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Thursday - Pre-Conference Workshops

8:45-4:45  Pre-Conference Workshops (check in begins at 7:30)

Choose from three engaging Pre-Conference Workshops.  All pre-conference workshops have three things in common: 1) Schedule: 8:45 to 4:45 on April 8, 2010, with lunch provided from 12:00 to 1:30 , 2) Location: North Raleigh Hilton Hotel (conference hotel), and 3) Limited Enrollment: Please register early to get the session of your choice.

SESSION 1: The One-Day On Course Workshop

If you're new to On Course, this full-day workshop will provide a foundation to help you get even greater value from your experience at the On Course National Conference. If you've already attended the On Course I Workshop (and even the On Course II Workshop), you'll get a great review of On Course Principles and a whole new batch of empowering learner-centered strategies to add to your tool box.  Interested in innovations that promote active, responsible learning across student success courses, all academic disciplines, and student services? Then this is the session for you! Led by a certified On Course Facilitator, this is the same one-day On Course Workshop presented on college and university campuses across North America! To see a detailed agenda for this pre-conference workshop, click HERE (and scroll down until you come to the One-Day Workshop).  

SESSION 2: The Great Teachers of On Course Seminar 

Designed for educators with previous experience using On Course strategies, this special session, modeled on the Great Teachers Seminar, is designed to: celebrate good teaching; guide educators to look beyond their own discipline for effective best practices; promote an attitude of introspection and self-appraisal; develop realistic, creative, learner-centered and empowering approaches to instructional challenges; stimulate the exchange of information and ideas among educators who have been using On Course strategies with their students (and themselves!). Participants will share successes and challenges, develop focused topic sessions, brainstorm innovative solutions and reflect on their discoveries. This seminar will be lead by Dana Murphy, Chair for Learning Acceleration at National Park Community College (AR). For the past seven years she has directed and trained faculty for the college's Freshman Year Experience Program, which uses the On Course text, and since 2001, she has been a facilitator for the Arkansas Great Teachers Seminar. This seminar session will be guided by both the eight On Course principles for empowering students and the four premises of the Great Teachers Seminar: 

SESSION 3: The On Course Leadership Seminar

Management is doing things right; leadership is doing the right things. -–Peter Drucker and Warren Bennis

This seminar offers participants the opportunity to identify and enhance campus leadership skills. It is designed to support your efforts to develop and implement campus programs/practices that will significantly increase student success.  If you’ve been using On Course with your students, and have been taking a greater leadership role on your campus (or have the desire to do so), you’ll have the opportunity to share and assess best practices in campus leadership; learn new strategies for the design of On Course student success programs; identify and address leadership challenges; clarify goals, intentions and values; become more effective at getting things done; and brainstorm and share solutions to student success and retention challenges. Participants will examine and experience recent innovations in communication strategies, change management, principle-based and service leadership, student leadership, and other powerful leadership tools and practices that promote institutional and individual change and effectiveness. This workshop will be led by Jonathan Brennan, a certified On Course facilitator. Dr. Brennan (Ph.D, Ed.D), faculty at Mission College, CA, and chair of the On Course National Conference for four years, has researched and published on strategies in educational leadership and change.

5:00-8:00   Early Conference Check-In (for everyone)

                   Location: TBA-See Hotel Message Board

6:00-9:00   On Course Ambassadors' Dinner (by reservation only) 

                        Location: TBA-See Hotel Message Board...We'll begin promptly at 6:00.

Please note: All Sessions and Times below are subject to change.

Friday - Conference Day 1

7:00-8:15  Conference Check-In & Hot Breakfast Buffet (Hosted)

8:15-9:45   Session #1:  Opening Session (90 Minutes)

10:00-11:00   Session #2 Breakout Sessions  (60 Minutes)

Session 2A:  Engaged Learning Strategies:

Presenters:  Kris Bransford, Faculty, Psychology; Angie Nippert, Faculty, Kinesiology and Health Sciences; Karen Moroz, Faculty, Teacher Education, Concordia University, MN

Summary:  Many college students now expect to be actively involved in their classrooms, but as instructors we sometimes lack the expertise to plan activities which are not just active, but also effective learning experiences.  In this session, three presenters representing varied disciplines will model engaged-learning strategies with participants to illustrate how these strategies can serve as powerful formative assessment tools for students and instructors.  The presenters will also facilitate reflection activities to allow instructors from any discipline to find specific ways each strategy can be effectively used within their classrooms.

 

Session 2B: Creating A Culture of Responsibility: Workshop for Frontline Staff

Presenters:  Robin Middleton, Counselor, Faculty; Kaye Young, Coordinator, Student Learning Center, Jamestown Community College, NY

Summary:  Front line staff members (in the counseling, admissions or financial aid office, for example) deal with students at important junctures in their college experience, offering yet another opportunity to help students make Wise Choices. What can we do to ensure that this experience is one that leaves a positive impression on students?  This workshop will provide you with a sampling of staff training designed to help front line staff become an important part of creating a culture of responsibility.  This session is for anyone who is interested in helping front line staff become role models and helpful guides for students who are navigating the uncertain waters of higher education. You’ll leave with at least three ideas that you can use to implement a training session for your staff.

