Diversity, Inclusive Practices and Belonging

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.

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.

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.

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.

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

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.

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.

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 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.

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 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.

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.

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.

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.