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Host a Campus Virtual Workshop

Host a Virtual Workshop on your campus exclusively for your faculty, administrators, and staff!

It’s clear that new ways of work and access to virtual events are now more important than ever! To that end, NISOD has assembled an outstanding collection of Virtual Workshops designed specifically for community and technical college educators. Our Virtual Workshops make it possible for you to schedule a safe professional development opportunity exclusively for your faculty, administrators, and staff so they can share experiences, network, and learn from one another as they address issues and best practices specifically relevant to their institution.

The fee structure, which includes the facilitator stipend, is as follows:

Member College Rate
# of Participants Fee
<15 $3,000
15-25 $4,000
26-50 $5,000
51-75 $5,500
76-100 $6,000
101-125 $6,500
126-150 $7,000
>150 $8,000
Non-Member College Rate*
# of Participants Fee
<15 $4,500
15-25 $6,000
26-50 $7,500
51-75 $8,250
76-100 $9,000
101-125 $9,750
126-150 $10,500
>150 $12,000

Roles and Responsibilities

  • College and NISOD work together to identify an ideal date or dates.
  • NISOD contracts with and pays the Virtual Workshop facilitator(s).
  • NISOD provides the Zoom delivery platform.
  • College promotes the Virtual Workshop to its faculty, administrators, and staff and provides NISOD with a list of participants.
  • NISOD provides participants with the details needed to access the Virtual Workshop.
  • NISOD invoices College following the conclusion of the Virtual Workshop.

As you can see, there’s not a whole lot involved on the college’s end when hosting one of our Virtual Workshops. However, you’ll be able to provide your faculty, administrators, and staff access to a cost-effective, high-quality, and high-impact learning experience without the need for them to physically attend the event!

To provide your college’s faculty, administrators, and staff access to a cost-effective, high-quality, and high-impact learning experience, please contact Edward Leach at ed@nisod.org or (512) 232-1430 for additional information or to arrange to have a Virtual Workshop brought to your campus.

Available Workshops

Are you experiencing trouble concentrating? Are you struggling to regulate your emotions or experiencing sleep disturbances? These behaviors are normal reactions to high stress and trauma. Unfortunately, it’s easy for your brain to form pathways in response to anxiety, stress, and trauma. The more these pathways fire, the more likely they are to fire again and become “hardwired.” It’s important to rewire these pathways into feelings of calmness, resilience, and happiness.

Anxiety, stress, and trauma can damage your health and lead to long-term mental disorders such as depression. They also inhibit higher-order executive functions, while strongly activating the emotional centers. This makes it harder to remember, pay attention, think critically, plan, organize, and control emotions. Anxiety, stress, and trauma can affect family and home life, resulting in higher rates of substance abuse and domestic and health issues. Unfortunately, your anxiety, stress, and trauma are also contagious to students, and can impair their learning.

During this workshop, participants learn the science behind how stress affects them and actions that can be taken to effectively address it.

  • Participants learn why their brain feels foggy and why they aren’t performing optimally. They also learn about two nervous systems: fight/flight and rest/digest, as well as how to switch their physiology into the calming nervous system. Participants acquire recovering strategies—including how to calm down quickly—and practices they can use to inhibit the fight/flight response that impairs mental and physical health.
  • Participants focus on renewing and rewiring. It isn’t enough to stop stress every time it occurs; you must learn to stop it from occurring in the first place. Participants learn lifestyle practices that renew the mind, brain, and body, and reduce feelings of high stress. Participants also learn about the process of burnout and where and how they can stop it. The workshop concludes with information about post-traumatic growth, so that when these difficult times are over, participants remain as mentally healthy as possible and are ready to resume a normal life.

Learn what science recommends when undergoing anxiety, stress, and trauma, and experience multiple ways to create calm, resilience, and happiness pathways that work specifically for you!

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. Janet Zadina

“Powerful!” “Engaging!” “Innovative!” and “Life Changing!” are just a few ways audiences describe presentations by Dr. Janet Zadina. Dr. Zadina is an internationally renowned speaker, consultant, author, and former high school and community college teacher, known for her extraordinary ability to inform, educate, and empower audiences with brain research. Dr. Zadina has made such an impact on the academic community that the Society for Neuroscience honored her with the prestigious 2011 Science Educator Award. This recognition solidified her reputation as a significant contributor to public education and the field of educational neuroscience. Through her transformative, powerful, and entertaining workshops, Dr. Zadina is changing the way teachers, students, and even business professionals understand and use the brain.

Dr. Zadina’s determination to tear down brain myths and build up lives was born from her personal experiences working with dyslexic students. When she learned that a new “window” into the brain was possible with neuroimaging, she knew she had to go back to school and study neuroscience. She earned a Ph.D. in Education while conducting MRI research on neurodevelopmental language disorders at Tulane Medical School. She then completed a postdoctoral fellowship in cognitive neuroscience.

Dr. Zadina bridges the fields of education and neuroscience in her visionary work and the magic of her presentations. Her years of research, writing, and teaching enable her to educate others with science and strategies to transform education. As the founder and CEO of Brain Research and Instruction, she teaches and models best practices in educational neuroscience when presenting keynote speeches and workshops worldwide. She has been honored as a Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations, among other honors. She is the author of textbooks as well as professional development books, including Multiple Pathways to the Student Brain. She is a co-founder of the Butterfly Project, a pro-bono initiative designed to help educators who have experienced natural disasters.

At least 30 percent of students have enough anxiety to impair their learning. Include students who suffer from depression and the percentage goes up even more. Additionally, many students have experienced trauma through home or community violence, poverty, combat, or migrant/immigrant situations. Depending upon the time and the population, a class could have as many as 80 percent of its students not learning at optimal levels. Addressing the effects of anxiety, stress, and trauma can improve learning.

Schools are increasingly realizing that classrooms must be trauma-sensitive. Trauma-sensitive classrooms improve learning and behavior for all students. However, a teacher cannot create a trauma-sensitive classroom without understanding the effects of trauma on learning, being aware of practices that create additional stress, and utilizing practices that reduce stress.

This workshop brings a unique vision that most individuals cannot bring because the facilitator is a former community college instructor who became a neuroscientist, experienced the trauma of a natural disaster and its effects on people, and engaged in post-traumatic stress scientific research. She understands the difference between good research and media hype and translates this understanding into credible classroom practices.

Participants leave the workshop able to reduce stress and enhance learning through strategies effective for all learners. They also acquire strategies for reducing their own stress, which is important, since faculty stress is contagious to students.

The goals of this workshop are threefold:

  1. Inform educators about how anxiety, stress, and trauma create a hidden “learning disability;”
  2. Inform educators about the extent of the problem; and
  3. Provide credible strategies based on new research that helps educators reduce the effects of stress and create trauma-sensitive classrooms.

By the end of this workshop, participants will know or be able to:

  • Explain the brain’s response to stress.
  • Recognize the extent of the problem in their student population.
  • Describe the impact of stress and trauma on learning (i.e., working memory, higher-order thinking, test performance, behavior).
  • Understand the body’s mechanisms for switching from stress to calm and acquire three interventions that help students make the transition.
  • Utilize research-based classroom-friendly strategies to reduce stress.
  • Utilize strategies for creating a trauma-sensitive classroom.
  • Implement the critical “first five minutes of class” technique to create a more effective learning environment.
  • Describe and execute the strategy shown to rewire the brain for more happiness.
  • Learn a technique that can stop anxiety in its tracks.
  • Learn the intervention that research says is most effective for helping traumatized students.

Activities:

  • Participate in a scientific experiential activity that replicates the effects of stress on thinking.
  • Engage in the “first 5” activity to set the tone for reduced stress and improved learning.
  • Create an Action Plan for the Classroom to implement key strategies.
  • Create an Action Plan for themselves to reduce stress and increase happiness.
  • Complete a “Five Take-Aways” to take back and share with colleagues.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. Janet Zadina
“Powerful!” “Engaging!” “Innovative!” and “Life Changing!” are just a few ways audiences describe presentations by Dr. Janet Zadina. Dr. Zadina is an internationally renowned speaker, consultant, author, and former high school and community college teacher, known for her extraordinary ability to inform, educate, and empower audiences with brain research. Dr. Zadina has made such an impact on the academic community that the Society for Neuroscience honored her with the prestigious 2011 Science Educator Award. This recognition solidified her reputation as a significant contributor to public education and the field of educational neuroscience. Through her transformative, powerful, and entertaining workshops, Dr. Zadina is changing the way teachers, students, and even business professionals understand and use the brain.

Dr. Zadina’s determination to tear down brain myths and build up lives was born from her personal experiences working with dyslexic students. When she learned that a new “window” into the brain was possible with neuroimaging, she knew she had to go back to school and study neuroscience. She earned a Ph.D. in Education while conducting MRI research on neurodevelopmental language disorders at Tulane Medical School. She then completed a postdoctoral fellowship in cognitive neuroscience.

Dr. Zadina bridges the fields of education and neuroscience in her visionary work and the magic of her presentations. Her years of research, writing, and teaching enable her to educate others with science and strategies to transform education. As the founder and CEO of Brain Research and Instruction, she teaches and models best practices in educational neuroscience when presenting keynote speeches and workshops worldwide. She has been honored as a Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations, among other honors. She is the author of textbooks as well as professional development books, including Multiple Pathways to the Student Brain. She is a co-founder of the Butterfly Project, a pro-bono initiative designed to help educators who have experienced natural disasters.

Millennials are not the younger generation in our classrooms; they’ve been followed by Gen Z students. Students have changed, and so must our classrooms and teaching strategies. Faculty should understand that there are differences between Gen Y and Gen Z students, and that new ways are needed to respond to, communicate with, and motivate Gen Z students. Workshop participants learn how to engage Gen Z students using free and easy-to-use educational technology tools. Participants leave this workshop with the ability to create their own instructional videos and games, study aids, and presentations that increase student motivation and participation, particularly for Gen Z students!

During the workshop, participants:

  • Review current research that differentiates generational learning and communication styles.
  • Review and observe at least seven different educational technology tools that are innovative, intuitive, and free.
  • Learn how to create videos and other tools designed to increase students’ mastery of curriculum learning outcomes.
  • Create their own accounts for educational technology tools they find most applicable to their teaching.
  • Create their own videos, games, activities, and presentations based on their individual preferences.
  • Review examples of their colleagues’ creations.

About the Facilitator

Sean J. Glassberg, the recipient of the 2013 TYCA-Southeast Cowan Award for Teaching Excellence and the 2007 Professor of the Year at Horry Georgetown Technical College, has over 20 years of academic and professional experience, ranging from teaching English at community colleges and universities to training industry and technical professionals to become educators.

Coming from a family of educators has provided Sean with a solid foundation of best-teaching practices. His master's degree in Special Education and experience with children with disabilities have enabled Sean to respond to a wide spectrum of learners. His passion to help others in and out of the classroom led him to found Racers for Pacers, a non-profit organization with a mission to include children with disabilities in the running community.

This workshop helps participants meet important needs that all organizations share: Improving employee inclusion and mitigating the risk of negative financial and legal consequences. This workshop explores how diverse individuals can feel safe engaging in tough conversations and bringing their whole selves to work, and how organizations can make real and positive change so everyone feels valued and included.

Transformational Change Within an Organization
The objective of this part of the workshop is to increase participants’ awareness of the role they play in their organization's diversity and inclusion culture. Participants explore who needs a diversity and inclusion program and why it is so important to have one. Also discussed are various stereotypes and the difference between a stereotype and an implicit bias.

It Takes a TEAM
During this part of the workshop, participants discuss why they should look beyond the surface to create an inclusive environment. The facilitator covers the EEOC, employment discrimination, protected classes, and the purpose of current legislation. Participants discuss internal versus external customers, the difference between a thermostat and a thermometer, and what it means to have a genuine desire to listen. Lastly, participants discuss documenting and reporting incidents and how an employer should respond when an incident is reported.

By the end of this workshop, participants know or be able to:

  • Understand diversity, inclusion, and organizational culture.
  • Identify the stereotypes and biases that slow down progress in an organization.
  • Plan and investigate ways to create an inclusive workplace.
  • Understand what it means to be a TEAM.
  • Analyze Pauli’s Exclusion Principle.
  • Understand lived experiences and how to value others.
  • Learn the art of communication.
  • Increase diversity and inclusion awareness in the workplace.

Plans for Audience Participation and Interaction:

  • View video clips.
  • Discuss the materials with peers in breakout sessions.
  • Explore the workshop manual.

About the Facilitator

Dr. Nicole Rankine, affectionately known as Dr. Nic, is one of the most engaging personal development coaches around. She is a certified teacher, speaker, and coach with the John Maxwell Team, which founded the COLE Academy of Personal Growth, a training and development company devoted to helping students and the educational leaders that support them with leadership development, personal growth, and communication. Using John Maxwell’s proven leadership development tactics, strategies, and skills, Dr. Rankine provides training for leaders of schools, colleges, and universities. Dr. Rankine has trained leaders internationally in Costa Rica, Kenya, South Africa, and China. She holds a Ph.D. and master’s degree in public health and a master’s degree in biology. She is fun, high energy, and exhibits a passion for helping others reach their full potential.

Humans have an innate drive to contemplate the past, present, and future. Now, we are also able to research possible futures! Future methodologies allow us to awaken our futuristic mindsets by systematically observing the world around us and creating a portfolio of possible futures we can work toward in the present.

Future methodologies are particularly important to individuals who are upskilling and reskilling while working a full-time job. These “working learners” are disrupting traditional education-to-workforce pathways, proving that it’s never too late to gain new skills and reeducate. In order to help these working learners, we need to create new strategies for their success in our workplaces and education system.

Come join the Founder of the Work+Learn Futures Lab at the Institute for the Future to awaken your futurist mindset and create opportunities in your present!

Outcomes

By the end of this workshop, participants are able to:

  1. Awaken their futuristic mindsets.
  2. Describe the history and research methods behind futuristic methodologies.
  3. Apply future principles and tools in everyday situations.
  4. Understand how to continue building their future skillset.

Activities and Exercises

  • Deploy signal spotting, distinguish between trends and disruptions, and identify shifts.
  • Understand how to “Ride Two Curves.”

Materials

  1. One “Learning IS Earning” hardcopy map. To order additional copies of the map, please contact Neela Lazkani at Institute for the Future. NLazkani@iftf.org (650) 854-6322
  2. Worksheet templates
  3. PDF Slides

About the Facilitator

Dr. Parminder K. Jassal is the founding director of the Work + Learn Futures Lab at the Institute for the Future, a fellow with the Forum on the Future of Education and Employment, and Co-Founder of SocialTech.ai, a public benefit corporation that supports working learners. Dr. Jassal aspires to an equitable, sustainable future by investigating three intersecting lenses: the innovations of open economies, the changing role of people in their environments, and the relationship between learning and working. Her earliest perspectives are shaped by stints at Fortune 50 companies like Ford Motor Company, Atlantic Richfield Oil Company, and Lucent Technologies. She also started her own companies, ranging from restaurants to technology, including The Bombay House Restaurant, East Indian Trading Café, and Technology Solutions and Consulting.

After joining forces with another start-up, International Network Services, Dr. Jassal landed in economic development in greater Louisville. She went on to join a start-up team for the postsecondary success strategy at the Bill and Melinda Gates Foundation and was eventually named the Founding Executive Director of the ACT Foundation, where she published “The New Learning Economy and the Rise of Working Learners.”

Dr. Jassal’s life reflects the world economy; she was born in London, completed high school in India, and attended college in the United States. She speaks three languages and serves on boards across the globe. Her postsecondary experiences began with an associate’s degree from Southwestern Community College in Creston, Iowa. While transitioning from the for-profit to the philanthropic sector, Dr. Jassal earned her doctorate in higher education with a focus on technology and economics from the University of Louisville.