 

Session 2C:  Reading Strategies for Academic and Applied Fields

Presenter:  Dawn Lee, Faculty, English, Charleston Southern University, SC

Summary:  Students, even those who like to read, often don’t have much ”reading savvy;” they don’t seem to understand that all written material is not read the same way. In this session, the presenter will share strategies to help students develop the “reading savvy” they need to succeed in higher education.  Participants will experience “take-home” strategies for effectively reading textbooks in the historically difficult disciplines of science, mathematics, history, and applied technical fields.

 

Session 2D:  Reflection as an Integral Part of Teaching

Presenter:  Shelley Fandel, Faculty, Education, Abraham Baldwin Agricultural College, GA

Summary:  Many classrooms demonstrate a lack of attention to preferred learning styles, and thus create obstacles to positive student learning outcomes.  Effective professors are willing to learn new pedagogical techniques and adapt to students’ learning styles.  But, how do professors know that new techniques are meeting their students’ needs? This presentation will explain why and how reflective teaching practices should be incorporated into the classroom. The presenter will explain how she uses reflection and provide evidence that it has increased student achievement in the presenter’s classroom. Furthermore, the session will focus on the topic of assessing lessons and course outcomes, skills useful for educators across disciplines.

 

Session 2E:  Moving or Moping? Mindset for Success

Presenter:  Cindy Puckett, Faculty, Sociology/Success Skills for College & Life, Brevard Community College, FL

Summary:  Students lacking a mindset for success struggle to achieve their goals.  What do self-responsibility, victim/creator language, inner critic/defender/guide, “stinkin' thinkin'” and scripts have in common?  Yes, they are integral parts of the On Course Principles.  In addition, though, a second answer is "mindset."  These On Course principles embody the growth mindset that is critical to success.  In this session, we will explore Dr. Carol Dweck's focus on mindset as a learned skill and consider the role of mindset as it relates to On Course topics. Come and discover ways to help your students develop the success mindset.

 

Session 2F: On Course with Peer Mentors

Presenters:  Wendy Cole, Assistant Dean of Academic Life; Katerina Pocherstnik, Presidential Assistant; Meghan Wilson, Head Tutor, Muhlenberg College, PA

Summary:  Well trained peer mentors can build academic community, fostering student interdependence and better self-awareness.  This session will demonstrate, with participant interaction, how student leaders can apply the content and objectives of On Course to their work with mentee students on campus using email, texting, YouTube, blogging, podcasts, and faculty support. Faculty and staff who train peer leaders, or who use them in their courses, will find this session engaging and resourceful. Participants will leave with materials and outlines for their own campus training session.

 

Session 2G: Using Digital Storytelling in a Student Success Course
Presenters: Jenny Briney, Director of Adult and Developmental Education; Dan Callihan, Student Success Coach, Spoon River College, IL
Summary: Want to bump up your students’ self-esteem, confidence, and skills while at the same time teaching them responsibility, reflection, and how to be an active learner? In this session you will learn how the presenters used a Digital Storytelling project in their Student Success Course to do just that! Participants will receive detailed information for implementing and assessing the assignment, and experience how the project supports the principles of On Course. Sample student projects and student reactions to the assignment will be shared as well. Student Success faculty, English, communications or computer applications faculty or anyone wishing to enhance student learning through an engaging, interactive, thought-provoking project will benefit from this session.

11:00-11:15   Beverage Break  

11:15-12:15   Session #3 Breakout Sessions  (60 Minutes)

Session 3A:  Enhancing Tutoring Services: Blueprint for Success

Presenters:  Carol Burbage, Supervisor; Christina LaValle, Instructional Associate and Tutor Trainer, Math/Science Center, Montgomery College, MD

Summary:  Tutoring programs may not always deliver what they promise.  A thoughtful structure for a tutor program not only strengthens the outcomes but also provides a means for continuous program improvement. Come to this session for a lively discussion of the components and benefits of a well-structured tutoring program. As leaders of a program certified by the College Reading and Learning Association (CRLA) since 2003, the presenters will provide a forum for attendees to create their own “blueprint for success.”  [Note: Participants may want to continue with the hands-on Session 4E: Active Training for Tutors.]

 

Session 3B:  The Dive Deep: Make Whole Brain Learning Come Alive in Your World! 

