FALL CONFERENCE SCHEDULE AND SESSION DESCRIPTIONS
“These aren’t just good strategies (and they are!) but, when integrated systematically, they are transformative experiences for both students and instructors.” –Jim Kain, Neumann University, PA
The 2021 Fall virtual conference will be held virtually through Zoom!
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FALL CONFERENCE SCHEDULE:
| FRIDAY, October 8 | |
|---|---|
| 7:00am-8:00am Pacific | Gourmet Breakfast on Your Own (recipe suggestions will be shared) | 8:00am-9:15am Pacific | Session #1: Opening Keynote Session (75 Minutes) |
| 9:15am-9:30am Pacific | AM Networking and Energizer Break |
| 9:30am-10:30am Pacific | Session #2: Breakout Sessions (60 Minutes) |
| 10:30am-11:30am Pacific | Lunch on Your Own (recipe suggestions will be shared) |
| 11:30am-12:30pm Pacific | Session #3: Breakout Sessions (60 Minutes) |
| 12:30pm-12:45pm Pacific | PM Networking and Energizer Break |
| 12:45pm-1:45pm Pacific | Session #4: Breakout Sessions (60 Minutes) |
| 1:45pm-2:00pm Pacific | Relaxation Break |
| 2:00pm-3:00pm Pacific | Session #5: Closing Keynote Session (60 Minutes) |
“Thank you for putting this together and having good presenters with valuable content.” –Sylwia Kulczak, Rio Hondo College, CA
“Thank you – this was an amazing conference!” –Nicole Adsitt, Cayuga Community College, NY
2021 Opening Keynote Session with Barbara Oakley, PhD
Author of Uncommon Sense Teaching
Opening Keynote: Rethinking Active Learning in a Neuroscientific World
Over the past decade, there has been a dramatic rush towards active learning as the best method to teach students. And certainly active learning provides great value for students. But is all active learning all the time really the best way to teach, especially at a university level? What do evolutionary psychology and research involving high impact teaching interventions have to say about active learning? Is active learning perhaps related to the procedural learning pathways involved in habit—is that where part of its value comes from? What is happening in student brains that makes certain interventions particularly effective—or less effective? As it turns out, there are practical improvements could you make right now in your teaching to improve student motivation, engagement, and learning, all growing from recent findings in neuroscience. We’ll be covering this, and much more, in this plenary, based on the critically acclaimed book Uncommon Sense Teaching, (Penguin Random House, June 15, 2021).
Biography
Barbara Oakley, PhD, PE is a former linguist who is now a Distinguished Professor of Engineering at Oakland University in Rochester, Michigan; Michigan’s Distinguished Professor of the Year; and Coursera’s inaugural “Innovation Instructor.” Her work focuses on the complex relationship between neuroscience and social behavior. Dr. Oakley’s research has been described as “revolutionary” in the Wall Street Journal. She is a New York Times best-selling author who has published in outlets as varied as the Proceedings of the National Academy of Sciences, the Wall Street Journal, and The New York Times. She has won numerous teaching awards, including the American Society of Engineering Education’s Chester F. Carlson Award for technical innovation in engineering education and the Institute of Electrical and Electronic Engineers William E. Sayle II Award for Achievement in Education. Together with Terrence Sejnowski, the Francis Crick Professor at the Salk Institute, she co-teaches Coursera – UC San Diego’s “Learning How to Learn,” one of the world’s most popular massive open online courses with over three million registered students, along with a number of other leading MOOCs.
Dr. Oakley has adventured widely through her lifetime. She rose from the ranks of Private to Captain in the U.S. Army, during which time she was recognized as a Distinguished Military Scholar. She also worked as a communications expert at the South Pole Station in Antarctica, and has served as a Russian translator on board Soviet trawlers on the Bering Sea. Dr. Oakley is an elected Fellow of the American Institute for Medical and Biological Engineering and of the Institute of Electrical and Electronics Engineers and the American Institute for Medical and Biological Engineering.
