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Theme: Innovate, Integrate, and Motivate: Creative Approaches to Student Engagement

CONFERENCE PROGRAM

Sponsored by the Maryland Consortium for Adjunct Faculty

Professional Development and Participating Maryland Colleges and Universities

12th Annual FALL CONFERENCE Saturday, October 6, 2018

Contents

Conference Agenda………………………………………………………..3

Day-At-A-Glance – Workshop Themes …………………………..4

Day-At-A-Glance – Session 1 ………………………………………….5

Day-At-A-Glance – Session 2 ………………………………………….6

Day-At-A-Glance – Poster Session…………………………………..7

Day-At-A-Glance – Session 3…………………………………………..8

Session 1 Abstracts ...……………….…………………………………….9

Session 2 Abstracts …….………………………………………………..13

Poster Abstracts …………………………………………………………..17

Session 3 Abstracts ………………….…………………………………..20

K Building Main Level Floorplan ……………………………………24

K Building 2nd Level Floorplan ……………………………………….25

Information about MCAPD……………………………………………26

Campus Map………………………………………………….…back cover

Conference Agenda

8:30 – 9:00 AM Registration and Continental Breakfast Room K100

9:00 – 9:15 AM Welcome and Opening Remarks Dr. Rose Mince, Vice President of Academic and Student

Affairs, Carroll Community College

Dr. Caroline Toscano, MCAPD President

The Scott Theater (T Building)

9:15 – 10:00 AM Keynote Speaker: James Lang, Ph.D. Professor of English and Director of D’Amour Center for Teaching Excellence Assumption College, Worcester, MA

10:00 – 10:15 AM Move to Workshops All workshops located in K Building, 1st & 2nd floors

10:15 – 11:15 AM Concurrent Workshops: Session One

11:15 – 11:30 AM Break and Move to Next Session

11:30 – 12:30 PM Concurrent Workshops: Session Two

12:30 – 1:30 PM Lunch Room K100

1:00 – 1:45 PM Poster Session and Networking

K Building Main Floor Lobby

1:50 – 2:50 PM Concurrent Workshops: Session Three

3:00 – 3:30 PM Networking Session, Prize Drawing Final Return of Evaluation Forms Room K100

Please submit your evaluation forms during the day or at the end of the day to any MCAPD Member

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SESSION ONE WORKSHOPS

10:15 AM – 11:15 AM

Session 1-a: Room K127

Faster Grading Using Video and Audio Feedback

Tom Cantu, Montgomery College

This session will present a method of using video to grade assignments

submitted electronically or audio only to grade assignments submitted as

hard copy. This method has enabled the presenter to provide more detailed

and personalized feedback while reducing his workload. Learners love it,

because the video is almost like sitting with the instructor. Other ideas will

be discussed such as minimum standards before grading / assignment

checklists to ensure work submitted is as complete as possible.

Session 1–b: Room K128

Must Classroom Assessment Always Be Content-Based?

Ijeoma Ozed-Williams, Baltimore City Community College

Education leads to permanent change, not only in cognition but also in

attitude and skills. Most customers and employers value attitude and skill

above knowledge. Knowledge is still essential, but deficiencies in attitudes

and skills could lead to difficulty in getting and retaining employment. It

is therefore reasonable to examine aspects of professionalism, and attach

at least a token rubric for how this could be incorporated into classroom

assessments and final grade allocations.

Session 1-c: Room K129

Diversity: What a Difference It Makes!

Marja Humphrey, University of Maryland University College

Diversity, an institutional focus, is also an evolving area of public

discussion. For undergraduate students, a course in diversity is frequently

required, and is often their first academic experience highlighting

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differences. Instructors must capture students’ attention, provide relevant

content, model courageous conversations, and maintain a congenial

collegiate environment. This is a tall order, but not an impossible one.

Diversity is exciting and necessary for personal and professional

development. For each student and instructor, diversity truly makes a

difference!

Session 1-d: Room K132

Exploring Gender

Roxanna Harlow, Carroll Community College

Still confused about the differences between sex, gender, gender identity,

and sexuality? Not quite sure what all of the letters in LGBTQIA mean? Are

the terms “cisgender,” “transgender,” and “gender queer” foreign or

confusing to you? If you answered “yes” to any of the above questions, this

workshop is for you. We’ll cover the basics, then discuss the importance of

understanding these issues and the consequences for our students when we

don’t.

