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NISOD schedules a series of year-round, high-quality, and thought-provoking webinars. Led by community and technical college leaders and other experts in the field, NISOD webinars enable faculty members to conveniently learn about best practices and cutting-edge research related to effective teaching. Each webinar, a free benefit for NISOD-member colleges, includes timely, learning-focused, and action-oriented objectives that will help faculty members improve their teaching techniques for online, hybrid, blended, and face-to-face courses. The combination of powerful expertise and interactive technology promises to bring new life to professional development on campuses around the world.

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Upcoming Webinars

NISOD Webinars are offered at no cost to individuals at NISOD member colleges. Individuals at non-member colleges can register for $49.00 (credit card payment only). In addition, a limited number of complimentary webinars are offered to non-members and are denoted as such under the webinar description.

Interested in a webinar below but can’t attend the live event? All NISOD webinars are recorded and posted to Webinar Archives (see above) for on-demand viewing after the live event. NISOD members have access to all NISOD webinars, while non-members only have access to complimentary webinars.

NEW: Beginning in summer 2022, NISOD will award Continuing Education Units (CEUs) to individuals who attend select NISOD Learning Experiences and score a minimum of 80% on a postlearning experience assessment. Read NISOD’s press release and learn more here. Upon completing the webinar and a post-webinar evaluation, participants can choose to earn a certificate of attendance or successfully pass the post-webinar learning assessment and earn CEUs in the form of a digital badge and certificate. CEU eligible webinars are indicated below. 

Attitudes and Biases as Barriers for Deaf Students

Deaf students face many challenges in achievement and advancement of their postsecondary goals. The National Deaf Center identified negative attitudes and biases as some of biggest barriers that directly affect deaf students. It is also important to note that deaf students with multiple identities, such as race, ethnicity, and additional disabilities may experience additional barriers, especially biases and attitudes. These attitudes and biases are pervasive across the education system and marginalize the experiences of deaf students. This webinar introduces how biases, attitudes, and social constructs impact educational attainment for deaf students. The webinar allows participants to examine how attitudes and biases result in barriers for deaf students, how preconceived expectations about deaf people’s identities and experiences can limit their education, and how we can take action to create impacts as individuals and as educators.

Learning Outcomes: 

  1. Identify one to two examples of negative impacts created by social constructs on the education and employment experiences of deaf people.
  2. Identify at least one example of how an individual’s privilege and bias can contribute to systematic oppression and serve as a barrier for deaf success.
  3. Identify opportunities to reduce/mitigate attitudinal and bias barriers within personal or professional practices.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Tia Ivanko is an educator passionate about addressing inequities in education for learners who are systemically marginalized, particularly deaf individuals. As the co-director and co-principal investigator at the National Deaf Center on postsecondary of NDC, she is committed to finding ways to increase organizational and professional capacity to aptly serve deaf individuals in postsecondary settings. Tia is also certified as an ADA coordinator (ADAC) and a nationally certified sign language interpreter (NIC). She leverages her knowledge of accessibility, professional practices in the interpreting field, and background in deaf education to her work at NDC. She draws upon her extensive professional expertise, community relationships, and personal interest in diversity, inclusion, and equity to promote NDC’s mission of #DeafSuccess.

Diego Guerra is the community engagement coordinator at the National Deaf Center on postsecondary outcomes (NDC). Diego is passionate about community engagement. As the coordinator, Diego is responsible for Engage for Change, a community model that brings people together to promote stronger networks within local communities, which leads to quality access, services, and resources for deaf individuals. Diego holds a bachelor’s degree in history from The University of Texas at Austin.

Monday, August 15, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Connecting Through Communications at a Distance

This webinar provides tools and techniques for communicating with students in digital environments. The presenters explore how to understand your students’ communication needs, the use of messages to facilitate supportive contact, essential communication tools, and how to make a distance relationship successful. The importance of tone and verbiage in emails; using real time communication aids (Zoom, FaceTime, etc.); communicating in a timely fashion; accuracy in instructional messages; respecting the student’s individuality; and using multiple communication tools to interact with students and present material are also considered. The focus of the webinar is on helping instructors facilitate meaningful connections with students using both verbal and written communication.

