Category Archives: Presentation Materials

2 Videos of Faculty Advising Workshops

2 Faculty Advising Workshops – Fall 2016

 basic-advising-picture CETL Faculty Advising Basics

vod02.nvcc.edu

Faculty and Staff

CETL Faculty Advising Basics (1 Hour)

NOVA Video Services recorded Transfer Advising for Faculty Advisors by Mark Mannheimer Assistant Director of Student Success Initiatives & Jennifer Nelson Transfer Counselor This session covers the basic functions of faculty advisors and highlight tools and resources available to aid in an advising session. Topics covered include faculty advisor roles and expectations, the NOVA Catalog and advising resources, PeopleSoft (SIS) and the Student Success Planner (SSP).

Click to view the Workshop https://vod02.nvcc.edu/Watch/Bm58JkWn

 advising-picture-for-video  

CETL Transfer Advising

vod02.nvcc.edu

Faculty and Staff


CETL Transfer Advising
( 1 Hour)

NOVA Video Services recorded Transfer Advising for Faculty Advisors by Mark Mannheimer Assistant Director of Student Success Initiatives & Jennifer Nelson Transfer Counselor. The video covers the Roles & Expectations of Faculty Advisors, Important Terms, and Resources for Transfer Advising including, how to utilize the Transfer Center and Transfer Counselors,Guaranteed Admissions Agreement, Articulation Agreements and best practices/tips from Transfer Counselors. Plus how to get the most out of your Transfer Technology like the Advisement Report in PeopleSoft (SIS) and best practices on the NOVA Transfer Website.

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Click to view the workshop https://vod02.nvcc.edu/Watch/Xw5g4DMs

 

NISOD Free Webinar, Wednesday, October 12,2016 200-3:00

Empowering Faculty With Course-Level Data to Drive Institutional Change

Giving faculty access to all course-level data has been nothing short of revolutionary for the culture of Pierce College. We knew that sending student success data to faculty would not be enough. The college sought to provide faculty with direct access to their own data (and the data of their colleagues), with the ability to sort student achievement data by course, section, modality, timeframe, subsequent success, and a variety of demographic measures. To this end, Pierce’s Center for Engagement and Learning began providing frequent training to help faculty members understand their data. In this session, participants will learn not only why they might want to do something similar at their colleges, but how to achieve it with minimal cost and/or pushback.

Tom Broxson, District Dean, Natural Sciences and Mathematics, Pierce College (WA)

Wednesday, October 12, 2016

Eastern: 2:00 pm – 3:00 pm

Contact Robin Muse ( rmuse@nvcc.edu )  for User and Password to access this FREE WEBINAR to all NOVA Faculty and Professional Staff

NISOD webinars free to NOVA faculty

 

NISOD

Contact Robin Muse ( rmuse@nvcc.edu)  for the Password to Register!

 

May 11, 1:00-2:00 p.m. (CST)

An Entrepreneurial Mindset for Student Success

This webinar offers an inside look at a promising new approach to student success designed to harness the power of entrepreneurial thinking as a skill all students need to thrive in the 21st century, regardless of their chosen path.

May 12, 1:00-2:00 p.m. (CST)

The QUEST: The Completion Project for Males of Color in Community Colleges

This webinar highlights the design, development, and delivery of a quality educational program for males of color using a zero-dollar budget.

Webinar Archives

All webinars are recorded and available for later viewing on the members-only section of our website.

Innovation Abstract – week of April 28

Volume XXXVIII, No. 14 | April 29, 2016

Download PDF version

Innovation Abstracts

Educating Through Coaching: Defining Your Role and Instilling a Dynamic Classroom Environment

“Pressure Is a Privilege.”—Billie Jean King

Think back to the very first moment you received confirmation that you are officially a “teacher.” Whether that was an affirming call from your department’s dean, an email from your college’s human resources department, or a handshake with the person who just finished interviewing you, each of these moments signify the split second your world has changed forever. Aside from the hustle and bustle that comes from needing to fill out freshly-printed new employee forms, scheduling orientation sessions, and developing your course syllabi, the most important element you need to meticulously plan, develop, and prepare is YOU!

