Upcoming Webinars

Trauma-Informed Teaching and Learning: How Do We Help Our Students Recognize and Mitigate the Impact of Stress and Traumatic Experiences

In times of uncertainty, we look to our leaders–at home, at school, and at work–for guidance and reassurance. Students, particularly underprivileged students, look to their instructors for this kind of reassurance and comfort. How can we ease student anxiety while we ourselves feel anxious, overwhelmed, and unsure about the future? How do we provide a sanctuary that allows students to continue learning and growing?

This webinar is designed for educators interested in the principles of trauma-informed teaching and learning practices. Participants explore strategies they can use to help their students continue learning in the midst of a pandemic.

Learning Outcomes:

By the end of this session, participants will learn:

  • The physiological impact of traumatic experiences. 
  • The impact of trauma on the brain and learning. 
  • Strategies to mitigate this impact and improve student learning.

Mays Imad is the founding coordinator of the Teaching and Learning Center at Pima Community College, where she also teaches pathophysiology and biomedical ethics. She received her undergraduate training in Philosophy from the University of Michigan and her graduate training in Cellular and Clinical Neurobiology from Wayne State University. Imad’s current research focuses on stress, self-awareness, advocacy, classroom community, and how these topics relate to cognition, metacognition, and student learning.

Thursday, May 28, 2020

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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Five Simple Ways to Improve Engagement in College Success Courses for Better Outcomes

In October 2018, EdSurge released the research study "Measuring Up: How Community Colleges Define, Measure and Support Student Success." This study revealed important trends in student success initiatives, current practices for institutional analytics, and early indicators of student success at community colleges in the United States. This interactive webinar presents highlights from the study alongside five easy-to-implement methods that can be incorporated in college success courses to encourage and evaluate student engagement for better learning outcomes.

Learning Outcomes:

  • Gain access to easy and affordable analytics tools that boost student engagement.
  • Learn how to perform tasks such as tracking attendance and gauging students' conceptual understanding on mobile devices.
  • Explore how to apply these tools to the college success classroom.

Vance Gray is the Dean of social sciences at Atlanta Metropolitan State College and an instructor of political science at Spelman College. Dr. Gray directs the First Year Experience Program at Atlanta Metropolitan and is the USG point of Contact for the Momentum Year and Gateways to Completion efforts. He participated in the intelligence community program with the Office of the Director of National Intelligence’s Center for Excellence in National Security Studies in 2010, and the 2015 and 2018 Council on Foreign Relations Educators Workshops. Prior to his work in political science, Dr. Gray worked in corporate business, consumer products, global brand management, and nonprofit administration. He holds degrees in English literature from the University of Washington, Seattle, and an MBA and PhD from Clark Atlanta University.

Thursday, June 18, 2020

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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Increasing Equity in STEM and Career Technical Education with Open Educational Resources

With the cost of college steadily increasing, many students struggle to afford the materials necessary for success in their courses. River Parishes Community College faculty Dr. Esperanza Zenon is tackling this issue by using and promoting open education resources (OER). This presentation will focus on using OER in STEM and career and technical courses to promote equity and reduce costs for students. Resources, tools, and processes used to evaluate, adopt, and adapt the OER materials used in STEM and CTE courses will be discussed.

Learning Outcomes:
1. Access OER resources that can be used in STEM and CTE courses.
2. Identify at least two resources that can be used in your course.
3. Connect the use of OER resources to increasing equity, diversity, and inclusion.

Dr. Esperanza Zenon is an Associate Professor of Physical Science at River Parishes Community College (RPCC). She is the current Division Coordinator for Math and Natural Sciences at RPCC. She serves as the Chair of the RPCC EESTEM II Grant Project Committee, which engages in action research that improves teaching and learning in RPCC’s STEM and technical classes. She is also a member of the RPCC Online Course Review Committee, which establishes standards and practices for all online classes at RPCC. Dr. Zenon is very passionate about STEM equity and serves on the Executive, Membership, and Strategic Planning Committees for the National Alliance for Partnerships in Equity (NAPE), a consortium of state and local agencies, corporations, and national organizations which work to build educators’ capacity to implement effective solutions for increasing student access, educational equity, and workforce diversity. Dr. Zenon has a Master of Arts degree in Physics from Wayne State University, and a Ph.D. in Science/Mathematics Education from Southern University.

Thursday, July 16, 2020

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

Register Now