Even before the COVID-19 Pandemic changed the way higher education delivered instruction, EDUCAUSE’s 2019 Horizon Report stated that a significant development in higher education would be increased mobile learning. In March 2020, we all became mobile educators and learners, with the expectation that faculty members engage students in virtual environments as rich in relevant and meaningful experiences as are available in face-to-face classrooms.

In an era in which all faculty members should all be prepared to teach in a virtual environment, we need tools to effectively and efficiently instruct, monitor, motivate, captivate, and assess our students beyond what our LMS may provide.

The purpose of this workshop is to expose faculty members to websites and apps that can be used to increase student engagement and achievement in virtual and face-to-face classrooms.

  • Using text messaging apps to communicate with students on a regular basis.
  • Assessing student comprehension of interactive online lecture material.
  • Creating video tutorials, with assessment questions embedded within those self-made videos.
  • Communicating with students using visual discussion boards.
  • Providing students with the ability to create their own videos that demonstrate mastery of course topics.
  • Engaging with students via online scavenger hunts related to course learning outcomes.

Workshop participants are able to contact the facilitator following the conclusion of the workshop for assistance and coaching as they design their creations.

About the Facilitator

Sean J. Glassberg, the recipient of the 2013 TYCA-Southeast Cowan Award for Teaching Excellence and the 2007 Professor of the Year at Horry Georgetown Technical College, has over 20 years of academic and professional experience, ranging from teaching English at community colleges and universities to training industry and technical professionals to become educators.

Coming from a family of educators has provided Sean with a solid foundation of best-teaching practices. His master's degree in Special Education and experience with children with disabilities have enabled Sean to respond to a wide spectrum of learners. His passion to help others in and out of the classroom led him to found Racers for Pacers, a non-profit organization with a mission to include children with disabilities in the running community.

We take for granted that our brains are the primary hub for learning activity, yet how much do we really know about how the brain works? By increasing our knowledge of the brain, we can become more deliberate and effective educators. In short, it’s time for us to become students again and enroll in Brains 101.

This workshop will inspire and inform your work with students, whether you are an administrator, faculty member, or other higher education staff. Through a combination of interactive lecture and practical analysis, you will leave this workshop with the skills and knowledge needed to become a brain-based educator. Be warned, once you put on your brain-based glasses, the world will never look the same!

By the end of this workshop, you will know or be able to:

  • Situate brain-based teaching and learning within a larger model of holistic pedagogy.
  • Compare the opportunities and limitations of teaching with the brain in mind.
  • Describe the fundamental elements of the brain and nervous system.
  • Analyze common educational challenges in the context of the nervous system and generate brain-based solutions.
  • Define stress and understand its physiological mechanisms.
  • Discuss the major findings of neuroeducation and develop an action plan to apply these on your campus or in your classroom.

Activities:

  • Self-Assessments
  • Think, Pair, Share Discussions
  • Interactive Lecture
  • Journaling and Reflection
  • Scenario Analysis
  • Development of Action Plan

About the Facilitator

Karen Costa has over 15 years of higher education experience and formerly served as the Director of Student Success at Mount Wachusett Community College. Karen is currently an adjunct faculty member teaching college success strategies to online students at multiple institutions. She is also involved in various faculty development initiatives, including being a facilitator for Faculty Guild. Karen is a staff writer for Women in Higher Education. Her writing has also appeared in Inside Higher EducationThe Philadelphia InquirerOn Being, and Faculty Focus. Karen presents regularly on topics related to student and faculty success. Karen graduated with honors from Syracuse University with a Bachelor of Arts in Sociology. She holds a Master of Education in Higher Education from the University of Massachusetts-Amherst and a Certificate of Advanced Graduate Studies in Educational Leadership from Northeastern University. Karen is also a certified yoga teacher.

When faculty members meet colleagues in the hall or at the copy machine, they get a chance to have quick conversations about something that happened in their respective classrooms. However, faculty members rarely have the opportunity to sit down and work collaboratively to improve their teaching practices. During this workshop, participants experience what it feels like to be a member of a Reflective Practice Group. Using the School Reform Initiative’s “Critical Friendship” model, workshop participants become familiar with several protocols to raise educational equity issues, as well as foster inter-colleague discussions to improve teaching practices. Participants also have the chance to share a current professional concern and receive feedback from their peers.

By the end of this workshop, participants know or are able to:

  • Explain how educational equity matters in your personal academic context.
  • Understand how the suggested protocols can change the way educators talk about best practices.
  • Analyze how the Critical Friends model can be used on your campus.
  • Evaluate which types of questions are most thought-provoking and elicit best teaching practices.
  • Produce your own probing questions to improve pedagogical practices.

Activities:

  • Develop “shared agreements” for courageous conversations with colleagues.
  • Share and reflect on a current problem in your pedagogical practice.
  • Give and receive feedback on current teaching practices in a supportive environment.
  • Use structured protocols to create a space for productive conversations about teaching.
  • Identify ways to bring the workshop’s learning outcomes into your own classroom’s context.
Background Information:

Reflective Practice Groups are sustained professional development groups that use skilled facilitation and structured conversations to generate collegial collaboration in order to improve student learning. In the 1990s, the founders of the School Reform Initiative (SRI) developed the Critical Friends model for faculty to discuss teaching concerns, student work, and lesson plans in a supportive collegial environment. Today, the SRI’s mission is to create professional learning communities that are “fiercely committed to educational equity and excellence.” Although there is significant research in the K-12 world suggesting that teachers who learn together over time can improve their practice and their students’ learning, the SRI model is not yet used at many colleges. Participants in this workshop learn why learning together matters so they can implement the model on their respective college campuses.

About the Facilitator

Gena Merliss is Coordinator of Monroe Community College’s Teaching and Creativity Center. Gena works with faculty to develop critical reflection in order to improve instruction and student learning. Prior to her current role, Gena taught developmental math and integrated reading and writing as an Assistant Professor. In that position, Gena experimented with many different strategies to help students develop non-cognitive skills and self-awareness. Gena earned a Master’s degree in Education from the University of Pennsylvania. She also holds a Bachelor’s in Biological Anthropology from Swarthmore College.

Although designed for developmental instructors and faculty who teach "gatekeeper" courses, the attitudes and strategies suggested will also assist educators who teach honors students and any other specialized cohort. Steeped in the practice of Socratic questioning, an ethos of care, and transformational learning theory, the workshop challenges you to reflect upon who you are in the classroom and what you really bring to the table of transactional teaching and learning. While you are not asked to “self-actualize,” you are asked to reflect on the intentionality of your instructional methods. What tools, habits of mind, and practices do you hang on to because they are familiar or trendy, yet are clearly ineffective for our changing student demographics? The philosophy is simple: Project an authentic and caring attitude and atmosphere and learners will bring their “A” games. The workshop facilitator encourages deep, intrusive integration of theory and practice, without valuing one over the other. The workshop asks you to consider the intersection of professional, discipline-specific knowledge, and personal comportment and style. How do you project what you know to your students, and how does the manner in which you project translate into positive student outcomes? Further, the workshop requires you to be open to transformational learning possibilities when critical, caring approaches to instruction are infused with a culturally-relevant awareness, and a social-justice orientation.

By the end of this workshop, participants know or are able to:

  • Become mindful of your attitudes and assumptions regarding the transactional nature of learning.
  • Increase your ability to present an authentic version of self, leading to greater presence and confidence in the classroom.
  • Empathize with learners who genuinely struggle without lowering academic standards.
  • Acknowledge student deficiencies, while championing, targeting, and employing their strengths, gifts, and life-management skills.
  • Strategically design exercises that galvanize internal and external resources.
  • Gracefully navigate delicate discussions, while honoring student differences to elevate learning.

What to expect:

  • Participation and interaction.

The workshop facilitator’s philosophy is to teach adult educators how to be intentional in creating and implementing proven methods and strategies. Therefore, you should expect learning that is participatory and “skills-based.” Real-life case studies, student voices, modeling, small group activities, and frank discussions are the norm. The workshop facilitator views the masterful delivery of content knowledge, particularly to struggling students, as an art form. It is about eye contact, precision with one’s language, and the ability to pick up on non-verbal cues. As such, each workshop becomes its own community of practice, embracing the gifts and wisdom of all.

About the Facilitator

Dr. Pamela Tolbert-Bynum Rivers is founder and president of Steps Beyond Remediation, Inc., a 501(c)3 organization that supports adult students whose access to and success in college has been hindered by placement into developmental education, and is Associate Professor of English at Naugatuck Valley Community College (CT). Dr. Rivers received her doctorate from Teachers College, Columbia University, in Adult Learning and Leadership. She also possesses a Bachelor of Arts in English from Brown University, a Master of Arts in Biblical Studies from Regent University, and a Master of Education in English from Mississippi College. Her research interests are nontraditional adult students of color and low-income adult learners' college persistence rates, postsecondary education access, and postsecondary success factors for marginalized students.

What is the relationship among literacy, metacognition, and STEM content knowledge, and what can we do about it?

Reading Apprenticeship is an instructional model that provides students with resources for approaching complex texts more confidently and strategically by engaging their instructors in a dynamic professional development process of making their thinking visible. This workshop engages STEM participants in metacognitive conversations centered on complex disciplinary texts that defeat many students. By discovering and reflecting on their own ways of unlocking STEM graphs, charts, illustrations, and problems, and more, workshop participants experience ways the Reading Apprenticeship approach helps students master core concepts. The workshop also helps instructors explicitly support academic literacy in their discipline. The facilitator shares artifacts of student work to demonstrate the efficacy of Reading Apprenticeship in STEM classrooms.

By the end of this workshop, participants know or are able to:

  • Demonstrate their own reading and problem-solving processes and identify the disciplinary roots of those strategies.
  • Connect the Reading Apprenticeship instructional framework to other methods for establishing inquiry-based problem solving and active learning in STEM contexts.
  • Experience and analyze the impact of several metacognitive routines in order to begin planning classroom applications.
  • Analyze students' reading, talking, and problem solving skills with a focus on equity and on building on students' strengths rather than deficits.

Activities:

  • Participate in text-based metacognitive routines, reflective pair and small group activities, a student video-case study, and classroom planning exercises.

About the Facilitator

Dr. Nika Hogan is Associate Professor of English at Pasadena City College (PCC), a coordinator for the California Community College Success Initiative (3CSN), and the Reading Apprenticeship College Coordinator for the Strategic Literacy Initiative at WestEd (SLI). She coordinated the Reading Apprenticeship Community College STEM Network, funded by the Helmsley Trust, from 2014-2017. Her work is focused on developing transformative inquiry-based learning opportunities that help educators and students reach their full potential. Nika has been involved in many learning communities through PCC’s Teaching and Learning Center and helped to develop the First-Year Pathways program, which was awarded the California Community College’s Chancellor’s Office Award for a Student Success Initiative. She has a B.A. in English and Women’s Studies from the University of Michigan and an M.A. and Ph.D. in Multiethnic U.S. Literatures from the University of Massachusetts.

Inclusive courses require intentionality during planning and teaching. Participants explore integrated course design to create inclusive syllabi and assessments that center on course learning outcomes. Participants are encouraged to bring a current syllabus and assessment to revise. Participants also examine a variety of inclusive pedagogical practices and assess their own teaching using research on building community and validation. This workshop models interactive learning in the remote environment with an emphasis on practice and application.

Design

  • Designing an inclusive syllabus.
  • Creating inclusive assessments.

Delivery

  • Establishing a community where students feel known, acknowledged, accepted, and are able to contribute and feel comfortable doing so.
  • Assessing the use of validating practices.
  • Managing hot moments.
  • Developing an action plan.

About the Facilitator

Gena Merliss is Coordinator of Monroe Community College’s Teaching and Creativity Center. Gena works with faculty to develop critical reflection in order to improve instruction and student learning. Prior to her current role, Gena taught developmental math and integrated reading and writing as an Assistant Professor. In that position, Gena experimented with many different strategies to help students develop non-cognitive skills and self-awareness. Gena earned a Master’s degree in Education from the University of Pennsylvania. She also holds a Bachelor’s in Biological Anthropology from Swarthmore College.

Renee Dimino, associate professor and SUNY Guided Pathways project director, works with community colleges across SUNY to support their work implementing guided pathways. In her faculty role, she has worked to redesign developmental education, teaches College Success (COS) courses, oversees the COS program, and coordinates COS adjunct faculty. She values reflective practice and has a passion for student success and faculty development. Renee holds a bachelor’s degree in education from SUNY Geneseo and a master’s degree in education from SUNY Brockport.

As faculty developers, we have the opportunity to build our faculty’s capacity for reflective practice. But, with all the demands on their time, how do we effectively design meaningful learning experiences that make faculty come back to us?

This question is especially relevant now because of the COVID-19-related changes to college instruction. Faculty are grappling with a new set of challenges in the typically solitary culture of higher education. This workshop helps faculty developers design and facilitate collegial conversations to improve teaching practice and educational equity. Using equity as a foundation for the workshop, participants stay connected to the purpose of improving teaching practice to ensure learning for every student. The workshop facilitator models collaborative conversations while providing opportunities for participants to reflect on their own learning.

Designing Collaborative Spaces That Build the Capacity for Reflective Practice

  • Build relational trust and encourage risk taking.
  • Develop “shared agreements” for courageous conversations with colleagues.
  • Structure effective conversations about improving teaching practice.
  • Use probing questions to build reflective habits.

Facilitating Professional Learning

  • Use protocols to shape collegial conversations about educational equity.
  • Develop effective facilitation skills.
  • Engage in reflective practice.
  • Create an action plan to be used on your campus.

About the Facilitator

Gena Merliss is Coordinator of Monroe Community College’s Teaching and Creativity Center. Gena works with faculty to develop critical reflection in order to improve instruction and student learning. Prior to her current role, Gena taught developmental math and integrated reading and writing as an Assistant Professor. In that position, Gena experimented with many different strategies to help students develop non-cognitive skills and self-awareness. Gena earned a Master’s degree in Education from the University of Pennsylvania. She also holds a Bachelor’s in Biological Anthropology from Swarthmore College.

Whether you teach biology, English, nursing, or otherwise, there is an art to the type of teaching that leads to student motivation, persistence, and, ultimately, success. The field of educational psychology is dedicated to the study and dissemination of teaching and learning methodologies that transcend academic discipline. If you did not take a course in educational psychology in graduate school, or if you want to brush up on some of the best ways to encourage student success, this workshop is for you! The workshop introduces participants to the basic tenets of metacognition, self-reflection, and performance feedback.

Developing a classroom culture of continued improvement that values iteration and refinement takes careful cultivation and leveraging of one of the most powerful concepts within teaching and learning: metacognition. To be effective learners, students need to “think about their thinking” and accurately identify pitfalls, barriers, and opportunities for improvement. As such, the intentional incorporation of self-reflection activities throughout course proceedings is key to student success. The final step in supporting true self-reflection on the part of our students is the use of performance feedback.

By the end of this workshop, participants are able to:

  • Detail the theoretical underpinnings, main tenants, and specific examples of metacognition, self-reflection, and performance feedback.
  • Conceptualize dedicated and continual opportunities for students to self-reflect in specific and accurate ways in their courses.
  • Use growth-oriented performance feedback to support student success.

Activities:

  • Experience metacognition, self-reflection, and performance feedback via dynamic, yet structured discussions centered on real classroom examples that illuminate the importance of each strategy as it relates to student success.
  • Engage in lively metacognition exercises to lay the foundation for how a deep understanding of cognition can be leveraged to increase course success.
  • Identify opportunities for incorporating self-reflection into individual courses and develop several specific examples that can be used immediately.
  • Practice providing performance feedback with classroom examples and assess each other’s feedback to further refine their use of this methodology.

