Holistic Student Support

Led by Karin Abell, ESL Director at Durham Tech, this session guides participants in understanding some of the personal and logistical issues that international students can face to help us better assist, instruct, and advise them.

If you are a faculty advisor who wants to streamline your advising process, or, if you are an instructor and faculty advisor who desires a more consistent approach to advising students, then this session is for you.

Undocumented students in North Carolina face a variety of barriers to entering and persisting in higher education including the community colleges. This workshop will provide an opportunity to discuss issues, trends, and responses to the undocumented population.

In 2021-2022 there were approximately 60k public high school students enrolled in at least 1 College Career Promise (CCP) course. Join the presenters from Durham Tech as they lead a review of System data and best practices for working with CCP students.

This presentation presented key steps for and effective start for a semester. The presentation also focused on improving student learning outcomes and alignment with the core initiatives of the college's strategic plan.

Dr. Sonny Kelly from Fayetteville Tech delivered a 4-part series on relevant and poignant practices for enhancing teacher and student performance and interaction in face-to-face, online, and hybrid classrooms. This is the third session of the series.

Facilitated by Dr. Stephanie Whalen from Harper College and Achieving the Dream this session unpacks how instruction can build on a student’s prior knowledge and cultural experiences to develop skills and increase engagement.

Dr. Sonny Kelly from Fayetteville Tech delivered a 4-part series on relevant and poignant practices for enhancing teacher and student performance and interaction in face-to-face, online, and hybrid classrooms. This is the fourth and final session of the series.

Multiple things can be true: we live in a hyper-polarized society; students may bring bias and baggage and are not afraid to share them. This session was devoted to teaching students the value of empathy.

Led by Dr. Leticia Johnson-Arnold this session defined multiple dimensions of wellness and provided participants with tools to assess potential strengths and areas of improvement within each dimension.

Led by Dr. Kara Finch this session discussed the impact of trauma. Faculty and staff who are aware of trauma’s effects can better recognize it among their students and create a safer environment.

This session is a facilitation discussion about the challenges of online and in-person teaching both pre- and post-pandemic. Several student profiles are discussed with consideration of personality types and ways to successfully reach them for their learning success.

The loss/momentum framework (connection, entry, progress & completion/advancement) is a great structure for thinking about and supporting the way students progress through college. Led by Ed Bowling, in this workshop you will think about the stages a student experiences going through a course, from connection to completion.

This workshop explored best practices in crafting and implementing engaging discussions, as well as how to lead and moderate controversial and hot discussion topics through an equity-minded and trauma-informed lens.

Facilitated by Dr. Tanya Scott of Achieving the Dream this workshop provided an overview of Universal Design for Learning (UDL, how it can be utilized to create engaging and responsive learning environments for all students, as well as principles and guidelines to help design new courses or revise existing ones.

In this session key student development theories were connected to practice to help faculty and staff embrace collaborative partnerships.

Learn from presenter Claudia Gresham about communicating successfully with online learners in this session.

Join Tim Scapin Instructional Designer & Media Specialist from Haywood Community College in his presentation on AI, content creation, detection tools and teaching strategies.

The Café model features colleagues from different community colleges. This session featured CVCC faculty and staff as they explored their tips and approaches for making student connections.

Presented by Dr. Sarah Parlier from Blue Ridge Community College in this session you will identify key characteristics of the different generations in your classes and hear recommendations for engagement.

Dr. Louise Southern of the Autism Society of North Carolina presents on supporting post-secondary students.

This session unpacked the definition of deficit thinking, identified alternative strategies to change the students' outcomes, and illuminated communication's role in dismantling deficit thinking to asset-based pedagogical thinking.

UNC colleague and veteran Rob Palermo shares insight into supporting military connected students in their college transition.

In this session Claudia Gresham Learn unpacks how to plan for tough conversations, how emotions can inform conflict, and the impact of our identities in conflict.

Many colleges have made the decision to move towards half-term courses so that students can focus on fewer classes at a time and can complete courses even if “life happens” midway through a semester. This session highlights one college’s transition and the method that the faculty used to condense the courses; this session is beneficial for faculty wanting to streamline their full-term courses.

Facilitated by Dr. Hollie Daniels this session unpacked her work with Corequisite Education in her time at Florida State University’s Center for Postsecondary Success. Dr. Daniles used unpacked examples in Texas to identify how instruction can build on a student’s prior knowledge and cultural experiences to develop skills and increase engagement.

Our professional and personal lives can make us vulnerable to stress. In this session Dr. Kara Finch provided self-care strategies and shared how to effectively deal with upset individuals.

Led by Dr. Devon Graves this session provides pedagogical approaches to building effective relationship-building and teaching practices for students of color.

Kirk Martin of Celebrate Calm presents on supporting neurodiverse post-secondary students.

Kirk Martin of Celebrate Calm presents on supporting neurodiverse post-secondary students.

Mindfulness and contemplative pedagogy can assist an individual in raising their own self-awareness, and this holistic method can help curb the stressors that an individual may face in an overstimulated society. The session mapped respective theoretical foundations, potential activities for both students and faculty members, and provide a brainstorm session for faculty to develop their own mindfulness and contemplative pedagogical practices.

This interactive workshop is designed to delve into the transformative power of belonging in the academic environment. Belonging plays a pivotal role in shaping students' motivation, academic achievement, wellness, self-perception, and social influence. Participants will explore the "Opportunities to Belong" framework, a pivotal concept in fostering acceptance, respect, inclusion, and support within college settings. By integrating insights from various disciplines, this workshop offers practical strategies to recognize and utilize students' strengths, support their growth as leaders and scholars, and nurture a motivating and enriching educational environment. Special emphasis will be placed on the application of these strategies within classroom contexts and in mentor-mentee relationships to maximize their impact.

Who is Gen Z? What defines them? What can we do to effectively reach, teach, and communicate with these students online? Join us as we take a look at the student population that represents the majority of curriculum FTE for some community colleges. We will review relevant data, discuss Gen Z realities, and explore

Led by Tanya Lance, this enlightening session delved into the critical topic of mental wellness, exploring its significance, breadth, and definition. In this session we examined the latest statistics and facts, shedding light on the prevalence of mental health issues among students and educators, while discussing the repercussions of overlooking mental wellness.

Dr. Kelley Evans interactive presentation explored the unique challenges faced by first-generation college students and the transformative power of a growth mindset. Participants learned practical strategies for fostering a growth mindset in their students, creating a supportive learning environment, and providing the necessary resources to help first-generation students succeed.

Andrea Dance & Derek Meredith of College of the Albemarle, led this session on Differentiated Advising Model for Adult Learners. The differentiated advising model was designed to ensure new students receive comprehensive support and to build meaningful relationships between advisors and students. Working with their advisor, adult learners are able to identify potential barriers whether academic, financial or personal during their initial advising appointments allowing for early referrals to appropriate wraparound services.