Learning Outcomes: 

  1. Identify the unique communication needs of students in a distance learning environment.
  2. Discuss the importance of communication in distance learning.
  3. Apply effective communication skills in distance environments.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Dr. Karen (Kary) Ledbetter is the dean for curriculum for William Howard Taft University and teaches in business and education graduate programs. She has master's degrees in education, information science, and business administration, doctorate’s degrees in educational leadership and business, and has elementary and secondary teaching credentials. Kary has worked with distance education programs since the mid-1970s as both an instructor and curriculum development specialist for college, high school, and elementary programs. Her goal is to provide quality educational support to her students and help others work effectively in distance environments.

Susan Tummers Stocum is a math professor at El Camino College in Torrance, CA. Prior to that she taught high school math for ten years. She has a master’s degree in math and has been teaching math for 21 years at the community college level. Susan also has a doctorate’s degree in educational leadership. She found her passion in preparing future teachers while working as a project manager for a large National Science Foundation grant that focused on teacher preparation and serving as a department chair at two different high schools. Her course load at the community college includes preparing future K-12 teachers and serving as the committee chair for the Math for Teachers program at the college.

Monday, August 22, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Investing: Getting Started, Keeping it Going, Cashing In

Note: This webinar is part of NISOD's Financial Literacy Series.

This seminar will outline several key components of smart investing, including how to break planning into manageable steps and how to identify and mitigate risk that can throw off financial and retirement goals.

Note: This webinar is not CEU eligible.

Glenn Kent works as a financial advisor with Ameriprise. He earned an associate degree while attending community college in Pennsylvania and continued his path in education, obtaining a PhD in psychology. In addition to financial advising, Glenn teaches at the community and state college levels in Virginia. With advanced education and training in psychology, Glenn appreciates the important role of emotions and behavior in successful financial planning and investing. Glenn is an exercise enthusiast and lives in the city of Roanoke with his wife and three children.

Tuesday, August 23, 2022

Pacific: 10:00 am - 11:00 am
Mountain: 11:00 am - 12:00 pm
Central: 12:00 pm - 1:00 pm
Eastern: 1:00 pm - 2:00 pm

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How to Engage the Unmotivated Learner

This webinar provides individuals with a wide range of strategies and techniques to help promote student engagement in the classroom and online. Strategies include ideas for relationship-building, personalization of learning, content connections, and technology integration. Presenters share personal experiences and success stories from their combined 35+ years of teaching at-risk, low-performing, and unmotivated students at the K-12 and collegiate levels. Individuals leave the webinar with multiple tools to add to their student-engagement toolkit that can immediately be applied in the classroom. This session is applicable to teachers and instructors at all levels and of all content areas.

Learning Outcomes: 

  1. List and describe at least two technology tools that can be implemented into the classroom to help promote engagement.
  2. Identify the importance of building relationships with students and creating a high-trust, low-stress environment.
  3. Name and use multiple strategies that promote student engagement and can be implemented immediately in a course.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Dr. Vanessa Zamzow is a high school mathematics instructor and adjunct professor at Metropolitan Community College and Park University in Kansas City, Missouri. This is her 16th year in education. Dr. Zamzow began her career teaching at the elementary level and then went on to teach high school and at the college level. In addition to teaching, she has also served as an administrator at the secondary level. Dr. Zamzow has extensive experience providing professional development and training in the areas of educational technology, effective instruction, and student engagement. She has presented at numerous local, state, and national conferences and was honored in 2014 as the recipient of her district’s Teacher of the Year Award. In the fall of 2017, Dr. Zamzow was selected as the KPRS Greater Kansas City Favorite Teacher recipient and in the spring of 2020, she published the NISOD Innovation Abstracts “Equity in Distance Learning,” and was also a NISOD Excellence Award recipient.