About the Facilitator

Elizabeth A. MosserAssociate Dean, Academic Operations, Harford Community College Elizabeth A. Mosser, an educational psychologist, completed her initial graduate work at The Ohio State University (OSU) where her research focus was on how students, particularly adolescents, can be better self-regulated. She then spent a great deal of time in the classroom at OSU, as well as at Columbus State Community College, and realized early on that her true passion is teaching. For several years, Ms. Mosser split her time between Harford Community College and Towson University, with some time also spent at Howard Community College. She joined the full-time faculty at Harford Community College in 2014. Ms. Mosser is an active proponent of the Universal Design for Learning approach to curriculum development and has facilitated many UDL-related workshops, conference presentations, and keynote addresses on the subject. Most recently, Ms. Mosser moved into the leadership role of Associate Dean for Academic Operations at Harford Community College, co-leading the Achieving the Dream movement on campus and helping to foster consistency and innovation across academic divisions.

“Depleted.” “Just plain worn out.” As the COVID crisis caused a larger proportion of faculty members to teach remote courses than ever before, accounts of teacher fatigue and feeling overwhelmed are rife. Many professional development opportunities offer advice about the optimum use of technological tools, but most do not focus on ways to make online teaching less exhausting and more sustainable for teachers.

This workshop helps new and experienced online instructors understand the features of online practice that contribute to teacher burnout. Participants learn about specific, actionable strategies for reducing their workload without sacrificing student engagement and success.

Before

  • Emergence as a planning principle
  • Reframing “content”
  • Formative versus summative teaching

During

  • Managing personality
  • Managing time and timeliness
  • Managing community
  • Managing feedback

After

  • Avoiding “Groundhog Day”: Invigorating the iterative
  • Lasting lessons of emergence
  • Practitioner troubleshooting and reflection

About the Facilitator

Dr. Nicole Matos has enjoyed a 20 year career in American higher education as a professor,
administrator, commentator, and consultant. A former community college student herself, she is currently Professor of English at the College of DuPage in suburban Chicago and a particular specialist in the community college sector.

With repeated credits in The Chronicle of Higher Education, Inside Higher Ed, and Pedagogy Unbound, and as a former columnist for CHE Vitae, Nicole is widely published on faculty development topics, including improving online and blended instruction, best practices in developmental education, the faculty role in Guided Pathways, and healing relationships between administration and faculty. She is nationally experienced as a keynote speaker, workshop facilitator, communications strategist, and content editor.

Have you ever wished you could change your students’ attitudes toward more positive engagement in their learning? YOU CAN! The secret rests in appreciating that all of us have a profound impact upon the emotional state of the students that we engage with every day. Whether interacting with individuals or groups, the neuroscience is clear: The affective domain powerfully impacts student cognition, persistence, motivation, and performance. During this multidimensional, highly-interactive, experiential, and fun workshop, participants explore ways to promote positive, enthusiastic, and engaged collaboration among students. They also explore how to encourage student learning in a manner that maximizes motivation, a sense of inclusion, and equity within the learning environment!

The workshop includes PowerPoint slides, stories, video, breakout room activities, and opportunities for full group discussions, all of which allow participants to interact with each other and process the information in a fast moving and fun format.

  • Demonstrate the impact of emotion on learning.
  • Create positive learning outcomes associated with respectful and affirming relationships.
  • Identify, nurture, and develop talents, rather than focus on weaknesses.
  • Understand how positive emotions expand cognition and creativity.
  • Understand how the affective domain profoundly influences persistence and practice compassionate correction.
  • Apply premises behind the “Growth Mindset” and growing intelligence to our learning environments.

About the Facilitator

David R. Katz III recently retired as the Executive Director of Organizational Development at Mohawk Valley Community College, where he completed a 38-year teaching, coaching, and leadership career. As MVCC’s Executive Director he created, implemented, and oversaw programs aimed at developing a vibrant culture of personal and professional enrichment that reinforced organizational goals focused around student success and empowerment. David was also directly involved in mentoring faculty and staff on pedagogical, motivational, and leadership issues at venues including MVCC, community college campuses throughout America, national educational conferences, and to public and corporate audiences, which is now his primary professional pursuit and passion. David holds an associate’s degree in Liberal Arts from Camden County Community College, a bachelor’s degree from the University of Massachusetts with a major in Political Science and a minor in Secondary Education, and a master’s degree in Political Science from Villanova University.

This highly engaging workshop reveals the intimate connection between empathy, innovation, and collaboration. Participant are led through an evolving series of game scenarios and facilitated discussions that lead to practical insights about building new levels of understanding, creativity, and cooperation in students.

Empathy is an essential skill for all collaboration efforts and is particularly important when collaboration takes place online. This workshop provides participants with the opportunity to practice tangible skills for improving agility, resilience, communication, and collaboration to build better understanding among students.

  • Assess empathy inside your classroom setting.
  • Differentiate between cognitive and emotional empathy.
  • Build empathy with remote learners.
  • Resilience and teambuilding.
  • Make online interactions more nuanced and empathic.
  • Opportunities for creative problem solving using online interactions.
  • Remote learning strategies that build empathy competencies.

About the Facilitator

Dr. Judith Cardenas’ academic background includes a doctorate in education administration, as well as a doctorate in training and performance improvement. She has completed a variety of postdoctoral trainings, including leadership development at Harvard University’s John F. Kennedy School of Government and human performance improvement at the American Society for Training and Development and Human Capital Analytics. In addition, she holds a certification as a Registered Business Coach, is a Certified Professional for Return on Investment from Villanova University, Certified Neuro Coach in the areas of change, transformation, and agility from Harvard University, and is a Certified Professional in Innovation of Products and Services from MIT.

Dr. Cardenas’ background includes roles in executive management and oversight of large public institutions where her duties entailed leading a $146 million operational budget plus an additional $30 million of federal funds, $10 million foundational endowment, and a 3,000-employee base. In addition to her diverse expertise in higher education, she has created and delivered training to organizations such as World Bank, United Nations, QVC, Inc., Phillips Semiconductor, the United States Navy, the United States Nuclear Regulatory Agency, and the United States Army.

Have you ever worried about whether your students are reading and/or comprehending the texts you assign? Have you found yourself planning around the text? Do you want to encourage students to use their course texts as a key part of their learning and to gain independence in doing so? This workshop explores the Reading Apprenticeship framework, which helps instructors support students across all disciplines and levels to become motivated, strategic, and critical readers, thinkers, and writers; to develop positive literacy identities; and to engage with challenging academic texts. Workshop participants engage in metacognitive conversations centered on complex disciplinary texts. By discovering and reflecting on their own ways of unlocking course content, they experience ways the Reading Apprenticeship approach helps students master core concepts and helps instructors explicitly support academic literacy in their discipline.

By the end of this workshop, participants know or are able to:

  • Demonstrate their own reading processes and see reading as a discipline-based, problem-solving activity.
  • Describe Reading Apprenticeship as an instructional framework connecting rigorous academic work with social-emotional aspects of learning through text-based metacognitive conversations.
  • Experience and analyze the impact of several metacognitive routines in order to begin planning classroom applications.
  • Analyze students' reading, talking, and writing skills with a focus on equity and on building on students' strengths rather than deficits.

Activities:

  • Participate in text-based metacognitive routines, reflective pair and small group activities, a student video-case study, and classroom planning exercises.

About the Facilitator

Dr. Nika Hogan is Associate Professor of English at Pasadena City College (PCC), a coordinator for the California Community College Success Initiative (3CSN), and the Reading Apprenticeship College Coordinator for the Strategic Literacy Initiative at WestEd (SLI). She coordinated the Reading Apprenticeship Community College STEM Network, funded by the Helmsley Trust, from 2014-2017. Her work is focused on developing transformative inquiry-based learning opportunities that help educators and students reach their full potential. Nika has been involved in many learning communities through PCC’s Teaching and Learning Center and helped to develop the First-Year Pathways program, which was awarded the California Community College’s Chancellor’s Office Award for a Student Success Initiative. She has a B.A. in English and Women’s Studies from the University of Michigan and an M.A. and Ph.D. in Multiethnic U.S. Literatures from the University of Massachusetts.

Instructors set the tone in the classroom by how they approach their work and students. Through their actions, they communicate their character, credibility, and convictions. Today’s students need to be convinced about their instructor’s passion before they put passion into their own work. To be an effective instructor, you must learn how to connect with your students. And while it may seem like some people are just born with the skills to connect with others, anyone can learn how to make every communication an opportunity for a powerful connection. During this workshop, participants learn how to identify and relate to all types of students in a way that increases their influence in virtual and face-to-face environments.

Participants learn practices that help develop the crucial skill of connecting with students, including:

  • Finding common ground;
  • Keeping communication simple;
  • Capturing student interest;
  • Inspiring students; and
  • Staying authentic in all their relationships.

Participants learn how to:

  • Apply the Law of Awareness to recognize their strengths and limitations.
  • Overcome their shortcomings and clear the path for personal and professional growth.
  • Understand how students are different and how to work with each personality.
  • Build stronger relationships with students, appreciate students’ learning styles, and determine what works well together.
  • Incorporate effective strategies for handling conflict and personality clashes.
  • Develop themself and their students to be their best selves.

By the end of this workshop, participants know or be able to:

  • Build a heartfelt rapport with others.
  • Simplify messages to their most relevant points.
  • Share stories and illustrations to make important points more memorable.
  • Communicate with character, credibility, and conviction.

About the Facilitator

Dr. Nicole Rankine is a certified teacher, speaker, and coach with the John Maxwell Team who founded The COLE Academy of Personal Growth, a professional development company devoted to helping leaders with leadership development, personal growth, and communication. Dr. Rankine travels nationally and internationally devoting her life to helping equip, inspire, and empower students worldwide. Dr. Rankine also serves as an adjunct professor and teaches future public health professionals. She founded Healthy Young People Excel, Inc., a nonprofit devoted to helping youth worldwide develop their soft skills so they can increase their self-esteem to see, own, and achieve their dreams. Dr. Rankine has provided training for government agencies, profit and non-profit organizations, schools, colleges, and universities. She holds a Ph.D. and Master’s degree in Public Health and a Master’s degree in Biology.

During this workshop, participants practice a series of exercises that can be used in remote teaching to engage students in interactive learning and exploration, even when they’re experiencing zoom fatigue. The workshop helps faculty build a sense of community within the classroom and emphasizes dialogic approaches to teaching the whole student and engaged learning. Participants gain hands-on experience practicing the exercises and leave the workshop ready to bring new approaches back to the classroom. Together with the facilitator, participants consider questions, additional remote teaching ideas, and key take-aways.

  • Participants practice and learn the name game, the five-minute poem, the culture box exercises, and other strategies.
  • Participants practice and learn the fishbowl exercise, the concentric circle exercise, in addition to other pedagogical approaches.

About the Facilitator

Dr. David Schoem, a first-generation college graduate, teaches in the sociology department at the University of Michigan, where he has also held administrative roles as an assistant dean for undergraduate education, assistant vice president for academic and student affairs, and director of the Michigan Community Scholars Program. Dr. Schoem has extensive and successful experience building community inside and outside the classroom using dialogic and whole student teaching methods. He was a co-founder of Michigan’s Program on Intergroup Relations. He is the co-editor of “Teaching the Whole Student: Engaged Learning With Heart, Mind, and Spirit,” “Intergroup Dialogue: Deliberative Democracy in School, College, Community, and Workplace,” and “Multicultural Teaching in the University,” and co-author of “College Knowledge for the Community College Student.”

College faculty members face many complex and interconnected struggles, such as boosting enrollment, motivating students, increasing retention rates, and instructing students who may or may not be “college-ready.” These challenges can often feel isolating. Faculty collaboration, idea sharing, and planning are key to fostering student success and overcoming challenges as a community. This workshop provides participants with experience collaborating on lesson plans and the opportunity to brainstorm and share promising practices regarding what's working (or not) in the classroom. Participating in this workshop will help build confidence and competence in new and veteran faculty members.

By the end of this workshop, participants know or are able to:

  • Observe, discuss, and critique a model lesson (templates provided).
  • Create a new lesson plan and/or build upon an existing lesson plan.
  • Explore various grouping structures and activities. Guidelines and norms are discussed.
  • Incorporate various learning styles and methods.
  • Design and share enhanced lessons.

Plans for participation and interaction:

  • Class discussion and share-out.
  • Peer observation and critique.
  • Discipline specific and non-discipline specific group activities.
  • Viewing short video clips (Do's and Don'ts of Teaching).
  • Learning style activities.

About the Facilitator

Dr. Ericka Landry has worked in K-12 and higher education for over 20 years and has a passion for personal and professional growth. Dr. Landry currently serves as the Director of Faculty Development at Lone Star College (LSC) in Houston, Texas. In this role, she enjoys mentoring, supporting, and collaborating with faculty at each of LSC’s six campuses and numerous satellite centers. She provides high-quality learning opportunities for faculty development and supports campus-level contacts at the respective LSC campuses. She holds degrees from the University of Arkansas at Monticello (BBA), Houston Baptist University (M.Ed.), and Sam Houston State University (Ed.D.). She has received numerous facilitator certifications, including being recognized as a Master Presenter by NISOD.

The predominate teaching model in use worldwide, from pre-kindergarten through graduate school, had its beginnings in 18th-century Prussia. The concept of a “sage on the stage” standing and delivering a lecture to a captive audience was intended to ensure complete control by the instructor. In the past decade, the efficacy of this approach has been questioned, and newer, technology-enabled models have quietly transformed the learning environment by providing a more personalized and effective learning experience. The flipped classroom is one of these new approaches.

The flipped classroom is a pedagogical model where the traditional lecture and homework elements are reversed. Prerecorded video lectures are viewed before class. In-class time is repurposed so students can inquire about lecture content, apply their knowledge, and participate in hands-on activities. This is a change in roles for instructors who give up their front-of-the-class position in favor of a more collaborative and cooperative contribution, as well as for students are held more responsible for their own learning.

By reversing the traditional lecture and homework elements and integrating engaged-learning activities, you can transition your class from a teacher-centered to a learner-centered environment. Making this transition will completely change the dynamics of the classroom and make students more responsible for their own learning. Student attendance, engagement, participation, and conceptual understanding will sharply increase and result in vastly improved student learning outcomes. Come explore the possibilities offered by the flipped classroom model, engage with other participants with a similar interest, and leave with a personalized implementation plan and a variety of interactive engagement activities that you can implement immediately.

By the end of this workshop, participants know or are able to:
  • Describe the flipped learning model and be able to identify at least five potential benefits this model has over conventionally-taught classes.
  • Identify at least five strategies and tools that can be used with students to promote active engagement.
  • Implement the flipped model in their classroom.
  • Develop a personal plan to flip a single class session, a complete chapter, or an entire course.
  • Have a variety of references and resources related to the flipped classroom model to use at their own institution.
Activities:

Active engagement activities are embedded throughout the workshop as a means of engaging participants, getting them to reflect upon the material as it is introduced, and to showcase activities they can apply in their classrooms.