What kind of teacher will you be—the “strict one” who rigorously challenges students, or a “pushover” who gives out easy A’s to keep your class numbers high? How will you dress—what type of image do you want to portray to your students? How will you ask your students to address you—by your first name, “Professor,” “Mr./Ms.,” something else? What kinds of rules will you enforce within your classroom? Sure, your college has specific guidelines for everyone to follow, but what will be your specific attendance policy or procedure for handling it if a student breaks the cardinal rule of educational professionalism: plagiarism/cheating? How will you create a classroom environment that not only captures students’ attention and fosters learning, but most importantly, allows your students to retain the information you teach them?

While one can methodically attempt to prepare for every little detail leading up to the first day of class, nothing will prepare a teacher for the rollercoaster ride of student-related factors that stem from aspects outside of your classroom that you cannot control. As a former head coach for an NJCAA Division 1 Women’s Sports team, I learned—fast—that the title you have after your name does not even scratch the surface of the role you play in your students’ lives. You see, while the plaques in my office read “Coach of the Year,” they actually should say: “Coach/Parent/Friend/Disciplinarian/Listener/Mentor/Educator of the Year.” Think about each of these words; think about their role, connotation, and effectiveness. Now think about a teacher who has made a difference in your life. Would you apply any of these words to him or her, or would you just limit that person’s role to the term “teacher?” More likely than not, the teachers who are standing out for you embody some, if not all, of the abovementioned words.

With this in mind, I would like to digress for a moment to share a story about my first two weeks at the helm of a collegiate sports team.

It was the first day of August, and the weather was, as expected, warm. I had just returned to the office after walking off the courts from the first day of tryouts. I had just seen a diligent group of college freshmen working very hard outside in the August heat. No complaints; all raring-to-go attitudes. I remember thinking to myself, “This is a good group of recruits. We will do alright this season.”

The next day I get to practice and find out that one of the athletes will not be there. After lecturing about a strict attendance policy just the day before, I was quite unnerved by the seemingly blatant form of disrespect. However, I shook it off and focused on the people who were standing in front of me and waiting to begin the second day in the heat. To my surprise, by the end of practice, the player (who originally did not attend) showed up completely disheveled—she had gotten into a car accident the day before. Thankfully it was not too serious, but my heart still sank for her. We began the process of unrattling her nerves and focusing on school and the upcoming season.

A couple of days later, I received a phone call that two more athletes would not attend practice. A bit more prepared, I expected the worst, but hoped for the best. As it turned out, these two players had also gotten into a minor car accident. Three student-athletes, three car accidents, and all in a span of about a week.

Just when I thought our team’s luck could not get any worse, the day before our first game, I received another phone call that a fourth player had gotten into a minor car accident. Mind you, I only had seven athletes on my squad. And four of them had been involved with car accidents—all in the initial two-and-a-half weeks of my first season as a head collegiate coach. I thought for sure someone had a voodoo doll out for our team. Despite all of this, I had to learn to no longer be the coach who made my players run laps and do drills. They—the ones who had suffered from the car accidents and the three who were left wondering what could possibly happen next—needed more from me than that. The events made me more empathetic as a coach, and us more unified as a team. We went on to lose only one game the entire season.

While on my resume it does not look like “Head College Coach” is relevant for a “Professor” position, it is this very title that has shaped my entire teaching pedagogy. I do not consider myself as a coach-turned-teacher, but rather as a teacher who coaches her students. With the notion of simultaneously being a coach, parent, friend, disciplinarian, listener, mentor, andeducator, I shape my teaching style in a way that can be adaptable to all my students. Here are some simple, yet highly effective, ways that you can, too.