Presenter:  Ann Herrmann-Nehdi, CEO, Herrmann International

Summary: Go in-depth to start solving your biggest program/course challenges and issues. In this follow-on session to Ann's keynote, you will learn more about how you can use current knowledge of the brain to specifically improve your program or course. Additional research, tools, and hands-on approaches will be explored, and Ann will share her knowledge and examples to get you started on your application. In this interactive and participatory session, you will:

    A) Evaluate your current learning programs/courses for needed improvements and gaps

    B) Apply the tools provided to your specific learning situation

    C) Develop a practical action plan that you can immediately put to work 

 

Session 3C: Building Community for Immigrant Students
Presenter: Marlene Cohen, Coordinator, International Education Center, Prince George's Community College, MD
Summary: How do we help immigrant and refugee students maneuver through higher education at our schools? In this session, the presenter will lead a discussion on the issues and data on immigrant students at US colleges, and provide a look at the ways in which the International Education Center at Prince George's Community College coordinates support for their students. She will also share strategies being used to track students and their retention at the college. Examples of both student experiences and community actions will be included, and an opportunity for those in attendance to share their best practices will also be provided. Anyone who works with a diverse student population can gain insights and take home new ideas from this session. 

 

Session 3D:  Confusion to Commitment: Empowering Students with the Wise Choice Process

Presenter:  Lea Beth Lewis, Assistant Dean, Student Affairs, Cal State Fullerton, CA

Summary:  Students sometimes come to us asking us to solve whatever dilemmas they are facing. Rather than give them a couple of suggestions, or tell them about available resources, why not empower them with the Wise Choice Process? The Wise Choice Process is a powerful tool to help students reflect upon their past choices and results and the choices they could make to create a different experience. This process can be utilized in a counseling session, or as a format for a probation or student success workshop. Attendees will be asked to contribute their positive experiences in using the WCP, and the presenter will provide survey data from a recent probation workshop where the WCP was integral to the process.

 

Session 3E:  A Developmental Learning Community: Choices Beyond the Classroom

Presenters:  Kerry L. Frabizio, Faculty, English; Lisa Troy, Faculty, Mathematics, Warren County Community College, NJ

Summary:  Students who place into both developmental English and math often struggle with the transition from high school to college and with the demands and rigors of additional credit-level coursework while completing their developmental requirements.  Forming a learning community where students participate in all of their courses as a cohort creates student engagement, develops critical thinking skills, and provides concrete examples of the application of developmental skills into credit-level coursework.  In this session, presenters will lead learning activities used with students in the learning community and share evidence of the positive outcomes of their project, including increased student success and retention, and enhanced interdependence through peer collaboration and support.  Faculty, student support staff, and retention specialists will benefit from attending this session.

 

Session 3F:  On Course Journaling: You Can Do It!

Presenter:  Gail Janecka, Counselor, Faculty, Student Success, The Victoria College, TX

Summary:  Some student success instructors appreciate the value of guided journaling, but are reluctant to implement journaling because of concern over that daunting task of providing feedback.  In this session, participants will experience strategies to generate student confidence and interest in meaningful journal writing, examine samples of student feedback about the journaling process and explore effective techniques for providing instructor feedback.  Current and potential student success instructors will be empowered by this session to expand their use of journaling in exploring the On Course principles.

 

   

Session 4A (also continuing through 5A/6A):  Formation Sessions

Presenters:  Frank Conner, Faculty, Psychology; Judith Jankowski, Faculty, Psychology, Grand Rapids Community College, MI

Summary:  Just like their students, educators need empowerment and awareness strategies to become more effective in their profession.  In this extended special session, offered across Sessions Four, Five and Six, participants will experience Parker Palmer’s model of Educator Formation. Formation offers a safe space to pose questions, seek answers, examine motives, and explore new ideas about teaching and learning in today's world. . .about a vocation that has experienced extraordinary change. . . and the strength of your commitment. The basic premise of this session is, “We teach who we are” and that good teaching does not come from technique but from the identity and integrity of the teacher. Formation retreats are designed as a place for the renewal of mind, heart and spirit of the teacher.

 

Session 4B:  “Well, It Worked for Me…”

Presenter:  Deb Poese, Director, School of Education, Faculty, Mathematics, Montgomery College, MD

Summary:  Math and science faculty often come into the teaching field with great expertise in our subject areas but also with what researchers call "expert blind spots" regarding the pathways we followed to that level of understanding.   Gain some added insight into the science of learning, experience some activities that will put you in your student's shoes, and take home new strategies for creating a variety of learning pathways for the students in YOUR classroom.

 

Session 4C: "The Eyes Have It" – Deciphering Non-Verbal Communication

Presenters:  Mary (Aggie) Harrell-Sparks; Fabian Drain, Faculty, Counseling, Montgomery College, MD

Summary:  Educators may remain unaware of student challenges because struggling students sometimes avoid verbalizing the difficulties they experience, but students often provide non-verbal cues that can speak volumes if recognized.  Mindful and effective communication can provide us with tools to help students (and others) get back “on course.”  Using non-verbal communication and methods of neurolinguistic programming, participants in this session will learn how to “read” each other’s non-verbal communication. Counselors and advisors may be especially interested in this content, but improving communication is of high value to all.

 

Session 4D:  Empowering Student Interdependence through Semester-Long Small Groups

Presenter:  Jo Anne Cripe, Faculty, Life Management & Child Development, Butte Community College, CA

Summary:  Though support may be available, many students face challenges in asking for help.  Come learn how building semester-long small groups in your classes will help students learn Interdependence: “building mutually supportive relationships that help them achieve their goals and dreams, while helping others to do the same.” Hear research supporting teacher-determined small group make-up, experience strategies for “forming/norming/performing” dynamics, and discuss relational and student success outcomes associated with participation in permanent small groups.

