (Central Daylight Time)

During this session, participants explore how to connect their existing coursework to marketable skills badges students can earn in the classroom. Marketable skills badges are digital credentials that show employers that a student has demonstrated in-demand skills. The Course+Badge Initiative trains and credentials faculty as Badge Specialists able to integrate marketable skills badges into academic courses. Bring your course syllabus and schedule to practice tagging marketable skills in your course.

Eryn Berger, Interim Coordinator, Online Learning, Alamo Colleges District; Adrianna Sherman, Associate Professor, Alamo Colleges

Takes place on Sunday, 10:30–11:30 a.m., Salon 1, 4th Floor (Central Daylight Time)

Consistent with expanding interest in creating networks of interdisciplinary teams focused on tackling complex issues with measurable outcomes, the Quantitative Biology @ Community Colleges (QB@CC) network was developed. QB@CC is a growing network of biology and mathematics faculty collaborating to create OER content. During this session, QB@CC is presented as a model to encourage others to develop a network to meet challenges in their fields.

Joe Esquibel, Professor, Biology, Lansing Community College; John Starnes, Associate Professor, Biology, Southcentral Kentucky Community and Technical College

Takes place on Tuesday, 8–9 a.m., Salon 3, 4th Floor (Central Daylight Time)

Whether in a classroom, zoom meeting, team room, or a large auditorium, we all have a need to maximize the effectiveness of our communication to be memorable, meaningful, and inspiring. During this learning experience, the facilitators model elements that make for compelling communication that captivates and moves the listener, while motivating them to action, reflection, and learning. This discussion gives you the confidence and skills to better engage your audience.

David Katz III, Professor Emeritus, Political Science, Mohawk Valley Community College

Takes place on Sunday, 10:30–11:30 a.m., Salon 7, 4th Floor (Central Daylight Time)

GoEducate has launched the first-ever, end-to-end education-to-employment marketplace that directly connects students, job seekers, college programs and pathways to jobs, internships, apprenticeships and employers. The platform is live at Odessa College and directly linked to employers in Odessa, Texas. Join the presenters as they discuss the advantages of GoEducate's "Opportunity Portal" at Odessa College.

Jonathan Fuentes, Vice President, Academic Partnerships, Odessa College; John Haddad, Director, Business Development and Partnerships, GoEducate; Timothy Johnson, Chief Marketing Officer, GoEducate

Takes place on Sunday, 2:15–3:15 p.m., Salon 7, 4th Floor (Central Daylight Time)

This session explores the socially constructed concepts of diversity, equity, and belonging and the effects of unconscious bias on employee retention. These complex issues lend themselves to increased discussion and dialogue. However, for conversations to lead to understanding and change, the importance of equitable language must be recognized. Come learn about how we can empower employees to engage and talk about issues of diversity more comfortably.

Jen Propp, Manager, Adjunct Faculty Support, College of DuPage; Kate Szetela, Manager, Adjunct Faculty Support, College of DuPage; Sonia Watson, Interim Assistant Dean, Adjunct Faculty Support, College of DuPage

Takes place on Tuesday, 8–9 a.m., Salon 2, 4th Floor (Central Daylight Time)

At Miami Dade College, we strive for equity and have created an accessible and inclusive undergraduate research program in the humanities. The program features minimal entry requirements, faculty and staff support, and flexible presentation options. The presenters share the program’s philosophy and design, showcase student projects, and discuss how the program has bolstered student participation in humanities research. Participants learn how to create more accessible, inclusive, and equitable research opportunities for their students.

Ildiko Barsony, Faculty, English, Miami Dade College; Kirk Paskal, Director, Grants, Miami Dade College; Jacqueline Pena, Coordinator, Miami Dade College

Takes place on Sunday, 9:15–10:15 a.m., Salon 4, 4th Floor (Central Daylight Time)

Incorporating green screens into media projects can provide opportunities for students to reflect on learning in creative and personalized ways. This immersive learning experience can spark student engagement and illustrate the relevance of many concepts. During this session, participants explore ways the green screen effect can be used in teaching and learning to captivate student interest. Participants also have the opportunity to use an iPad to create media with a green screen effect.

Carlena Benjamin, Instructional Technology Specialist, Biology, Northeast Mississippi Community College

Takes place on Monday, 3–4 p.m., Room 403, 4th Floor (Central Daylight Time)

This session highlights how educational technology was optimized during the pandemic. Specifically, this session explores a six-week group collaboration that dealt with the Central America migration crisis. Participants are encouraged to initiate similar projects to deliver the best global experience for their students. Explore new and creative ways to bring global learning to classrooms through your own innovative Global Classroom project.

