Western Iowa Tech Community College Regional Workshops

Western Iowa Tech Community College is hosting two regional workshops on March 12, 2019. Both workshops take place at 10:00 AM – 3:00 PM CST. Please select a tab below to find out more information.  

Western Iowa Tech Community College Regional Workshop logoThe 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, you will know or be 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.


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.

Participants receive a Certificate of Attendance upon completing the workshop.

Workshop Facilitator

Erik Christensen photo

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.


Western Iowa Tech Community College
Cargill Auditorium D103 – Flipped Learning: Pathway to Student Success
4647 Stone Avenue
Sioux City, IA  51106

Register Today!

Western Iowa Tech Community College Regional Workshop logo

Designed for developmental instructors and faculty who teach “gatekeeper” courses, Capture My Heart, Educate My Soul is intended as a practical, participatory complement to the theories, attitudes, and strategies suggested in the manual of the same name. However, 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, caring attitude and atmosphere, and learners will bring their “A” games. This is not to say that their “A” game will be enough, but it is foundational. 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, you will know or be 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; and
  • 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.

Participants receive a Certificate of Attendance upon completing the workshop.

Workshop Facilitator

Pamela Tolbert-Bynum Rivers photo

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.


Western Iowa Tech Community College
Rocklin Conference Center B174 – Capture My Heart, Educate My Soul
4647 Stone Avenue
Sioux City, IA  51106

Register Today!


Registration Deadlines
Registration Type Early Registration (On or Before February 8, 2019)
Late Registration (After February 8, 2019)
Member $159 $209
Non Member $209 $259
Host College (Member) $129  $179

Preliminary Schedule

Tuesday, March 12, 2019
10:00 a.m. – 3:00 p.m. Workshop
12:00 – 1:00 p.m. Lunch Provided


Hampton Inn & Suites Sioux City South
5555 Sergeant Road
Sioux City, IA 51106
(712) 587-6984

Holiday Inn Sioux City
701 Gordon Drive
Sioux City, IA 51101
(712) 277-9400

Please contact Edward Leach at ed@nisod.org or (512) 232-1430 for additional information or to arrange to have a workshop brought to your college.

Workshops supplement NISOD’s offerings of professional development programs and resources, which culminate with NISOD’s Annual International Conference on Teaching and Leadership Excellence held every Memorial Day weekend in Austin, Texas. NISOD’s annual conference is noted as the premier convening of community and technical college faculty, administrators, and staff who strive for excellence in leadership, teaching, and learning. For more information about NISOD’s conference or to register, visit www.nisod.org/conference.