 

Session 4E:  Active Training for Tutors

Presenters:  Christina LaValle, Instructional Associate and Tutor Trainer; Carol Burbage, Supervisor, Math/Science Center, Montgomery College, MD

Summary: Student tutors don’t always attend or benefit from tutor training.  Tutor training at Montgomery College’s Math/Science Center was designed with the objective of presenting training in a way that was informative, practical, memorable, and fun. Come experience ways to use active learning strategies to deliver tutor training to faculty, staff, and student tutors.  Participants will engage in several training activities which can be incorporated into their own tutor training programs, as well as gain additional useful resources.  The strategies can be adapted to the classroom and a variety of training environments.

 

Session 4F:  Culturally Responsive Teaching: Staying On Course in a Diverse Classroom
Presenter:  Eileen Zamora, Faculty, English & Learning Skills, Southwestern College, CA
Summary:  Colleges and universities have more learners than ever before whose perceptions and ways of creating meaning vary from one to another and from the instructor. Are there ways in which culturally diverse students learn well together that are relevant and engaging?  In this interactive session, come explore the relationship between culture and the motivation to learn. Identify foundational conditions for intrinsically motivated learning. Discover instructional strategies for sustaining the integrity of each learner in your classroom as s/he moves toward educational success. Join participants from across disciplines to engage in this dialogue about what it means to be a culturally responsive educator.

 

 

Session 5A (also 4A/6A):  Formation Sessions

Presenters:  Frank Conner, Faculty, Psychology; Judith Jankowski, Faculty, Psychology, Grand Rapids Community College, MI

Summary: [Continuation of Session 4A]

 

Session 5B:  Peers Help Peers Manage Emotions and Ambiguity

Presenters:  Monica Cocca, Tutorial Coordinator; Evan McLaughlin, Head Tutor; Nicole Montambault, Head Tutor, Muhlenberg College, PA

Summary:  Many students lack emotional intelligence and suffer after making poor decisions.  Students are powerful agents of change for their peers. They can help younger peers strengthen their resilience, stamina, and emotions by modeling, teaching, and reflecting honestly.  Actively training tutors (or other peer leaders) about the need to develop better emotional intelligence can be very effective. In this session, Head Tutors will share their training session "Managing Emotions and Ambiguity,” as well as sharing peer evaluations and materials. This session is ideal for educators who train student leaders or teach first-year seminars.

 

Session 5C:  Using Assessment to Help Students “Dive Deep”

Presenters:  Jennifer Jones Dobbins, Elizabeth Kirby, Katie Mount, Doug Smith, Harvey Stempel, Faculty, Counseling; Christina Devlin, Faculty, English, Montgomery College, MD

Summary:  Assessing and/or scoring On Course journals can be a challenging task.  Students with strong writing skills and a good sense of self seem to have no problem with “diving deep,” but others get stuck in the shallow end.  Come learn how counseling and English faculty from Montgomery College developed a scoring rubric designed to facilitate both good journal writing and responsible behavior.   Participants will engage in using the scoring rubric to assess a sample journal and in evaluating its use with On Course journal writing.  The presenters will also share data from their pilot study on implementing the rubric.  While especially valuable for On Course and English instructors, the session will also be of interest to any faculty with an interest in the use of rubrics.

 

Session 5D:  Using On Course Principles with Developmentally Delayed Adults

Presenter:  Steven Carter, Coordinator, Continuing and Workforce Education, El Centro College, TX

Summary:  Few programs are available in higher education to help the developmentally delayed student to transition effectively from high school to the world of work.  In 2005, El Centro College began a program through its continuing education department called “Next Step.” This program gives individuals with mental retardation and severe learning disabilities a college experience; by applying On Course principles within the class, individuals are helped to recognize not just their challenges but also their strengths. Come to this session to experience some of the guided hands-on activities, role playing, drawing, discussion, and in-class reading exercises used in the program.

 

Session 5E:  Shake It Up, Baby!  Unraveling the Math and Science Mystique

Presenters:  Fred Savitz, Emeritus Faculty, Education; Amy Brown, Faculty, Chemistry; Ryan Savitz, Faculty, Mathematics, Neumann University, PA

Summary:  The first-year college experience produces anxiety, and for college students who represent traditionally underserved populations, particularly ethnic and linguistic minorities, that anxiety can be even more pronounced.  To avoid this obstacle, a team of professors representing education, mathematics, and chemistry applied cutting edge pedagogy to the classroom, weaving multiple intelligence theory into the whole instructional fabric, from objectives to assessments to results.  Comparisons between assessment findings reveal high achievement rates among students enrolled in and engaged by classes and instructors who have aligned multiple intelligence-oriented instruction with course objectives and outcomes.  This session will offer value to educators from math/science and FYE programs, as well as educators across all disciplines.