2021 Program – Fall Program Coming Soon! (see below for sample sessions from our Spring Conference)
Breakout Sessions #2 (90 minutes) 9:30AM-11:00AM PDT Friday
Presenter: Robin Middleton, Faculty Emerita, Student Development, Jamestown Community College, NY; LuAnn Wood, Faculty Reading/Student Success, Century College, MN
Summary: As Benjamin Franklin noted, “The US Constitution doesn’t guarantee happiness, only the pursuit of it. You have to catch up with it yourself.” Recent research confirms that a sense of optimism and a positive outlook on life not only makes people happier, but more productive, resilient and creative. This session will explore the factors that affect students’ happiness and provide strategies to enhance student happiness and therefore learner effectiveness. Experience these strategies yourself and decide how you might use/adapt them with your students.
Session 2B: “That’s Antiracist!”: Moving from “Not Racist” to “Antiracist” in the College Classroom (RF, CO, RW, PC, DS, PC)
Presenter: Alicia Richardson, Faculty, English, Schenectady County Community College, NY
Summary: As Dr. Ibram Kendi notes in his work How to be an Antiracist, there is a difference between being antiracist and considering oneself “not racist.” Antiracism work is active and in contrast with the passive “not racist” stance of many. Just as people can be anti-racist, so too can college classrooms, policies, and course assignments. The goal of this session is to help participants interrogate the policies, actions, and assignments that might be deemed “not racist,” and consider the ways in which they create and maintain inequities. We will also discuss transforming existing policies and course-level assignments into one that can be identified as antiracist. Be prepared to get creative as we work to re-imagine how we can actively support student success through antiracist work on campus.
Session 2C: Strategies to Engage Students in the Learning Process (AE, CO, PC, IN)
Presenter: Tonya Greene, Administrative Department Head, First Year Academy, Wake Technical Community College, NC
Summary: While many faculty have a desire to become more learner centered, it can be overwhelming finding effective strategies that will increase student engagement in the classroom. With the use of the Jigsaw, participants will exchange simple, easy to use strategies that can be implemented before, during, and after class, to invite greater student participation and involvement. Anyone involved with training, presentations, or workshops will also find these techniques valuable. Each participant will leave with multiple ideas for immediate implementation.
Session 2D: Don’t Put Away That Phone! Creating Technology Enhanced Learner-Centered Classrooms (AE, TD)
Presenter: April Holland, On Course Coordinator/English Faculty, Arkansas State University Mid-South
Summary: Competing with devices for students’ attention proves challenging for most faculty. The students of this generation rely on technology and are accustomed to having information at their fingertips. The transition at many campuses to remote instruction just adds to the potential for multiple distractions. Instead of fighting a no-win battle, why not integrate technology into your classroom and create a technology-enhanced, learner-centered classroom? This presentation will engage faculty in a discussion of practical and useful ways to utilize student devices while enhancing the classroom learning experience and keeping students engaged.
Session 2E: An Introduction to On Course (MS, RF, AE, CO)
Presenter: Deb Poese, Director, Teacher Education Partnerships/Faculty, Mathematics, Montgomery College, MD
Summary: New to On Course? Wondering what it’s all about? This session will provide an overview of the On Course approach to student success. Participants will learn 1) the success principles that are the foundation of On Course, 2) how On Course is different from most student success approaches, 3) data demonstrating the success of this method, and 4) On Course resources available to support your students’ academic success and retention.
Breakout Sessions #3 (90 minutes) 12:00PM-1:30PM PDT Friday
Session 3A: Math + X = Student Success (RM, MS, RF, CO, EQ, GG)
Presenter: Cindy Adams, Faculty, Mathematics, San Jacinto College, TX
Summary: Let’s find x! Students are often unaware that their perceptions and specific behaviors from other areas of their lives contribute to how they perform in math class. In this session, the participants will learn how to incorporate On Course strategies in Developmental and Co-Requisite math courses. At the conclusion of the session, participants will be equipped with several activities that that can be implemented in any course to increase student success in all areas of life.