Mrs. Somer Stuhlsatz has been teaching for 21 years and has experience teaching at the elementary, middle school, and high school levels and currently teaches math at the secondary level. Mrs. Stuhlsatz has led professional development sessions in the area of student engagement at the local and state level and has been awarded her district’s Star Teaching Award. Living in Parkville, Missouri since 2001, she loves spending time outside with her husband and two boys and equally enjoys their time watching movies as a family. Somer is currently trying to come to terms with the fact that her oldest son will soon be graduating and leaving to pursue his own dreams in either biology or music education. Her youngest will be starting high school next year and she is looking forward to being in the same school as him for the next four years.

Thursday, September 15, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Implementing Student Experience Project (SEP) Strategies to Build Equitable Learning Environments

To ensure the success of every student who is pursuing their academic goals, the Student Experience Project (SEP) uses innovative, research-based practices to build equitable learning environments and instill a sense of belonging in students on campuses across the nation. Recommendations from the SEP include ideas to increase belonging, practices to foster academic encouragement and growth mindset, and ways to cultivate a supportive and inclusive classroom. Factors affecting the implementation of these practices may include instructor hesitancy, course size, time constraints, and diverse student populations. This webinar presents practices and ideas that have been successfully implemented in our biology course and are applicable to both face-to-face and online delivery. Implementation of free, data-driven Copilot-Ascend surveys are explained, along with data collected showing significant positive changes in self efficacy, identity safety, social belonging, and social connectedness across all survey participants in our courses.

Learning Outcomes: 

  1. Identify five strategies to increase social belonging and connectedness in the classroom.
  2. Identify two strategies to cultivate a supportive and inclusive classroom.
  3. Implement Copilot-Ascend surveys in the classroom to enable measurement of students’ experiences.
  4. Specify two takeaways to report back and share with colleagues.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Dr. Samantha Furr is a lecturer in the Department of Biological Sciences at UNC Charlotte. She is invested in improving undergraduate STEM education, increasing student involvement in research, and implementing student-centered and collaborative learning activities in her courses. In addition to her teaching and educational research, she is involved in science communication, community outreach, and novel scientific investigations in an immunology laboratory. She received her PhD in biology from UNC Charlotte in 2012, and her master’s degree in public health from the University of Virginia in 2013.

Tonya Bates is currently a senior lecturer in the Department of Biological Sciences at UNC Charlotte, invested in providing STEM education access. Recent endeavors include co-leading a faculty learning community on transforming STEM courses with evidence-based practices and implementing a course-based undergraduate research course.

Monday, September 26, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Integrating Student "Experience Points" for Classroom Management

Incorporating an experience points system into classrooms provides an opportunity for students to analyze their behaviors in ways that are specific to their current learning experiences. For educators, it alleviates some of the challenges involved in classroom management and the question of whether classroom management practices (such as attendance, participation, or late work) can or should impact students' grades in a course. In this webinar, participants explore the experience point approach to classroom management and discuss its benefits and challenges. Finally, participants are provided with three template activities to get started with the experience point approach to classroom management.

Learning Outcomes: 

  1. Increase knowledge of alternative classroom management approaches for handling students who struggle with college readiness skills such as time management, critical thinking, and self-motivation.
  2. Explore ways to implement these approaches in digital classrooms.
  3. Explore promising practices to develop activities to promote "thinking about thinking" with students in program/discipline specific applications.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Dr. Ashley Strong-Green has served as a humanities, English, and reading instructor with the Technical College System of Georgia (TCSG) from 2010-2020 before transitioning into the role of Distance Education Coordinator. In 2017, she received commendations from Georgia Governor Nathan Deal, the GA State House, and the GA Senate for teaching excellence and won the state title for the Rick Perkins Award for Excellence in Technical Instruction. Dr. Strong-Green has a B.A. in English from Paine College and an M.A. in literary and cultural studies from Carnegie Mellon University and a Ph.D. in higher education leadership from Mercer University. She has worked on a variety of projects including writing state standards for American literature, cofounding a study abroad program, and developing a course on the rhetoric of hip hop. Her research focuses on transfer students, international education, technical education, and gateway and learning support courses.

