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.
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.
In 2021-2022 there were approximately 60k public high school students. Each was enrolled in at least 1 College Career Promise (CCP) course. In this session, presenters from Durham Tech lead a review of system data and best practices for working with CCP students.
Dr. Tanya Scott of Achieving the Dream and formerly a dean at Wake Tech discusses the differences between equality, diversity and equity and justice while designing inclusive learning spaces.
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 the differences between equality, diversity and equity and justice while designing inclusive learning spaces. This session is 1 of 2.
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.
Dr. Tanya Scott of Achieving the Dream presents part 2 of the session on designing inclusive learning spaces. This session is 2 of 2.
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.
The Café model features colleagues from different community colleges. This session featured Haywood Community College faculty and instruction designers, and the purpose, process and practice of assessment and feedback.
This session explored Open Education Resource (OER) strategies for course implementation and was led by Dr. Tanya Scott of Achieving the Dream.
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. View Recording
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.
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 they are not afraid to share them. This session was devoted to teaching students the value of empathy.
Presenters from Blue Ridge Community College present four study skills that can be embedded in courses immediately.
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. View Recording
Amanda Zekanis, from Johnston Community College, leads this presentation. It provides resources for faculty professional development. It discusses some of the classroom activities that can be implemented to engage students. The presentation also includes data on the relationship between faculty professional development, student retention and success.
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. View Recording
This session explored reframing student feedback, and was led by Claudia Gresham, retired faculty from Stanly Community College and current faculty at Pfeiffer University.
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.
In this session join Susanna Blanchard as she illustrates how she delivers a flex class as an English instructor at CVCC.
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 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.
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.