 

Session 5F: Recognizing, Choosing and Enhancing Creator Behavior

Presenter: Pat Vos, Facilitator, Alberta Employment and Industry, Canada

Summary: Choosing to be a creator is a lifelong challenge. It is possible to move your faculty to the creator mindset – to build a culture of responsible creators. This session will inspire faculty at all levels to step up to acting as creators more of the time.  Participants will leave the session with two techniques to recognize themselves when they fall into victim mode and then allow them to shift into creator mode.

 

Session 5G:  Revision as an Intellectual Challenge

Presenter:  Dick Harrington, Faculty Emeritus, English, Piedmont Community College, VA

Summary:  Writing students must learn to revise effectively, but don’t always succeed at this task. It’s especially difficult for writing students to learn to detect and manipulate stylistic qualities such as rhythm and flow of sentences, natural order, conciseness/directness, and illustration (use of evidence/metaphor). This session is intended for English faculty who teach college composition/college-prep writing and who seek learner-centered strategies that enable effective revision of such stylistic qualities.  As a participant, you will experience a dynamic session that is readily applicable in your classroom or in an online course.

 

4:00-4:15   Beverage Break  

 

Session 6A (also 4A/5A):  Formation Sessions

Presenters:  Frank Conner, Faculty, Psychology; Judith Jankowski, Faculty, Psychology, Grand Rapids Community College, MI

Summary: [Continuation of Session 4A]

 

Session 6B:  Brain-Friendly Instruction: Enhancing Lifelong Learning

Presenter:  Eileen Zamora, Faculty, English & Learning Skills, Southwestern College, CA

Summary:  Traditional methods of instruction can leave both students and instructors mentally experiencing that they have been swimming against a current. Why? Current brain research has demonstrated that some traditional instructional methods are not in alignment with the way the brain learns best. Come and learn five principles for brain-friendly instruction and experience structures and strategies that will enable you to awaken and engage the brains in the classroom – both the students’ and yours!

 

Session 6C: A Chat about the New Editions of On Course

Presenter:  Skip Downing, Author, On Course

Summary:  The On Course text has just come out in two new versions: The 6th Edition and the Study Skills Plus Edition. This revision marks the greatest change since the first edition came out back in 1996.  If you use the On Course text in a class, have thought about using the On Course text in a class, or just want to find out why the text has become a market leader, join us for this informal chat. Skip will explain the major new features, so bring your questions, comments, and requests for future editions.

 

Session 6D:  Utilizing Peer Teaching With Undergraduate Instruction

Presenter: Kathy Berggren, Faculty, Communication, Cornell University, NY

Summary:  Large course sections can be difficult to teach.  In teaching 500 undergraduates per semester in our Oral Communication course at Cornell, we have effectively mastered intimate one-on-one teaching through our use of undergraduate TAs.  This session will examine effective peer teaching and managing multiple levels of course staff (professor, GTA's, undergrad TAs).  Participants will have the opportunity to discuss and dream up new paradigms for making their own large classes more intimate. Instructors and administrators at campuses with large-enrollment courses will find the session very useful.

 

Session 6E:  Leadership in Times of Adversity: On Course Lessons from Shackleton

Presenter:  Cami Eastep, TRiO SSS Retention Specialist/Faculty, Psychology, Walla Walla Community College,WA

Summary:  Students may underestimate their leadership and problem-solving capacity.  This session will explore the extraordinary story of Antarctic explorer Ernest Shackleton, and apply it to the challenges we face in everyday life. Instructors will learn specific teaching techniques to use in the classroom (including the “See/Think/Wonder” and “Reader’s Theater” methods), counselors/advisors will gain knowledge regarding enhancing motivation, self-responsibility, and interdependence in students, and others will be inspired to contribute to those around them through greater leadership capacities. This session will benefit all educators including student success instructors, retention specialists, and more! 

 

Session 6F:  Teaching Critical Thinking in the Orientation Course

Presenter:  Donna Burton, Assistant Director, Curriculum and Teaching, First Year College, North Carolina State University, NC

Summary:  Many students enter college lacking the ability to think critically, even as they are being asked to make important decisions about their future.  NCSU's First Year College students learn how to identify assumptions, come up with probing questions, examine relevant information, and understand multiple points of view as they learn about themselves and the options for study at NC State.  In this session, participants will experience how to combine active learning about majors and careers with the nuts and bolts of critical thinking. Although directly applicable for First Year Experience and other student support faculty, anyone interested in developing critical thinking in their students will find something useful here.

 

Session 6G:  The Career Exchange Game

Presenter:  Robin Middleton, Counselor, Faculty, Jamestown Community College, NY

Summary:  The prospect of finding the “right career” can be overwhelming to students.  The Career Exchange Game is designed to reduce the fear of the process and allow students to take on the Creator role as they play the game, comfortably exploring the many factors involved in the career development process – and having fun too! Workshop participants will experience first-hand a strategy that will help students become aware of the importance of values, skills, and interests in career decision-making.  The Career Exchange Game can be used by Freshman Year Seminar and Life/Career Planning faculty, as well as all educators involved with helping students in the career exploration process.