Margaret Lowry, Student, Nursing, Arkansas State University-Beebe; Eddie Supratman, Assistant Professor, History and Religion, Arkansas State University-Beebe; Stephanie Ungerank, Director, Instructional Design and Distance Learning, Arkansas State University-Beebe

Takes place on Monday, 11 a.m.–12 p.m., Room 403, 4th Floor (Central Daylight Time)

This presentation focuses on the complexities associated with interpreting visually displayed data. The presenters engage participants in a real-time interpretation of a variety of graphical displays of aggregate data. Participants have opportunities to offer their interpretations of cross-sectional and trend data. The presenters also illustrate how to create, modify, and interpret several chart types using Microsoft Excel. Participants identify and moderate biases in data interpretation.

Gail Illich, Professor, Mathematics, McLennan Community College; Paul Illich, President, Southeast Community College

Takes place on Monday, 9:45–10:45 a.m., Room 404, 4th Floor (Central Daylight Time)

Experiential learning is paramount to providing students with the opportunity for reflective practice in monitored environments. Rising from the pandemic, we saw a need organizationally and with our students to create additional pathways for students to complete these types of experiences. This session presents the Earn On program developed at San Antonio College to help students participate in experiential learning while earning income, building professional networks, and providing a professional portfolio showing documented, marketable skills.

Oralia De Los Reyes, Dean, Student Success, San Antonio College; Sabrina Macal-Polasek, Team Lead, Student Enrichment Center, San Antonio College

Takes place on Sunday, 2:15–3:15 p.m., Salon 1, 4th Floor (Central Daylight Time)

This presentation covers the specific strategies that Southeast Community College used to improve student retention and success through enhanced resiliency skills. The presenters discuss how the institution embedded a climate and resiliency goal within its strategic plan. They also discuss how the institution operationalized and applied a set of resiliency skills throughout the college, including course-level strategies involving technology, course design, classroom engagement, and facilitated social interaction, in person and virtually.

Gail Illich, Professor, Mathematics, McLennan Community College; Paul Illich, President, Southeast Community College

Takes place on Sunday, 10:30–11:30 a.m., Salon 4, 4th Floor (Central Daylight Time)

The Energy Academy exposes students to many careers and opportunities within the work world. This partnership between Duke Energy, Polk State College, and the American Association of Blacks in Energy introduces local students to career opportunities within the energy industry. The Academy includes a range of technical and soft skills needed to succeed. Project partners include vice presidents, engineers, and supervisors with the same or similar backgrounds as many of the first-generation students.

Joyce Bentley, Program Director, TRIO Student Support Services, Polk State College; Shagon Collins, Advisor, Polk State College; John Fynn, Program Manager, Louis Stokes Alliances for Minority Participation, Polk State College

Takes place on Monday, 11 a.m.–12 p.m., Salon 7, 4th Floor (Central Daylight Time)

The presenter shares how using anonymous surveys within the LMS to engage students in lesson content can provide valuable information measuring leading indicators of student success. Collecting this data may be useful to educators in proposing or developing curriculum revisions and additional student supports, especially in high-impact courses. Come participate in an anonymous survey, view the results, discuss the indicators, and brainstorm leading indicators for your courses.

Paige Huskey, Professor, English, Clark State College

Takes place on Tuesday, 9:15–10:15 a.m., Salon 1, 4th Floor (Central Daylight Time)

Wake Technical Community College’s Programming and Information Sciences department just completed a two-semester pilot with industry mentors working with capstone students. In two semesters, industry representatives mentored students as they wrote a professional system requirements document and built applications to meet those requirements. Learn how we enhanced our student experience and how you can enhance your capstone course.

Norene Kemp, Head, Programming and Information Sciences, Wake Technical Community College

Takes place on Monday, 8:30–9:30 a.m., Room 402, 4th Floor (Central Daylight Time)

Tallahassee Community College (TCC) is uniquely positioned within the state of Florida. It services a three-county area with 60 percent of its students identifying as non-White. To address equity and access, TCC has developed an Equity Through C.A.R.E. Model with specific strategies that operationalize persistence and student success across all teaching modalities using embedded student support, faculty mentoring, and personalized learning paths.