  • Name Tent Plus: Creative way to quickly get to know your students and for them to feel comfortable asking questions.
  • Self-Reflection: Participants grade the current level of active engagement in their classes and discuss how engagement could be improved.
  • Five-Word Exercise: Participants describe a photo in five words and then have their partner explain how the word applies to the workshop.
  • Sole Mate: Participants find someone with similar shoes and share lessons learned from the workshop.
  • Whip Around: Every participant comments on what he or she has learned from the workshop.
  • Popcorn: Participants “pop” up and shout out what they think about the workshop topic being discussed.
  • One-Minute Paper: Participants spend one minute continuously writing their thoughts or concerns about a workshop topic.
  • One-Minute Conversation: Participants pair up with someone else and talk for one minute. Then the other person summarizes the discussion in 30 seconds. Then the roles are reversed.
  • PhotoVoice: Participants describe how a photograph applies to the workshop topic being discussed.
  • 20-20 Reflection: In 20 words or less and then in 20 words or more workshop participants explain their thoughts/concerns about a topic.
  • Concept Map: Participants describe four aspects of a specific workshop topic: definition, example, illustration, and challenges.
  • 45-Second Rendezvous: Workshop participants pair up with another individual and share for 45 seconds something they learned and would like to try out when they return to their institutions.
  • 3-2-1 Reflective Summary: At the conclusion of the workshop, each participant is asked to reflect on the session and then write down three things that they learned, two things they want to learn more about, and one thing they can’t wait to share with someone else.
  • Online Back Channel: A back channel (e.g., todaysmeet.com) will be established that enables participants to engage one another virtually during the session and post comments and questions. Throughout the workshop, the back channel is reviewed and questions posted are addressed.
  • Personalized Implementation Plan: All participants are asked to develop their own plan for flipping a class upon their return to their institution. They then share their plans in a small group to get feedback and inspiration.

About the Facilitator

Erik Christensen holds engineering degrees from the U.S. Naval Academy and the Massachusetts Institute of Technology. He teaches physics, astronomy, and astrobiology at South Florida State College and online for Florida Keys Community College. Erik has been flipping his classes since 2013 and has seen monumental increases in student engagement and success. Erik regularly presents on his creative approaches to teaching at the SACSCOC Annual Meeting and Summer Institute, Online Learning Consortium International Conference on Online Learning, STEMtech, SXSWedu, D2L Fusion, Connexions, Florida Educational Technology Conference, Association of Florida Colleges, and Cosmos in the Classroom.

When first entering a community college classroom, many faculty members are shocked that students don’t act like “adults.” Even seasoned faculty members are sometimes flabbergasted by students’ behavior. Workshop participants gain a new perspective on student behavior, why students behave in certain ways, and how to respond to unprofessional classroom behavior.

By the end of this workshop, participants know or are able to:

  • Identify expected professional behaviors for students already employed in their respective industries.
  • Examine how to define expected behaviors in the classroom that are vague or general.
  • Explore how culture, age, background, and other factors contribute to a different interpretation of professional behaviors.
  • Identify current problematic learner behaviors, experiences dealing with those learner behaviors, and current management styles and strategies.
  • Discuss how to identify at-risk students and analyze the relationship between learning barriers and classroom behavior.
  • Learn effective strategies and principles for managing adult learner behavior in the classroom.
  • Compare and contrast the aforementioned effective management strategies to their own individual strategies.
  • Identify and use non-aggressive techniques to disarm potentially aggressive student behaviors and learn why some techniques may provoke students.
  • Create written behavioral expectations designed to explain specifically desired behaviors, what undesired behaviors look like, and the results and consequences of each behavior.

About the Facilitator

Sean J. Glassberg, the recipient of the 2013 TYCA-Southeast Cowan Award for Teaching Excellence and the 2007 Professor of the Year at Horry Georgetown Technical College, has over 20 years of academic and professional experience, ranging from teaching English at community colleges and universities to training industry and technical professionals to become educators.

Coming from a family of educators has provided Sean with a solid foundation of best-teaching practices. His master's degree in Special Education and experience with children with disabilities have enabled Sean to respond to a wide spectrum of learners. His passion to help others in and out of the classroom led him to found Racers for Pacers, a non-profit organization with a mission to include children with disabilities in the running community.

During this workshop, participants explore ways to build students’ innovation mindsets and collaboration skills by integrating design thinking techniques into the learning experience. Participants also learn how to enhance students’ creative habits through deep user empathy, radical collaboration, and rapid experimentation to problem solving. The workshop focuses on the most common step-by-step innovation framework faculty can apply to the creation of content, activities, and student services.

By the end of this workshop, participants know or are able to:

  • Receive an introduction to design thinking.
  • Become more aware of the tools and techniques used by the world’s leading designers.
  • Gain an understanding of how faculty can enhance and model innovative mindsets.
  • Learn a step-by-step approach to applying innovative thinking into your coursework.
  • Learn seven distinct ways to brainstorm with your students.

About the Facilitator

Dr. Judith Cardenas’ academic background includes a doctorate in education administration, as well as a doctorate in training and performance improvement. She has completed a variety of postdoctoral trainings, including leadership development at Harvard University's John F. Kennedy School of Government and human performance improvement at the American Society for Training and Development and Human Capital Analytics. In addition, she holds a certification as a Registered Business Coach, is a Certified Professional for Return on Investment from Villanova University, Certified Neuro Coach in the areas of change, transformation, and agility from Harvard University, and is a Certified Professional in Innovation of Products and Services from MIT.

Dr. Cardenas’ background includes roles in executive management and oversight of large public institutions where her duties entailed leading a $146 million operational budget plus an additional $30 million of federal funds, $10 million foundational endowment, and a 3,000-employee base. In addition to her diverse expertise in higher education, she has created and delivered training to organizations such as World Bank, United Nations, QVC, Inc., Phillips Semiconductor, the United States Navy, the United States Nuclear Regulatory Agency, and the United States Army.

“Going online” may be our modern purple prose to replace “It was a dark and stormy night.” However, not all is lost for in-person classroom teachers. Much can be gained by learning new strategies and methodologies while transitioning from in-person to virtual learning. The V-i6 are six strategies and methodologies that provide positive, effective teaching experiences focused on six key fundamentals: Animate, Originate, Rejuvenate, Stimulate, Deus Ex Machina, and Tell the Story.

Recognizing that learning is considerably more gratifying when subjects weave together naturally, rather than remain compartmentalized, the V-i6 help teachers rekindle exciting interdisciplinary connections that reveal how all academic subjects work in tandem. The very nature of the V-i6 methods illustrates the ease of transitioning across all teaching modalities, including hybrid, asynchronous, and synchronous online learning environments. This workshop, together with the vast number of free conferencing and online teaching platforms such as Zoom, Eduflow, Top Hat, RCampus, and Thinkific, make “going online” not such purple prose after all!

Strategies That Animate and Originate Emergent in Virtual Learning Classes.
Participants learn how to apply the first two V-i6 strategies to energize content that engages student learning in a virtual environment.

  • Apply creative online resources
  • Reach beyond the traditional
  • Bring interdisciplinary connections to life
  • Share resource tools
  • Create unexpected connections and associations

Strategies That Rejuvenate and Stimulate in a Virtual Environment.
Participants learn how to apply the next two V-i6 strategies through rejuvenating and stimulating virtual learning activities and examples that recognize the connections between the sciences and the humanities and inspire innate curiosity.

  • Identify captivating and engaging video talks and presentations
  • Become a team learner, shifting from passive viewer to active participant
  • Continuously apply several online resources
  • Create a meeting of minds experience
  • Generate stimulating discussion questions

Strategies to Develop Dues Ex Machina Ad Lucem and to Tell The Story.
Participants learn how to apply the last two V-i6 strategies to discover diverse solutions to complex problems and understand that behind every fascinating idea is an illuminating story that is relatable and relevant to modern students.

  • Demonstrate critical thinking activities that reveal creative solutions in a new light
  • Show unorthodox solutions to complex problems
  • Learn to tell the story behind every fascinating idea and discovery
  • Use visualization techniques to become an online actor
  • Share ideas, concepts, strategies, methodologies, and stories to enhance creative thought

About the Facilitator

Stewart BarrPhilosophy, Humanities, and Linguistics, Pima Community College (retired)
Stewart Barr’s unique “Mephistophelian” style of teaching attracted hundreds of students with the desire to not simply learn, but to think differently during his 35-plus years in higher education. He was faculty in and chair of the humanities, philosophy, religion, and speech departments at Pima Community College in Tucson, Arizona. He has been awarded Best of Pima, Outstanding Faculty, and Phi Theta Kappa Honor Society Faculty of the Year at Pima Community College. In 2006 he was invited to present at the Oxford Roundtable on Religion and the State. He is very active with NISOD, having presented at the organization’s annual conference as a Master Presenter, facilitates conversations for the Monthly Webinar Series, and recently co-authored an article published in Innovation AbstractsHe has also worked across the curricula to develop interdisciplinary courses, including Bio-Medical Ethics in Biology, Philosophy of Law for Business, and the Philosophical Foundations of Science for Physics. He has a B.A. in Philosophy with a minor in Comparative Religion, an M.A. in Oriental Studies with a minor in Linguistics, and a Ph.D. in Philosophy. 

Anthony PituccoPhysics, Mathematics, and Logic, Pima Community College (retired)
Anthony (Tony) Pitucco is best known as the creative educator who injected comedy and playful, over-dramatized acting into his physics lectures at Pima Community College in Tucson, Arizona. Tony has been actively involved in higher education for over 40 years. He was faculty in and chair of the physics and astronomy departments at Pima Community College where he also taught mathematics, philosophy, and humanities. Tony holds several awards, including The Carnegie Foundation for the Advancement of Science Arizona Professor of the Year, The Dr. Wayne McGrath Outstanding Faculty Award, the Pima Community College Outstanding Faculty Award, and was selected by USA Today to receive the Teaching Excellence Award Top 50 Professors in the USA. Tony has also authored articles that have appeared in various academic journals such as Astrophysics and Space Science and The Physics Teacher, and has co-authored a children’s textbook titled, The Restaurant at the Beginning of the Universe. He is very active with NISOD, having presented at the organization’s annual conference as a Master Presenter, facilitates conversations for the Monthly Webinar Series, and recently co-authored an article published in Innovation AbstractsIn 2016, Tony was one of the selected faculty to establish and present Best Practices in Teaching Physics in China’s Shunde Province to their university faculty. Tony holds a B.S. in Physics, a M.Ed. in Philosophy and Foundations of Education, a M.S. in Mathematics, and a Ph.D. in Applied Mathematics in the area of mathematical physics.

Do you ever feel like you are lost in space in your virtual classroom as you look for evidence of intelligent life? Workshop participants examine their own practices and learn what they can do to encourage critical-thinking skills. After watching videos of and participating in hands-on examples of critical-thinking exercises, workshop participants create their own exercises to ensure higher-level critical-thinking skills in their online students.

In an era in which all faculty members should all be prepared to teach in a virtual environment, we need tools that help students develop the critical-thinking skills necessary to be successful in any classroom or work environment.

The purpose of this workshop is to expose faculty members to best practices designed to increase students’ critical-thinking skills.

  • Clarify the meaning of critical thinking in higher education and employment environments, including the most recent research about employers’ desire for graduates who possess critical-thinking skills.
  • Review and apply the “Valuable Intellectual Traits” identified by the Foundation for Critical Thinking.
  • Learn how to help students create video presentations that demonstrate higher-level thinking.
  • Examine Asynchronous and Synchronous Discussion Question Requirements, Video

Summaries, Online Interview Assignments, and Annotation Stations.

  • Help students develop digital literacy, with an emphasis on research.
  • Learn how to facilitate small group and one-on-one virtual conversations related to more complex course learning outcomes.
  • Develop rubrics to assess higher-level thought.

About the Facilitator

Sean J. Glassberg, the recipient of the 2013 TYCA-Southeast Cowan Award for Teaching Excellence and the 2007 Professor of the Year at Horry Georgetown Technical College, has over 20 years of academic and professional experience, ranging from teaching English at community colleges and universities to training industry and technical professionals to become educators.

Coming from a family of educators has provided Sean with a solid foundation of best-teaching practices. His master's degree in Special Education and experience with children with disabilities have enabled Sean to respond to a wide spectrum of learners. His passion to help others in and out of the classroom led him to found Racers for Pacers, a non-profit organization with a mission to include children with disabilities in the running community.

Learning can be stressful for students. However, when students receive genuine positive feedback, an atmosphere of caring is created and becomes a strong motivator for student success. This workshop explores the concept of “Meaningful Recognition” and its positive impact on student learning. Designed for any instructor who would like to create a healthy learning environment for their students, participants gain an understanding about why the power of positive affirmation cannot be underestimated, creates an environment where students feel comfortable to ask questions, and eventually leads to greater student participation in the learning process.

By the end of this workshop, participants know or are able to:

  • Describe what “Meaningful Recognition” means to you.
  • Correlate the relationship between “Meaningful Recognition” for students and the enhancement of healthy learning environments.
  • Explore various meaningful recognition strategies used by fellow educators.
  • Develop an action plan to incorporate meaningful recognition strategies into your classroom or clinical setting.
  • Envision the impact that meaningful recognition will have on your students’ learning environment.

Activities:

This highly interactive session provides participants with opportunities to:

  • Discuss what meaningful recognition means to them and share their experiences creating healthy learning environments.
  • Identify stressors students face and the ensuing fatigue they experience that can impact learning.
  • Describe how the strategy of, “I Like the Way You Said That/I Like the Way You Did That,” can be used in their learning environments.
  • Develop an action plan to incorporate meaningful recognition strategies into their classrooms.
  • Explore the unlimited boundaries of “Meaningful Recognition” beyond the student/teacher relationship.

About the Facilitator

Wendy Garretson MN, RN, CCRN, CNE is a Professor of Nursing at Delgado Community College (DCC) who specializes in nursing care of the critically ill adult. During her 15-year tenure at DCC, Wendy has received two Endowed Professorships (2015 and 2019). She was also nominated for the Seymour Weiss Excellence in Teaching Award in 2012. Passionate about her subject matter, Wendy brings her 37 years of critical care nursing experience to the classroom and clinical setting.

Are you seeking more ways to connect with your students? Use your own learning experience and identity development to leverage powerful learning for students. Participants explore adult learning theories, strengths-based approaches, and cultivating a sense of belonging in the classroom. This workshop models interactive learning in the remote environment with an emphasis on practice and application.

Setting the Stage

  • Identify best practices when working with individual students.
  • Recognize how your own identity impacts students.
  • Leverage your own identity to positively impact students.

Getting to Work

  • Foster a sense of belonging.
  • Practice using strengths-based language and cultivating a sense of belonging in student interactions.

Taking it Forward

  • Define elements of powerful learning experiences.
  • Identify effective uses of student success theories.
  • Create an action plan to meet students where they are.

About the Facilitator

Gena Merliss
Gena Merliss is Coordinator of Monroe Community College’s Teaching and Creativity Center. Gena works with faculty to develop critical reflection in order to improve instruction and student learning. Prior to her current role, Gena taught developmental math and integrated reading and writing as an Assistant Professor. In that position, Gena experimented with many different strategies to help students develop non-cognitive skills and self-awareness. Gena earned a Master’s degree in Education from the University of Pennsylvania. She also holds a Bachelor’s in Biological Anthropology from Swarthmore College.

Renee Dimino
Renee Dimino, associate professor and SUNY Guided Pathways project director, works with community colleges across SUNY to support their work implementing guided pathways. In her faculty role, she has worked to redesign developmental education, teaches College Success (COS) courses, oversees the COS program, and coordinates COS adjunct faculty. She values reflective practice and has a passion for student success and faculty development. Renee holds a bachelor’s degree in education from SUNY Geneseo and a master’s degree in education from SUNY Brockport.

If you teach second language learners or a foreign language course and are looking for more effective, neuroscience-based strategies, this workshop is for you.

If a bilingual brain is a better brain (and it is!), then why are your language learners struggling? During this workshop, participants learn how the brain processes first and second languages and how the effort to become bilingual presents challenges until fluency is obtained. Learn the science of language learning and acquire instructional strategies based on that science that will energize your teaching and enhance your students’ learning.

This workshop covers the following topics:

  1. How the brain learns and implications for language learning.
  2. The most important factor in learning.
  3. Why students have trouble pronouncing words.
  4. The best way to present vocabulary.
  5. The so-called “learning style” that applies to all learners.
  6. How to design lessons according to the brain’s natural learning style.
  7. What to do about the pathway that can impair learning regardless of your strategies.
  8. A hidden impediment to learning that you may be creating.
  9. How to tap into the Motivation Pathway.