Session 1-e: Room K133

Intersecting Challenges: Equity, Pathways, and High Impact Practices

Mark Williams, Community College of Baltimore County

Guided Pathways encourages innovative ways to engage students in the

learning process, and is grounded in addressing the underlying issues

associated with equity and access. This interactive presentation will

continue the current conversation regarding equity in community colleges

in the context of Guided Pathways. The disturbing impact of the resistance

to learning occurs when faculty members are trying to encourage student

learning, and minority students most likely view faculty as representatives

of an oppressive structure. Information in this session will offer

participants’ background research as they develop HIP’s to engage students

in Guided Pathways, and a deeper understanding of equity’s role in the

designing of effective HIP’s.

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Session 1-f: Room K203

Motivating Students with Gamification Matthew Colburn, Montgomery College Christian Aguiar, University of the District of Columbia This workshop will introduce participants to four core strategies of

gamification through two classroom apps, Socrative and Kahoot.

Participants will leave the workshop capable of utilizing these apps in their

classroom to improve student engagement. This workshop is appropriate

for all faculty, including those who feel uneasy with technology.

Participants will have practice creating quizzes with Socrative and Kahoot

and are welcome to bring a quiz of their own for hands-on activities during

the workshop.

Session 1-h: Room K205

The Undiscovered Value of Adjuncts: Maintaining Currency and

Engaging Change

Michael Parsons, Morgan State University

Robin Spaid, Morgan State University

What is your undiscovered expertise? Too few higher education institutions

have the time to discover the many contributions that adjunct faculty are

able to make to attain their mission. In this workshop, we will explore the

nature of adjunct faculty expertise and strategies for marketing this

expertise within institutions in an effort to enact change.

Session 1-i: Room K207

Strategies and Tips for Obtaining a Full-Time Faculty Position:

Curriculum Vitae Development (Session 1)

Nichole Thomas, Anaiah Institute for Research Measurement and

Statistical Solutions

A how-to session for curriculum vitae development. There is frequently a

large number of applicants for a relatively small number of full-time

faculty positions at community colleges. The purpose of this workshop is

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to help each participant become a superstar applicant for faculty positions,

especially full-time faculty positions. Strategies and tips for curriculum

vitae development that individuals can use to increase the likelihood of

getting an interview and being hired for a full-time faculty position will be

applied in a hands-on computer-based session. If possible, participants

should access an existing draft of his or her resume or curriculum vitae in

MS Word during the workshop. (Tip: Email your curriculum vitae to yourself

before the workshop)

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SESSION TWO WORKSHOPS 11:30 AM - 12:30 PM


Selection and Effective Use of Instructional Media

Laurent Ndeze, Montgomery College

We have always used multimedia in instruction even as far back as the

1970’s, but since then technology has evolved. The options continue to

expand and instructors find it challenging to keep up as they strive to

identify the best resources for their students. This presentation will

explore a range of multimedia resources for online and face-to-face

classroom and provide guidance on optimal uses. The presenter will discuss

factors, including cognitive theory and learning environment, leading to

the selection and uses of appropriate multimedia for instruction.

Participants from different academic disciplines will find the ideas helpful

in identifying the most relevant and engaging material for their courses.

Session 2-b: Room K128

From Thinking to Learning: Demystifying Students’ Critical Thinking

Skills

Lauren Pollak, Community College of Baltimore County

Kris Messer, Community College of Baltimore County

Elizabeth Hart, Community College of Baltimore County

This session is designed for instructors who are seeking strategies to

demystify and develop critical thinking skills in their courses. Presenters

will share classroom strategies that promote critical thinking based on

techniques from Visible Thinking, a course offered through Harvard’s

Graduate School of Education and Project Zero. As part of an interactive

workshop, presenters will review instructional tools, student work

examples, and their experiences with implementing the tools. Participants

will be provided with opportunities to practice the tools, and to consider

how they can adapt the tools for their curriculum.

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Welcoming the Stranger: Engaging Refugee Students and Families!