  • Be a coach. I often tell everyone—yes everyone—that when I coached, I never “coached” two athletes in the exact same way. While yelling in one of my player’s faces might motivate her, this same strategy may make one of her teammates shut down and start crying. Likewise, using a talk-things-out-with-long-detailed-explanations approach may get through to an athlete better than if I physically show this player the specific technique through hand gestures and body language. The same principle absolutely applies in the classroom. I do not teach two of my students in the exact same manner. Some students can only handle small bits of information at a time. For them, I focus on succinct, bullet-point outlines. Likewise, some of my students are more visual when it comes to learning. For them, I use images, videos, and diagrams. There are also students who obtain and retain most of their information from speaking. For these learners, I implement a dynamic class dialogue that is catalyzed by a Socratic method of questioning and even small-class debates. I strive to implement at least two or three of these learning strategies in every one of my lessons, because the more I can diversify my teaching, the more likely I will be able to get through to my students—in their own ways.
  • Be interactive. I think back to when my athletes used to say, “Put me in, Coach!” whenever they had to sit on the sidelines during a game. I know as a former student-athlete, sitting back used to make the game seem boring because I was not part of the action. Well, in my classroom, the learning is the action. So, why would I ever want my students to sit on the sidelines! I encourage their involvement by calling on my students to answer questions or have them administer their own small-group (and eventually whole-class) discussions. But wait, what about the students who are more introverted? I respect them immensely and never make them feel like they have to orally contribute. Of course, I do not let them totally off of the hook when it comes to class participation, either. Online Discussion Boards (on Blackboard) and Twitter conversations using a class hashtag have been wonderful ways for all of my students to “get off the sidelines” and become engaged in the discussion. I have found that the quieter students are often the ones who have the most to say when it comes to this type of format. I and my students especially like Twitter, though, because it is more of an informal, “social” outlet for them to become engaged.
  • Skill Drills. When I coached, at the beginning of practice I would always do a “skill drill” that reinforces a concept/technique/strategy the players had recently been working on. The same can be applied to your classroom. For my more basic level composition courses, I implement skill drills in the form of team board races. Students go up to the board and answer grammar-related questions based on a unit we just finished learning. Their teammates are allowed to help them out so everyone becomes involved at the same time. This is also a great way to promote collaborative skills. For my more advanced writing courses, I incorporate skill drills in the form of things like scavenger hunts where students look up different ways to cite specific sources in MLA format, and the first team to find all of the items and provide written examples wins the scavenger hunt. I have found that using skill drills takes away the angst of a formal test or exam, yet simultaneously promotes learning because the students are applying their knowledge in a dynamic format.
  • Practice Makes Perfect. This concept can vary based on ability and subject content, but basically the principle of repetition comes into play. For instance, if we are working on a lesson that emphasizes the literary device of imagery, I will have students focus that unit’s set of journal activities on applying adjectives and adverbs to really “paint a picture” through their writing. Likewise, if our lesson is focusing on applying quotations, then each workshop leading up to the due date of the unit’s final paper will involve not only applying quotations, but writing in-text citations, effective quotation lead-ins, and even explaining the research that was used. The point of my “practice makes perfect” mentality is that, through repetition, my students become more comfortable applying the skills I teach. The more comfortable a student is, the likelier it will be for him or her to remember my lessons and hopefully apply this knowledge to other courses or events outside of academia.

I began this piece with a quote from tennis legend Billie Jean King. She stated, “Pressure is a privilege.” For me, this phrase is the epitome of our role—from professors to coaches to administration—in education. We are under a great deal of pressure to not only teach our students, but also to retain them. Think about the dropout rates of colleges across America, or even on a smaller scale, the number of classes that get cancelled due to low student enrollment. Especially in higher education, we are under a great deal of pressure to make sure our students succeed. With this pressure comes great responsibility. But you know what, with our jobs—especially as educators—we are privileged to have the opportunity to work with our students and see them use what we teach them in society. After all, isn’t that the point of why our students go to college in the first place: to get some type of degree or obtain a certain skill set so they are prepared for the real world? It may be game time, and there may be pressure on the line, but consider yourself privileged to be in a position to be there, at the very least, as a coach who is motivating your students by speaking to their diverse set of learning styles. But more than likely, as a person who is applying diverse roles as a parent, friend, disciplinarian, listener, mentor, and educator for your students to succeed.

