Conference Schedule
NCCCSPA 2018 [Re]Innovation: Rethinking the Basics of Student Success
Wednesday, November 7, 20186:00-7:00 PM – Opening Session Welcome to Asheville.
7:00 PM until?? – Cocktail Hour
Thursday, November 8, 20187:30 - until Check-in
7:45-8:15 - Breakfast
8:30-9:00 – Lego Icebreaker/Team building exercise
9:00-10:00 AM – Differentiated Instruction in Higher Education – Presented by Elisha McDonald With the change in economic, political, and cultural aspects, there is a shift required for higher education instruction. Traditional instruction is teacher centered and the curriculum is usually developed initially and not altered to ensure the success of students. Differentiated instruction is a philosophy that allows for learning to be tailored to the student’s readiness, interest, and learning profiles. This session would cover what differentiated instruction is, how it is research based, discuss the major components of the instructional approach, how to adapt it to the higher education and how this instructional approach impacts student learning outcomes. Link to Materials
10:15-11:15 – Sex Matters: Addressing Title IX on Campus – Presented by Natasha Gouge and Bethaney FergusonBethaney initiated the Sex Matters forums on Campus in Spring of 2009. This session will discuss our experiences with providing sexual assault awareness, healthy relationship forums, and sex education to our college campus. We have partnered with the Domestic Violence Shelter and other community partners through a student-led initiative: EVOLVE. This is a relevant topic, and one that is often difficult to bring to campus. We plan to share our experiences, successes and challenges. Link to Materials
11:30-12:00 – Poster sessions/Textbook Browsing There is a list of the poster presenters and textbook reps at the end of this program.
12:00-1:00 – Lunch
1:15-2:15 – Navigating the Racial Landscape: Advancements in Thought on Racial Politics and Methods for Inclusion in the College Classroom- Presented by Rachel Austin
While community colleges tend to be more racially inclusive than most traditional 4-year institutions, too-often instructors are ill-informed of ongoing issues of race and racism and/or best practices for promoting racial inclusion in the college classroom. Generational and cultural cleavages between instructors and students may compound barriers to promoting racial inclusion in community college settings as racial frameworks continue to shift and change. Further, as neighborhoods and school systems tend to be racially segregated and college instructors are disproportionately white, these skills may be underdeveloped due to simple lack of interaction outside of one’s own racial group, on-the-whole. For many instructors, race can also be “touchy” territory that many may simply wish to avoid, but which is increasingly central to our national focus and of particular concern to college students. Rachel Austin’s experience has been in teaching sociology and psychology within, primarily, community college settings. Her scholarly, academic, and applied focus in critical race theories, social movements, the criminal justice system, and American minority groups has contributed to her well-developed knowledge of theory, research, and practice for best promoting racial inclusion in the college classroom. The ability to competently teach, in this sense, in the 21st Century requires racial literacy and knowledge of racially inclusive methods and skillsets, which will be developed throughout this presentation.
The focus of this presentation will be on bringing together advancements in thought and practice related to racial inclusion as applied to the college classroom. Drawing on both sociology and psychology, those in attendance will learn predominant frameworks for conceptualizing modern forms of racism, the differences and similarities between modern and earlier forms of racial discrimination and prejudice, basic terminology for racial literacy, skills for implementing racially literate and critical assignments and activities, skills for fostering productive conversation, and other methods for promoting racial and ethnic inclusion in the classroom.
This work may also open dialogue with scholars in attendance who wish to contribute thoughts, practices, or resources of their own that they have found to be helpful in this regard. Depending on time allowed, this presentation may also involve attendees the formation of discussion-based groups and case examples to practice such skills. All audience members will also receive resources, tools, and information on how to develop their own racial understanding as a critical skill essential for instructor competence and student success in the 21st Century. Link to Materials
2:30-5:00 – Sponsor SpotlightBefore heading out to enjoy all Asheville has to offer, spend some one-on-one time with our exhibitors to learn about everything they have to offer.
