“During 30 years of attending workshops, I’ve not spent a more informative, enjoyable, beneficial time than this pre-conference. Time flew. I wasn’t ready to leave. Thank you for the shot in the arm!” –Kathy Tyndall, Wake Technical Community College, NC
PRE-CONFERENCE: Thursday, October 1, 2020
All Pre-Conference workshops have FIVE things in common:
1) Schedule: 8:00 to 3:00 PST on October 1, 2020
2) Location: Virtual through Zoom!
3) Limited Enrollment: Please register early to get the session of your choice
4) The rich experience of working closely with other highly motivated college educators
5) You will leave with practical strategies you can implement immediately with your students
|7:00am-8:00am PST||Session Check-in and Gourmet Breakfast on your Own (recipe suggestions to come)|
|8:00am-3:00pm PST||Pre-Conference Workshops|
|11:00am-12:00pm PST||Gourmet Lunch (recipe suggestions to come)|
|5:00pm-6:30pm PST||On Course Ambassador’s Dinner – Invitation Only (Dinner suggestions to come)|
2020 Pre-Conference Workshops
Click below to see descriptions of the four Pre-Conference Workshops in 2020.
Option 1: 1-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 plus a whole new batch of empowering learner-centered strategies to add to your 1-day tool box. If you are interested in experiencing innovative strategies that engage and empower learners across the curriculum, this is the session for you! Led by an On Course facilitator, this is the same 1-day On Course Workshop presented on college and university campuses across North America!
|The 1-Day Workshop|
|SESSION 1: CHARACTERISTICS OF SUCCESSFUL STUDENTS
Identifying eight qualities that distinguish students who are successful in college from those who struggle.
|SESSION 2: STRATEGIES FOR INCREASING STUDENT ENGAGEMENT
Defining the characteristics of learner-centered education, exploring the evidence from educational neuroscience and classroom research, and experiencing learner-centered structures and strategies that lead to deep and lasting learning.
|SESSION 3: STRATEGIES FOR INCREASING STUDENT EMPOWERMENT
Exploring learner-centered strategies that empower students to become responsible, motivated and effective learners who thrive in a learner-centered environment, helping them reach more of their potential in higher education…and beyond.
|SESSION 4: ADDING TO YOUR LEARNER-CENTERED TOOLBOX
Developing specific plans to implement one or more of the nearly 100 learner-centered strategies provided in the workshop as well as learning about extensive On Course resources for supporting ongoing efforts after the workshop to improve student learning, academic success and retention.
Option 2: Neuroscience & Learner Effectiveness
This workshop is designed to explore the synergy between the growing body of research on brain-based learning approaches and the On Course principles of learner centered teaching and student empowerment. As a participant you will review key findings of educational neuroscience (and explore several “neuromyths” born from applications of the early research findings). You will also experience, examine and develop a variety of teaching strategies supported by these key findings and congruent with the On Course developmental model. On Course offers educators numerous tools that promote the type of positive learning outcomes evidenced by the latest educational neuroscience.
This workshop will be led by Deb Poese and Dr. Jonathan Brennan.
Deb Poese is a mathematics professor, former STEM administrator, and current Director of Teacher Education Partnerships at Montgomery College in Maryland. She holds degrees in mathematics and education from Truman State University (formerly Northeast Missouri State University), as well as an MA in mathematics from the University of Maryland-College Park. She has twice been honored with a Montgomery College Outstanding Faculty Service Award, and was twice a recipient of a NISOD Teaching Excellence Award. She became intrigued by research on neuroscience impacts on education through her leadership role with three National Science Foundation grants, and since then has been a workshop leader on current understandings of brain research and its implications for teaching and learning in a variety of fields. She has been a regular presenter at the On Course national conference, and she is an On Course facilitator.