Nicole Selvaggio, Adjunct Professor, English/Composition

For further information, please contact the author at Moraine Valley Community College, 9000 W. College Pkwy, Palos Hills, IL 60465-2478. Email: selvaggion@morainevalley.edu

Innovation Abstracts:Volume XXXVIII, No. 9 | March 25, 2016

NISOD

Seven Years a Teacher: Five Lessons Learned as a Two-Year College Instructor

Frederick Douglass is attributed with the following quote: “Without a struggle, there can be no progress.” With this quote in mind, I would like to introduce you to a story about progress achieved through years of reflection. My seven years as a two-year college instructor have provided me with many lessons. Therefore, my goal in this discussion is to boil down the countless hours of preparation and teaching into five lessons I have learned—lessons I believe we all wish we were taught before we began our path to teaching.

Lesson #1: Content is NOT King
Many of us remember cramming for tests during our undergraduate years in college. Meticulous notes were critical to our success. Then came graduate school where we consumed copious amounts of literature and wrote high-level papers. All of this content was drilled into our minds, if not our very soul. Certainly, the other end of academia (teaching) would require us to yet again be drilled with a barrage of continuous learning, right? Not entirely, at least not for me. One of the first major changes I noticed as I moved from being a student into the role of teacher is that I didn’t have to learn new information. I only had to harness that information and package it for my students. Content became the dodo bird of education.

Now, you may be horrified to read or even imagine that instructors do not consider content to be of primary importance—and you would be right. However, and this is the important issue, content is quite important, but it may no longer be the sole or primary issue for instructors. The primary focus for instructors at many two-year colleges has become disseminating content. The creation of novel instruction (not novel content) is the focal point for instructors.

Lesson #2: If Content Is King, He Has a Twin Brother Named Technology
So where exactly is the focus in education at two-year colleges, if not on content? In a word: technology. For learners, it’s about online learning or learning with online resources. Increasingly, publisher-based technology, along with a barrage of third-party applications, is becoming the new normal in two-year colleges.

For instructors, teaching is now the navigation and employment of new technological tools. I dove into my first semester as full-time faculty instructor with an abundance of course sections that ranged from web conferencing to recorded lectures, along with a wide range of online teaching practices. Oh, what I would have given to have been a student in a course about teaching in the internet age! By the way, my bachelor’s degree is in education. Therefore, it’s not as if I haven’t been trained in the area of instruction.

This conversation is not turning into a “technology is making our lives harder” dialogue. Rather, this conversation is presenting us with the fact that content is not “the only show in town.” Effective instructors cannot simply instruct. Rather, they must deliver education, and doing so requires technological tools, which begs the question, “Does technology make teaching easier?”

Lesson #3: This Is as Good as It Gets
Jack Nicolson, in the film As Good as It Gets, famously wondered if life could get any better than the exact moment he was living. Does teaching get easier or is this as good as it gets? Optimistically, I was told by a fellow instructor that after three years of teaching, teaching becomes easier. I couldn’t disagree more. With the continuous flow of politics, budget constraints, and competition in the world of education, there is an ongoing onslaught of challenges that motivate, if not force, instructors to adapt to an ever-changing classroom, whether virtual or on campus. No, teaching does not get easier. So what are we to do if this is the case?

Lesson #4: You Have to Run Twice as Fast to Go Anywhere.
Lewis Carol’s character, the Red Queen, in Alice in Wonderland, said, “My dear, here we must run as fast as we can, just to stay in place. And if you wish to go anywhere, you must run twice as fast as that.” This quote precisely sums up teaching in the field of education. I always expected that after a semester or two, or even three, that my assignments would be solidified and that few to no changes would need to occur after that. What I have found is that change in education is a very certain and reliable creature. Even if assignments were to stay the same, leadership at the college, politics (i.e., funding), and other factors outside of instructors’ control do change. Moreover, even if these forces do not change, those motivated instructors who do engage in continuous improvement (e.g., conferences) will continue to see their own attitudes and goals adapt, change, and ultimately improve overall.