Location: TBA-See Hotel Message Board.

Location: TBA-See Hotel Message Board...We'll begin promptly at 6:15.

Location: TBA-See Hotel Message Board.

Band:  Celebrate with a great evening of free music and dance with Zydecopious, a smoking, sizzling Zydeco band guaranteed to make your feet happy. Zydecopious delivers copious amounts of not only zydeco but also spirit-raising, get-your-feet-and-body moving wonderful music.

Saturday - Conference Day 2  

Session 7A:  Motivating Students By Showcasing Their Greatness

Presenters:  Bernadette Dantley; Janet Carlson, Faculty, Mathematics, Prince George's Community College, MD

Summary:  Academic success and retention are both linked to students’ interests. Come see how student interests can been addressed by incorporating engaging, cooperative/collaborative activities in the classroom coupled with the implementation of Howard Gardner’s Theory of Multiple Intelligence. Participants in this session will utilize their talents to write poetry, create lyrics and choreograph a dance, all in an effort to foster a learning-centered environment where students showcase their greatness and experience the greatness of others.

 

Session 7B:  It All Starts With a Dream…

Presenter:  William (Bill) Johnson, Jr., Student Success Coordinator, University of North Carolina-Greensboro, NC

Summary:  Two common concerns faculty identify in students today are a lack of direction and a lack of motivation. In this session, you’ll participate in several activities designed to encourage and support students in identifying and accomplishing motivating dreams. This session is ideal for educators who seek effective strategies for helping students find intrinsic and extrinsic motivation to accomplish more in college and life.

 

Session 7C:  Changing Mindsets To Change Motivation

Presenters:  Marianne Auten, Counselor; Sherry Lichte-Baird, Counselor, Paradise Valley Community College, AZ

Summary:  Do your students have a fixed mindset or a growth mindset?  The answer to that question makes all the difference in their level of effort, in what they do with challenges and obstacles, and in how they handle criticism.   Based on the groundbreaking ideas of Stanford Psychologist Carol Dweck, this session will explore where mindsets come from, the impact they have in every aspect of our lives, and most importantly, how we can develop a growth mindset in our students (and in ourselves!).  You’ll leave with new strategies to motivate students.    

 

Session 7D:  Participating Isn't Leading: Facebook, Twitter, and the Rise of Tribes

Presenter:  Michael Vaughn, Educational Consultant, Kent State University, OH

Summary:  Social media has revolutionized the way your students interact with the world, yet can complicate learning environments. Rather than homogenize them, sites like Facebook, Twitter, and YouTube have created silos of interest where students can gather together. This session explores the unintended consequences of social media, the incredible potential it holds, and how a Tribe-based approach to communities can empower your students to become interdependent leaders in an era of sharing.  The material in this session is relevant for all educators, regardless of field or discipline.

 

Session 7E: Multisensory Learning Strategies

Presenter:  Susan R. Flaherty, Director, Center for Academic Support, Johnson & Wales University, NC

Summary:  Many college students today have not integrated active learning strategies into their independent studying.  When a student learns new information through multisensory study strategies, they have more than one way to remember the information and they remember more of the information. The presenter will have participants learn new material to experience the use of these techniques for active learning. Educators who work with students on the process of learning and those who are looking for strategies that engage more of the students' attention both in class and in their study time will find this session engaging and helpful.

 

Session 7F:  When They Come to Math Class - Get Them Engaged!

Presenters:  Martha Robertson, Faculty & Faculty Coordinator, Math; Ann Tate, Director, Center for Excellence in Teaching and Learning, Faculty, Math, San Jacinto College, TX 

Summary:  Math is not a spectator sport, so learn to be a coach.  Despite the research that proclaims the benefit of student engagement activities in learning math - many college math professors have a difficult time incorporating these activities into their courses.  Two common concerns are often expressed:  lack of time for such activities and lack of skill in constructing the activities. Participants will be guided through several activities that are designed to increase student engagement in the mathematics classroom.  This workshop is designed for math professors, but will offer strategies for student engagement to instructors from other disciplines.

 

Session 7G: The Zen of Coaching

Presenters:  Barbara Burrows, Patty Gamboa, Kim Jeffries, Pam Olsen, Achievement Coaches, The Zen of Coaching, Central New Mexico Community College, NM

Summary:  Nearly 50% of community college students drop out within the first year.  Achievement Coaches at Central New Mexico Community College have incorporated "On Course" strategies and "Coach U" coaching techniques to work within their schools to promote student success and retention.  You will experience how Achievement Coaches are combining On Course techniques and Coach U coaching strategies to move their students to successful completion of their educational and career goals. Participants will walk away with several tools that they can put into practice in their own schools. Video will be presented of an actual coaching experience.  Administrators/instructors/retention specialists will want to attend to see this unique coaching approach.