Anthony Jones, Associate Vice President, Academic Affairs, Tallahassee Community College; Tricia Rizza, Associate Dean, Faculty Initiatives, Tallahassee Community College

Takes place on Monday, 8:30–9:30 a.m., Salon 1, 4th Floor (Central Daylight Time)

Student success is typically measured through course success, persistence, and ultimately, graduation rates. One small, rural Mississippi Community College has shifted many textbooks to e-resources, restructured the advisement process, and adjusted college steps for applying for graduation. These shifts have allowed Copiah-Lincoln Community College to exceed the state graduation average for the past five years. This session shares three traditional student success barriers and improvement strategies the college implemented that are leading to student success.

Stephanie Duguid, Dean, Academic Instruction, Copiah-Lincoln Community College

Takes place on Tuesday, 10:30–11:30 a.m., Room 401, 4th Floor (Central Daylight Time)

Faculty are expected to use student data to improve practice. Yet, the data provided are rarely turned into useful, usable, and actionable information. Building on our successful December 2021 NISOD webinar, faculty—and those who provide them with data—learned how to focus on leading indicators and how to use them. Participants in this session learn how to engage in data conversations with their colleagues to support one another and improve student success.

Jordan Horowitz, Chief Operating Officer, Institute for Evidence-Based Change

Takes place on Sunday, 3:30–4:30 p.m., Salon 4, 4th Floor (Central Daylight Time)

Our traditional systems of grading tend to reward behavior rather than knowledge, can be demotivating, and demand endless workarounds by instructors trying to improve student outcomes. During this session, we’ll introduce participants to an approach to grading that equitably assesses student learning and increases student persistence. The presenters share details about grading strategies, preliminary results, learnings from implementation, and a sample alternative assessment tool.

Earle Crosswait, Academic Specialist, Mathematics, Saginaw Chippewa Tribal College; Dan Ray, Senior Research Associate, Mathematics, WestEd

Takes place on Sunday, 3:30–4:30 p.m., Salon 2, 4th Floor (Central Daylight Time)

What happens when a worldwide pandemic launches a community college from dated telecom technology to Zoom rooms? We’ll highlight how we supported faculty through learning curves to better footing, relay lessons learned from faculty’s experience delivering instruction to remote and local participants via Zoom rooms, and report subsequent student outcomes. Join us to experience pedagogical strategies that support universal design for learning, accessibility, and active-learning components in flexible course delivery powered by Zoom.

Samra Culum, Instructor, Education, College of Southern Idaho; Scott Rogers, Professor, Wellness and General Studies, College of Southern Idaho; Bethany White, Learning Designer, Teaching and Learning Center, College of Southern Idaho

Takes place on Tuesday, 10:30–11:30 a.m., Salon 7, 4th Floor (Central Daylight Time)

Making the transition from teaching face-to-face to online has been a very challenging part of working in higher education during the pandemic. This presentation details how College of DuPage’s Adjunct Faculty Support Office provided instructional coaching during the switch to online instruction, as well as how we continue to support our adjunct faculty population as they make their way back to the physical classroom.

Jen Propp, Manager, Adjunct Faculty Support, College of DuPage; Kate Szetela, Manager, Adjunct Faculty Support, College of DuPage; Sonia Watson, Interim Assistant Dean, Adjunct Faculty Support, College of DuPage

Takes place on Monday, 11 a.m.–12 p.m., Room 404, 4th Floor (Central Daylight Time)

Learn how to gamify your course and use badges to promote interest and achievement. This session takes you through the ideas behind using badges, shows you how to enable and setup badges in Canvas, and demonstrates how to create your own unique badges. Gamification is a fun way to show your creative side! Bring a laptop if you can and begin creating right away!

Erin Thomas, Instructor, Education, Clovis Community College

Takes place on Monday, 8:30–9:30 a.m., Room 401, 4th Floor (Central Daylight Time)

Many times, we get stuck in a recurring schedule of daily tasks and activities, narrowly focused on our own worlds. However, when we work as a team within the institution or beyond, we can make an impact on each other and our communities. This session highlights two educational professionals who connected at a NISOD conference and their journey of collaboration and guidance, as well as the personal and professional development that has occurred.

Stephanie Duguid, Dean, Academic Instruction, Copiah-Lincoln Community College; Sean Glassberg, Director, Faculty Development, Horry Georgetown Technical College

Takes place on Monday, 8:30–9:30 a.m., Room 404, 4th Floor (Central Daylight Time)

Teachers as learners have a profound impact upon student mindset and academic success. During this session, participants explore ways to promote growth mindset, increase academic performance, and encourage collaboration among students. Participants also explore how to prevent toxic grading and create an environment where learning is valued by teachers and students and builds equity education within a growth mindset culture.