About the Facilitator

Dr. Janet Zadina

“Powerful!” “Engaging!” “Innovative!” and “Life Changing!” are just a few ways audiences describe presentations by Dr. Janet Zadina. Dr. Zadina is an internationally renowned speaker, consultant, author, and former high school and community college teacher, known for her extraordinary ability to inform, educate, and empower audiences with brain research. Dr. Zadina has made such an impact on the academic community that the Society for Neuroscience honored her with the prestigious 2011 Science Educator Award. This recognition solidified her reputation as a significant contributor to public education and the field of educational neuroscience. Through her transformative, powerful, and entertaining workshops, Dr. Zadina is changing the way teachers, students, and even business professionals understand and use the brain.

Dr. Zadina’s determination to tear down brain myths and build up lives was born from her personal experiences working with dyslexic students. When she learned that a new “window” into the brain was possible with neuroimaging, she knew she had to go back to school and study neuroscience. She earned a Ph.D. in Education while conducting MRI research on neurodevelopmental language disorders at Tulane Medical School. She then completed a postdoctoral fellowship in cognitive neuroscience.

Dr. Zadina bridges the fields of education and neuroscience in her visionary work and the magic of her presentations. Her years of research, writing, and teaching enable her to educate others with science and strategies to transform education. As the founder and CEO of Brain Research and Instruction, she teaches and models best practices in educational neuroscience when presenting keynote speeches and workshops worldwide. She has been honored as a Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations, among other honors. She is the author of textbooks as well as professional development books, including Multiple Pathways to the Student Brain. She is a co-founder of the Butterfly Project, a pro-bono initiative designed to help educators who have experienced natural disasters.

It’s not what we know, it’s what we do that matters. This workshop series is designed to help educators reach diverse and struggling learners through a deeper understanding of underlying brain processes and science-based strategies. Huge gains in our understanding about how students learn best have been made in the last decade. However, many educators are still using outdated practices based on early brain research performed on rats. Multiple underlying brain pathways can be developed for more powerful learning. The facilitator models brain-compatible teaching practices in this energizing workshop series based on her book, Multiple Pathways to the Student Brain.

Participants arrive with a lesson in mind that they will develop and use as a model as they continue to enhance their instruction after completing this workshop. By the end of this part of the workshop, participants know or are able to:

  • Determine fact from fallacy about the brain and learning.
  • Gain a deeper understand of how the brain learns.
  • Understand the difference between thinking and real learning.
  • Discover and apply the most significant factor to improve student learning.
  • Explore multiple pathways involved in learning beyond visual, auditory, and kinesthetic.
  • Acquire strategies for reaching diverse learners.
  • Explore ways to apply multiple pathways in lesson design, presentation, assignments, and assessment.

Participants continue to explore multiple pathways and develop strategies using the same sample lesson. By the end of this part of the workshop, participants know or are able to:

  • Uncover the skill that predicts achievement and life outcomes and learn how to improve this skill to change the trajectory of a student’s learning path.
  • Discover what triggers the reward/motivation pathway in the brain and how to implement it in lessons for maximum motivation and better retention.
  • Learn why one pathway can either enhance learning or greatly inhibit learning, and the implications for classroom practices.
  • Continue to explore multiple pathways involved in learning beyond visual, auditory, and kinesthetic.
  • Continue to acquire strategies for reaching diverse learners.
  • Continue to explore ways to apply multiple pathways in lesson design, presentation, assignments, and assessment.
  • Complete a boilerplate ideal lesson that incorporates multiple pathways.
  • Bring essential information back to colleagues.
  • Complete an action plan of essential strategies to implement immediately.

Activities Overall

  • Participate in an eye-opening quiz that explores existing beliefs and knowledge.
  • For each pathway, engage with other participants in breakout rooms to share ideas about how to apply what was learned.
  • Engage in a strategy scavenger hunt that provides an extensive toolbox that can be used over time.
  • Participate in a scientific, interactive task in which participants experience an important concept that affects learning and test-taking.
  • Apply multiple pathways to a lesson as a boilerplate for future lesson creation.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. Janet Zadina

“Powerful!” “Engaging!” “Innovative!” and “Life Changing!” are just a few ways audiences describe presentations by Dr. Janet Zadina. Dr. Zadina is an internationally renowned speaker, consultant, author, and former high school and community college teacher, known for her extraordinary ability to inform, educate, and empower audiences with brain research. Dr. Zadina has made such an impact on the academic community that the Society for Neuroscience honored her with the prestigious 2011 Science Educator Award. This recognition solidified her reputation as a significant contributor to public education and the field of educational neuroscience. Through her transformative, powerful, and entertaining workshops, Dr. Zadina is changing the way teachers, students, and even business professionals understand and use the brain.

Dr. Zadina’s determination to tear down brain myths and build up lives was born from her personal experiences working with dyslexic students. When she learned that a new “window” into the brain was possible with neuroimaging, she knew she had to go back to school and study neuroscience. She earned a Ph.D. in Education while conducting MRI research on neurodevelopmental language disorders at Tulane Medical School. She then completed a postdoctoral fellowship in cognitive neuroscience.

Dr. Zadina bridges the fields of education and neuroscience in her visionary work and the magic of her presentations. Her years of research, writing, and teaching enable her to educate others with science and strategies to transform education. As the founder and CEO of Brain Research and Instruction, she teaches and models best practices in educational neuroscience when presenting keynote speeches and workshops worldwide. She has been honored as a Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations, among other honors. She is the author of textbooks as well as professional development books, including Multiple Pathways to the Student Brain. She is a co-founder of the Butterfly Project, a pro-bono initiative designed to help educators who have experienced natural disasters.

The recent pandemic has shaken the norms of instructors and students. Instructors have had to rapidly adapt to previously untapped technology that would normally be placed in the “try later” category. This technology is key to establishing new comfort zones in online learning and providing effective instruction to students. This workshop series provides instructional tools that help participants create their desired online or blended learning environment.

I Didn’t Know It Could Do That!
This part of the workshop covers the most useful features of virtual meeting platforms for blended and virtual environments, and is designed to showcase features that will help instructors manage synchronous and asynchronous learning environments.

  • Experience the most useful features found in Zoom, Cisco WebX, Google Meet, and Microsoft teams for teaching and learning in blended and virtual environments.
  • Learn how to integrate third-party apps into the above virtual meeting platforms.

Blended, Not Boring
Considering the increased amount of time students are looking at digital screens during this pandemic, it may be harder than normal to catch their attention. This part of the workshop demonstrates how to keep students engaged with digital content and shows participants how they can inspire meaningful collaboration.

  • Use media enhancements to give your course content more personality.
  • Practice collaboration techniques useful for blended and virtual environments.

Streamline Teaching, Learning, and Assessment With E-Portfolios
The American Association of Colleges and Universities recommends e-portfolio learning as a high-impact practice. E-portfolios provide an opportunity for students to make deeper connections with content in virtual and blended environments.

  • Become familiar with free e-portfolio platforms, work examples, and sample templates.
  • Learn how to select the e-portfolio pedagogical approach that fits your teaching style or course outcomes.
  • Learn how to align assignments, tasks, and labs with e-portfolios.

About the Facilitator

Dr. Marcus E.R. Williams is an educator who has worked and taught in K-12 and postsecondary settings for more than 15 years. Currently, he is the content leader for economics and teaches AP Microeconomics and Macroeconomics at Newton High School in Covington, GA. He was voted the “top teacher”—a distinguished honor—by the top ten graduating seniors in the classes of 2018 and 2020. He was also selected as a finalist for "Economics Teacher of the Year" by the Georgia Council on Economic Education. Dr. Williams is well known for his teaching style and for integrating technology into his classes, conference sessions, and workshops. He has presented at numerous conferences, including NISOD’s annual conference. He also works as a consultant, training educators on how to employ digital learning strategies. Dr. Williams earned a B.S. from Clark Atlanta University, a M.A.T. from LaGrange College, and an Ed.S. and Ed.D from Columbus State University. His goal is to inspire, educate, and build capacity.

With the advent of new technologies that make teaching via live, online (a.k.a. synchronous) sessions easier and more accessible, learning how to facilitate these types of sessions is a critical skill for all educators. Most of us have attended an online class, presentation, or webinar that was just plain boring. During this workshop, participants do some major boredom-busting! Are you ready to create and facilitate sessions that leave your learners wanting more? Do you want to boost your online presence? Are you ready to harness the power of learning sciences to create humanized, fun, and positive online classes? This workshop provides you with the skills needed to become an excellent online facilitator. Each part of the workshop includes opportunities to connect with the facilitators and your peers to ask questions and complete hands-on activities. This workshop will benefit anyone who wants to facilitate a great online learning experience, whether for a class, office hours, meetings, or conference presentations.

Starting Strong

  • The basics and definitions of online sessions.
  • The pros and cons of synchronous and asynchronous approaches.
  • Setting instructional goals.
  • Selecting a platform.
  • The critical first five minutes.
  • Activating prior knowledge.
  • Promoting your session.
  • Security tips and avoiding intruders.

Attention and Engagement

  • The role of attention in learning.
  • Getting and keeping learners' attention.
  • Why you shouldn't require on-camera presence.
  • Developing storytelling skills.
  • Humanizing online learning.
  • Slide design strategies.
  • Accessibility best practices.

Creating a Detailed Action Plan for Live, Online Session Success

  • How will you know they learned? Creating an assessment plan.
  • Activating the power of recall using a KWL activity.
  • Using Google Jamboard and Google Docs.
  • Avoiding common online facilitating mistakes.
  • Time management of your session.
  • Managing presentation fears.
  • Troubleshooting tech issues.
  • Creating and sharing your action plan.

About the Facilitator

Beth Cohen

Beth Cohen is an Assistant Professor in the Liberal Arts Department at Montserrat College of Art, where she teaches online and face-to-face courses in the humanities, and is a Senior Webinar Specialist at Columbia University's School of Professional Studies. In her role at Columbia, she trains and coaches faculty in pedagogical and technological best practices for the online classroom, and manages the delivery of virtual class sessions. She is passionate about creating engaging experiences for faculty and students, and leads workshops and consultations for faculty and staff to support that goal. She received a BA from Bennington College in English Literature and Visual Arts, and a Master of Fine Arts degree from the School of the Art Institute of Chicago in Film, Video, and New Media.

Clea Mahoney

Clea Mahoney has over five years of webinar facilitation experience and is proud to work for New York University as an Instructional Technologist and faculty training lead for academic technologies. She also teaches in the (fully online) M.S. Professional Writing program at NYU's School of Professional Studies. Clea has developed and delivered a multitude of engaging and interactive one-hour webinars for faculty, administrative staff, and colleagues, each session focusing on a specific set of goals depending on audience needs. Clea graduated with honors from Drew University (Bachelor of Arts in French) and from Drexel University (Master of Science in Library and Information Science).

Difficult classroom conversations can arise in any discipline. Contentious current events, challenging course content, and events on campus and in students' lives can all be the impetus for unexpected comments, a challenging turn in dialogue, or a need to proactively acknowledge an issue. How can you lead conversations that create a more supportive, respectful course climate? How can you tie these discussions to your course content? How do you navigate such circumstances without derailing your lesson plan? During this workshop, you’ll discuss how the structure of classroom discussion, classroom ground rules, and your facilitation skills all work together to help you navigate difficult conversations while creating a positive course climate and enhancing student learning. These strategies are designed for faculty in any discipline with any level of experience, from skilled facilitators who regularly teach topics involving difficult conversations to those who have little disciplinary training or experience in navigating tough topics.

By the end of this workshop, participants know or are able to:

  • Reflect on experiences and challenges with difficult dialogues.
  • Learn strategies for creating a positive course climate.
  • Brainstorm how to create and use course ground rules.
  • Create discussion structures that lead to deeper listening, respect, and equitable participation.
  • Apply insights into how course climate, ground rules, and structured conversations can work together to help you navigate unexpected difficult conversations.

Activities:
This workshop is almost entirely hands-on. You’ll experience many of the strategies you can immediately put into practice in your courses.

  • Structured small and large group discussions about past experiences with difficult conversations.
  • Hands-on activities for creating a positive course climate and ground rules.
  • Jigsaw discussion on four discussion strategies for difficult conversations.
  • Applying strategies to case studies.

About the Facilitator

Dr. Jennifer H. Herman has developed, facilitated, or overseen hundreds of research-based faculty development programs around teaching and scholarship. Jennifer’s presentations, workshops, and research focus on faculty development programs and Center development, course design, teaching strategies, learning theory, teaching for inclusive excellence, student learning outcomes assessment, and online education. Her publications include Creating Engaging Discussions: Strategies for “Avoiding Crickets” in Any Size Class and Online (Stylus, 2018; with L. Nilson). Jennifer teaches courses on teaching, assessment, learning theory, and curriculum development for the Health Professions Education CAGS and doctoral program. Jennifer holds a Ph.D. in Higher Education from the University at Buffalo and a M.A. in International Training and Education from American University.

Teaching and learning in the era of COVID is awkward (“I didn’t realize my video wasn’t on.”); apologetic (“I’m sorry, I couldn’t quite hear that through your mask.”); and elegiac (“Normally, I would do it this way, and maybe when all this is over…”). It is emotionally overwhelming serving students—at a social distance—who are often in need of help more than ever before.

When Maslow’s hierarchy feels like a layer cake missing several layers, it can be difficult for faculty to determine: “What exactly should teaching provide right now?”; “What am I supposed to aim for?”; and “What meaningful things can I give?”

This workshop offers instructors a concrete pyramid to rebuild by focusing on offerings of presence, surety, and joy. Participants engage in refocusing their own gifts of teaching (for supporting students) and teaching gifts (for nurturing their own practice), even in difficult times.

My Pyramid

  • A pedagogy of presence
  • Surety as interpersonal safety
  • Joy that acknowledges pain

Your Pyramid - Part 1

  • Finding strengths for the apocalypse
  • Your pyramid in creation

Your Pyramid - Part 2

  • Your pyramid in practice
  • Your pyramid in relation

About the Facilitator

Dr. Nicole Matos has enjoyed a 20 year career in American higher education as a professor,
administrator, commentator, and consultant. A former community college student herself, she is currently Professor of English at the College of DuPage in suburban Chicago and a particular specialist in the community college sector.

With repeated credits in The Chronicle of Higher Education, Inside Higher Ed, and Pedagogy Unbound, and as a former columnist for CHE Vitae, Nicole is widely published on faculty development topics, including improving online and blended instruction, best practices in developmental education, the faculty role in Guided Pathways, and healing relationships between administration and faculty. She is nationally experienced as a keynote speaker, workshop facilitator, communications strategist, and content editor.

Today’s changing world is influencing how we teach and engage students. It’s more than just moving from a face-to-face to virtual format; our changing world has shifted the entire learning experience. The need to rapidly innovate has never been greater, but finding implementable solutions in a remote environment can be challenging.

What if we could co-create a more powerful learning experience by applying innovation tools and techniques used by technology leaders such as Google and Apple? Participants in this workshop innovate and design solutions and recreate learning experiences by using a proven learning technique grounded in the principles of human-centered design. Prior to the workshop, each participant receives a training video and handout outlining the power of design thinking.

  • Gain awareness of design thinking fundamentals.
  • Learn the power of framing the exact challenge.
  • Design a creative collaboration environment.
  • Create the student experience journey map.
  • Create a vibrant research plan.
  • Form insights and redirect the Innovation Challenge.
  • Understand the key steps to rapid ideation.
  • Measure the power of a new idea.
  • Create mock-ups for new services and approaches.
  • Learn prototyping techniques.
  • Build your implementation plan and creating a video pitch to share your ideas.

