pre-conference workshops

27th International Conference on

College Teaching and Learning

Pre-Conference Workshops

Conference Tracks Track 1: Engaging Through Teaching and Learning Track 2: Connecting Through Global and Civic Engagement Track 3: Using Technology to Engage and Connect Track 4: Promoting Engagement Through Academic Leadership and Support

Monday, April 4, 2016 - 9 a.m.- noon Communication Through Multimedia (T3) Robin Herriff, Rawlslyn Francis It's not just what you say, it's how you say it. Whether you're creating a formal video with a Digital Media team, or making your own podcasts or videos to include in your online classes, how you say what you say makes a big difference in how your students or colleagues will perceive you. The seemingly simple act of writing conversationally can make your listeners/viewers feel included and invested in your project. It’s not always as easy as it seems, though. Join Digital Media Productions Writer/Producer Robin Herriff and Converged Communication & English Professor Rawlslyn Francis for an interactive workshop that reviews effective writing, speaking and editing strategies for digital communication. Creating Engaging Blackboard Courses (T3) Jake Posey Do you find yourself spending too much time "fixing” and using technology? Are you spending too much time helping students figure out your online class instead of figuring out the material? Do you wish you could spend more time mentoring your online students? Come learn how to create blackboard classes in a way that students intuitively know what to do. Create built in learning mastery that lessens your workload and ensures your class continues to improve each term. I’ve developed a system that allows me to do just that. Come learn this system and the tips and tricks that will make online classes easier for you and your students. And did I mention that it takes me only 30 minutes to build my blackboard class each term? Declaring Independence: Why and How Writers Should Sell Their Own Work (T3) Tim Gilmore, Daniel Powell Independent publishing and promotion was good enough for the father of American poetry, Walt Whitman. He continually edited and expanded his signature book, Leaves of Grass, from 1855 to the “deathbed edition” of 1892 and retained complete artistic freedom by doing so. It’s easy to imagine how Whitman would thrive in the era of print-on-demand publishing, e-readers, and the blogosphere. In “Declaring Independence: Why and How Writers Should Sell their Own Work,” Florida State College English professors Tim Gilmore and Daniel Powell will discuss pertinent




changes in the publishing industry and opportunities in independent publishing. They’ll talk about how changes in perceptions have accompanied changes in technology. They’ll show you how to own your own labor as a writer, through print-on-demand and electronic publication, and how to promote your work once you make it available to others. Engaging Our Students: Effective Listening in Student Services (T4) Martina Perry Many people assume that they listen well simply because they can hear. However, hearing is not the same as listening. Becoming a better listener takes practice. This interactive workshop is designed to provide student services staff members with tools that they can use to improve their listening skills. Through effective listening, staff members will be able to serve their students more efficiently, minimize misunderstandings and assist students in finding solutions to their problems. Such a culture of listening and support can strengthen students’ connection and engagement with the institution. In this workshop participants will evaluate their own listening style, explore barriers to effective listening and practice active listening techniques that they can use in their daily work with students. Enhancing Visual Learning Using Technology (T3) Stephanie Sipp Want to add visuals to enhance the presentation of your course content and engage your students? Approximately 65 percent of the population are visual learners that prefer collecting information and learning with their eyes using graphics, illustrations, mind mapping, doodling and charts. This workshop will focus on reviewing visual learning techniques for organizing material, applying learning strategies, creating successful study habits, reading text books, test taking and assessment. Using a Mac computer, we will explore techniques with practical visual learning tools to capture images, create presentations with Prezi, create a short video clips, adding images and video clips into Blackboard course announcements, assignments and tests. Please bring your Apple laptop with 4 images that you would use in your class and create your YouTube account. TGIM (Thank God It's Monday!!) (T1) Barbara Moyer Do you often dread coming to work on a Monday? Does your stress and anxiety level skyrocket at the thought of a Monday morning? What is your level of excitement on Friday? Beat the Monday blues. Find out how to make Mondays more productive and fun. Join us as we discuss some of the challenges of a Monday workday and tips and suggestions to making a Monday workday like Friday!




Monday, April 4, 2016 – 1 – 4 p.m. Enhancing Leadership Skills (T4) Wendy Norfleet, Karen Walker Leadership is a skill that can be utilized at every level. This workshop focus on four skills for enhancing leadership. First is modeling the way by setting an example. Second is the use of communciation skills to increase engagement. Third is demonstrating leadership through problem-solving techniques. Fourth is taking advantage of leadership opportunities through experimentation and taking risks. This workshop is a must for those who want to enhance their leadership skills. Fostering Student Engagement With iBooks (T3) Monica Franklin, DHSc, CDA, CRDH and Jeffrey R. Smith, DMD Engaging students in the learning process is a daily challenge for dental educators. Faculty at Florida State College at Jacksonville’s Dental Hygiene program sought a way to actively engage our students utilizing the mobile technology with which they are already familiar. Our solution was to begin the process of creating supplemental interactive lab manuals for a number of our lecture courses using Apple’s iBooks Author software. This presentation is designed to introduce participants to iBooks Author, Apple’s easy-to-use free iBooks creation software. During the presentation participants will learn how to add content, interactive images, photo galleries, and media to engage students and to increase student learning. A short iBook will be created during the presentation to demonstrate the development process. In addition, interactive widgets will be created using the iBooks Author software and an online widget creation site, bookwidgets.com. Participants will leave with the information necessary to develop iBooks for use in their courses. Participants are encouraged to bring their Apple laptop with iBooks Author installed and follow along with the presenters in creating an iBook. Hands-On Classroom: Alternatives to Chalk and Talk (T1) Lesley Mace This session will highlight classroom strategies to engage today’s learners through alternatives to the traditional chalk and talk. Discover ideas to make learning student-centered through hands-on activities, the use of popular media, art and primary sources, using examples that appeal to all learning styles. Demonstrations will focus primarily on the content areas of economics, history and political science.