Dana Fergins, Adjunct Professor, History, Southern University at Shreveport Louisiana

Takes place on Monday, 3–4 p.m., Room 402, 4th Floor (Central Daylight Time)

Communication skills may or may not be hard skills in the sense of being countable, but they are hard in the sense of being difficult to master. Without effective communication skills, you will have no effect whatsoever on your students. Participants describe five practical communication strategies for engaging students in face-to-face and virtual classrooms, identify techniques for making meaningful connections with students appropriate to the teacher's discipline and topic, and identify unique benefits the teacher brings to his or her classroom.

Donn King, Associate Professor, Communication Studies, Pellissippi State Community College

Takes place on Monday, 1:45–2:45 p.m., Room 404, 4th Floor (Central Daylight Time)

Hip-hop and social media have proven the extent of their reach across all walks of life regardless of race, religion, politics, etc., making them the new civic square. Hip-hop is now the most consumed music genre, and the average person spends at least two hours daily on social media. Transcending even socioeconomics, these two mediums provide the best opportunity for inclusivity. A panel of experts provide practical examples of how hip-hop and social media can be incorporated into the classroom regardless of subject matter.

Jonathan Cabrera, Professor, Criminal Justice, Borough of Manhattan Community College

Takes place on Sunday, 3:30–4:30 p.m., Salon 1, 4th Floor (Central Daylight Time)

Discussing issues of diversity, equity, and inclusion are essential for many courses and careers. Yet, these conversations often struggle to get started or can be met with student resistance. Using playful strategies can launch these conversations without minimizing the importance of the essential topics. This presentation uses hands-on experiences and real-world examples to help participants develop methods to teach these critical topics in a way that is engaging, respectful, and playful.

Megan Oed, Associate Professor, Human Services, Ivy Tech Community College

Takes place on Monday, 1:45–2:45 p.m., Room 402, 4th Floor (Central Daylight Time)

Nowhere do faculty make more of a difference than when in the classroom teaching. Faculty can excite and encourage students to surpass expectations. Join the presenter to discuss the importance of faculty in making the difference in student success.

Glynis Mullins, Instructional Coordinator, Academic Support, Pitt Community College

Takes place on Sunday, 9:15–10:15 a.m., Salon 7, 4th Floor (Central Daylight Time)

This presentation focuses on River Parishes Community College's use of the National Alliance for Partnerships in Equity's five-step Program Improvement Process for Equity (PIPE) to increase the access and success of underrepresented groups in CTE programs. Participants discuss the need to increase the access and success of underrepresented students in CTE, learn the steps involved in the PIPE process, and discuss root causes of the equity gaps that persist in CTE.

Esperanza Zenon, Associate Professor, CTE and STEM, River Parishes Community College

Takes place on Sunday, 10:30–11:30 a.m., Salon 3, 4th Floor (Central Daylight Time)

During this session, the presenters share effective methods to integrate project-based learning (PBL) and data-informed teaching (DIT) to offer online project-based courses at scale. For PBL, the presenters discuss how contextualized autograder feedback enables students to iteratively explore, experiment, and learn. DIT enables instructors to detect at-risk students and make interventions. The presenters also discuss how to effectively teach PBL using autograders and discuss best practices and potential pitfalls when using DIT.

Marshall An, Project Scientist, Computer Science, Carnegie Mellon University; Majd Sakr, Teaching Professor, Computer Science, Carnegie Mellon University

Takes place on Monday, 11 a.m.–12 p.m., Salon 3, 4th Floor (Central Daylight Time)

Community college students who participate in summer bridge-to-the-baccalaureate projects deserve a positive experience as they develop professional relationships with academic mentors. Through research conducted by the Louis Stokes Inclusive Mentoring in STEM Center of Excellence, we have identified mentoring best practices that, in addition to ensuring socio-academic integration, validate students’ background and sense of identity. This session highlights the main features of inclusive mentoring practices and opportunities for mentorship training.

Benjamin Flores, Director, Louis Stokes IM STEM Center of Excellence, The University of Texas at El Paso; Jose Maldonado, Instructor, Biology, El Paso Community College

Takes place on Monday, 3–4 p.m., Salon 7, 4th Floor (Central Daylight Time)

COVID-19 has introduced various challenges to higher education, including the recruitment of international students to U.S. campuses. When international travel and mobility are restricted, how can students still benefit from getting an American college education without leaving home? Welcome to the world of transnational partnerships, an alternative to traditional international education! During this session, delve into the pros, cons, and complexities found in the world of international and transnational educational partnerships.