Session 3B: Unlocking Next Level Confidence, Clarity, and Passion (RM, CA, PC, EQ, MH)
Presenter: Chris Strouthopoulos, Lead Coach, Ascent Empowerment; former Faculty, San Juan College, NM
Summary: Inner Critic, Defender, and Guide. These are the inner voices that direct our choices at critical forks in the road. If you are ready to finally mute your Critic and crank up the volume on your Guide, please join us. In this workshop you’ll go through a proven process, grounded in Psychology, that will free you from the internal headwinds draining your confidence, clarity, and passion for life. Best of all, you’ll be empowered to guide your students through the exact same transformation.
Session 3C: Reducing Test Stress Using Growth Mindset and Self-Awareness (CA, EQ, GG, MH)
Presenter: Amy Pawlik, Associate Vice President, Enrollment and Student Services, Heartland Community College, IL
Summary: Do you suspect testing stress is impacting your students’ ability to be successful on exams? This session will let you try some test stress reduction techniques, including an emphasis on how to leverage growth mindset and self-awareness. Participants will complete a self-assessment on their own testing stress, learn about stress reduction strategies, and hear about how this approach has been used at both the United States Air Force Academy and Pikes Peak Community College in Colorado Springs.
Session 3D: Using Zoom Breakout Rooms to Engage Learners (AE, RW, TD)
Presenter: Jonathan Brennan, Faculty, English, Mission College, CA
Summary: Are you staring at a sea of student faces on Zoom, but not sure just what to do? Breakout Rooms offer an excellent opportunity for active learning. These rooms are the most engaging feature of Zoom and can be used in multiple ways. This session offers active synchronous Zoom learning structures inside the Breakout Rooms with discipline-specific examples that can be used across all disciplines. Participants will experience a variety of strategies they can try out with their students.
Session 3E: Hope Theory: Growing Hope in Students (CA, CO, EQ, GG)
Presenter: Mark McBride, Faculty, Communications/College Success, Eastern Florida State College
Summary: Sixteen-percent higher graduation rates. Improved retention. A better predictor of success than standardized tests (Williams and Butler, 2010). These are the outcomes found in Hope Theory research conducted by C. R. Snyder and colleagues. According to Snyder, hopeful students have set goals, recognize different pathways to attain them, are able to see their way past obstacles, and sincerely believe their goals will be met. This session will focus on strategies to grow hope in our students, thus improving their motivation to succeed.
Breakout Sessions #4 (60 minutes) 2:00PM-3:00PM PDT Friday
Session 4A: Addressing Academic Dishonesty (RM, CO, RW, PC)
Presenter: Michelle Francis, Faculty, Reading/Professional Development Chair, West Valley College, CA; Whitney Clay, Instructional Designer, West Valley College,CA
Summary: Faculty are lamenting the rise in academic dishonesty throughout our colleges. Cheating is on the rise, but is it really our students’ problem? Maybe not. Instead, we, as faculty can engage in simple strategies to turn the conversation from “everyone cheats” to “everyone learns.” Come to this interactive session to discuss academic HONESTY and how to foster it.
Session 4B: Crafting a Welcoming Syllabus for Distance Education for Virtual Learners (RF, CO, TD, DS)
Presenter: Jerome Hunt, Student Equity Coordinator, Faculty, Political Science, Long Beach City College, CA
Summary: This interactive session will offer hands-on experience on how to make small, easy, and practical changes to your course syllabi for your distance education course (and in-person courses too!). You will learn how to reflect yourself and your student populations in your course, no matter the discipline. By the end of the session, participants will walk away with changes that will help create and foster a more equitable experience for your students.