Friday, November 9, 20189:00-10:00 – Engaged Teaching: The Care and Keeping of a Classroom – Presented by Patricia Adams Academic learning has three components: the content, the student, and the teacher. Of those the relationship between the student and teacher is the mechanism that creates a sense of meaning, purpose, and motivation in the classroom. In this workshop, we will focus on the relationship between the student and teacher and the fostering of engagement from both sides to improve student outcomes. Link to Materials
10:00-10:45 – Tricks of the Trade
10:45-11:45 – Poster Sessions/Textbook Browsing, Wrap-up, and voting
12:00-1:00 – Executive Board Meeting
Posters and Presenters:Johnny Underwood Legacy Scholarship Winner- Mary GourleyThis presentation supports effective teaching. I want to challenge and discuss lecture and introductory format/course content often found in the psych or sociology 101 classrooms. It is important for instructors to spend time thinking about what they are doing and why. Active learning is very helpful as a teaching method but a critical part for many faculty that is missing is the conversation and discussions that lead faculty to adopt and become committed to more active methods. For example, why are most students in our classrooms to begin with. Someone has told them that if they go to college they can get better jobs, and make more money. But what does that mean and how do students go about this. Will they get a big sack of cash after graduation? I show my students research on why new collegiate hires get fired and I ask them to contemplate their future careers and how their community college experience fits into that. Instructors should aim to get the attention of the their students and should be promoting deeper thinking about what students want to get out of our classes and their college experience. I use Team Based Learning (TBL) and feel that there is a need to educate faculty about three important factors regarding active learning: 1) re thinking course design and what skills you want your students to learn (i.e. not teaching the entire textbook, deeper learning), (think big broad concepts or questions) 2) Research on lecture vs active learning and 3) easy ways to integrate active learning in their classrooms regardless of their pedagogy. I feel my presentation is very applicable to all community college instructors.
Mental Health: Where are we now? - Presented by Jean Cahoon and Brook CatheyA follow-up to the NCCCSPA2016 presentation, Jean and Brook will share updated data related to their survey of Pitt Community College students regarding the state of mental health on college campuses.
Arts and Sciences (Sociology Courses) Cultural Competency Outcome - Presented by Steve SmithSPCC sociology students have the opportunity to explore themselves in a more comprehensive way when it comes to race and ethnicity identity issues to the extent that they will be able to see the intersectionality between these surface identities as it relates to our multiple racial components and the socio-historical issues that people with our identities have faced throughout time. Learn about this exciting project using DNA results to explore identity. Link to Materials
NCCCSPA 2018 [Re]Innovation: Rethinking the Basics of Student Success
Wednesday, November 7, 20186:00-7:00 PM – Opening Session Welcome to Asheville.
7:00 PM until?? – Cocktail Hour
Thursday, November 8, 20187:30 - until Check-in
7:45-8:15 - Breakfast
8:30-9:00 – Lego Icebreaker/Team building exercise
9:00-10:00 AM – Differentiated Instruction in Higher Education – Presented by Elisha McDonald With the change in economic, political, and cultural aspects, there is a shift required for higher education instruction. Traditional instruction is teacher centered and the curriculum is usually developed initially and not altered to ensure the success of students. Differentiated instruction is a philosophy that allows for learning to be tailored to the student’s readiness, interest, and learning profiles. This session would cover what differentiated instruction is, how it is research based, discuss the major components of the instructional approach, how to adapt it to the higher education and how this instructional approach impacts student learning outcomes. Link to Materials
10:15-11:15 – Sex Matters: Addressing Title IX on Campus – Presented by Natasha Gouge and Bethaney FergusonBethaney initiated the Sex Matters forums on Campus in Spring of 2009. This session will discuss our experiences with providing sexual assault awareness, healthy relationship forums, and sex education to our college campus. We have partnered with the Domestic Violence Shelter and other community partners through a student-led initiative: EVOLVE. This is a relevant topic, and one that is often difficult to bring to campus. We plan to share our experiences, successes and challenges. Link to Materials
11:30-12:00 – Poster sessions/Textbook Browsing There is a list of the poster presenters and textbook reps at the end of this program.