Maria Bernal, Senior Director, International Student Success, Broward College; Janice Toh, Associate Director, International Strategic Initiatives, Broward College

Takes place on Monday, 1:45–2:45 p.m., Salon 3, 4th Floor (Central Daylight Time)

During this session, the presenters discuss the Peer-2-Peer Learning Community created at Prince George's Community College in which faculty meet monthly to share ideas about teaching and learning in various modalities. The presenters share what they learned from one another during this semester-long cohort.

Deborah Bowles, Coordinator, Professional Development, Prince George's Community College; Sunnie Jackson, Professor, Mathematics, Prince George's Community College; Aaron Large, Professor, Mathematics, Prince George's Community College

Takes place on Sunday, 9:15–10:15 a.m., Salon 1, 4th Floor (Central Daylight Time)

Due to COVID -19, our college (like many others) was faced with the challenge of converting all face-to-face classes into remote versions. This rapid transition needed to ensure alignment of the course learning outcomes with the content being delivered in the remote setting. While restructuring course content for online delivery, we also investigated new resources to help deliver the laboratory component, trained faculty and students, and provided the necessary resources to all.

Nadia Hedhli, Associate Professor, Biology, Hudson County Community College; Abdallah Matari, Professor and Chair, Biology, Hudson County Community College

Takes place on Sunday, 3:30–4:30 p.m., Room 401, 4th Floor (Central Daylight Time)

Participants explore how to better engage students in learning experiences using free, inexpensive, and user-friendly technology. This session includes demonstrations and discussions about using easily accessible virtual reality technology and how to implement this technology in the classroom. Participants gain insights into how this technology fits in the classroom, learn about resources, and have the opportunity for a virtual reality experience.

Erin Thomas, Instructor, Education, Clovis Community College

Takes place on Tuesday, 10:30–11:30 a.m., Salon 4, 4th Floor (Central Daylight Time)

Join the facilitators of this session for a discussion about being an LGBTQ+ ally on your campus and in your classroom. Learn about the community and how to develop safe spaces for students who identify as LGBTQ+. The session includes information sharing, reflective exercises, and interactive activities to help participants become more informed and effective allies.

Angela Fry, Associate Professor, Social Work and Human Services, Columbus State Community College; Jorie Schwartz, Assistant Professor, Social Work and Human Services, Columbus State Community College

Takes place on Tuesday, 10:30–11:30 a.m., Salon 1, 4th Floor (Central Daylight Time)

The presenter has spent nearly 20 years using his unique blend of communications and education experience to design lessons that promote problem solving, creativity, and teamwork. “Media for Literacy,” a term he coined in 2012, describes the practice of using media production techniques — photography, graphic design, video, and audio production — to teach any concept or subject.

Reggie Grant, Associate Professor, Journalism, Tallahassee Community College

Takes place on Monday, 8:30–9:30 a.m., Room 403, 4th Floor (Central Daylight Time)

This session explores how Gilbert's Behavior Engineering Model, a commonly used human performance framework and tool, can be used to isolate learner needs and facilitate instructional technology alignment to intended learning outcomes. Through systematically designed digital teaching and learning experiences, instructors can refine technology integration specifically tailored to meet the comprehensive needs of students. Examples of these learning experiences include digital scaffolding, online assessment, and digital feedback.

Candice Freeman, Program Director, Medical Laboratory Technology, Fayetteville Technical Community College

Takes place on Monday, 3–4 p.m., Room 401, 4th Floor (Central Daylight Time)

Corequisite support has been demonstrated to be a better approach than traditional prerequisite remediation. This high-impact strategy consistently yields dramatic results for students passing college-level math and English courses and gaining college momentum. Scaling corequisite support addresses institutional performance gaps for equitable student outcomes that lead to increased college completion. A Complete College America representative shares best practices for shifting policy, creating conditions for change, implementing proven strategies, and refining those approaches over time.

Brandon Protas, Strategy Director, Complete College America

Takes place on Monday, 11 a.m.–12 p.m., Salon 1, 4th Floor (Central Daylight Time)

Since 2015, Alamo College District has offered a three-phase, face-to-face, adjunct faculty certification program that provides part-time faculty with current pedagogical tools. To meet the needs of faculty during the pandemic, this program's modality, content, and structure were retooled to an online format. That change resulted in a 96 percent increase in graduates of this program. This session explores the strategies used to maintain the continuity and quality of the program during COVID-19.

