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.
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.
Dr. Tanya Scott, from Achieving the Dream, facilitates this workshop. It provides an overview of Universal Design for Learning (UDL). Also, 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.
Facilitated by a faculty member and student this session explores course design with emphasis on group work and active learning principles.
Presented by the West Co-Directors this session discussed different types of syllabus revisions: the equitized syllabus and liquid syllabus.
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.
Learn from presenter Claudia Gresham about communicating successfully with online learners in this session.
Join Tim Scapin Instructional Designer & Media Specialist from Haywood Community College in his presentation on AI, content creation, detection tools and teaching strategies. View Recording
Stephanie Gilbert and Jamey Harlow facilitate this session. This is part 1 of a 2 part 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.
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.
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.
The Artificial Intelligence Community of Practice has been designed to provide an opportunity for faculty and staff to discuss current trends in artificial intelligence. It also explains how this emerging technology impacts their roles at the college as well as student learning. This is the first session of a four part series.
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.
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.
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.
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.
Dr. Louise Southern of the Autism Society of North Carolina presents on supporting post-secondary students.
This session is focused on the Transparency in Learning and Teaching Framework (TILT). TILT was created for more transparency in both teaching and learning. It does so by recognizing that new learners do not think like experts.
UNC colleague and veteran Rob Palermo shares insight into supporting military connected students in their college transition.
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.
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.
In this session, participants were encouraged to critically evaluate their grading systems. Also, to further develop pedagogically collaborative relationships as well as a specific alternative grading application for their teaching.
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.
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 equity 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.
This session leads discovery of how to use course design as a catalyst for creating an inclusive learning environment, including best practices and strategies for any course modality. Dr. Shantell Strickland-Davis from CPCC explores high-quality course design, faculty members can be more intentional about how they support their students in these ways, leading to better…
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.
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…
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.
Designed for faculty and staff of community colleges, the session demystifies the complex world of AI. One of the highlights of this presentation is an introduction to prompt writing.
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.
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.”
This session is led by Leanne Wieland, and explores curriculum development and instructional design from a student centered approach.
This session explored reframing student feedback, and was led by Claudia Gresham, retired faculty from Stanly Community College and current faculty at Pfeiffer University.
Led by Dr. Devon Graves this session provides pedagogical approaches to building effective relationship-building and teaching practices for students of color.
This workshop session is for all faculty to learn about best teaching practices. The College of the Albemarle New Faculty Academy coordinators have gathered the best and not so great tips and tricks that their various cohorts have learned to help begin their professional journeys in this interactive session.
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.