Monday, October 3, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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A Beginner's Guide to a College-wide OER Implementation

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

Learning Outcomes: 

  1. Describe how to develop a structure to support an OER implementation.
  2. Create a project plan with deliverables.
  3. Identify successes and lessons learned to improve implementation.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Deborah Bowles is the interim director of the Teaching and Learning Center at Prince George’s Community College. She has a B.S. in business administration with a concentration in marketing and communications and an M.S. in secondary education. Prior to coming to the college, Deborah worked as a senior consultant for an educational firm for 17 years, and before that, she taught high school social studies. In the fall of 2021, Deborah joined the education department part-time where she teaches Prince George’s County conditional teachers. Overall, Deborah has been in education for more than 25 years, and she is excited to share her knowledge and experience with you.

Michael Smith is the department chairman and associate professor of computer information systems at Prince George’s Community College in Largo, Maryland. Michael is also a consultant and academic with more than 20 years of education and experience working with community technology centers, non-profit organizations, and educational institutions. In addition, he has held the position of adjunct professor at Johns Hopkins University and The Graduate School. He served as the co-chair of the OER steering committee at Prince George's Community College where he helped to create the college-wide OER implementation. Michael has recently established the Center for Technology Access and Training, a nonprofit which focuses on addressing digital divide issues in developing communities.

Monday, October 10, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Student Reports as Effective Formative Assessment Tools

What if you could visually identify which chapter and Bloom’s taxonomy level your students were struggling with? What if you could use that information to clearly and visually show your students the areas of improvement? This webinar provides tools to help you transform your digital exam and quiz data into a very effective student report. This report not only improves student learning, but also provides a great tool for your own assessment.

Learning Outcomes: 

  1. Identify advanced methods for using data obtained from scantrons or quizzes embedded in most Learning Management Systems.
  2. Learn an effective quiz/exam report that students can use for reflection to improve their learning.
  3. Learn how to evaluate your own quizzes and exams to improve each question to more accurately and effectively assess student learning.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Daiju Hoshino is a biology instructor at Tarrant County College District. Daiju was born and lived in Japan until the end of high school. He received a bachelor’s degree and master’s degree in science from the University of Texas at Arlington. As a graduate teaching assistant, a student told him that he inspired him to seriously pursue science, leading to his final decision to be involved in education. He returned to Japan to work at Shonan Seminar, Inc., one of the leading education companies there with more than 300 schools throughout Kanagawa prefecture. He was promoted to the highest rank as an instructor. Later, he worked directly under the CEO to analyze the data collected from more than 20,000 students and provided strategies to improve students' learning. To further broaden his capacity to serve a community with education, he moved back to the United States to learn more about higher education and how education can change a community and a country.

Monday, November 7, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Addressing Time Management as an Emotional Management Tool in Student Success

This webinar introduces best practices for integrating guided emotional management tools into curriculum, classroom, and program development to assist students with time management as they transition into the higher education setting. Participants learn about using emotional management tools including low entry barriers, habit stacking, and tangible time management tools like planners to increase student success through behavioral planning.

Learning Outcomes: 

  1. Learn about traditional time management tools.
  2. Learn about emotional management in time management.
  3. Identify behavioral plans and tools to increase the effectiveness of time management tools.
  4. Develop time management plans for students using new emotional management tools and coaching approaches.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

For ten years Laura Elaine Payne, M.Ed., has been a passionate advocate for access to affordable and equitable higher education in Texas. She currently serves as a student success coach for dual credit programs at Dallas College, working with dual credit and early-college high school programs to achieve higher retention and success rates. Ms. Payne has been working with Dallas College since 2015 as a success coach, advisor, program coordinator, and adjunct professor. She also brings experience and expertise from previous positions with Alamo Colleges, Angelo State University, Coastal Bend College, and the University of Texas at Dallas throughout her career in higher education. She holds a B.A. in political science and sociology from Texas A&M in College Station and a M.A. in education in student development and leadership with a certificate in academic advising from Angelo State University. During her tenure in high education, Ms. Payne has held membership with several professional organizations including, NACADA and TEXAAN.