Project-Based Learning… Hands On! Hearts In! Heads Up! (T1) Miriam Folk, Amy Baskin Project-based Learning (PBL) promotes education as a fluid process from simple to complex thinking which leads to stronger outcomes and increased knowledge and retention. Through PBL, the student grows by initiating their own academic paths to solve a problem by using traditional academic methods such as research and creating hypotheses. The difference between traditional teaching and PBL is the organic inclusion of brainstorming, collaboration, experimentation and the development of a tangible final product which often has real-world usefulness. This student-directed approach to learning invites inquiry, innovation, creativity, and intellectual depth. PBL fosters high academic rigor through engagement. It is immersive, inquiry-based learning that relies on student and teacher in partnership. The function of the teacher shifts from primary source of knowledge to that of role model and facilitator. As a result, project-based learning provides students opportunities to learn by following their own questions about a problem and finding new ways of thinking as they design solutions. Service Learning: Engaging Students in Your Discipline (T2) Susan Slavicz, Mary Rose Develop experiential learning opportunities in your discipline that will allow students the opportunity to demonstrate the connection between your curriculum and the outside world, while meeting authentic needs in communities. This hands-on workshop will provide faculty with tools and information to develop a service-learning course. Participants will be exposed to examples of effective service learning projects, participate in a service learning project during the session, and receive feedback from experienced faculty and community partners on potential service learning course/project ideas. Teaching Without a Text: The Internet as a Text Book (T3) Ann Madden, M.Ed This workshop will present a model for teaching utilizing the internet as a text book. The workshop will also cover some alternative free online text that may be used. In view of the need for students to be more skilled in critical thinking, methods for promoting critical thinking, research skills, and writing will be covered. Utilizing the internet for instructional material engages students in a medium they are familiar with and allows for undated material to easily be added. All instructional material for a class is posted on Blackboard and all assignments are completed and submitted through Blackboard as well. Student feedback on the method has been collected and will be included in materials.




Tips and Techniques for Finding and Integrating Licensed and Open Access Learning Resources (T3) Shannon Dew, Barbara Markham, Tom Messner, Inez Whipple Online learning objects such as eBooks, journal articles, streaming videos, and educational tutorials can help create engaging, effective and efficient online and hybrid learning spaces. Integration of online resources can be easy…if you know the tips and techniques that will be offered in this workshop! During this hands-on workshop, participants will work closely with Library and Educational Technology facilitators to discover useful resources within a variety of licensed and open access sources. Participants will then integrate identified resources into a Blackboard shell. A variety of resources will be explored including online databases for: full text articles, eBooks, streaming videos, LibGuides, writing enhancement tools, open access learning objects, online tutoring resources, and more. This interactive workshop will be useful to faculty offering online and hybrid courses who are interested in providing interactive learning content to their students.

Tuesday, April 5, 2016 - 9 a.m.- noon Building Interactivity in Online Courses (T3) Donna DiMatteo-Gibson, Ph.D., Dr. Bill Ganza Interactive online courses have been developed for many online programs. Best practices in online course development ensure online courses incorporate interactive learning opportunities for online students. Moallem (2003) described how interactivity includes all of the communication pieces within an online classroom (feedback mechanisms, communication and participation). Many educators really feel that interactivity is a vital component of online learning classrooms (Muirhead, 2001). There are a number of interactive tools that can be used that will be explored on how they can be applied in different classes: screencasts, avatars, animated presentations, visual bookmarking tools, virtual whiteboards, mindmapping tools and social media. Dr. DiMatteo-Gibson will be Skyped from Los Angeles and Dr. Ganza will faclitate in the classroom. Engaging Our Students: Nonverbal Communication in Student Services (T4) Martina Perry Nearly two-thirds of our communication is nonverbal, yet few take the time to reflect upon their nonverbal communication and the messages they are really sending. In this workshop, participants will learn about the role that nonverbal communication plays in their work with students, and the impact that it can have on students’ perception of a staff member’s credibility, empathy, competence and trustworthiness. Participants will also gain tools that they can use to improve their nonverbal effectiveness as they engage with students.