About the Facilitator

Dr. Judith Cardenas’ academic background includes a doctorate in education administration, as well as a doctorate in training and performance improvement. She has completed a variety of postdoctoral trainings, including leadership development at Harvard University’s John F. Kennedy School of Government and human performance improvement at the American Society for Training and Development and Human Capital Analytics. In addition, she holds a certification as a Registered Business Coach, is a Certified Professional for Return on Investment from Villanova University, Certified Neuro Coach in the areas of change, transformation, and agility from Harvard University, and is a Certified Professional in Innovation of Products and Services from MIT.

Dr. Cardenas’ background includes roles in executive management and oversight of large public institutions where her duties entailed leading a $146 million operational budget plus an additional $30 million of federal funds, $10 million foundational endowment, and a 3,000-employee base. In addition to her diverse expertise in higher education, she has created and delivered training to organizations such as World Bank, United Nations, QVC, Inc., Phillips Semiconductor, the United States Navy, the United States Nuclear Regulatory Agency, and the United States Army.

Clinical Psychology offers a unique perspective on the challenges of teaching. The same skill sets that facilitate relationship building and healing in the consulting room are absolutely transferable to the classroom. During this workshop, participants learn how to adopt an engaging presence and use rapport building to bring optimism, warmth, and enthusiasm into the classroom. Participants also learn how to use active placebo effects and principals of behavior modification to increase student learning and build structures that support student risk taking.

Activities:

  • Answer pre-questions that guide focus and increase active learning.
  • Participate in open discussions about memorable learning experiences.
  • Engage in Socratic questioning.
  • Participate in individual demonstrations.
  • Learn strategies that increase participant movement.
  • Learn tips for humorous and poignant story telling.
  • Practice dyadic peer interactions.

About the Facilitator

Juan R. Abascal, a graduate of Rutgers University and Kent State University, is a Clinical Psychologist and Professor Emeritus of Psychology at Miami Dade College. He was awarded an Endowed Teaching Chair and has received NISOD’s Excellence Award. Dr. Abascal was also honored with the Service Learning Professor of the Year Award. As a graduate of the Salzburg International Education Institute, Dr. Abascal has been involved in the Global Education Initiative, as well as the Earth Ethics Institute. He has served as a Department Chairperson, Associate Dean, Academic Dean, and Associate Provost for Academic Affairs. Dr. Abascal has conducted numerous seminars on effective teaching, personal effectiveness, and stress mastery. He is a co-founder of MindWorks International, Inc., a creative performance consulting firm focused on optimal functioning, effective teaching, and transformational leadership in institutions of higher learning.

Dominic Brucato, a graduate of the University of Notre Dame and Kent State University, is a Clinical Psychologist and Professor of Psychology at Miami Dade College. He was the recipient of an Endowed Teaching Chair and the Service Learning Professor of the Year Award. He also served as a Core Council Member of the Earth Ethics Institute and was involved with the Global Education Initiative. Dr. Brucato co-founded MindWorks International, Inc., a creative performance consulting firm focused on optimal functioning, effective teaching, and transformational leadership in institutions of higher learning.

This workshop explores a range of innovative scheduling practices and strategies that provide greater clarity, consistency, and stability for students and faculty alike, particularly in times of uncertainty and institutional disruption. At its core, strategic scheduling seeks to bring campus stakeholders together to ensure that students have access to the courses they need for degree completion and advancement. While that sounds simple enough, in reality, scheduling remains a complex, highly decentralized process at most institutions, one often driven by operational needs rather than strategic or pedagogical priorities.

Building on real-world examples from multiple institutional contexts, this workshop offers faculty members, program directors, department chairs, and other academic leaders concrete, yet creative solutions for implementing strategic scheduling practices. Participants explore the many benefits of strategic scheduling, including increased flexibility for faculty and students, improved retention and completion rates, greater efficiency using resources, enrollment growth, and increased levels of engagement. Participants complete a number of activities designed to help them develop and implement various scheduling strategies in ways that fit their particular institutional needs and priorities.

The workshop also considers a range of topics relevant to institutions hoping to develop course offerings that can easily pivot in response to COVID-19, including compressed, modular, and accelerated term lengths, as well as hybrid and high-flex models. A variety of innovative student support structures are also considered, including using “completion camps” and “pass-pause-reset” contracts.

Because effective strategic scheduling requires the engagement of a wide range of campus stakeholders—including faculty, department chairs, academic deans, advisors, and operational and support staff from multiple areas—all are welcome to participate! No previous experience with strategic scheduling processes or practices is required.

Introduction to Strategic Scheduling and Key Principles
This module provides participants with an overview of strategic scheduling, including the main benefits of such initiatives, as well as the fundamental tools needed to jump-start the process at their own institutions. Discussed are real-world examples of scheduling strategies in action, including specific ways such strategies can be applied at the course, department, and college levels. At the end of the session, participants receive a digital copy of The Strategic Scheduling Playbook, along with suggestions for next steps they can implement immediately.

  • Overview of strategic scheduling
    • Definitions, benefits, and key metrics
  • Strategic scheduling in action
    • Examples of cross-disciplinary and collegewide approaches
  • Laying the foundations for strategic scheduling at your institution

Note: Participants will be provided additional optional activities.

The Strategic Scheduling Playbook
Building on previously introduced principles, this part of the workshop focuses on reviewing and applying a range of strategies outlined in The Strategic Scheduling Playbook. Participants who completed the optional activities above have an opportunity to share their examples and receive feedback. Participants also examine the issue of course sequencing in greater depth, as well as the role that alternative term lengths and modalities play in enhancing the overall mix of campus offerings. They also consider how strategic scheduling can improve a variety of “pivots” colleges must consider in the face of changing conditions—particularly in the era of COVID.

  • Overview and highlights from The Strategic Scheduling Playbook
  • Moves, tools, and best practices across institutional contexts
  • Course sequences and pathways
    • Alternative term lengths and modalities
  • Preparing for the unexpected
    • Scheduling abbreviated-terms
    • Completion camps
    • Accelerated models

Note: Participants will be provided additional optional activities.

Implementing a Campuswide Strategic Scheduling Plan
This culminating part of the workshop focuses on developing and sustaining a strategic campuswide scheduling plan, and touches on some of the larger institutional challenges and opportunities for such work. Because so many different college stakeholders have a hand in schedule development, participants explore the importance of cross-functional teams in guiding such efforts. They also explore how schedule development can be holistically integrated into other critical college processes, including strategic enrollment management, new program development, program and collegewide assessment, institutional planning, and budgeting. Participants who completed the above optional planning activity have an opportunity to receive feedback on their drafts.

  • Developing and launching a strategic scheduling plan
  • Creating a strategic scheduling team
  • Identifying priorities and assessing progress

About the Facilitator

Dr. Sheldon Walcher
Sheldon Walcher has over 25 years of teaching and administrative experience in a wide range of higher education settings. He earned his MFA in creative writing Penn State University, and worked as an adjunct instructor at Salt Lake Community College while completing his PhD in Rhetoric and Composition at the University of Utah. He spent a year as a visiting professor in the Rhetoric, Writing, and Linguistics Department at the University of Tennessee at Knoxville before joining the faculty at the University of Southern Mississippi, where he also served as director of composition. He was named founding director of the Writing Program at Roosevelt University in Chicago, where he  taught graduate courses in composition theory, digital rhetoric, and pedagogy.

After deciding to transition to full-time administration, Sheldon completed the MS in the Higher Education Administration and Policy at Northwestern University, where he also served as a Senior Research Fellow at the Searle Center for Advancing Teaching and Learning. He became Associate Dean of English and Academic ESL at College of DuPage, then Associate Dean of Humanities and Social Sciences at Kankakee Community College, before assuming his current role as Dean of Communication Arts, Humanities, and Fine Arts at the College of Lake County in suburban Chicago.

This workshop helps faculty build a sense of community within their classrooms by emphasizing dialogic approaches to teaching the whole student and relational teaching pedagogy. The workshop involves extensive interactive work and specific pedagogical strategies for faculty to take back to their respective colleges. Community-building and teaching the whole student matter because they result in improved student academic success and deeper student learning. Teachers who can build appropriate learning relationships with their students can be inspiring and transformative for student learning and their students’ development.

By the end of this workshop, participants know or are able to:

  • The importance of community building and teaching the whole student for student learning and academic achievement.
  • Specific methods for building a community and teaching the whole student in the classroom.
  • A toolbox of exercises and strategies for classroom use.
  • Opportunities for more substantive collegial discussions and relationships among faculty.
Activities:

Time permitting, participants learn about, discuss, and engage in many or all of the following exercises and pedagogical approaches.

  • The Name Game
  • Classroom Ground Rules
  • The Five-Minute Poem
  • Self-Presentation in Class
  • Required Office Hour Appointments
  • Concentric Circle Exercise
  • Fishbowl Exercises
  • The Power Exercise
  • Critical, Integrative Writing Assignments: Analytic Journal, Social Identity Essay, and More
  • Self-Reflective Assignments Grounded in the Academic Literature
  • Community-Based Learning Opportunities

About the Facilitator

Dr. David Schoem is director of the Michigan Community Scholars Program and a sociology faculty member at the University of Michigan. Dr. Schoem is author and editor of eleven books, including his 2017 book, Teaching the Whole Student: Engaged Learning with Heart, Mind, and Spirit from Stylus Publishing and AACU, and his earlier books, Intergroup Dialogue: Deliberative Democracy in School; College, Community, and Workplace and College Knowledge for the Community College Student from University of Michigan Press. Dr. Schoem has previously served at the University of Michigan as assistant vice president for academic and student affairs and as assistant dean for undergraduate education. He has led faculty institutes on teaching, dialogue, diversity issues, learning communities, and undergraduate education at numerous four- and two-year colleges. Dr. Schoem is a much-loved teacher and has played leadership roles in learning communities, intergroup dialogue, diversity initiatives, first-year seminars, community-service learning, and mentoring. As a first-generation college student, he holds degrees from the University of Michigan (B.A.), Harvard University (M.Ed.), and University of California - Berkeley (Ph.D.).

This workshop provides participants with concrete tools for teaching critical thinking skills while covering required course content. By the end of the workshop, participants are able to create lesson plans that enhance critical thinking skills based on content from any discipline in the humanities or social sciences. Participants will also learn how these skills can be easily and accurately measured.

By the end of this workshop, participants know or are able to:

  • Understand fundamentals of the human brain regarding dispositions toward critical thought, bias, use of evidence, and heuristic thinking.
  • Understand what works and what doesn’t work regarding critical thinking instruction.
  • Learn and apply precise pedagogical methods that help students at any level improve their critical thinking skills.
  • Learn and apply precise pedagogical methods to improve writing skills based on critical thinking practices.
  • Create critical thinking rubrics.

Activities:

  • Participate in exercises proven to enhance critical thinking.
  • Create exercises and exams that enhance and measure critical thinking skills.
  • Use and create rubrics that provide viable measurements of critical thinking.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. John Eigenauer is a professor of philosophy at Taft College. He holds a master’s degree in English, a master’s degree in humanities, and a doctorate in interdisciplinary studies from Syracuse University, where he was the recipient of the prestigious Syracuse University Fellowship. Dr. Eigenauer has taught philosophy, English, mathematics, computer science, physics, and Spanish. He has delivered workshops nationally and internationally on the pedagogy of critical thinking and published articles on critical thinking and rationality. His most recent article, “The Problem With the Problem of Human Rationality,” published in the International Journal of Educational Reform, was highlighted in Psychology Today. Other publications of Dr. Eigenauer’s have appeared in The Historian, The Harvard Theological ReviewHistory of Intellectual Culture, Inquiry: Critical Thinking across the Disciplines, The Rational Alternative, Thinking Skills and Creativity, Eighteenth-Century Studies, The Huntington Library QuarterlyInnovation Abstracts, and The NISOD Papers.

This workshop provides participants with concrete tools for teaching rationality and critical thinking skills in Science and Mathematics courses. By the end of the workshop, participants are able to help students be more rational, deploy scientific and mathematical thinking more consistently, and recognize reasoning errors that can be corrected with scientific and mathematical reasoning. Instructors will understand rationality, the concept of mindware, detect gaps in mindware, andrecognize contaminated mindware.

Topics covered include:

  • Brain structure and rational and irrational processes
  • The concept of rationality
  • The science of rationality
  • Rationality and intelligence
  • The concept of mindware (Gaps/Contamination)
  • Probabilistic and statistical reasoning
  • Scientific reasoning
  • Experimental design
  • Anti-scientific attitudes
  • Conspiracy beliefs
  • Fundamental computational biases
  • Dysfunctional personal beliefs
  • The Theory of Evolution
  • The arrow of science and mythological worldviews
  • Science, mathematics, and opinion

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. John Eigenauer is a professor of philosophy at Taft College. He holds a master’s degree in English, a master’s degree in humanities, and a doctorate in interdisciplinary studies from Syracuse University, where he was the recipient of the prestigious Syracuse University Fellowship. Dr. Eigenauer has taught philosophy, English, mathematics, computer science, physics, and Spanish. He has delivered workshops nationally and internationally on the pedagogy of critical thinking and published articles on critical thinking and rationality. His most recent article, “The Problem With the Problem of Human Rationality,” published in the International Journal of Educational Reform, was highlighted in Psychology Today. Other publications of Dr. Eigenauer’s have appeared in The Historian, The Harvard Theological ReviewHistory of Intellectual Culture, Inquiry: Critical Thinking across the Disciplines, The Rational Alternative, Thinking Skills and Creativity, Eighteenth-Century Studies, The Huntington Library QuarterlyInnovation Abstracts, and The NISOD Papers.

Many incoming community college students need remediation in English courses. This can be time consuming and lead instructors to believe that there isn’t enough time in the term to teach important thinking skills. This workshop provides participants with specific tools for teaching critical thinking skills in pre-college English courses. The facilitator provides proven methodologies to enhance critical thinking skills while teaching basic English writing and comprehension. By the end of the workshop, participants can better prepare students for transfer-level English courses and increase their critical thinking skills.

Key topics covered during the workshop include: 

  1. Critical thinking, remediation, and open-mindedness.
  2. Critical thinking as a foundation for college skills.
  3. Recognizing and using evidence.
    1. What is a fact?
    2. How is a fact different from an opinion?
    3. How should facts guide opinions?
    4. Emotions, opinions, and facts.
    5. Exercises to identify facts.
  4. The structure of an argument.
    1. Introduction.
    2. Basic writing exercises for students.
  5. Argument creation/formation.
    1. Levels of difficulty in argument creation.
  6. Moving from arguments to writing.
    1. Levels of difficulty in writing about arguments.
    2. Argumentation and rough drafts.
  7. Improving reading skills: Argument analysis.
    1. Understanding an author’s argument.
    2. Research, using multiple articles, and college-level writing.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. John Eigenauer is a professor of philosophy at Taft College. He holds a master’s degree in English, a master’s degree in humanities, and a doctorate in interdisciplinary studies from Syracuse University, where he was the recipient of the prestigious Syracuse University Fellowship. Dr. Eigenauer has taught philosophy, English, mathematics, computer science, physics, and Spanish. He has delivered workshops nationally and internationally on the pedagogy of critical thinking and published articles on critical thinking and rationality. His most recent article, “The Problem With the Problem of Human Rationality,” published in the International Journal of Educational Reform, was highlighted in Psychology Today. Other publications of Dr. Eigenauer’s have appeared in The Historian, The Harvard Theological ReviewHistory of Intellectual Culture, Inquiry: Critical Thinking across the Disciplines, The Rational Alternative, Thinking Skills and Creativity, Eighteenth-Century Studies, The Huntington Library QuarterlyInnovation Abstracts, and The NISOD Papers.

This workshop provides participants with specific tools they can use to teach critical-thinking skills in an online environment. An emphasis is placed on using the tools in Humanities and Social Sciences classes to improve students’ reading and writing skills.

