NC Teaching & Learning Archive

Dr. Tanya Scott of Achieving the Dream presents part 2 of the session on designing inclusive learning spaces.

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.

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

This session explored Open Education Resource (OER) strategies for course implementation and was led by Dr. Tanya Scott of Achieving the Dream.

Join presenter Meret Burke, English instructor from Wilkes Community College in her presentation on discussion boards and creating meaningful group work.

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.

In this session join Susanna Blanchard as she illustrates how she delivers a flex class as an English instructor at CVCC.

Presented by the West Co-Directors this session discussed different types of syllabus revisions: the equitized syllabus and liquid syllabus.

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.

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.

The Café model features colleagues from different community colleges. This session featured Wilkes faculty and staff as they explored student success best practices in synchronous, asynchronous and high flex classroom models.

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.

This workshop focused on the rationale and method for providing embedded instruction of study skills in college courses.

A flipped classroom requires that students complete independent work before class, leaving class time for hands-on application. This session explored the theory behind the flipped classroom model and strategies for course application.

Facilitated by a faculty member and student this session explores course design with emphasis on group work and active learning principles.

This session is led by Leanne Wieland, and explores curriculum development and instructional design from a student centered approach.

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

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

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 a panel of presenters this session unpacks the evolution of AI in the classroom, setting expectations for students and identified support for instructional practices.

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.

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.

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.

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.

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.

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.

This session explored mental health, mental health challenges, and mental health disorders to discuss important mental health and wellness concepts. Participants were provided with practical self-care strategies and resources that may be used to support optimal mental health.

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.

Led by Amanda Zekanis from Johnston Community College this presentation provided resources for faculty professional development and some of the classroom activities that can be implemented to engage students. The presentation also included data on the relationship between faculty professional development, student retention and success.

Led by Anthony Blair from Vance-Granville Community College this presentation provided strategies for integrating AI into curriculum, as well as tools for using AI successfully.

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

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.

Facilitated by Dr. Josh Howell this session discussed the North Carolina Community College Journal of Teaching Innovation, providing participants the opportunity to learn about submitting to the journal, the editorial process, and strategies to produce high quality publications surrounding NC community college topics. Participants also reviewed past issues.

Craven Community College’s Kristi Reed and Jenifer Marquis) proudly present two dynamic professional learning courses. Tailored to empower educators, these courses are meticulously crafted to not only onboard faculty but also to illuminate the path towards excellence in both online and hybrid course delivery.

This engaging presentation delved into a fascinating world where AI takes on the role of a trusted ally for professors, simplifying and enhancing the teaching experience. We explored an array of AI-powered tools and platforms designed to assist educators in their daily tasks, including crafting lesson plans, syllabi, and rubrics, managing emails, providing thoughtful responses, and expediting the paper reviewing process. Discover how AI can help you reclaim valuable time, reduce administrative burden, and empower you to focus on your students and the art of teaching.

Led by Susan Adams, this workshop explored how to integrate Artificial Intelligence into a course or department. In this session you will lean into the dual challenges of AI: rethinking assignment designs and promoting genuine intellectual engagement over reliance on AI tools.