Consider the following—by some estimates, Americans upgrade their mobile phones every two years or less. Now consider the discipline you teach. Does your field continuously evolve or change? Consider how often CPR techniques undergo modification. Change is mandatory. Change is the blend of the first three lessons I discussed: content, technology, and improvement. Continuous improvement, like selling the latest gadget, is necessary to be a good instructor. Notice the words “good instructor.” We have to improve to maintain a decent level of instruction. Why? Despite the level of instruction we perceive our students are getting, students and administrators are comparing us against some type of standard. The notion that an instructor’s performance is “good,” “above average,” or “excellent” is relative from one administrator to the next. Much like whether you feel that the customer service at the local retailer is good is largely the result of previous experiences. Therefore, your level of instruction is continuously being compared to other instructors or courses seen by administrators and students. Sites like RateMyProfessor.com illustrate that our perceived performances—either fairly or not—are constantly undergoing evaluation. Therefore, to be rated as a good instructor, we must continuously evolve. How to be a great instructor is a debate for another time.

Lesson #5: Attitude Is Everything
Car engines require oil to reduce friction and ensure peak operation. If a classroom is like a car, then the instructor’s attitude is the oil. I have either comforted students, or witnessed other instructors comfort students, through kind and motivating words. To this day, I am astonished how a few simple words can instantly reduce, and sometimes remove, doubts and fears students may have during a class or semester.

Our attitudes shape the way we approach and teach within our classrooms. However, the attitude we adopt has similar effects outside the classroom. Our attitude affects our lesson planning, collaboration, and accomplishment in our praxis of instruction. We cannot simply act positively within the classroom for the sake of presenting a good attitude.

Consider the role of lying. Lying is often a performance one acts out to convey authenticity. However, Pamela Myer’s TED talk, How to Spot a Liar, teaches us that our subconscious thoughts and our body’s micro expressions give away our true thoughts and intentions. Similarly, our attitude, either positive or negative, comes out during our instruction. The role of the instructor and his or her instruction is multifaceted. These various tasks tax us continuously and daily. Our approach to these challenges is based on our attitudes about how we view our role as educators.

Clearly, attitude is not simply an indicator of our ability to get along with colleagues or to develop a rapport with students. Rather, attitude in education is a shadow-like mental construct that continually follows us on our paths as educators.

To sum up my observations as a two-year college instructor, consider what I previously wrote: teaching does not get easier. This idea may scare some instructors. However, this idea may also challenge us and excite us into action. Taking action to be better educators is a motivating idea. And if you indeed are motivated to be a better instructor, you will undoubtedly have many of your own lessons to share with the rest of us.

Samuel Buemi, Instructor, General Studies

For further information, contact the author at Northcentral Technical College, 1000 W. Campus Drive, Wasau, WI 54401. Email: buemi@ntc.edu

Top Reads of 2015-The Chronicle of Higher Education

Top Reads of 2015 – The Chronicle of Higher Education

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Top Reads of 2015

Over the past year, The Chronicle Review published 196 essays, book reviews, and news articles written by professors, administrators, grad students, journalists, and one personal assistant. Taken as a whole, the themes that inspired, unsettled, and provoked readers included the corporatization of the university; sexual politics and the impact of Title IX; tensions between academic freedom and civility; race on campus (including injustices suffered by black professors), and the push and pull of intellectual progress across the disciplines.

Controversy swirled around a work of urban ethnography. Academic outcasts sought to contribute new insights (and, perhaps, revive their reputations). Professors questioned the teaching-research binary and diagnosed a “plague of hypersensitivity.”

Here are 10 articles that strongly connected with readers in 2015. We think they’re worth another look.

—The Editors

Top Reads of 2015 – The Chronicle of Higher Education

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Bean counters, bureaucrats, and barbarians are to blame.

