Course Design, Syllabi Support & Transformation

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.

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.

Research in educational and cognitive psychology demonstrates that when it comes to student learning, how we teach is often just as important, or even more important, than what we teach. This webinar looked at evidence-based strategies to improve our students’ learning.

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.

This session explored reframing student feedback, and was led by Claudia Gresham, retired faculty from Stanly Community College and current faculty at Pfeiffer University.

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

This session explored the tiered feedback method, which includes engaging students in rubric cased feedback and using office hours to build a plan for future assignments.

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.

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

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.

Facilitated by Stephanie Gilbert and Jamey Harlow, this session is part 1 of 2 of the discussion on HyFlex course design. HyFlex is defined as providing students the opportunity to attend a single course in three modalities.

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

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.

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

Facilitated by Dr. Malinda Daniel, this session is part 2 of the discussion on HyFlex course design. HyFlex is defined as providing students the opportunity to attend a single course in three modalities.

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.

This session focused on the Transparency in Learning and Teaching Framework (TILT), which was created for more transparency in both teaching and learning by recognizing that new learners do not think like experts.

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.

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 participants were encouraged to critically evaluate their grading systems, further develop pedagogically collaborative relationships and a specific alternative grading application for their teaching.

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.

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.

Jon Iuzzini from Achieving the Dream led this session that explored using data to support evidence based instructional practices. Content includes leveraging small group instructor feedback and using disaggregated course success data.

Join presenters from Blue Ridge Community College in their presentation of four study skills that can be embedded in courses immediately.

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

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

Led by Dr. Kristin Redfield this session covered ways to make sure that course assignments are in alignment with course outcomes. The focus was on making sure that students are given as few assignments as are necessary to assess what needs to be assessed while not being burdened with what they see as “busy work.”

Led by Achieving the Dream in this workshop participants embarked on a journey to become adept curators and creators of OER, by exploring the vast landscape of freely licensed educational materials.

Led by Dr. Carrol Warren, this workshop aimed to empower educators with the knowledge and tools to create online courses by incorporating re-usable assignments with inclusion in mind. A reusable assignment is considered an instructional task or activity that is designed to be used multiple times across different contexts, courses, or semesters without significant modification. By their nature, reusable assignments can be easily adapted to accommodate diverse learning styles, preferences, and needs.

Join two community college faculty as they illustrate how they incorporate AI and Chat GPT in their current course(s) prepartion and facilitation.

Join two community college faculty as they illustrate how they incorporate AI and Chat GPT in their current course(s) prepartion and facilitation.

Join two community college faculty as they illustrate how they incorporate AI and Chat GPT in their current course(s) prepartion and facilitation.

Join two community college faculty as they illustrate how they incorporate AI and Chat GPT in their current course(s) prepartion and facilitation.

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.

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.

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.

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.

Join colleagues to investigate course policies on AI. After this session, you'll be able to identify the key components of such policies, evaluate the best combination for your course, and revise a framework for a personalized policy.

This workshop will focus on aligning assignments with your course and module outcomes, ensuring that you create as few assignments as are necessary to assess what you need to assess while not burdening students with what they see as 'busy work.' We’ll explore practical strategies for designing meaningful assessments.