Scott D'Amico, Faculty Development Lead, Political Science, Alamo Colleges; Carmen Mercedez, Director, Instructional Professional Development, Alamo Colleges; Bobbie Myatt, Faculty Development Specialist, Communications, Alamo Colleges; Elizabeth Plummer, Faculty Development Specialist, English as a Second Language, Alamo Colleges

Takes place on Sunday, 9:15–10:15 a.m., Salon 2, 4th Floor (Central Daylight Time)

Every year there are more dual credit and early college students taking classes at community colleges. Most of these students are under 18 years old, live with their parents, and still need a substantial amount of academic and socioemotional support. How can we change the mindset in college regarding parental involvement and build bridges that benefit students? Come explore this idea during this session!

Aldo Prado, Dean, Early College, San Jacinto College/Pasadena ISD; Mariana Prado Flores, Graduation Coach and Instructor, Mathematics, Pasadena ISD

Takes place on Monday, 3–4 p.m., Salon 3, 4th Floor (Central Daylight Time)

For the past three years, the NSF INCLUDES Aspire Alliance has implemented a growing number of regional collaboratives dedicated to preparing diverse cohorts of future STEM faculty interested in teaching at two-year institutions. Program participants include graduate students, faculty mentors from community colleges, and guest speakers from professional organizations. During this session, the presenters discuss how each collaborative has adapted a professional development program with mentoring and classroom observation at its core.

Thomas Ready, Professor, Chemistry, Midland College; Sara Rodriguez, Coordinator, STEM, UTEP

Takes place on Sunday, 1–2 p.m., Room 402, 4th Floor (Central Daylight Time)

Participants learn how Tarrant County College developed a model to align pedagogy, space, and technology to create learning environments that better support student engagement and learning. Presenters share how faculty are leading the effort of promoting integrative learning, selecting relevant technology, and informing the design of learning spaces. Presenters also share how professional development supports this framework, which is being implemented across the college.

Zarina Blankenbaker, President, Northwest Campus, Tarrant County College District; Kevin Harper, Chair, Kinesiology, Northeast Campus, Tarrant County College District; Paige Lovelace, Chair, Language Arts, South Campus, Tarrant County College District

Takes place on Sunday, 3:30–4:30 p.m., Salon 3, 4th Floor (Central Daylight Time)

Nevada Gold Mines approached the College of Southern Nevada and Clark County Schools to explore ways to provide workforce readiness and a credential of value to high school students from underrepresented populations. The three partners developed two college-credit career pathways in industrial maintenance and diesel technology that lead to gainful employment in high-demand fields in the mining industry. Replicable hallmarks of the program include collaborative curriculum/schedule development, intentional family engagement, executive-level support, and philanthropic funding.

Liliana Bonderov, Assistant Principal, Career and Technical Education Magnet Programming, Rancho High School; Margo Martin, Chief, Accreditation and Institutional Effectiveness, College of Southern Nevada; Christine Whetten, Manager, Talent Acquisition, and Talent Management, Human Resources, Nevada Gold Mines

Takes place on Sunday, 2:15–3:15 p.m., Salon 2, 4th Floor (Central Daylight Time)

“Educate” comes from the word “educe,” which means to pull forth from. But students often view education as a pouring into. If you find yourself completely frustrated at times with your students and with teaching in general, you may be trying to “push a rope.” During this session, the presenters share a different approach based on solid communication principles to help you pull instead of push to create a better experience for you and your students.

Donn King, Associate Professor, Communication Studies, Pellissippi State Community College

Takes place on Sunday, 1–2 p.m., Salon 3, 4th Floor (Central Daylight Time)

Research shows that students who participate in academic success courses have more meaningful interactions with faculty and other students and are more likely to complete a credential. However, students often enter these courses asking, “Why am I here?” To help answer this question, Madisonville Community College restructured its academic success course with an emphasis on intentional design. This session offers strategies for strengthening first-year success courses and answers student and faculty “whys.”

Sara Adams, Professor and Coordinator, Music and First Year Experience, Madisonville Community College; Stephanie Self, Student Affairs Specialist and Transfer Advisor, First Year Experience, Madisonville Community College

Takes place on Sunday, 9:15–10:15 a.m., Room 402, 4th Floor (Central Daylight Time)

Shelton State Community College (SSCC) required a reliable and organized system for syllabus management. As a result, SSCC implemented an online syllabus management platform to meet state standards, ensure consistency, and provide a seamless editing and revision process. The result of this effort was not only positive for institutional aspects such as Quality Matters, it decreased the time and effort necessary to create and manage syllabi and significantly improved the student experience.