James Hogue, Frederick Community College, Public School Teacher

More refugees have entered the United States in the previous 30 years than

ever before. Half of refugees in recent years have been school-aged

children. How can public school and community college leaders work to

building a trust-based, welcoming community that is also perceived by the

refugee community as welcoming and trustworthy?


Engaging Quiet Students: Including Silence in Active Learning

Caroline Mrozla-Toscano, Montgomery College

Faculty oftentimes wish that their quiet students would take a more active

role in classroom discussions and activities. This session examines the

reasons why some students do not participate and what faculty can do to

engage and encourage them to contribute their ideas in class. Participants

will interpret quietness from a cross-cultural perspective. In addition to

identifying some best practices in working with quiet students, participants

will brainstorm different strategies to use in engaging quiet students.


Conclusions and Recommendations from a Study of High Impact

Practices and Student Engagement

Raymond Rodriguez, James Madison University

Ekaterina Koubek, James Madison University

This session will describe the results of a study conducted with faculty and

students that examine the relationship between high impact instructional

practices (as described by the Association of American Colleges and

Universities) and student engagement (as measured by a modified version

of the National Survey of Student Engagement). The results point to

connections between specific components of these high impact practices

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and student reports of how these practices contributed to their

engagement with learning course objectives. Participants will gain an

understanding of how instructional practices that may be employed in a

variety of disciplines can contribute to student engagement.


Advanced Gamification Techniques: High Tech, Low Tech, What About

No Tech?

Antonio “Tango” Thomas, Montgomery College

For many faculty members, getting students to engage sufficiently with the

academic material from their courses frequently is a challenge.

Gamification may be the answer, including such game mechanics like

badges, leaderboards, point systems, and quests. These are the most

talked about game mechanics found in video games; however, these are

not the only ones. Learn about the not so common game mechanics such

as stealth assignments and assessment, Easter Eggs, etc. which can be

implemented within your course WITHOUT the use of technology. Session 2-g: Room K204

Encouraging Content Exploration through Google Forms

Mike Stein, Howard Community College

Amy Chase Martin, Howard Community College

What do “choose your own adventure stories”, low-stakes quizzes that

provide immediate feedback, and online escape-room puzzles have in

common? All of these can be created using Google Forms. Faculty can

leverage the familiar Google environment to easily build engaging,

interactive activities that connect students to content and assessment.

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The Classroom Conversation: Are You Asking Compelling Questions for

Student Engagement?

Lynne Carlson, Prince George’s Community College

What is "meaningful" content? How do we engage students? How do we

make them curious about what we teach? Come join in a conversation

about using your creativity, artistry and pedagogical knowledge to inspire

students! We will discuss how to craft compelling questions to engage

students and identify the different types of questions that can

promote/provoke students to delve deeper into your subject area. Let's

work together to connect our students to the content and its applicability

in the real world.


Strategies and Tips for Obtaining a Full-Time Faculty Position:

Identifying and Investigating Community Colleges (Session 2)



A hands-on activity session focused on how to identify and investigate

target community colleges for full-time employment. Despite a relatively

large number of community colleges in the area, many part-time faculty

members focus on just a handful of colleges when seeking full-time faculty

work. The purpose of this workshop is to help each participant become a

superstar applicant by learning how to cast a wide net when applying for

full-time faculty positions. Participants will also learn how to determine

the entire set of courses they are eligible to teach relative to specific

community colleges. Strategies for identifying and investigating

community colleges to increase the likelihood of getting an interview and

being hired for a full-time faculty position will be explored in detail.

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POSTER SESSION 1:00 PM – 1:45 PM

Location: K Building Main Lobby

P1: Universal Design for Learning (UDL): Keys for Student Success

Kathy Andrews- Williams, Montgomery College

Universal Design for Learning (UDL) is a set of principles that supports the

learning needs of ALL students regardless of learning styles, preferences or

(dis)abilities. Traditional curricula are “one-size-fits-all,” often neglecting

the needs of a diverse student population. Colleges today serve a dynamic

and non-traditional population, from returning students to veterans to

English language learners to mature adults. UDL enriches instructional

goals, methods, materials, and offers flexible approaches that can be

customized and adjusted for individual needs.