How campus rules make students more vulnerable.

What’s the good of having a freedom you’re afraid to use?

We are entering an age of willful ignorance.

Incivility is the only civilized response to barbarity.

The hidden story behind the code that runs our lives.

The professoriate needs to refocus on students or face extinction.

Regardless of what you may think of Rachel Dolezal, racial transition is a valid experience. I have gone through it.

Biologically, intellectually, socially, women are the superior gender, and society will increasingly reflect that.

Intellectual virtues prepare students for their professional and personal lives.

Top Reads of 2015 – The Chronicle of Higher Education

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INNOVATION ABSTRACTS week of November 19, 2015

NISOD

 

INNOVATION ABSTRACTS

This Week’s Issue

Unintentional Plagiarism: Who Should Bear the Burden? describes how institutions can implement a policy that helps students learn about and avoid plagiarism. 

**Username: nvcc.edu | Password: nisod799.**

Past Issues

You Too Can Author an Innovation Abstracts!

Would you like to share your expertise and experiences with your colleagues? Do you want to add to your professional portfolio? Would you like to receive a $50 discount to NISOD’s annual conference? Then write an Innovation Abstracts for NISOD! Author guidelines can be found here.

NISODirect

NISOD will soon discontinue sending our emails to your college’s NISOD liaison to distribute throughout their campuses. Accordingly, you are strongly encouraged to visit www.nisod.org/NISODirect2 and sign up to directly receive information about NISOD’s wide variety of professional development resources you’ve come to expect and appreciate.

UPCOMING NISOD WEBINAR • THURSDAY, NOVEMBER 19

Webinars are free to all employees at NISOD member colleges by using the following information to log in and register:

Username: nvcc.edu

Password: nisod799 

Making Adjuncts Part of the Family

We will discuss how to make the adjuncts feel part of the “educational family” and not just the part-time staff. We rely on these adjuncts and they need to know how important they are to us and our students. Without them, our students would suffer.

Joey Bryant, Program Coordinator, Forsyth Tech Community College

This complimentary webinar, open to educators at member and non-member colleges, is provided in collaboration with Cengage Learning’s “Connect With Ed Tech” series.

 

For a list of other upcoming webinars, click here.

 

If you are not able to attend the live event, the webinar will be archived here. 

NISOD CONFERENCE • MAY 28 – 31, 2016

Keynote Speaker Announced!

Kai Kight, Classical Violinist and Innovative Composer, performs mesmerizing original music and shares stories from his own transformation as an artist. Kai translates these insights into takeaways that audiences can easily infuse into their own lives and work environments.

 

New Location for 2016!

NISOD’s 2016 International Conference on Teaching and Leadership Excellence will be held at the Hilton Austin, the headquarter hotel. Participants and exhibitors can reserve their conference lodging here.

 

Share Your Experiences, Insights, and Ideas With Your Colleagues!

Have you been planning to submit your best session ideas for NISOD’s 2016 conference, the definitive gathering of community and technical college educators? We’re seeking your best education session ideas designed for community and technical college educators.

 

Benefits of Presenting

Selected educators will share their experience, ideas, and lessons learned with their peers and receive a $50 discount to attend the conference. Also, all proposals received by the January 8, 2016, deadline will be included in a drawing for a complimentary full conference registration. Some presenters are also invited to author an Innovation Abstracts and facilitate a webinar!

 

Registration Is Now Open

Get the best discount available for your most effective professional development opportunity this year! This year, we are offering super early registration discounts for participants who register by April 15!

 

Conference Scholarships

To help offset expenses, faculty members from NISOD member colleges can apply for a scholarship to attend NISOD’s 2016 conference. Scholarships cover conference registration fees, hotel room costs, and up to $400 in transportation costs. Scholarship recipients will also be able to participate in the trip to San Antonio at no additional cost. If you have restricted travel funds, this is one way to help cover your costs to attend this year’s conference! See full details here.

 

Conference Archives

Check out the archived videos of keynote and special session presentations from NISOD’s 2015 conference.