Thursday, November 17, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Why Should I Network When I Already Have a Job?

Networking has a bad rap, and many faculty miss vital professional growth and mentoring opportunities as a result. In this webinar, the presenter shares a more accurate and beneficial view of networking, shows why faculty and staff should engage in networking opportunities, and briefly explains approaches and tools to foster connections in a travel-limited and isolated world. Participants leave with a practical plan for making connections while benefiting themselves and others. The presenter discusses techniques for fostering genuine conversations in any setting that will be satisfying to you as well as to the people with whom you interact. He also details the use of LinkedIn as the primary professional networking channel for academics, whether professors, administrators, or staff.

Learning Outcomes: 

  1. Reduce or eliminate your reluctance to approach colleagues that you do not already know.
  2. Identify the most effective attitudes and approaches to networking for academics.
  3. Set up or improve a professional LinkedIn profile that will foster connections with other professionals.
  4. Identify mutually profitable connections.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Donnell King is associate professor of communication studies at Pellissippi State Community College in Knoxville, Tennessee, and a pastor in the United Methodist Church, as well as a speaker, writer, and communications coach. He works with professionals and leaders who want to speak confidently so they can increase their impact, gain influence, and build their careers. He has spoken to live audiences, churches, and radio audiences across the United States and has written numerous newspaper, magazine, and blog articles, as well as co-authored a textbook on public speaking.

Thursday, December 1, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Creating Inclusive Virtual Learning Environments for Deaf Students

The pandemic brought about a mandatory shift to online and virtual activities. Many entities were not prepared, nor did they have experience providing quality and equitable access services. The learning curve was steep for many. When teaching online, instructors have an important role in supporting and ensuring the success of students—especially deaf students. There are many factors that should be taken into consideration to ensure that deaf students have an equitable experience with their classmates. This webinar offers tips to take into consideration when designing online courses and virtual campus activities. Participants learn how to integrate accommodations into virtual learning environments as well as inclusive student engagement practices to help reduce or remove barriers. There is no one-size-fits-all solution for every situation, yet quality assurance measures need to be in place to ensure that all students can access information equally with their peers. Accommodations are only part of creating an accessible virtual engagement. The National Deaf Center also shares general strategies for hosting effective online engagement that can be integrated with advance planning.

Learning Outcomes: 

  1. Describe at least two features of accessible virtual learning environments.
  2. Construct at least one learning activity that increases deaf students’ ability to engage and interact equitably with peers and faculty.
  3. Formulate two to three universal design or inclusive practices for creating equitable learning opportunities for all students.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Lore Kinast (she/her), is the director of strategic support at the National Deaf Center on Postsecondary Outcomes. She has more than 25 years of experience addressing accessibility barriers that deaf students face in higher education settings through collaborations with stakeholders, designing accessible opportunities, and implementing systemic benchmarks. She also coordinated interpreting, captioning, and accommodations for deaf college students. Lauren received her Ed.D in higher education administration from Texas Tech University.

Stephanie Zito (she/her), MS, NIC, is the lead technical assistance specialist at the National Deaf Center on Postsecondary Outcomes. She has been a certified sign language interpreter and trained C-Print captionist for over ten years. After studying interpreting at the University of Wisconsin-Milwaukee, she went on to pursue her master's degree in nonprofit management and leadership. Zito has also devoted much of her free time volunteering and consulting with local, state, and national nonprofit organizations.

Thursday, December 8, 2022

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Embracing the Issues of a Typical Student to Create a Welcoming Classroom

This webinar is aimed at understanding the issues that students face in a peri-post pandemic period. The facilitator works toward laying down a foundation of terms and topics aimed at assisting educators at all levels to create a welcoming and safe classroom for students to help promote attendance, learning, and self-awareness. Attendees are asked to provide their own experiences to assist the presenter in providing relevant information. The presenter provides a list of ways in which the attendees can create a safe space and where or how they can intervene in difficult situations.