Learning Outcomes/Objectives

  1. Understand the fundamentals of critical-thinking skills.
  2. Learn how to apply precise pedagogical methods that help students at any level improve their critical-thinking skills.
  3. Learn how to apply precise pedagogical methods that improve students’ writing skills based on critical-thinking practices.
  4. Learn how to create critical-thinking rubrics.

Activities

  1. Participate in exercises that have been proven to enhance students’ critical thinking.
  2. Create exercises that enhance and measure students’ critical-thinking skills.
  3. Receive worksheets that have been shown to enhance students’ critical-thinking skills.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. John Eigenauer is a professor of philosophy at Taft College. He holds a master’s degree in English, a master’s degree in humanities, and a doctorate in interdisciplinary studies from Syracuse University, where he was the recipient of the prestigious Syracuse University Fellowship. Dr. Eigenauer has taught philosophy, English, mathematics, computer science, physics, and Spanish. He has delivered workshops nationally and internationally on the pedagogy of critical thinking and published articles on critical thinking and rationality. His most recent article, “The Problem With the Problem of Human Rationality,” published in the International Journal of Educational Reform, was highlighted in Psychology Today. Other publications of Dr. Eigenauer’s have appeared in The Historian, The Harvard Theological ReviewHistory of Intellectual Culture, Inquiry: Critical Thinking across the Disciplines, The Rational Alternative, Thinking Skills and Creativity, Eighteenth-Century Studies, The Huntington Library QuarterlyInnovation Abstracts, and The NISOD Papers.

This workshop provides participants with concrete tools for teaching critical thinking skills in Communications courses. The workshop targets critical thinking skills in courses that emphasize reading, writing, and oral presentation. By the end of the workshop, participants are able to help students create better drafts, organize speeches, analyze the written word, and write complete argumentative and research papers. All skills will be contextualized around critical thinking.

By the end of this workshop, participants know or are able to: 

  • Apply precise pedagogical methods that help students at any level improve their critical thinking skills.
  • Apply precise pedagogical methods to improve writing skills based on critical thinking practices.
  • Create critical thinking rubrics. 

Activities: 

  • Participate in exercises designed and proven to enhance critical thinking.
  • Create exercises and exams that enhance and measure critical thinking skills.
  • Use and create rubrics that provide viable measurements of critical thinking.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. John Eigenauer is a professor of philosophy at Taft College. He holds a master’s degree in English, a master’s degree in humanities, and a doctorate in interdisciplinary studies from Syracuse University, where he was the recipient of the prestigious Syracuse University Fellowship. Dr. Eigenauer has taught philosophy, English, mathematics, computer science, physics, and Spanish. He has delivered workshops nationally and internationally on the pedagogy of critical thinking and published articles on critical thinking and rationality. His most recent article, “The Problem With the Problem of Human Rationality,” published in the International Journal of Educational Reform, was highlighted in Psychology Today. Other publications of Dr. Eigenauer’s have appeared in The Historian, The Harvard Theological ReviewHistory of Intellectual Culture, Inquiry: Critical Thinking across the Disciplines, The Rational Alternative, Thinking Skills and Creativity, Eighteenth-Century Studies, The Huntington Library QuarterlyInnovation Abstracts, and The NISOD Papers.

Based on the popular book, Teaching With Your Mouth Shut (2000) by Donald Finkel, this workshop explores various active-learning strategies and activities that allow faculty to engage students without being limited to only lectures. The workshop incorporates the theory of multiple intelligences—interpersonal, linguistic, and kinesthetic intelligences—while demonstrating and sharing active-learning techniques and strategies. Participants receive lesson-planning ideas and learn how to incorporate music into the classroom. Participants also consider several classroom assessment techniques and explore at least three instructional technologies.

By the end of this workshop, participants know or are able to:

  • This workshop incorporates several engagement and reflection opportunities. Participants leave with a variety of activities and concrete takeaways they can immediately apply in their classrooms. Participants will understand and develop a model lesson plan; identify and develop higher-order thinking questions; and discuss and analyze various classroom assessment techniques, classroom management strategies, and effective grouping structures.
Activities:
  • Warm-up activities and discussion starters.
  • Specific technologies to increase inquiry-based learning.
  • Questioning techniques that incorporate higher-order thinking skills.
  • Effective lesson planning embedding multiple intelligences.
  • Choosing and using music effectively in the classroom.
  • “Gallery Walk” and reflection activities.
  • Effective group dynamics and strategies.
  • Classroom assessment techniques including the minute paper, muddiest point, exit slips, one-sentence summary, etc.

About the Facilitator

Dr. Ericka Landry has worked in K-12 and higher education for over 20 years and has a passion for personal and professional growth. Dr. Landry currently serves as the Director of Faculty Development at Lone Star College (LSC) in Houston, Texas. In this role, she enjoys mentoring, supporting, and collaborating with faculty at each of LSC’s six campuses and numerous satellite centers. She provides high-quality learning opportunities for faculty development and supports campus-level contacts at the respective LSC campuses. She holds degrees from the University of Arkansas at Monticello (BBA), Houston Baptist University (M.Ed.), and Sam Houston State University (Ed.D.). She has received numerous facilitator certifications, including being recognized as a Master Presenter by NISOD.

Are you feeling a sense of urgency to become an expert in equitable, inclusive instruction that amplifies students’ voices and builds on the strengths of learners from every background? Are you motivated to transition your in-person classes to distance education classes that incorporate high-leverage online moves? This workshop offers practical strategies for delivering high-quality online instruction that disrupts larger systemic inequities at the classroom level. Participants receive strategies they can use to foster an online classroom where students from every background feel safe to experiment, take risks, and make mistakes; invited to communicate their unique approaches and perspectives; and free to develop their own identities as powerful lifelong learners. There is also a focus on synchronous and asynchronous learning using Zoom, iPhones, iPads, Google Docs, PlayPosit, and Canvas.

Prior to the workshop, participants receive excerpts from Teachin’ It! Breakout Moves That Break Down Barriers for Community College Students, written by Dr. Felicia Darling, and a list of equity moves. In addition, participants will receive a survey that asks what they hope to get out of the workshop.

Five Breakout Moves That Build a Community of Powerful Learners in Online Classes

  • Equalize the balance of power in the classroom
  • Create inclusive student networks
  • Co-develop classroom norms with students
  • Use high-leverage tasks and moves that include more students
  • Ensure equitable access to resources for all students

Five Ways to Frame Your Instructional Moves With an Equity Lens in Online Classes 

  • Frame growth mindset strategies with an equity lens
  • Make grading, assignments, and assessments equitable
  • Give feedback that promotes equity
  • Make group work and projects more equitable
  • Practice equity moves beyond the classroom

Five Strategies to Ensure Every Student’s Voice is Heard in Online Classes

  • Launch a class that values every student’s voice
  • Employ high-leverage universal design moves
  • Bolster students’ social capital
  • Facilitate inclusive discussions  
  • Amplify the voices of all students in group work

About the Facilitator

Felicia Darling is an instructor, author, researcher, teacher educator, and speaker who would like to see every person actualize their greatest human potential. She is a first-generation college student who has taught mathematics and education courses for 30 years at the secondary, undergraduate, and graduate levels. She possesses a PhD in Math Education from Stanford University and is a Fulbright Scholar. Currently, Felicia teaches math at Santa Rosa Junior College in California. Felicia is the author of Teachin’ It! Breakout Moves That Break Down Barriers for Community College Students. Teachin’ It! offers practical ideas that help instructors bolster the success of students seeking to attain their educational dreams–especially historically underrepresented students. Her work has been highlighted in The Chronicle of Higher EdInside Higher EdJournal of Mathematics and Culture, and North East Public Radio.

Are you ready to learn about a variety of technology tools that can be used to engage students in your classroom? If so, this workshop is for you! We live in the age of digital natives. A digital native is a person born or brought up during the period of digital technology and are therefore quite familiar with computers and the internet from an early age. This workshop helps participants learn about instructional technologies that can be used in the classroom to help engage and motivate digital natives to improve student learning. The explored technologies include Adobe Spark, Biteable, Mentimeter, Nearpod, and Quizlet. For optimal learning, this workshop requires that you bring your fully-charged laptops. Templates and handouts are provided.

By the end of this workshop, participants know or are able to:

  • Recognize the features of free and upgraded versions of various technology tools.
  • Create accounts and view demonstration lessons for various technology tools.
  • Build quality lesson plans and upload existing lesson plans based on specific disciplines or specialization areas. Quality course design components are discussed.
  • Design effective questions and objective writing assignments using Blooms Taxonomy.

Plans for Audience Participation and Interaction:

  • Viewing video clips and demonstrations (pair-share and reflection activities)
  • Creating user accounts
  • Group discussion and share outs (discipline specific)
  • Building new course content
  • Uploading and enhancing current course content

About the Facilitator

Dr. Ericka Landry has worked in K-12 and higher education for over 20 years and has a passion for personal and professional growth. Dr. Landry currently serves as the Director of Faculty Development at Lone Star College (LSC) in Houston, Texas. In this role, she enjoys mentoring, supporting, and collaborating with faculty at each of LSC’s six campuses and numerous satellite centers. She provides high-quality learning opportunities for faculty development and supports campus-level contacts at the respective LSC campuses. She holds degrees from the University of Arkansas at Monticello (BBA), Houston Baptist University (M.Ed.), and Sam Houston State University (Ed.D.). She has received numerous facilitator certifications, including being recognized as a Master Presenter by NISOD.

This workshop explores how Conversation Design and Artificial Intelligence Technology will impact tomorrow’s classrooms. During the workshop, participants delve into the various aspects of AI and Conversational Design and consider how these power elements influence the creation of learning content and learning experiences.

By the end of this workshop, participants know or are able to:

  • Gain a deeper understanding of how Chat Bots and other AI elements are influencing learning environments.
  • Explore current examples of how conversational design and AI are changing learning environments.
  • Understand the power of mapping the student experience.
  • Understand the multidimensional aspects of AI.
  • Understand how your classroom interactions and conversations are linked to the creation of AI Chat Bots.
  • Understand how your student interactions and experiences are linked to the creation of an AI element.
  • Explore ways to integrate new AI technologies to enhance classroom engagement and retention.
  • Explore the ethical implications of AI technology.

About the Facilitator

Dr. Judith Cardenas’ academic background includes a doctorate in education administration, as well as a doctorate in training and performance improvement. She has completed a variety of postdoctoral trainings, including leadership development at Harvard University's John F. Kennedy School of Government and human performance improvement at the American Society for Training and Development and Human Capital Analytics. In addition, she holds a certification as a Registered Business Coach, is a Certified Professional for Return on Investment from Villanova University, Certified Neuro Coach in the areas of change, transformation, and agility from Harvard University, and is a Certified Professional in Innovation of Products and Services from MIT.

Dr. Cardenas’ background includes roles in executive management and oversight of large public institutions where her duties entailed leading a $146 million operational budget plus an additional $30 million of federal funds, $10 million foundational endowment, and a 3,000-employee base. In addition to her diverse expertise in higher education, she has created and delivered training to organizations such as World Bank, United Nations, QVC, Inc., Phillips Semiconductor, the United States Navy, the United States Nuclear Regulatory Agency, and the United States Army.

In theory, a garden; in implementation, a morass. That has sometimes been the lived experience of institutions undertaking the process of inquiry and reform known as Guided Pathways. The tensions that this movement introduces—questions about practitioners’ allegiance to their disciplines and alignment with broader measures of student success; about the relevancy of quantitative assessment within arguably qualitative arts; and about what truly constitutes educational equity and justice—seem destined, maybe designed, to disrupt traditional faculty roles and test relationships between faculty, administrators, and staff.

But not all tensions need be unfruitful contentions, not if reasonable faculty concerns surrounding Guided Pathways are addressed forthrightly, with recognition, understanding, reflection, and humor. This workshop offers creative activities, provocative reframings, and ultimately, genuine dialogue surrounding the most difficult “hot spots” involving faculty engagement with Guided Pathways.

The challenge that Guided Pathways suggests—that we all more mindfully distinguish between “good complexity” (experiences from which students learn and grow: intellectual richness and challenge) and “bad complexity” (processes or policies that prove to unnecessarily obstruct student completion)—is simply too powerful and too valuable not to authentically explore. In the end, this workshop helps faculty and those that lead them help their institutions help their students by offering realistic and practical suggestions for positive and genuinely collaborative action.

By the end of this workshop, you will know or be able to:

  • Evaluate academic biases surrounding complexity (when is it good? when is it bad? how do we judge?).
  • Debate controversial faculty-oriented Guided Pathways arguments and counter-arguments.
  • Articulate their personal, team, and institutional strengths, values, and commitments within a Guided Pathways framework.
  • Strategize concrete action steps and safeguards to ensure their specific campus context achieves the best and avoids the worst of Guided Pathways.

About the Facilitator

Dr. Nicole Matos has enjoyed a 20 year career in American higher education as a professor,
administrator, commentator, and consultant. A former community college student herself, she is currently Professor of English at the College of DuPage in suburban Chicago and a particular specialist in the community college sector.

With repeated credits in The Chronicle of Higher Education, Inside Higher Ed, and Pedagogy Unbound, and as a former columnist for CHE Vitae, Nicole is widely published on faculty development topics, including improving online and blended instruction, best practices in developmental education, the faculty role in Guided Pathways, and healing relationships between administration and faculty. She is nationally experienced as a keynote speaker, workshop facilitator, communications strategist, and content editor.

Mental health issues are becoming a crisis in education due to the effects of the pandemic. In addition to impairing physical health, anxiety, stress, and trauma make it harder for students to do higher-order thinking, focus, regulate emotions, get to class, budget time, and complete projects. But you can help! Workshop participants learn how to reduce these obstacles to achievement, whether they’re teaching in-person or online.

During this workshop, participants learn:

  • The many ways anxiety, stress, and trauma affect academic performance.
  • Research-based strategies for participants and students that:
    • Reduce anxiety and stress in the moment,
    • Help prevent physiological stress reactions,
    • Increase coping self-efficacy and resilience,
    • Create a brain/body/mindset for higher performance, and
    • Create a trauma-sensitive learning environment.
  • How to create an action plan for their students.

You have to set the table before you can eat. Participate in this engaging and interactive workshop and learn how to set the table to facilitate increased learning for their students.

Participants can claim a digital badge and certificate upon completing the workshop and a post-workshop survey.

About the Facilitator

Dr. Janet Zadina

“Powerful!” “Engaging!” “Innovative!” and “Life Changing!” are just a few ways audiences describe presentations by Dr. Janet Zadina. Dr. Zadina is an internationally renowned speaker, consultant, author, and former high school and community college teacher, known for her extraordinary ability to inform, educate, and empower audiences with brain research. Dr. Zadina has made such an impact on the academic community that the Society for Neuroscience honored her with the prestigious 2011 Science Educator Award. This recognition solidified her reputation as a significant contributor to public education and the field of educational neuroscience. Through her transformative, powerful, and entertaining workshops, Dr. Zadina is changing the way teachers, students, and even business professionals understand and use the brain.

Dr. Zadina’s determination to tear down brain myths and build up lives was born from her personal experiences working with dyslexic students. When she learned that a new “window” into the brain was possible with neuroimaging, she knew she had to go back to school and study neuroscience. She earned a Ph.D. in Education while conducting MRI research on neurodevelopmental language disorders at Tulane Medical School. She then completed a postdoctoral fellowship in cognitive neuroscience.