Session 4C: Invisible Man: Understanding the Complexities of Mental Illness in the Classroom (CA, DS, MH)
Presenter: Kamara Taylor, Faculty, Psychology, South Puget Sound Community College, WA
Summary: In this session, find out more about the keys to students’ psychological well-being and how to effectively deal with crisis in the classroom. Through this discussion, participants will learn to identify “triggers” for students and understand how to use healthy de-escalation models. Come to gain knowledge that can be used to provide support and aid in removing the stigma of mental illness in the classroom.
Session 4D: Student Success in the Modern Era (RM, RF, CO, TD, PC, SL, IN, MH)
Presenter: Karthy Chandra, Recent Graduate, Cornell University, Founder, Goalden Hour
Summary: When I was in college, I often found myself disoriented, trying to put all the pieces of my life together through calendars, planners, journals, habit trackers, and sticky notes. I saw so many students struggling to stay on top of their tasks, and I thought there had to be a better way for us to see all the things vying for our time. It also dawned on me that in the midst of all the events, errands, and tasks in our lives, it’s often our goals and good habits that fall by the wayside because we’re too busy, distracted, or unmotivated. I created a platform to help students be more effective at self-management, Goalden Hour. In this session, we will explore key drivers of student success and the need for tools to help students manage their busy lives, helping them succeed in school, grow professionally, and build healthy lifestyle habits. We will examine the importance of offering students technology tools for Work and Career Readiness, Student Educational Goals and Holistic Development. I’ll share more about the Goalden Hour project and how it might help your students (it might even help you build some new healthy lifestyle habits!).
Breakout Sessions #5 (60 minutes) 8:00AM-9:00AM PDT Saturday
Session 5A: Canvas Features to address Engagement and Equity (AE, TD, DS)
Presenter: Jaime Speed Rossiter, Faculty, Geography, Orange Coast College, CA
Summary: Do you want to learn how to use more features of Canvas to make your course dynamic, engaging, easier to teach, and more equity-focused? Join this session to learn advanced Canvas techniques and share ideas with peers. You will have the opportunity to explore redesign of a module (or alternate aspect of Canvas) in a course of your choice. Your presenter Jaime is the Online Faculty and has experience in teaching a variety of courses in multiple online environments (Blackboard, Moodle, and Canvas).
Session 5B: Assessment is FUN: Foundational, Unifying, and Necessary (CA, CO, PC)
Presenter: Michelle Francis, Faculty, Reading/Professional Development Chair, West Valley College, CA
Summary: We all know that assessment is a critical part of the learning process, but it is often the thing most dreaded by our students. Come to this interactive workshop to discuss why we want students to be more metacognitive and engage in assessment methods that use the On Course Principles to make assessment FUN (Foundational, Unifying, and Necessary). Content area teachers will especially gain from this opportunity to identify assessment strategies to fit into their course goals.
Session 5C: Creating Community in an Asynchronous Online Classroom (RF, CO, RW, TD, IN)
Presenter: Mark McBride, Faculty, Communications/College Success, Eastern Florida State College
Summary: The research is clear: learners who experience a sense of belonging are more apt to be intrinsically motivated to learn. Of course, the same is true for asynchronous online learners; however, learning from a distance creates its own set of challenges. To close this distance among my students, I searched the literature for best practices in creating belonging, community, and relatedness. This workshop, based on that research and my experiences, explores practical strategies for creating community in our asynchronous online courses.