  

Session 8A:  Making a Commitment to Success

Presenters:  Mary (Aggie) Harrell-Sparks; Fabian Drain, Faculty, Counseling, Montgomery College, MD

Summary:  One success often leads to another. Learn how to place yourself and your students in a "success mode" prior to tackling challenges, and then move beyond the roadblocks of self-defeating behaviors.  Through experiential learning, discover your own level of commitment to change. Then, find how to facilitate your students’ movement towards change.  This workshop will benefit retention specialists, counselors, and anyone who wishes to add resources to their bag of tricks.  [Note: While this workshop is a natural progression from Session 4C: The Eyes Have It, it can also be taken as a stand-alone opportunity to learn new skills.]        

 

Session 8B:  Mission Possible: Living Life on Purpose

Presenter:  William (Bill) Johnson, Jr., Student Success Coordinator, University of North Carolina-Greensboro, NC

Summary:  College is more than just getting a degree; it’s a time for personal growth.  In this session, participants will have opportunities (through self-reflective, hands-on activities) to implement strategies that will help students answer two key questions:  “What’s important to me?” and “Why am I here on this earth?”  If you’re an advisor, instructor, coach, or anyone involved in student success and/or personal development of students, this session will help you learn new ways to facilitate this process of personal growth.

 

Session 8C:  Station-To-Station:  Sharing the Task of Learning

Presenter:  Kathy Magee, Faculty, Occupational Health and Safety, Northern Alberta Institute of Technology, Canada

Summary:  When students attempt to review concepts from assigned readings, they are too often bored and disengaged.  Looking for a different way to present or review concepts in English grammar? Mathematics? Organizational Behavior? Anatomy and Physiology? Chemistry?  Join this interactive presentation that will have you identifying, discussing, and utilizing key review concepts you and your station-mates will develop ways to recall information and apply concepts.  As you rotate from station to station, you will complete activities that foster interdependence, build learning strategies, and increase learning.

 

Session 8D:  Moving Beyond IQ to Multiple Intelligences

Presenters:  Dana Kuehn, Faculty, Psychology; Lindsay Webster, Faculty, Sociology, Florida State College at Jacksonville, FL

Summary:  In the world of education, the days of (inaccurately) evaluating student learning solely by assessments that reflect IQ are gone. By including assignments that utilize Howard Gardner’s multiple intelligences (MI), faculty can open the door for students to achieve excellence by engaging them in thought-provoking activities that tap their strongest intelligence and grow their least developed forms of intelligence. Come to this workshop and immerse yourself in activities that were developed using MI concepts, and learn to develop powerful ways of learning in your classroom. All educators interested in promoting student creativity and improved learning outcomes will benefit from this session.  

 

Session 8E: On Course: The Game of Personal Responsibility
Presenter: Kaye Young, Director, Student Learning Center, Jamestown Community College, NY
Summary: Come play the game that may replace Monopoly as the world's best selling board game (okay, perhaps not in our lifetime). The presenters created this board game to reinforce On Course principles. Five players travel around each board on their journey to graduation. In order to stay "on course," players need to demonstrate Creator thinking and decision making as they encounter Forks in the Road and unexpected obstacles, the same ones our students face on the long and winding path to graduation. Games are typically accompanied by exaggerated groans, good-natured laughter, and even an AHA now and then. Familiarity with On Course principles is helpful, but not required to participate.

 

Session 8F:  Active Learning in the Science Classroom

Presenter:  Kirsten Casey, Faculty, Chemistry, Anne Arundel Community College, MD

Summary:  Students need active learning to learn effectively, but not every instructor can design active learning experiences.  Teach science or math?  Trying to figure out how to incorporate (or increase) active learning in your classroom?  Then this session is for you!  Bring specific lesson problems and get help with solutions.  Along the way, learn lots of different techniques with practical advice about how to implement them. Then, go home with a workbook containing step-by-step instructions for all the techniques, and support for adapting future activities in your classroom.

 

Session 8G:  A Taste of an On Course Implementation Workshop

Presenters:  Jennifer Hurd, TeamUP College Survival Program Manager; Robert Onorato, TeamUP College Survival Consultant, Cengage Learning, AR

Summary:  Have you ever wished the faculty who teach On Course at your campus could know exactly how to incorporate On Course strategies?  The TeamUP College Survival Consultants are ready to help you fulfill your wishes.  This session will provide you with just a taste of what an implementation workshop would be like.  This interactive session will share icebreakers that become topic starters for several chapters in the text.  Participants will leave the session with many resources and ideas available to them through the extensive On Course ancillaries. 

11:00-11:15   Beverage Break  

11:15-12:30   Session #9:  Closing Session

Session 9A: How Big Do You Want to Play? 

Presenter: Skip Downing, Author, On Course: Strategies for Success in College and in Life and special guests

Summary: What will you do with what you learned at the On Course National Conference? This interactive session (complete with flying airplanes and bombs bursting in air...okay, not real bombs) will provide an opportunity to maximize your investment of time at this conference. With one part inspiration and one part pragmatism, this session will help you design a plan for implementing the best of what you encountered here. As if that isn't enough, this session will end with a raffle of some great prizes, including three $500 scholarships to a 2010 On Course I Workshop.