Angela Gibson, Instructor, Speech and English, Shelton State Community College; Christine Wilson, Director, eLearning, Shelton State Community College

Takes place on Sunday, 1–2 p.m., Salon 1, 4th Floor (Central Daylight Time)

The purpose of this presentation is to share reflections and facilitate discussion about how we might consider faculty development differently following the pandemic. We have previously presented our research at NISOD’s conference exploring numerous variables (e.g., approaches, benefits, challenges, culture) that influence faculty development. During this session, we contextualize these earlier findings with observations and experiences realized during the pandemic to consider how we might approach faculty development in the future.

Desalyn De-Souza, Dean, Human Services, Empire State College; Mike Gillespie, Associate Vice President, Learning and Teaching, Saskatchewan Polytechnic

Takes place on Monday, 8:30–9:30 a.m., Salon 7, 4th Floor (Central Daylight Time)

This session introduces the CCAC developmental writing model. The presenters share their rationale for the design, the role of supplemental instruction and embedded writing tutors, evidence from the pilot and first semester of collegewide rollout, and the administrative challenges inherent to major institutional change. Our model is replicable and the reason why we are sharing best practices with other community college educators.

Ashleigh Fox, Assistant Professor, English, Community College of Allegheny County; Elizabeth Throesch, Professor and Chair, English, Community College of Allegheny County; Ann von Waldenburg, Student Engagement Specialist and Adjunct Instructor, English, Community College of Allegheny County

Takes place on Tuesday, 9:15–10:15 a.m., Salon 3, 4th Floor (Central Daylight Time)

College enrollment and registration can be a lengthy and difficult process. Students are often overwhelmed with multiple enrollment steps and several visits to campus. Our one-day event brings together several student success departments under one roof to eliminate possible barriers and move students through enrollment and registration. Join us as we run through our fast-paced, one-stop experience!

Cynathia Broadnax, Certified Coach, Enrollment, San Antonio College; Lenell Clay, Team Lead, Welcome Center, San Antonio College; Caresa Medellin, Certified Coach, Enrollment, San Antonio College

Takes place on Sunday, 2:15–3:15 p.m., Room 401, 4th Floor (Central Daylight Time)

The Emmy-nominated documentary No Greater Odds (www.nogreaterodds.com) burst onto the national scene in 2016, highlighting the important mission of community colleges by celebrating our students' stories. Join the co-creator and co-producer who shares stories and lessons learned from students, faculty, and staff about what matters most in maximizing student support and success. Learn how sharing your students' stories can invite conversation and inspire change in your own college and community.

Charlene S. Gibson, Professor, Communication Studies, College of Southern Nevada

Takes place on Monday, 8:30–9:30 a.m., Salon 2, 4th Floor (Central Daylight Time)

Looking for a way to increase student success in your discipline? Consider starting or growing a discipline-specific success center. Wake Tech started the Speech Preparation Essentials and Knowledge (SPEAK) center in the fall of 2013 to serve communication students. Since then, we've seen notable student gains in every measure. Join us as we share best practices, lessons learned, and future plans. Participants will have time to ask questions, brainstorm, and collaborate.

Brittany Hochstaetter, Professor, Communication, Wake Technical Community College; Emily Moore, Department Head, Communication and Theatre, Wake Technical Community College; Angela Smedley, Assistant Professor, Communication, Wake Technical Community College

Takes place on Sunday, 3:30–4:30 p.m., Salon 7, 4th Floor (Central Daylight Time)

What if you could visually identify which chapter and Boom’s taxonomy level your students were struggling with? What if you could use that information to clearly and visually show your students how to improve? This session transforms your digital exam and quiz data into a very effective student report and formative assessment tool. This report not only improves student learning, but also provides a great tool for assessing your teaching practices.

Daiju Hoshino, Instructor, Biology, Tarrant County College District

Takes place on Monday, 11 a.m.–12 p.m., Room 402, 4th Floor (Central Daylight Time)

Many students come to community colleges following a more indirect route than simply graduating at the top of their high school class and moving into a dorm. If someone struggled in grade school or took time off before college, they may need some learning guidance. After several years of teaching online chemistry, I made a specific list of what I think my students should do to get an “A” in my class.

Kathy Carrigan, Professor, Chemistry, Portland Community College

Takes place on Sunday, 1–2 p.m., Salon 2, 4th Floor (Central Daylight Time)

This presentation is based on a research project implemented at Southern Alberta Institute of Technology in which approximately 100 technical college students participated in more than 30 online assessments in 2021-2022. A Microsoft Teams online assessment platform (Dugga) was adapted to run the tests. As the first trial of this type in North America, the study proves to be a successful application of the TRAF technique in postsecondary skilled-engineering education.