Session 5D: Magnificent Mistakes (RM, CA, MS, CO, EQ)
Presenter: Deb Poese, Director, Teacher Education Partnerships/Faculty, Mathematics, Montgomery College, MD
Summary: As faculty and student service professionals, we often see students discouraged by their mistakes and perhaps even stymied by a fear of failure. Are we contributing to those reactions, or are we helping students learn from the “University of Life” as they move through their college classes and experiences? In this session, participants will look at the issues of assessment, feedback, and lifelong learning through participating in classroom strategies and reflecting on their own practices. Come and consider how to help students (and others) come to understand: “The only real mistake is the one from which we learn nothing.” (Henry Ford)
Breakout Sessions #6 (90 minutes) 9:15AM-10:45AM PDT Saturday
Session 6A: Connecting with Students from Day 1: Strategies for Creating and Supporting Meaningful Engagement in Online Courses (RF, AE, TD, IN)
Presenter: Lené Whitley-Putz, Dean, Online Learning, Foothill College, CA
Summary: Student engagement is a critical factor in learning, and even more important in online learning environments. In this session, we’ll discuss strategies during week 1 of your course that will enhance three important connections: the instructor to student connection, the student to student connection, and the student to content connection. These flexible strategies will help you build meaningful connections from day one that will impact student success throughout your course.
Session 6B: Emotional Intelligence and Learner Success (RW, EQ, MH)
Presenter: Jonathan Brennan, Faculty, English, Mission College, CA
Summary: Recent surveys indicate that more than 40% of college students often experience overwhelm. In today’s pandemic environment, the stressors are even higher than usual (for educators as well). When our students struggle with managing their emotions, their learning is negatively impacted. Participants will experience a variety of strategies for increasing emotional intelligence, reducing overwhelm and managing stress that they can try out with their students.
Session 6C: Healthy Choices for Academic Success (CA, RF, CO, PC, MH)
Presenter: Robin Middleton, Faculty Emerita, Student Development, Jamestown Community College, NY; LuAnn Wood, Faculty Reading/Student Success, Century College, MN
Summary: Research confirms what we’ve intuited for years: how you treat your body affects your brain’s ability to function. Lack of sleep, poor nutrition and limited physical activity self-sabotage students’ academic success, yet many students are unaware that their choices have such negative consequences. This session will provide you with an engaging learning experience you can use with your students, complete with directions and handouts, to help your students become more empowered to make small changes that will have big implications.
Session 6D: The Power of Poetry and Music in the Classroom: How to Utilize Both to Create True Connection with Your Students (RM, CO, RW, DS)
Presenter: Donnelle McGee, Faculty, English, Mission College, CA
Summary: Come hear how the words of Kendrick Lamar, Pink Floyd, Sylvia Plath, Gnarls Barkley, and others can create a classroom where you and your students are connected for success. Join poet Donnelle McGee, author of recently published, American Reverie (Thera Books). This will be an interactive session where you will experience high impact practices that infuse poetry and music into the classroom environment. You will be able to take these practices back to your classroom with the aim of empowering your students and setting them up for success.
Session 7: Equity and Student Success in Virtual Learning: Closing Keynote with Dr. Jonathan Brennan (RF, AE, CO, TD, DS)
Summary: In the closing session we will explore addressing equity to promote increased student success in a virtual learning environment. In a July 2020 blog post on Designing Inclusive Courses, Maha Bali notes that an essential “first step is to think about our curriculum from a social justice perspective and recognize that we are not neutral. If we do not make intentional efforts to make content and pedagogical choices that promote equity and amplify the cultures of marginalized groups, our courses are likely to NOT be inclusive.” Ensuring that these intentional efforts are also effective in a virtual learning space requires another layer of creativity, thoughtfulness and commitment. This session will provide you with research, opportunities for reflection and specific strategies for increasing equity and inclusivity in virtual learning.
Also, as is our tradition, this session will end with a raffle of some great prizes, including one full scholarship to the 2022 On Course National Conference and two 50% scholarships to any 2021 virtual On Course National Workshop.
Dr. Jonathan Brennan is a faculty member in the English Department at Mission College in Santa Clara, California. He is a researcher in best practices in student success, holds a BA and MA in English (UC Berkeley), an MA in Counseling Psychology (USM), a PhD in Comparative Ethnic Studies (UC Berkeley), and an EdD in Leadership and Change (Fielding University). He has chaired the Student Success Committee, English Department and Language Arts Division, and served as VP of the Academic Senate and on multiple distance learning committees.