Dr. Zadina bridges the fields of education and neuroscience in her visionary work and the magic of her presentations. Her years of research, writing, and teaching enable her to educate others with science and strategies to transform education. As the founder and CEO of Brain Research and Instruction, she teaches and models best practices in educational neuroscience when presenting keynote speeches and workshops worldwide. She has been honored as a Distinguished Fellow in the Council of Learning Assistance and Developmental Education Associations, among other honors. She is the author of textbooks as well as professional development books, including Multiple Pathways to the Student Brain. She is a co-founder of the Butterfly Project, a pro-bono initiative designed to help educators who have experienced natural disasters.

One size does not fit all! Understanding human behavior is key to designing and creating habits for student success. During this workshop, participants focus on behaviors that have the biggest impact on creating successful learning experiences. Participants learn and apply a simple and empirically proven method of behavior change that creates a powerful learning environment. They also learn the power of habit design and a step-by-step process for creating tiny habits. In addition, participants create actionable habit recipes applicable to students, faculty, and staff.

The workshop is based on Dr. BJ Fogg’s Tiny Habits: The Small Changes That Change Everything, which has recently been named by Amazon editors as the number one book on leadership and business. All participants receive a complimentary five-day Tiny Habits course, which includes a daily email from a trained and certified Tiny Habits Coach.

  • Learn the power of tiny habits.
  • Explore habits and emotions.
  • Learn two behavior maxims that influence change.
  • Learn and apply the Fogg Behavior Model.
  • Differentiate between aspirations and behaviors.
  • Learn and apply the Tiny Habit recipe.
  • Learn and apply a behavior-focus mapping technique.
  • Design Tiny Habits for your students.
  • Learn about pearl habits for everyday students
  • Design pearl habits.

About the Facilitator

Dr. Judith Cardenas’ academic background includes a doctorate in education administration, as well as a doctorate in training and performance improvement. She has completed a variety of postdoctoral trainings, including leadership development at Harvard University’s John F. Kennedy School of Government and human performance improvement at the American Society for Training and Development and Human Capital Analytics. In addition, she holds a certification as a Registered Business Coach, is a Certified Professional for Return on Investment from Villanova University, Certified Neuro Coach in the areas of change, transformation, and agility from Harvard University, and is a Certified Professional in Innovation of Products and Services from MIT.

Dr. Cardenas’ background includes roles in executive management and oversight of large public institutions where her duties entailed leading a $146 million operational budget plus an additional $30 million of federal funds, $10 million foundational endowment, and a 3,000-employee base. In addition to her diverse expertise in higher education, she has created and delivered training to organizations such as World Bank, United Nations, QVC, Inc., Phillips Semiconductor, the United States Navy, the United States Nuclear Regulatory Agency, and the United States Army.

This workshop exposes educators to tools that increase their capacity to add an efficient digital learning component to their instruction by challenging the notion that there’s no place for cell phones and other mobile devices in the classroom. Participants engage in simulated classroom sessions using free and subscribed web-based applications. The workshop features and integrates technologies that can easily streamline the inclusion of cell phones and other mobile devices into the classroom for one or more of the following purposes: formative assessment, interactive lectures with immediate feedback, reflections, student portfolios, large and small group projects, and informal assessments.

The facilitator introduces the web-based applications while leading participants through activities that familiarize them with the featured technologies. Participants experience how students can use the apps while learning how to facilitate activities in their instructional role. The session culminates with participants creating artifacts or brainstorming ideas for implementing the featured technologies into their professional learning communities.

By the end of this workshop, participants know or are able to:

By the end of this session, participants will be more confident about how to engage students via their mobile devices, have more control over potential distractions caused by students using mobile devices, and possess strategies where students’ mobile devices are used as an asset to the instructor rather than a distraction.

  • Identify how the presented technologies can be used to increase educators’ capacities to personalize student learning.
  • Identify how the presented technologies can be used to reduce wasted time and paper and streamline communication through platforms other than email.
  • Explore the benefits and potential challenges associated with using the presented technologies in classroom activities.
  • Explore techniques that keep students on task while using mobile devices or laptops.
  • Experiment with ways the presented technologies can be implemented by each participant (individual/small group work sessions).

About the Facilitator

Dr. Marcus E.R. Williams is an educator who has worked and taught in K-12 and postsecondary settings for more than 15 years. Currently, he is the content leader for economics and teaches AP Microeconomics and Macroeconomics at Newton High School in Covington, GA. He was voted the “top teacher”—a distinguished honor—by the top ten graduating seniors in the classes of 2018 and 2020. He was also selected as a finalist for "Economics Teacher of the Year" by the Georgia Council on Economic Education. Dr. Williams is well known for his teaching style and for integrating technology into his classes, conference sessions, and workshops. He has presented at numerous conferences, including NISOD’s annual conference. He also works as a consultant, training educators on how to employ digital learning strategies. Dr. Williams earned a B.S. from Clark Atlanta University, a M.A.T. from LaGrange College, and an Ed.S. and Ed.D from Columbus State University. His goal is to inspire, educate, and build capacity.

Universal design principles have been used to design products and buildings that are accessible by all users. For example, manufactures now produce classroom furniture that is useable by either right- or left-handed individuals, eliminating the necessity to retrofit desks to accommodate the “different” needs of left-handed students. Now, everyone can sit at the same desk and use it effectively right from the start! The same idea of universal design can be applied to education and curriculum design. Though students have diverse interests and backgrounds and varied experiences related to the educational process (including study preferences, learning styles, and potential disabilities), universal design principles provide a framework for conceptualizing and appreciating this variability among our students. It also allows educators to proactively create assignments, assessments, and activities that are accessible, useful, and meaningful to all students at all times.

Constructing an entire course or individual materials according to universal design is an intentional process that can start with tweaking the format or requirements for a single assignment. While educators cannot anticipate every way in which students may be unique, we can use what we already know to make our classrooms and course components open to as many types of learners as possible. During this workshop, participants learn to construct individual materials or an entire course according to universal design.

By the end of this workshop, participants know or are able to:

  • Detail the theoretical underpinnings, main tenants, and specific examples of universal design.
  • Assess the level of universal design at the course, discipline, and institution level.
  • Conceptualize universally designed methods for easy incorporation across disciplines.
  • Create a framework for more complex universal redesign, including within specific disciplines.
Activities:
  • Actively engage with universal design principles to establish a baseline understanding via multimodal resources such as videos, hands-on activities, and real-life examples that build empathy and understanding around the urgency for curriculum redesign.
  • “Diagnose” the current level of universal design either within a particular course or discipline area. Cohorts from the same institution can assess the universality of their design at a more macro, institutional level.
  • Develop a “tool box” of more general universally-designed methods that can be applied across disciplines.
  • Reflect on how universal design principles can be applied to discipline-specific coursework.
  • Debrief by creating action plan for leveraging the transferrable methods determined in the workshop.
  • Identify connections between this curriculum redesign and other movements at your institution, as well as specific partnerships on your campus and/or in your community for continuing this work after the workshop.

About the Facilitator

Elizabeth A. MosserAssociate Dean, Academic Operations, Harford Community College Elizabeth A. Mosser, an educational psychologist, completed her initial graduate work at The Ohio State University (OSU) where her research focus was on how students, particularly adolescents, can be better self-regulated. She then spent a great deal of time in the classroom at OSU, as well as at Columbus State Community College, and realized early on that her true passion is teaching. For several years, Ms. Mosser split her time between Harford Community College and Towson University, with some time also spent at Howard Community College. She joined the full-time faculty at Harford Community College in 2014. Ms. Mosser is an active proponent of the Universal Design for Learning approach to curriculum development and has facilitated many UDL-related workshops, conference presentations, and keynote addresses on the subject. Most recently, Ms. Mosser moved into the leadership role of Associate Dean for Academic Operations at Harford Community College, co-leading the Achieving the Dream movement on campus and helping to foster consistency and innovation across academic divisions.

Teaching is so often mired between two cultures: one driven by the rigors of a content-focused curriculum, and the other centered on academic freedom using imagination and originality. This dichotomy is best illustrated between the humanities, seen as lacking the rigor of the sciences and mathematics, and the sciences, seen as lacking the creativity of the humanities. However, teachers and students alike recognize that learning is considerably more gratifying when subjects weave together naturally, rather than to remain compartmentalized. During this workshop, participants learn to implement The Inspirational Six (The i6), six strategies to cultivate and inspire collaboration, creativity, and intellectual versatility to bridge a wide range of subjects and enhance the learning experience. The i6 provide positive, effective teaching methods and strategies focused on six fundamentals: Animate, Originate, Rejuvenate, Stimulate, Deus Ex Machina, and Tell the Story. Ultimately, The i6 help instructors rekindle exciting interdisciplinary connections and show students how academic subjects can work in tandem to provide the thoroughness and discipline necessary to attain the full creative potential of humanity.

By the end of this workshop, participants know or be able to:

  • “Animate” a subject matter by energizing and animating the topic through historical, contemporary, relevant, and unorthodox examples.
  • “Originate” how “old” ideas have modern impacts by demonstrating how original sources reveal emergent thinking from different disciplines.
  • “Rejuvenate” students’ enthusiasm for knowledge by helping them identify connections and examples between the sciences and the humanities.
  • Shift students from passive listeners to engaged participants by implementing “Stimulating” activities that inspire innate curiosity.
  • Use a “Deus Ex Machina” approach for creative and critical thinking skills to discover diverse, non-obvious, and unorthodox solutions to complex problems.
  • “Tell the Story” behind every fascinating idea and discovery in your course to humanize lessons and make course content relatable and relevant to the modern student.

Activities:

  • Participants develop and create a lesson using all of the i6 Strategies through different presentation modalities.
  • Participants understand the value of the i6 Strategies.

About the Facilitator

Stewart BarrPhilosophy, Humanities, and Linguistics, Pima Community College (retired) Stewart Barr’s unique “Mephistophelian” style of teaching attracted hundreds of students with the desire to not simply learn, but to think differently during his 35-plus years in higher education. He was faculty in and chair of the humanities, philosophy, religion, and speech departments at Pima Community College in Tucson, Arizona. He has been awarded Best of Pima, Outstanding Faculty, and Phi Theta Kappa Honor Society Faculty of the Year at Pima Community College. In 2006 he was invited to present at the Oxford Roundtable on Religion and the State. He is very active with NISOD, having presented at the organization’s annual conference as a Master Presenter, facilitates conversations for the Monthly Webinar Series, and recently co-authored an article published in Innovation Abstracts. He has also worked across the curricula to develop interdisciplinary courses, including Bio-Medical Ethics in Biology, Philosophy of Law for Business, and the Philosophical Foundations of Science for Physics. He has a B.A. in Philosophy with a minor in Comparative Religion, an M.A. in Oriental Studies with a minor in Linguistics, and a Ph.D. in Philosophy.  

Anthony PituccoPhysics, Mathematics, and Logic, Pima Community College (retired) Anthony (Tony) Pitucco is best known as the creative educator who injected comedy and playful, over-dramatized acting into his physics lectures at Pima Community College in Tucson, Arizona. Tony has been actively involved in higher education for over 40 years. He was faculty in and chair of the physics and astronomy departments at Pima Community College where he also taught mathematics, philosophy, and humanities. Tony holds several awards, including The Carnegie Foundation for the Advancement of Science Arizona Professor of the Year, The Dr. Wayne McGrath Outstanding Faculty Award, the Pima Community College Outstanding Faculty Award, and was selected by USA Today to receive the Teaching Excellence Award Top 50 Professors in the USA. Tony has also authored articles that have appeared in various academic journals such as Astrophysics and Space Science and The Physics Teacher, and has co-authored a children’s textbook titled, The Restaurant at the Beginning of the Universe. He is very active with NISOD, having presented at the organization’s annual conference as a Master Presenter, facilitates conversations for the Monthly Webinar Series, and recently co-authored an article published in Innovation Abstracts. In 2016, Tony was one of the selected faculty to establish and present Best Practices in Teaching Physics in China’s Shunde Province to their university faculty. Tony holds a B.S. in Physics, a M.Ed. in Philosophy and Foundations of Education, a M.S. in Mathematics, and a Ph.D. in Applied Mathematics in the area of mathematical physics.

While they are effective pedagogical tools, leading discussions can be frustrating. They can easily go awry, leading to uncomfortable silences, domination by a couple of speakers, superficial contributions, or off-topic remarks. This workshop reviews research-based principles for guiding classroom discussion and strategies for designing and facilitating classroom discussions that work to create an effective, positive learning experience. You’ll experience a variety of specific strategies first-hand, including those relevant to small classes, large classes, online courses, and a variety of disciplines. Plus, you’ll reflect on how to apply these strategies to your own classes. You’ll also learn what you can do to prevent the “common discussion pitfalls” listed above, along with what to do when they happen. You’ll also learn how to design discussions as a part of your course so they truly help students learn (and so you’ll know that they worked!).

During this workshop, you’ll experience these engaging discussion techniques first-hand. Expect a fast-paced, highly practical day!

By the end of this workshop, participants know or are able to:

  • Review and discuss 12 research-based principles to guide class discussion.
  • Experience a variety of discussion techniques that faculty can use to engage all students.
  • Explore strategies to prevent and respond to common discussion pitfalls.
  • Design discussions that lead to deep, meaningful, and measurable learning.

Activities:

  • Structured small group discussions and activities on 12 research-based principles on class discussion.
  • Discussion “mini-simulations” including framing and debriefing.
  • Designing a “discussion that works” for one of your classes.

About the Facilitator

Dr. Jennifer H. Herman has developed, facilitated, or overseen hundreds of research-based faculty development programs around teaching and scholarship. Jennifer’s presentations, workshops, and research focus on faculty development programs and Center development, course design, teaching strategies, learning theory, teaching for inclusive excellence, student learning outcomes assessment, and online education. Her publications include Creating Engaging Discussions: Strategies for “Avoiding Crickets” in Any Size Class and Online (Stylus, 2018; with L. Nilson). Jennifer teaches courses on teaching, assessment, learning theory, and curriculum development for the Health Professions Education CAGS and doctoral program. Jennifer holds a Ph.D. in Higher Education from the University at Buffalo and a M.A. in International Training and Education from American University.

Everybody is doing it: companies like Google provide professional development around mindfulness for their employees, professional athletes practice mindfulness, and even the military trains soldiers through mindfulness. A growing body of neuroscience and other research suggests that mindfulness also holds an array of benefits for higher education, including individual benefits (such as increased self-regulation, attention, and creativity) and communal benefits (such as the promise of more inclusive environments). When students are emotionally engaged in the classroom, they have a greater sense of belonging because content connects to their personal lives and academic pursuits. During this workshop, participants learn how to incorporate mindfulness into their classrooms to support student engagement and success.

By the end of this workshop, participants know or are able to:

  • Understand the “contemplative pedagogy” movement in higher education.
  • Identify practical strategies and a wealth of resources for implementing mindful practices.
  • Implement mindfulness in various classroom formats.
  • More fully support their students!

Activities:

  • Hands-on exercises involving practical strategies for implementing mindfulness practices in and out of the classroom.

About the Facilitator

Chelsea Biggerstaff, Coordinator, Faculty Development, Austin Community College After visiting classrooms in Japan, China, the United States, and the Navajo Nation during her undergraduate studies at Indiana University, Chelsea recognized a disparity in educational settings that was inexcusable. In response, she devoted two years to national service with AmeriCorps and later accepted a position at Skillpoint Alliance. As a Program Lead at Skillpoint Alliance, Chelsea coordinated the NEXT Intermediate Job Program and developed and facilitated professional development trainings and workshops in areas such as Leadership, Presentation Skills, Team Skills, Task and Time Management, Communication in the Workplace, and Creative Problem Solving. In addition, Chelsea coordinated several youth STEM programs where she planned teacher trainings with a focus on computer science in the classroom; natural sciences; making, tinkering and inventing; project-based learning; and rapid prototyping. Chelsea’s background in education and passion for closing the achievement gap drew her to Austin Community College where she uses her creativity, educational background, and positive spirit to inspire and learn from the college’s hardworking faculty.