P2: Intentional Engagement is the Key to Student Completion and

Success

Kathi Groover, Frederick Community College

Alex Akpodiete, Frederick Community College

Daniel Stoffer, Frederick Community College

Intentional engagement and outreach to community partners are key to

student completion and success in workforce development programs. This

session will center around lessons learned and best practices identified

over the last several years. The focus is on reducing student attrition rates,

maximizing success in skills training programs and increasing student

completion and certification rates across FCC’s workforce development

programs. We will share our experiences and invite others to do the same.

P3: From Start to Finish

Kristin Hadden, Carroll Community College

Becki Maurio, Carroll Community College

Small interventions can have a big impact in your classroom. When

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students feel connected at the start, it sets the tone for semester success.

This session will include classroom strategies to build rapport with students

and foster a supportive learning environment that encourages student

participation and engagement. We highlight ten techniques for getting the

semester started, checking in with students as the semester progresses and

ultimately helping students to finish strong.

P4: Unlocking Students’ Minds to Help Them Become Active, Creative,

Fluent, and Open Minded Learners

Sofya Kerzhner, Baltimore City Community College

This session is focused on helping all participants, including students,

faculty, and staff, unlock their creativity. Participants will view

unforgettable art samples and will learn to discover their potential and

unknown talents in order to create their own artwork.

P5: To Preview or to Review? Investigating the Impact of Course

Assignment Timing in Two Sections of Nutrition

Robin Minor, Community College of Baltimore County

Have you ever wondered if the timing of your course assignments could

impact the retention of course concepts? Come see data from a controlled

study and brainstorm about how assignment timing might be incorporated

into your classes!

P6: A Teacher’s Foreign Accent Can Promote Learning


A teacher’s foreign accent is one of the benefits of diversity. Lecture

delivery with a foreign accent can affect sensitization, short-term, and

long-term memories, and thus permanent retention and eventual recall of

new material. As long as the accent is understandable, these are

advantageous to the student. Students tend to pay closer attention, and

are therefore able to retain information better. The perceived “funny

enunciation” of some words actually serve as memory cues for recall.

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P7: Students’ Involvement in Constructing Test Questions: A Means of

Improving Retention


Testing and the standardization of test-questions is the last bastion of

power-sharing with students. I propose that having students set their own

questions challenges them to study more deeply, and better retain what

they have studied. Although not perfectly done, creating these questions

allow students to go beyond a mere scanning of the study material. In

addition, because students are forced to engage with the material at a

deeper level, the information they acquire in constructing test items has a

tendency to last longer.

P8: High Impact Practices and Student Engagement: Impact on Student

Success and Retention

Charles Seltzer, Baltimore City Community College

We will identify some of the basic tenets associated with the inclusion of

High Impact Practices in classroom pedagogy. In this session, we will

highlight some of the research that justifies this inclusion and focus

specifically on student success and institutional retention. We will discuss

our current HIP psychology project and the findings from our initial data

collection.

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SESSION THREE WORKSHOPS 1:50 PM – 2:50 PM


Creating Videos to Engage Your Students

Emily Taylor, Frederick Community College

Instructor-created videos can be used to flip or blend the classroom, prepare students for class, review difficult concepts, explain an assignment, and so much more. How might you create and use videos for your classroom? In this session, participants will learn how to easily develop videos (at no cost) to enhance student engagement in the face-to-face or online classroom. Various software options for creating videos will be presented, followed by a demonstration using Screencast-o-matic and YouTube.

Session 3-b: Room K128

Gathering Real-Time Feedback from Your Students Using Classroom

Assessment Techniques

Marissa Stewart, University of Maryland College Park

Hannah Jardine, University of Maryland College Park

Classroom assessment techniques (or CATs) include a variety of activities

that can be used to monitor student learning and student perceptions of

learning throughout the course. CATs can be easily integrated into class

sessions and can help monitor student learning prior to summative

assessments. In this workshop, we will introduce a variety of CATs that can

be easily integrated into instructors’ courses and discuss how CATs can be

effectively used to monitor students’ learning.


Reaching Across the Generations: Empowering Multigenerationalism in

the Classroom

Carole Quine, Baltimore City Community College

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Today’s college classroom often enrolls students from several generations.