He was voted Faculty of the Year at Mission College and awarded a NISOD Teaching Excellence Award in 2000. In 2005 he was awarded the Stanback-Stroud Diversity award from the California State Academic Senate, and in 2008 the California State Hayward Award for Excellence in Education. Since 2006, he has been Chair of the On Course National Conference, and is currently Editor of the On Course Student Success Newsletter which has 150,000 subscribers worldwide. He has facilitated workshops on improving student engagement and learning for over 6000 faculty from colleges and universities across North America.
Dr. Brennan’s books include Engaging Learners through Zoom (Wiley Jossey-Bass), On Course: Strategies for Success in College, Career, and Life (Cengage), Choosing a Good Road (a student success textbook for high school students), Mixed Race Literature (Stanford Press), and When Br’er Rabbit Meets Coyote: African-Native American Literature (University of Illinois Press). In the last 2 decades, he has focused his research on higher education leadership, best practices in non-cognitive learner competencies, effectiveness in distance learning, and the intersection between race, culture, equity and access to education.
Dr. Brennan has been teaching online courses since 2003, and was a member of the Academic Senate Committee on Distance Learning. He has taught using multiple CMS platforms, including ETUDES, Blackboard, Angel and Canvas. He has assessed online courses for the demonstration of regular, effective student contact and engaged learning. He developed the On Course Online workshop and is the lead designer of the new, Engaging Learners through Zoom workshop. On Course workshops (www.oncourseworkshop.com) offer educators the opportunity to acquire new best practices in both supporting online learners in strengthening non-cognitive variables and in designing and implementing active online learning structures that improve learning outcomes, success rates and retention.
2021 Spring On Course National Conference STRANDS – Stay tuned for the Fall Strands!
RM: Responsibility & Motivation: Pre-Conf 1, Pre-Conf 2, Pre-Conf 3, 2A, 3A, 3B, 4A, 4D, 5D, 6D
CA: Cognitive Neuroscience and Self Awareness: Pre-Conf 1, Pre-Conf 2, 2A, 3B, 3C, 3E, 4C, 5B, 5D, 6C
MS: Math & Science: Pre-Conf 2, 2E, 3A, 5D
RF: Retention and FYE: Pre-Conf 1, Keynote, 2A, 2B, 2E, 3A, 4B, 4D, 5C, 6A, 6C, Closing Keynote
AE: Active & Engaged Learning: Pre-Conf 1, Pre-Conf 2, Pre-Conf 3, 2C, 2D, 2E, 3D, 5A, 6A, Closing Keynote
CO: Co-Requisite Course Support Strategies: 2B, 2C, 2E, 3A, 3E, 4A, 4B, 4D, 5B, 5C, 5D, 6C, 6D, Closing Keynote
RW: Reading, Writing & Communication: 2B, 3D, 4A, 5C, 6B, 6D
TD: Technology, Distance Learning & Social Media: Pre-Conf 3, 2D, 3D, 4B, 4D, 5A, 5C, 6A, Closing Keynote
PC: Professional Development & Institutional Change: Pre-Conf 1, Opening Keynote, 2C, 3B, 4A, 4D, 5B, 6C
EQ: Emotional Intelligence & Self-Efficacy: Pre-Conf 3, 2A, 3A, 3B, 3C, 3E, 5D, 6B,
DS: Diversity and Equity Strategies: Opening Keynote, 2B, 4B, 4C, 5A, 6D, Closing Keynote
SL: Self Management & Lifelong Learning: Pre-Conf 3, 6C 4D
IN: Interdependence, Teamwork & Group Learning: Pre-Conf 3, 2C, 5C, 6A, 4D
GG: Growth Mindset, Hope Theory & Grit: 2A, 3A, 3C, 3E
MH: Mental Health and Self Care: 2A, 3B, 3C, 4C, 6B, 6C, 4D