Learning Outcomes: 

  1. Understand and define mental health and mental illness.
  2. Learn how to establish a safe-space classroom.
  3. Understand what a crisis is and who can develop crises.
  4. Learn how educators can help students dealing with mental health, mental illness, or crises.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Christian Salas, LMSW, is an assistant professor of social work at El Paso Community College (EPCC) and an adjunct faculty member at The University of Texas at El Paso (UTEP). After completing his BSW and MSW, both at UTEP, Mr. Salas was a psychotherapist treating mental health and substance use disorders in Southern New Mexico and El Paso. He has worked with children, adolescents, adults, the elderly, and the US Probation Office treating individuals awaiting sentencing or coming out of federal prison. In addition to academia, Mr. Salas enjoys staying involved with his community and helping his fellow social workers by being part of various boards and committees. He is currently the region ten board representative for NASW-TX, chair of the UTEP Social Work Advisory Council, and parliamentarian for the Family Services of El Paso Board of Directors. At EPCC, Mr. Salas is the chair of the Mental Health Committee which is tasked with bringing awareness to and ensuring the mental health of faculty, staff, and students in the EPCC District. He also serves as the advisor for the EPCC Social Work Club and EPCC Texas Rise Chapter. Mr. Salas is a native El Pasoan with Mexican roots. He is bilingual in Spanish and English. He is a husband and proud father of two handsome boys, ages ten and one. His dream is to ensure that his beloved city has the accessible services and resources that is desperately needs.

Thursday, January 12, 2023

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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First, Do No Harm: Equitable Grading Practices That Support Mastery

Our traditional systems of grading tend to reward behavior rather than knowledge, to be demotivating, and to demand that instructors perform endless workarounds to improve student outcomes. In this webinar, the presenters introduce an approach to grading that aims to equitably assess student learning and motivate student persistence. Presenters share details on grading strategies, preliminary results, and learning from implementation. They also provide a sample alternative assessment tool.

Learning Outcomes: 

  1. Identify how the traditional system of grading produces and reinforces inequities.
  2. Explain how alternative grading models are more equitable.
  3. Compare tools and strategies to apply a more equitable grading approach in the classroom.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Dan Ray is the director of network relations for Carnegie Math Pathways and a WestEd senior research associate. In this role, Dan provides improvement science and analytics support to the Pathways’ faculty professional development structures and activities, including leading the continuous improvement of the faculty support program for new Pathways faculty.

Earle Crosswait is an academic specialist in mathematics at Saginaw Chippewa Tribal College, a small school with an average enrollment of 150 students, which has unique benefits and challenges. He earned his B.A. in mathematics from Central Michigan University in 2010, graduating Summa Cum Laude at the age of 41. He earned his M.A. in mathematics from Central Michigan University in 2013. After serving as an adjunct instructor for Mid Michigan College in Harrison and Northwood University in Midland, he joined Saginaw Chippewa Tribal College in 2015. Earle teaches developmental math using Quantway Core and introduction to statistics using Statway. His current projects revolve around developing equitable grading practices that promote persistence, reduce the impact of a teacher’s implicit bias, and provide an accurate and meaningful measurement of a student’s mastery of the course learning outcomes.

Thursday, January 19, 2023

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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LGBTQ+ Allyship in the Classroom

This webinar discusses the LGBTQ+ community and how you can be an LGBTQ+ ally on your campus and in your classroom. Learn about the community and how to develop safe spaces for students who identify as LGBTQ+. The webinar includes information sharing, prompts for personal and professional reflection, and more to help participants become more informed and effective allies.

Learning Outcomes: 

  1. Reflect on personal and professional experiences with the LGBTQ+ community.
  2. Describe the LGBTQ+ community and understand how to develop safe spaces for students who identify as LGBTQ+.
  3. Identify effective strategies to demonstrate allyship towards the LGBTQ+ community.