 

 

STUDENT ART CONTEST

NISOD is proud to announce its Student Art Contest. One winning student artist will receive $1,000 award; five poster-size copies of the winning artwork; receive the honor of having their artwork serve as the front cover of the 2017 Conference Program; and receive up to $400 in airfare, three nights lodging, and a complimentary conference registration to attend the 2016 International Conference on Teaching and Leadership Excellence. The winning student artist’s college will receive a complimentary NISOD membership.

 

One submission per NISOD member college is permitted. It is at each member college’s discretion how it determines which student’s work will be submitted to NISOD for consideration. Interested students are strongly encouraged to contact their college’s president’s office regarding how to participate in this contest.

 

 

Scott Wright Student Essay Contest

Community College Week and NISOD are proud to announce the annual Scott Wright Student Essay Contest. Student authors are invited to describe a faculty member, staff member, or administrator who encouraged him or her to reach their goal. Three winning students will each receive a $1,000 check. The faculty members, staff members, or administrators featured in the winning essays will also each receive a $1,000 check. Find complete details here.

 

 

NISOD’S WEEKLY DIGEST

NISOD’s Weekly Digest is designed to inform and inspire community and technical college educators. Subscribe today for free by visiting NISOD’s Weekly Digest and looking for “Subscribe to the Email Newsletter” near the top of the page. Encourage your colleagues to stay informed by subscribing as well!

 

 

DO YOU TWEET?

You can receive the latest community and technical college news and the latest updates about NISOD on Twitter at @NISOD.

 

Lilly Conference- June 2-5, 2016

International Spring Lilly Conference – Bethesda, MD
June 2 – 5         http://www.lillyconferences-md.com/

The call for proposals is open through February 16th.  Plenary presenters include:  Saundra Yancy McGuire, Louisiana State University; Carl S. Moore, University of the District of Columbia and Christy Price, Dalton State College.

Publication Updates:

Journal Update:
Journal on Excellence in College Teaching –
Still available as a free download: The acclaimed Journal on Excellence in College Teaching special focus issue: Small-Group Learning in Higher Education—Cooperative, Collaborative, Problem-Based, and Team-Based Learning

To submit a manuscript, read the Journal, or subscribe, go to: http://celt.miamioh.edu/ject/index.php

Scholarly Teacher Blog 
The blog reminds us all to stop, think critically, and reflect about teaching and learning. New blogs are posted twice monthly: http://scholarlyteacher.com/  Stay connected – subscribe to the blog mailing list to receive a notification when each new blog posts.

http://scholarlyteacher.com/join

Preventing and Responding to Disruptive Students

Mr. F. Scott Lewis talks to faculty about Preventing and Responding to Disruptive Behaviors in the Classroom

On Friday, March 30th, Mr. Scott Lewis began the CETL New Faculty Orientation with an interactive workshop that gave participants skills to prevent disruptive classroom behaviors, to react to them and to enhance their own campus procedures to address them.  This session was sponsored by CETL and the Office of Student Mental Health.

Copies of the presentation materials provided by Mr. Lewis are found below.  Be sure to check out the Class engagement Rubric.

NVCC 2012 – Classroom Management-Power Point
SAMPLE  SYLLABUS

Class Engagement Rubric – SAMPLE

Student Learning Outcomes

Please find materials from Dr. Robert’s presentation about student learning outcomes by clicking here. 2012 Roberts Presentation_ SLOs  Be sure to take a look at it because it contains a lot of information that was not included in the presentation.

Dr. Roberts also wants you to know that each division has an SLO Liaison.  The SLO Liaisons are supposed to be the in-house expert on SLOs for faculty in their division and a resource for faculty in their respective division who have questions about or want to learn more about SLOs. Click here for a list of the SLO Liaisons by campus and division.  2012 Roberts Presentation _ SLO Campus Provosts and Deans and liaisons

Comments and discussion of this presentation may be made by using the ‘Leave a Reply’ box below or by clicking on the cloud icon associated with this post.