* * * * * * *

2010 On Course National Conference STRANDS:

RM:  Responsibility & Motivation

BI:   Brain-Based and Multiple Intelligence

MS:  Math & Science

RF:   Retention and FYE

PG:  Peers and Group Learning

AE:  Active & Engaged Learning

RW:  Reading & Writing

CT:  Coaching & Tutoring

SS:  Special Sessions

RM:  Responsibility & Motivation

Session 2B: Creating A Culture of Responsibility: Workshop for Frontline Staff

Session 2G: Using Digital Storytelling in a Student Success Course
Session 3D: Confusion to Commitment: Empowering Students with the Wise Choice Process

Session 4F:  Culturally Responsive Teaching: Staying On Course in a Diverse Classroom (LCD)

Session 5F: Recognizing, Choosing and Enhancing Creator Behavior

Session 6E: Leadership in Times of Adversity: On Course Lessons from Shackleton

Session 7A:  Motivating Students By Showcasing Their Greatness

Session 7B: It All Starts With a Dream…

Session 7C:  Changing Mindsets To Change Motivation

Session 8A:  Making a Commitment to Success

Session 8B:  Mission Possible: Living Life on Purpose

BI:  Brain-Based and Multiple Intelligence

Session 2E:  Moving or Moping? Mindset for Success (LCD)

Session 3B:  The Dive Deep: Make Whole Brain Learning Come Alive in Your World! 

Session 4B: “Well, It Worked for Me…”

Session 5E: Shake It Up, Baby!  Unraveling the Math and Science Mystique

Session 6B:  Brain-Friendly Instruction: Enhancing Lifelong Learning

Session 7E: Multisensory Learning Strategies

Session 8D:  Moving Beyond IQ to Multiple Intelligences

MS:  Math & Science

Session 2C: Reading Strategies for Academic and Applied Fields

Session 3E: A Developmental Learning Community: Choices Beyond the Classroom

Session 4B: “Well, It Worked for Me…”

Session 5E: Shake It Up, Baby!  Unraveling the Math and Science Mystique

Session 7F: When They Come to Math Class – Get Them Engaged!

Session 8F:  Active Learning in the Science Classroom

RF:  Retention and FYE

Session 2F: On Course with Peer Mentors

Session 2G: Using Digital Storytelling in a Student Success Course

Session 3C: Building Community for Immigrant Students
Session 3E: A Developmental Learning Community: Choices Beyond the Classroom

Session 4C: "The Eyes Have It" – Deciphering Non-Verbal Communication

Session 5D:  Using On Course Principles with Developmentally Delayed Adults

Session 6C: A Chat about the New Editions of On Course

Session 6F:  Teaching Critical Thinking in the Orientation Course

Session 6G: The Career Exchange Game

Session 7G: The Zen of Coaching

Session 8E: On Course: The Game of Personal Responsibility

Session 8G: A Taste of an On Course Implementation Workshop

PG:  Peers and Group Learning

Session 2F: On Course with Peer Mentors

Session 3E: A Developmental Learning Community: Choices Beyond the Classroom

Session 4D:  Empowering Student Interdependence through Semester-Long Small Groups

Session 5B: Peers Help Peers Manage Emotions and Ambiguity

Session 6D: Utilizing Peer Teaching With Undergraduate Instruction

Session 7D: Participating Isn't Leading: Facebook, Twitter, and the Rise of Tribes

Session 8C: Station-To-Station:  Sharing the Task of Learning

AE:  Active & Engaged Learning

Session 2A:  Engaged Learning Strategies: A Foundation for Student and Faculty Formative Assessment

Session 2D: Reflection as an Integral Part of Teaching

Session 3B:  The Dive Deep: Make Whole Brain Learning Come Alive in Your World! 

Session 6G: The Career Exchange Game

Session 7A:  Motivating Students By Showcasing Their Greatness

Session 7D: Participating Isn't Leading: Facebook, Twitter, and the Rise of Tribes

Session 8C: Station-To-Station:  Sharing the Task of Learning

Session 8F:  Active Learning in the Science Classroom

RW:  Reading & Writing

Session 2C:  Reading Strategies for Academic and Applied Fields

Session 3F: On Course Journaling: You Can Do It! 

Session 5C:  Using Assessment to Help Students “Dive Deep”

Session 5G:  Revision as an Intellectual Challenge

Session 6B:  Brain-Friendly Instruction: Enhancing Lifelong Learning

CT:  Coaching & Tutoring

Session 2F: On Course with Peer Mentors

Session 3A:  Enhancing Tutoring Services: Blueprint for Success

Session 3C: Building Community for Immigrant Students
Session 4E:  Active Training for Tutors

Session 5B: Peers Help Peers Manage Emotions and Ambiguity

Session 6D: Utilizing Peer Teaching With Undergraduate Instruction

Session 7B: It All Starts With a Dream…

Session 7G: The Zen of Coaching

Session 8B:  Mission Possible: Living Life on Purpose

SS:   Special Sessions

Session 4A/5A/6A:  Formation Sessions