Dr. Jonathan Brennan is the former chair of the English Department at Mission College in Santa Clara, CA, and also served as chair of the Student Success, Learning Outcomes and Accreditation Committees, and Vice President of the Academic Senate. His teaching awards include Faculty of the Year (Mission College) a national NISOD Teaching Excellence Award, the Stanback-Stroud Diversity Award (California State Academic Senate) and the state Hayward Award for Excellence in Education. He holds a BA, MA & PhD in English & Ethnic Studies (UC Berkeley), an MA in Psychology (University of Santa Monica) and an EdD in Educational Leadership and Change (Fielding Graduate University). He served on the Academic Senate Distance Learning group, has taught online for over 12 years, and has led multiple workshops focused on best practices in distance education. His publications include two books from Stanford and University of Illinois Press, a student success textbook for high school students, Choosing a Good Road, and an article on student success in the online newsletter, Tomorrow’s Professor (http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php).
Option 3: Equity & Diversity
Colleges and universities have more learners than ever before whose diverse perceptions and ways of creating meaning vary, and may differ from those of the educator. The resulting differences create challenges for educators in meeting the needs of all students. In this 1-day workshop, participants have the opportunity to increase their own awareness about concepts related to cultural and learning diversity through discussion and interaction, as well as to identify the conditions and strategies necessary to create relevant and engaging lessons that enable diverse students to learn well together. Participants also learn to use the On Course success principles and learner-centered instructional strategies to strengthen culturally responsive teaching skills. These principles and practices will help honor the cultural perspectives of each learner as s/he moves toward educational success.
This workshop will be led by an On Course facilitator
Option 4: On Course Online
Students (and educators) experience a wide variety of challenges in distance education courses. Some students face technology challenges in submitting/reviewing material through the course management system; some fail to experience community in an online setting; others find it difficult to manage their time with no “scheduled” class, or need more immediate/frequent feedback on their progress on reaching their learning outcomes. Instructor challenges can include: creating effective communication through email or chat room office hours; increased student attrition rates; lack of college resources for technology support; or designing course materials and modes of delivery that address distance learner obstacles and promote student success.
In this active learning workshop setting, educators will explore how to strengthen the competencies of effective online learners, employ best practices in online learning, explore research on the characteristics of online learners, learn how to ensure regular, effective student contact, and strategize methods to more fully engage and motivate online learners.
The solutions educators discover are intended to be implementable across multiple disciplines and distance education settings. The workshop will include problem-based learning; the examination of model distance learning best practices; active learning structures; course design and facilitation tools and strategies; and innovation opportunities focused on the development of new strategies tailored to your student challenges.
This workshop will be led by Dr. Amy Pawlik
Dr. Amy Pawlik received her B.A in English Education and M.A. in English from Illinois State University, and her Ph.D. in Eighteenth-Century British Literature from Purdue University. She began her career in higher education in 2000 and has been employing On Course for student success initiatives and faculty development since 2009.
As Dean of Student Support Services at Heartland Community College (Illinois), she advances student success curricula and initiatives across the campus by working with faculty, staff, and students to infuse On Course into many aspects of the campus culture. In 2014, she was awarded an On Course Ambassador of the Year Award for her team’s work at Heartland Community College. She has also worked as Director of Instructional Design at the United States Air Force Academy (Colorado) where she worked on course design with faculty from many disciplines and collaborated with the Academic Success Center to support students who faced obstacles to success. Dr. Pawlik also works as an instructional design consultant for civilian and military education/training institutions with an emphasis in online curriculum design.
Dr. Pawlik has done research on the science of learning, looking at how learners learn how to learn, and continues to study the impact of non-cognitive skills on student success. Her studies have taken her to The Netherlands and Finland in recent years, and she always looks forward to learning more about global issues regarding education.
As a facilitator, Amy enjoys meeting educators from diverse institutions and helping them learn how On Course can support their goals for student success.
“The pre-conference workshop offered so many valuable and insightful suggestions for actively engaging students in their education. It is wonderful and well worth taking the extra day. I cannot wait to get the rest of the faculty and staff at my college on board.” –Valerie Pilmaier, University of Wisconsin-Sheboygan, WI