Inclusive Practices and Belonging

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. Tanya Scott of Achieving the Dream and formerly a dean at Wake Tech discusses equitable differences and justice while designing learning spaces with inclusion in mind. This session is 1 of 2.

Dr. Tanya Scott of Achieving the Dream presents part 2 of the session on designing learning spaces with inclusion in mind.

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.

The Café model features colleagues from different community colleges. This session featured Gaston College and McDowell Tech faculty and staff as they explored Universal Design for Learning (UDL) principles and practices.

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 a belonging-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.

Faculty from Isothermal Community College and Blue Ridge Community College discuss three different practices: providing culturally responsive artifacts, using rubrics to increase transparency in assignment expectations, and collaborating with colleagues to create assignments.

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.

Dr. Tanya Scott of Achieving the Dream and former dean at Wake Tech presents part 1 of the session on culturally responsive teaching. She includes 6 belonging minded concepts to include in a syllabus.

Dr. Tanya Scott presents part 2 of the session on culturally responsive teaching. You are encouraged to have a copy of one of your syllabi available for this session.

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.

In this session industry partner Julie Dillon explored instructional design. Julie formerly worked in the NCCCS at Davidson-Davie Community College and transitioned to instructional design in health care.

Colleagues from UVA’s Center for Teaching Excellence led this session providing background on alternative grading schemes and actionable steps to increase your course’s equitable grading practices.

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.

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.

Led by Susan Adams from Achieving the Dream this AM session was designed to empower participants with practical skills for integrating active learning techniques into their teaching, adaptable to various classroom modalities, including seated, hybrid, online, hy-flex, and flipped formats.

Led by Susan Adams from Achieving the Dream this PM session was designed to empower participants with practical skills for integrating active learning techniques into their teaching, adaptable to various classroom modalities, including seated, hybrid, online, hy-flex, and flipped formats.

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.

In this workshop, we challenge conventional assessment norms and empower you to create assessment practices that prioritize student growth, engagement, and reflection over traditional grades.

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

This session is for online instructors seeking strategies to create an online classroom that centers on what you bring to the table, regardless of the disciplines or courses you teach. This is a session where technology will be discussed only in the ways it can enhance or facilitate human-to-human interaction in a course.

In the session, Dr. Sarah Wright led attendees in examination of some obstacles that often impact Latinx students and how those challenges can be overcome with support from educators. Leave the session with greater understanding and some actual techniques to build trust and relationships with Latinx students.

Universal Design for Learning is a set of guidelines that help instructors develop courses to include all learners, ensuring no one is left behind. UDL empowers both instructors and students to achieve more than they thought possible. Come to this interactive session on UDL to learn simple but impactful ways to make learning accessible to all students regardless of background and experiences.

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.

Sociological research tells us that our generational identity can have a significant impact on our perspectives, preferences, and behaviors, and new post-pandemic research provides insights about the students in our courses this semester. Learn some key characteristics about our students and engage in discussion focused on sustainable and effective teaching practices that meet students where they are and help move them toward their goals.

Drawing from the Adult Learner Guidebook Second Edition by the Belk Center for Community College Leadership and Research at NC State University, this session highlights common characteristics and challenges faced by adult learners in the North Carolina Community College System.

Drawing from the Adult Learner Guidebook Second Edition by the Belk Center for Community College Leadership and Research at NC State University, this session highlights common characteristics and challenges faced by adult learners in the North Carolina Community College System.

Drawing from the Adult Learner Guidebook Second Edition by the Belk Center for Community College Leadership and Research at NC State University, this session highlights common characteristics and challenges faced by adult learners in the North Carolina Community College System.

Drawing from the Adult Learner Guidebook Second Edition by the Belk Center for Community College Leadership and Research at NC State University, this session highlights common characteristics and challenges faced by adult learners in the North Carolina Community College System.

Discover how to transform freshman seminar into the most sought-after course on campus. We integrate the principles of positive psychology and CliftonStrengths to empower students from day one. Learn practical strategies to enhance engagement, foster resilience, and cultivate a supportive learning environment. This session will emphasize strengths-based approaches to student development, equipping instructors with tools to inspire confidence and purpose among first-year students.

Participants will learn best practices for creating effective welcome videos, weekly check-ins, feedback responses, and other personalized video messages. The session will include practical tips on video length, tone, accessibility, and tools to use—whether you're a seasoned video creator or just getting started. By the end of this 60-minute session, instructors will have a clear strategy for incorporating instructor videos into their online courses to enhance student engagement and success.

Participants will learn best practices for creating effective welcome videos, weekly check-ins, feedback responses, and other personalized video messages. The session will include practical tips on video length, tone, accessibility, and tools to use—whether you're a seasoned video creator or just getting started. By the end of this 60-minute session, instructors will have a clear strategy for incorporating instructor videos into their online courses to enhance student engagement and success.

Participants will learn best practices for creating effective welcome videos, weekly check-ins, feedback responses, and other personalized video messages. The session will include practical tips on video length, tone, accessibility, and tools to use—whether you're a seasoned video creator or just getting started. By the end of this 60-minute session, instructors will have a clear strategy for incorporating instructor videos into their online courses to enhance student engagement and success.

Participants will learn best practices for creating effective welcome videos, weekly check-ins, feedback responses, and other personalized video messages. The session will include practical tips on video length, tone, accessibility, and tools to use—whether you're a seasoned video creator or just getting started. By the end of this 60-minute session, instructors will have a clear strategy for incorporating instructor videos into their online courses to enhance student engagement and success.

In this session we explore effective strategies to develop meaningful peer-to-peer connections in online courses. Using the Community of Inquiry as a framework, we will explore a variety of engagement techniques designed to promote active participation and building a sense of community among students. Participants will learn how to utilize discussion boards, group projects, virtual meetups, and other interactive tools to create a positive, dynamic and supportive online learning environment that promotes social and cognitive presence. By the end of this session, instructors will be equipped with practical approaches to enhance student engagement and build lasting connections within their virtual classrooms.

In this session we explore effective strategies to develop meaningful peer-to-peer connections in online courses. Using the Community of Inquiry as a framework, we will explore a variety of engagement techniques designed to promote active participation and building a sense of community among students. Participants will learn how to utilize discussion boards, group projects, virtual meetups, and other interactive tools to create a positive, dynamic and supportive online learning environment that promotes social and cognitive presence. By the end of this session, instructors will be equipped with practical approaches to enhance student engagement and build lasting connections within their virtual classrooms.

In this session we explore effective strategies to develop meaningful peer-to-peer connections in online courses. Using the Community of Inquiry as a framework, we will explore a variety of engagement techniques designed to promote active participation and building a sense of community among students. Participants will learn how to utilize discussion boards, group projects, virtual meetups, and other interactive tools to create a positive, dynamic and supportive online learning environment that promotes social and cognitive presence. By the end of this session, instructors will be equipped with practical approaches to enhance student engagement and build lasting connections within their virtual classrooms.

In this session we explore effective strategies to develop meaningful peer-to-peer connections in online courses. Using the Community of Inquiry as a framework, we will explore a variety of engagement techniques designed to promote active participation and building a sense of community among students. Participants will learn how to utilize discussion boards, group projects, virtual meetups, and other interactive tools to create a positive, dynamic and supportive online learning environment that promotes social and cognitive presence. By the end of this session, instructors will be equipped with practical approaches to enhance student engagement and build lasting connections within their virtual classrooms.