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Angela Fry, MSW, LISW-S, is an associate professor of social work and human services at Columbus State Community College. Angela graduated from The Ohio State University with a BSSW and MSW. She has worked at several agencies in Columbus, Ohio. The bulk of Angela’s work has focused on trauma and abuse. Angela’s first job out of school was at CHOICES, a domestic violence agency in Columbus as a case manager for the women staying at the shelter. Angela then worked at Catholic Social Services for ten years in a variety of capacities: As a home-based clinician working with families involved with child protective services; as an individual, couples’, and group counseling clinician; and finally, as the clinical supervisor. After ten years, Angela ventured out and worked for a period with children who had been sexually abused, as well as in the foster care arena. Eventually, landing back at the original point, she went back to CHOICES in the role of clinical supervisor for several years.

Jorie Schwartz, LISW-S, is a licensed social worker and associate professor of social work and human services at Columbus State Community College. She is a graduate of the MSW program at The Ohio State University and has worked primarily in the areas of community mental health and school-based prevention. She worked as a field coordinator for the College of Social Work at OSU. “I have had the opportunity to teach and advise many of the students in our program at Columbus State. My favorite part of the job is seeing those light bulb moments, especially when they discover a passion for the field. My students amaze me in their willingness to push themselves, especially in practicum. I love working with students who are an active part of their own learning.”

Monday, February 13, 2023

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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Thinkers, Feelers, Introverts, Extraverts: Understanding and Communicating Better With Your Students

The diversity of students today requires individualized approaches to communication. Using examples from their own classes, the facilitators help others understand and communicate better with their students. The challenges that may have occurred in the past, and strategies available to overcome them, are discussed. There are no personality types that are better or worse, healthier or frailer. Each type has its own inherent strengths and potential weaknesses.

Learning Outcomes: 

  1. TBD
  2. TBD
  3. TBD

CEUs: 0.1 CEUs (1 hour)

Note: This webinar is CEU eligible. To earn CEUs for this webinar, participants must take and successfully pass a learning assessment with a score of 80% or higher upon conclusion of the webinar.

Samra Culum teaches in the education department at the College of Southern Idaho. She’s worked in the field of education since 2009 and is actively involved in her local community. Originally from Bosnia and Herzegovina, Culum studied education and history at the College of Southern Idaho and Idaho State University. Her graduate studies are in organizational leadership, and she recently attained her doctoral degree from Idaho State University. Her research is in the educational mobility of highly skilled refugees. She is married to her husband, Brandon, who is a wildland firefighter. They spend much of their time enjoying the great recreational opportunities Idaho has to offer.

Bethany White is a learner and teacher, working in support of teachers and learners! She graduated from the University of Georgia's M.Ed. program in instructional technology and Brigham Young University's history education program. As a learning designer, she loves being able to team up with faculty to improve student outcomes at the College of Southern Idaho. Bethany champions student-centered and outcome-focused course design, guides media and technologies, collaborates with faculty for professional development, and tries to never stop learning. She is also a mom chasing kids, dogs, and cows on her small rural acreage and plans a trip to her happy place, Idaho's Sawtooth Mountains, whenever she gets the chance.

Scott Rogers is a a professor at the College of Southern Idaho (CSI) in the liberal arts department. He has been a full-time professor for 13 years. Before that he was the director of recreation at the college for six years. He also ran the CSI Challenge Course, the largest ropes course on a college campus in the world. He works to provide team building and experiential education to students, businesses, and other groups/organizations. He helped to pioneer hybrid courses using Zoom and Canvas before the pandemic, and has helped train other professors and teachers to create interactive and engaging lessons for fully online and hybrid courses. Teaching wasn't his first career path, but it has come to be his passion. He has been married for 20 years to his wife, who is also an educator, and they have four amazing children.

Thursday, February 23, 2023

Pacific: 11:00 am - 12:00 pm
Mountain: 12:00 pm - 1:00 pm
Central: 1:00 pm - 2:00 pm
Eastern: 2:00 pm - 3:00 pm

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