Amir Mokhtari Fard, Associate Professor, Engineering, Southern Alberta Institute of Technology

Takes place on Tuesday, 8–9 a.m., Room 401, 4th Floor (Central Daylight Time)

With the changing landscape in colleges, it is vital for faculty to create inclusive and equitable classrooms. This session analyzes a comprehensive framework of culturally responsive teaching based on how students’ motivation is influenced by their cultures and explores teaching strategies guided by it proven to promote diversity, equity, and student success. Participants can use the framework as a rubric to evaluate their pedagogy and make it more culturally responsive.

Shuang Zhao, Associate Professor, Speech, Lone Star College-Montgomery

Takes place on Monday, 1:45–2:45 p.m., Room 401, 4th Floor (Central Daylight Time)

Participants learn how to create a Buddy System unique to their institution! Over the course of a term, faculty pair and pursue a progressive series of opportunities to investigate each other's pedagogy, assignments, and curriculum following a self-paced, growth-mindset oriented curriculum delivered online. For our sixteen-week semester, faculty respond to eight prompts including a course visit, an exercise in metaphor, and a deep dive into an assignment. Exercises inspire faculty to engage in conversation and consider how attitudes and style impact student learning.

Kyle Torke, Academic Director, Arts, Sciences, and Education, Eastern New Mexico University-Roswell

Takes place on Tuesday, 8–9 a.m., Salon 4, 4th Floor (Central Daylight Time)

The diversity of students today can require individualized approaches to communication. There are no personality types that are better or worse, healthier or frailer. Each type has its own inherent strengths and potential weaknesses. Using examples from actual classes, the presenter helps participants understand and communicate better with their students. The challenges that may have occurred in the past are explained and strategies are provided to overcome them.

Samra Culum, Instructor, Education, College of Southern Idaho; Scott Rogers, Professor, Liberal Arts and Experiential Education, College of Southern Idaho; Bethany White, Learning Designer, Teaching and Learning Center, College of Southern Idaho

Takes place on Sunday, 2:15–3:15 p.m., Salon 4, 4th Floor (Central Daylight Time)

There’s no doubt that the past two years have been challenging for students and faculty. During this session, the presenters demonstrate socially distanced methods for teaching and applying course content through various free technology. We discuss Google Slides, Poll Everywhere, virtual escape rooms, H5P, breakout rooms, Group me, and more. Learn how to increase engagement by collaborating safely and positively!

Alicia Parker, Adjunct Professor, Education, Daytona State College; Amy Ringue, Professor, Education, Daytona State College

Takes place on Sunday, 1–2 p.m., Salon 4, 4th Floor (Central Daylight Time)

You're probably almost ready to teach a hyflex course! Following this presentation, instructors who are novices or have moderate background knowledge about the hyflex delivery mode, as well as diverse, equitable, and inclusive pedagogical practices, can convert a course previously developed in any presentation modality to a hyflex course. The presenters describe why hyflex courses are most beneficial to students and help instructors overcome conversion fears.

Stephanie Laszik, eLearning Specialist, Faculty Development, Kilgore College; Mary Shaw, Chair, Biological Sciences, Kilgore College; Nicholas Simpson, Associate Professor, Biology, Kilgore College

Takes place on Sunday, 10:30–11:30 a.m., Room 401, 4th Floor (Central Daylight Time)

This session is a synopsis of workshops available through NISOD as either a Campus, Regional, or Virtual Workshop. Hear about available workshop topics from several NISOD workshop facilitators, learn specifics about the three workshop formats, and discover how you can have one of NISOD’s workshops brought to your campus.

Chelsea Biggerstaff, Interim Manager, Faculty Development, Austin Community College District; Sean Glassberg, Director, Faculty Development, Horry Georgetown Technical College; David Katz, Professor Emeritus, Political Science, Mohawk Valley Community College; Edward Leach, Executive Director, NISOD, The University of Texas at Austin; Elizabeth Mosser, Associate Dean and Deputy Coordinator, Academic Operations and Title IX, Harford Community College

Takes place on Monday, 9:45–10:45 a.m., Salon 1, 4th Floor (Central Daylight Time)

This session provides a rich, life-changing experience for everyone involved in the education system. We use “a-ha” activities and deep conversations to explore unconscious bias. Be ready for insightful revelations that change how you interact with others. The session aims to explain how biases are formed in our unconscious, identify the impact of unconscious bias in the educational system, and apply effective strategies for reducing unconscious bias.

Karie Kennedy, Program Director and Instructor, Behavioral Sciences, Western Dakota Technical College

Takes place on Monday, 1:45–2:45 p.m., Room 403, 4th Floor (Central Daylight Time)