12:00-1:00 – Lunch
1:15-2:15 – Navigating the Racial Landscape: Advancements in Thought on Racial Politics and Methods for Inclusion in the College Classroom- Presented by Rachel Austin
While community colleges tend to be more racially inclusive than most traditional 4-year institutions, too-often instructors are ill-informed of ongoing issues of race and racism and/or best practices for promoting racial inclusion in the college classroom. Generational and cultural cleavages between instructors and students may compound barriers to promoting racial inclusion in community college settings as racial frameworks continue to shift and change. Further, as neighborhoods and school systems tend to be racially segregated and college instructors are disproportionately white, these skills may be underdeveloped due to simple lack of interaction outside of one’s own racial group, on-the-whole. For many instructors, race can also be “touchy” territory that many may simply wish to avoid, but which is increasingly central to our national focus and of particular concern to college students. Rachel Austin’s experience has been in teaching sociology and psychology within, primarily, community college settings. Her scholarly, academic, and applied focus in critical race theories, social movements, the criminal justice system, and American minority groups has contributed to her well-developed knowledge of theory, research, and practice for best promoting racial inclusion in the college classroom. The ability to competently teach, in this sense, in the 21st Century requires racial literacy and knowledge of racially inclusive methods and skillsets, which will be developed throughout this presentation.
The focus of this presentation will be on bringing together advancements in thought and practice related to racial inclusion as applied to the college classroom. Drawing on both sociology and psychology, those in attendance will learn predominant frameworks for conceptualizing modern forms of racism, the differences and similarities between modern and earlier forms of racial discrimination and prejudice, basic terminology for racial literacy, skills for implementing racially literate and critical assignments and activities, skills for fostering productive conversation, and other methods for promoting racial and ethnic inclusion in the classroom.
This work may also open dialogue with scholars in attendance who wish to contribute thoughts, practices, or resources of their own that they have found to be helpful in this regard. Depending on time allowed, this presentation may also involve attendees the formation of discussion-based groups and case examples to practice such skills. All audience members will also receive resources, tools, and information on how to develop their own racial understanding as a critical skill essential for instructor competence and student success in the 21st Century. Link to Materials
2:30-5:00 – Sponsor SpotlightBefore heading out to enjoy all Asheville has to offer, spend some one-on-one time with our exhibitors to learn about everything they have to offer.
Friday, November 9, 20189:00-10:00 – Engaged Teaching: The Care and Keeping of a Classroom – Presented by Patricia Adams Academic learning has three components: the content, the student, and the teacher. Of those the relationship between the student and teacher is the mechanism that creates a sense of meaning, purpose, and motivation in the classroom. In this workshop, we will focus on the relationship between the student and teacher and the fostering of engagement from both sides to improve student outcomes. Link to Materials
10:00-10:45 – Tricks of the Trade
10:45-11:45 – Poster Sessions/Textbook Browsing, Wrap-up, and voting
12:00-1:00 – Executive Board Meeting
Posters and Presenters:Johnny Underwood Legacy Scholarship Winner- Mary GourleyThis presentation supports effective teaching. I want to challenge and discuss lecture and introductory format/course content often found in the psych or sociology 101 classrooms. It is important for instructors to spend time thinking about what they are doing and why. Active learning is very helpful as a teaching method but a critical part for many faculty that is missing is the conversation and discussions that lead faculty to adopt and become committed to more active methods. For example, why are most students in our classrooms to begin with. Someone has told them that if they go to college they can get better jobs, and make more money. But what does that mean and how do students go about this. Will they get a big sack of cash after graduation? I show my students research on why new collegiate hires get fired and I ask them to contemplate their future careers and how their community college experience fits into that. Instructors should aim to get the attention of the their students and should be promoting deeper thinking about what students want to get out of our classes and their college experience. I use Team Based Learning (TBL) and feel that there is a need to educate faculty about three important factors regarding active learning: 1) re thinking course design and what skills you want your students to learn (i.e. not teaching the entire textbook, deeper learning), (think big broad concepts or questions) 2) Research on lecture vs active learning and 3) easy ways to integrate active learning in their classrooms regardless of their pedagogy. I feel my presentation is very applicable to all community college instructors.
Mental Health: Where are we now? - Presented by Jean Cahoon and Brook CatheyA follow-up to the NCCCSPA2016 presentation, Jean and Brook will share updated data related to their survey of Pitt Community College students regarding the state of mental health on college campuses.
Arts and Sciences (Sociology Courses) Cultural Competency Outcome - Presented by Steve SmithSPCC sociology students have the opportunity to explore themselves in a more comprehensive way when it comes to race and ethnicity identity issues to the extent that they will be able to see the intersectionality between these surface identities as it relates to our multiple racial components and the socio-historical issues that people with our identities have faced throughout time. Learn about this exciting project using DNA results to explore identity. Link to Materials