This presentation offers participants an opportunity to learn more about

these generations and their unique learning styles and expectations. A

model program and course curriculum will be discussed and, during a mini-

workshop, adapted by participants for use in recruiting for, teaching, and

supporting their own multigenerational programs and classes.


He, She, Ze, They: Pronouns Matter

Becki Maurio, Carroll Community College

Laurie Shields, Carroll Community College

Learn about the importance of pronouns - especially for transgender,

gender nonconforming and non-binary people. In this workshop, we'll

review basics of sex, gender, gender identity, and explore the how

pronouns connect to these concepts. We will also hear from students about

their experiences in the classroom and on campus. Participants will learn

best practices that can be implemented to create a more welcoming

environment for individuals of all genders.


Effective Teaching Strategies to Enhance Student Engagement in

Practical Skills Courses

Jennifer Moxley, Towson University

Andrea Barton, Towson University

Practical skills courses blend didactic content and practical application in

order to strengthen the link between theory and practice. A quality

educational experience should not only provide students with effective

instruction, but also offer them opportunities for practice, active

engagement, and individualized feedback. Strategized teaching methods

in practical skills courses ensure students receive sufficient, one-on-one

time for skill development and comprehension. Examples include the use

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of formalized critiques, structured lab assignments, additional practice

time outside of class, and the incorporation of peer-mentoring. These

methods provide valuable opportunities for preparation for practical exams

and foster confidence in skill proficiency.


Don’t Be Dull: The Psychology of More Effective Presentations

Terry Portis, Anne Arundel Community College

We all sit through too many uninspiring and ineffective presentations that

look alike. New research suggests the average person tunes out within the

first ten minutes. How can we do better? This workshop uses insights from

the field of psychology to help you break free from tired, worn out ideas

of presentations and gravitate towards what is fresh and engaging. After

all, presenting is not about PowerPoint, it is about people.

Session 3-g: Room K204

Open Educational Resources: Embracing the Change, Understanding

the Challenge

Rahel Gans, Prince George’s Community College

The idea of using Open Educational Resources (OER) seems daunting to

many; however, the cost saving benefit to students, especially those that

find that college expenses leave education out of their reach, make its

exploration and consideration a necessity. This workshop will discuss the

use of OER and allow participants to explore the functionality of using

these materials in the classroom.


Good Questions: Fixing the Textbook Publisher’s Test Bank – A Guide

to Writing Better Test Questions

Iris Antoons, Prince George’s Community College

Sade Walker, Prince George’s Community College

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Are your test questions being misinterpreted by students? Are you not

happy with the test bank questions that come with your textbook? Do you

have to argue with students about what the correct answer is to a question?

Come join us and learn more about how to fix poor questions and create

true/false, matching, multiple choice, short-answer and essay questions

that will allow you to assess if students grasped the course materials.


Strategies and Tips for Obtaining a Full-Time Faculty Position: Cover

Letter Development (Session 3)



Strategies for cover letter development will be discussed in this workshop.

There is frequently a large number of applicants for a relatively small

number of full-time faculty positions at community colleges. The purpose

of this workshop is to help each participant become a superstar applicant

for faculty positions, especially full-time faculty positions. Strategies for

cover letter development that individuals can use to increase the likelihood

of getting an interview and being hired for a full-time faculty position will

be explored in detail.

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Mission Statement of MCAPD

“To foster comprehensive and innovative adjunct faculty development to improve teaching and enhance student learning"

Our thanks to all those who have supported our mission and goals since

our very first meeting in 2002, including those who have served on the

board, attended our conferences, or completed our adjunct faculty

survey. Over the past decade, your efforts have allowed MCAPD to

support, serve, and celebrate hundreds of adjunct faculty members

across the region.

The MCAPD Board meets monthly on the 4th Friday of every month. Our

meetings are open to the public and we welcome your participation. If

you are interested in learning more, please contact us at

[email protected].

Thank you for attending our conference! We hope to see you again

next year.

Follow Us:

https://www.facebook.com/mcapdev

@AdjunctMcapd

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2018 MCAPD Board

President, Caroline Toscano (Montgomery College)

Vice President, “Tango” Thomas (Montgomery College)

Treasurer, Mel Hall (Carroll Community College)

Secretary, Katherine Im (UMUC)

mailto:[email protected]

https://www.facebook.com/mcapdev

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