Engaging With Google Forms (T3) Dr. Dave Garner, Audrey Antee This workshop will demonstrate how Google Forms can be used to engage students in a variety of ways such as through sharing videos, assessing students' understanding of assigned reading, developing interactive rubrics and more. Improving Your Students' Research and Writing Skills (T1) Sheri Brown, Tom Messner, Susan Slavicz The Association of College Research and Libraries defines information literacy as the ability not only to find information, but also to evaluate and use that information. Technology has increased access to information but has also complicated the search process. During this workshop, participants will learn how faculty and librarians at FSCJ are collaborating to improve students’ research abilities. The presenters will introduce participants to tools they can use in their classrooms to improve their students’ research abilities and participants will plan activities during the workshop to improve their own students' research skills. Take the Difficult Challenge (T1) Barbara Moyer Working with difficult co-workers and the people we serve can make our job more challenging. There are a variety of personalities in the workplace. Find out how to work with difficult people more effectively by analyzing personality styles as well as tools and suggestions that yield more positive interactions and a harmonious work environment. Using the Expressive Arts to Unleash Creative Potential in Your Classroom (T1) Dana Kuehn, Katherine Martin Creativity can be found in any classroom with any student population. This Expressive Arts workshop is designed to help faculty take a more active role in enabling students to approach problem solving with a creative twist. Participating faculty will learn how to facilitate these stimulating processes through a powerful transition that will change the traditional mindset for how students typically approach their academic work. The Expressive Arts process may apply to any discipline and can help you reach students with all types of learning styles. No art skill necessary; it is the process that holds value, not the outcome. An added bonus will include detailed assistance in preparing targetted Expressive Arts activities that can be done in any classroom environment with a variety of every day materials. You will leave the workshop with an array of ideas to unleash creative potential in your students. Faculty employing these techniques may be surprised at the innovative ideas and solutions that come from participating students.




Tuesday, April 5, 2016 – 1 – 4 p.m. Grading Papers and Giving Feedback Online (T3) Audrey Antee, Wayne Francis This workshop will examine some of the reasons students don't utilize feedback. We will also demonstrate how to simplify the grading process while increasing the amount and quality of feedback for student papers. Doing so will engage students in the leaning process by providing them with easily accessible and useful comments. Improv in the Classroom: Creating a Safe and Creative Space in the Classroom (T1) Sarah Stuart Improv can activate a strong sense of community within the classroom. Instructors should invite their students into the learning environment in a safe way rather than using coercion. The primary principle of improv --"Yes, And"--can help students engage with ideas and people. Better yet, students can add to those ideas and act as participants in the learning process rather than passive listeners. We will use this and other principles of improvisation to learn how to create an authentic community in the classroom and to thelp students begin thinking about education as something they do rather than something they consume. Instructional Strategies for the Learner-Centered Online Classroom (T1) Bill Ganza, Shannon Groff, Barbara Moyer Learner-Centered Instruction means that students are engaged participants in their learning and the instructor is responsible for creating and facilitating quality learning experiences that maximize student learning. In a learner-centered classroom, the focus is on student learning rather than on "covering material" or other teacher-centered ideas. Creating a learner-centered environment involves changing our beliefs regarding the following:

• Who is responsible for learning. • How knowledge is acquired. • The type of assessment used. • The goal of instruction.

In this workshop, we will discuss how we as "facilitators" can create a learner-centered environment where students are responsible for their own learning, they construct knowledge, formative and summative assessment are both used to assist in this construction of knowledge and the goal is always the students' learning.




Make Mine RARE: Relevant, Authentic, Rigorous and Effective Assignments and Assessments (T1) Dr. Harvey Slentz This workshop provides participants with an understanding of how course assignments and student assessment instruments such as exams, projects and presentations can be improved by focusing on four key attributes. Is it RELEVANT? Is it AUTHENTIC? Is it RIGOROUS? Is it EFFECTIVE? True Colors (T4) Ali Hicks, Jametoria Burton, Matt Wetzel, Hellitz Rivera Garcia and Ashli Barker Much of the success of an academic institution depends upon communication; both inside the classroom between teacher and student and through the various other channels in academia. The demands of providing educational opportunities for students can bring numerous opportunities for stress and frustration. Combine these challenges with staff conflicts, personality clashes and snarled lines of communication and it becomes virtually impossible to deliver excellence. As higher education professionals, our aim is to help students learn, develop, and become more effective in the world. True Colors helps everyone involved in the education process -teachers, administrators, counselors, students and support staff—become a team coordinated around the goal of student learning and success! Join us for this fun and interactive workshop designed to spur your creativity, give you clearer understanding of yourself and your colleagues, and promote active engagement with your students in any setting. Get to know your True Colors! Updates in Uses of Social Media with emphasis in Flickr and Instagram Learning (T3) Dr. Jose G. Lepervanche Social media has been used to enhance classroom learning experience. This workshop provide updates with emphasis in the use of Flickr photo albums and Instagram photos. How use hashtags tp categorize your photos and topics. How to integrate Flickr and Instagram to other social media networks and online classrooms using Social Media Slides©. Follow @DrLepervanche via Instagram prior the workshop to use your photos as examples.

pre-conference workshops

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