Main Conference

Session 2A: Increasing Learner Happiness (RM, CA, RF, EQ, GG, MH)
Presenter: Robin Middleton, Faculty Emerita, Student Development, Jamestown Community College, NY
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.

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.

Session 4A: Addressing Academic Dishonesty (RM, CO, RW, PC)
Presenter: Michelle Francis, Faculty, Reading/Professional Development Chair, 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 (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: Academic Success Coaches (RM, RF, CO, IN)
Presenter: Lydia Pearson, Academic Intervention Specialist, SAIL/TRIO, California State University, San Bernardino, CA
Summary: Students who are first generation, low-income, and/or have a disability (whether physical or learning) often benefit from extra support. In this session I will share how our institution implements academic success coaches to help these students. We focus on methods to help students raise their term and overall GPAs to be successful in college. We use weekly 1×1 hour long meetings, support workshops, as well as engaging students with their faculty advisors.  

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: Analysis and Communicating with Diverse Personality Styles (CA, DS, IN)
Presenter: Traci Holler, Faculty, Business Education, Cuesta College, CA
Summary: Steven Covey stated, “Strength lies in differences, not similarities.” In this interactive session, participates will learn how to recognize various personality styles within a minute, examine verbal and non-verbal communication cues, adapt to diverse styles, develop effective strategies to minimize conflict, and also gain an appreciation for each style’s strengths and differences. By the end of this session, each participate will learn immediate strategies to enhance team performance and improve communication with students, staff, friends, and family. If your motto is,” It’s my way or the highway,” “Let’s do it the right way,” ”Let’s do it the fun way,” or “Let’s practice being peaceful” then this session is for you.

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 the 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
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: Closing Keynote with Dr. Jonathan Brennan

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.