Conference Program - SBCTC.edu

0 downloads 403 Views 2MB Size Report
A conference is so much more than a series of thought-provoking plenaries, high-quality concurrent sessions, and an oppo
Assessment, Teaching and Learning Washington State Board for Community and Technical Colleges

Assessment, Teaching & Learning Conference 2018 29TH ANNUAL CONFERENCE

May 2 - 4, 2018 Hilton Hotel / Vancouver Convention Center Vancouver WA

Conference Program

2018 Assessment, Teaching & Learning Conference

CONFERENCE OVERVIEW Wednesday May 2

7:30 Conference Check-in Available & Breakfast 8:30 Conference Welcome 8:45 Plenary I 10:15 Break 10:30 Concurrent Sessions I 12:00 Lunch & Awards

Morning Afternoon Evening

Thursday May 3

1:00 Pre-conference Workshop Check-in 1:30 Pre-conference Workshops 3:00 Break 3:30 Pre-conference Workshops (continued) Dinner on Your Own

1:30 Concurrent Sessions II 3:00 Break 3:30 Concurrent Sessions III 5:00-7:00 No-Host Reception Dinner on Your Own

Friday May 4 7:30 Breakfast Available 8:30 Plenary Session II

10:00 Break 10:30 Concurrent Sessions IV 12:00 Lunch & Plenary III 1:30 Adjourn

2018 Assessment, Teaching & Learning Conference Welcome to the Assessment, Teaching and Learning Conference! A conference is so much more than a series of thought-provoking plenaries, high-quality concurrent sessions, and an opportunity to participate actively in the social nature of learning. A conference is a time to put aside, just for a while, the busyness of our everyday work and allow our minds to move in creative directions. A conference provides time and space to quietly reflect on what we are doing well and ponder one or two things we might like to do differently. We pursue new ideas; we engage in constructive controversy; we enjoy reflective conversations . . . not to mention "airplane epiphanies" on the journey home. For over two decades, the Assessment, Teaching and Learning Conference has gathered faculty from around the state to contemplate and celebrate teaching and learning. Faculty from a broad range of disciplines, tenured and adjunct, new-toteaching and veteran instructors, all look forward to this annual opportunity to learn with and from each other in ways that strengthen connection--to our profession, to our students, and to each other.

Table of Contents Conference-at-a-Glance ... Inside front cover Welcome and Table of Contents ................. 1 Announcements .......................................... 2 Hilton/Convention Center Floor Plan .......... 3 Wednesday, May 2 Pre-conference Workshops 1:30pm - 5:00pm .................................4-5 _____________________________ Thursday, May 3 Plenary Session I ..................................... 6 Concurrent Sessions: 10:30am - Noon ............................7-10 Recognition Luncheon ....................11-12 Concurrent Sessions: 1:30pm - 3:00pm ........................13-16 Concurrent Sessions 3:30pm – 5:00pm ........................17-20 _____________________________ Friday, May 4 Plenary Session II .................................. 21

Educators, this time is for you. Enjoy your conference.

Concurrent Sessions 10:30am - Noon ..........................22-25

The Assessment, Teaching and Learning Staff of the Washington State Board for Community and Technical Colleges

Plenary Session III ................................. 26

Welcome & Table of Contents

1

Connecting at the Conference The Hilton Hotel offers free wi-fi internet access in the main lobby area of the hotel. For those staying at the Hilton, there is complimentary Internet access in attendee overnight rooms.

Staying Informed Subscribe to the ATLC listserv to stay informed about professional development opportunities, legislative updates, and news affecting higher education. http://lists.ctc.edu/mailman/listinfo/atlc_lists.ctc.edu

Networking Reception Thursday, 5:00 - 7:00pm, Discovery C

Continue the discussions from the plenaries, unwind with new friends or long-time colleagues, share and exchange information and ideas with peers before heading out to dinner.

Tell Us What You Think about the Sessions All the meeting rooms have Evaluation Forms on the tables. Please take a moment & let us know what you think about the pre-conference workshops & sessions you attend, as well as the plenaries. Your feedback will help the conference coordinators plan for next year’s conference. Completed evaluations can be returned to the conference check-in table.

We RECYCLE Nametag Holders & Hotel Bathroom Products Nametag Holders can be used for other events. Before leaving, please return your nametag holder to the conference check-in table. Unopened hotel bathroom products (soaps, shampoos, conditioners, mouthwash, etc.) are donated to homeless shelters & senior centers. We would appreciate receiving your unopened bathroom products at the conference check-in table.

2

Announcements

Hilton Hotel/Vancouver Convention Center Floor Plan First Floor Meeting Space

ALDER

DISCOVERY D DISCOVERY E

DISCOVERY BALLROOM HERITAGE BALLROOM

Second Floor Meeting Space ASH

OAK

CEDAR HEMLOCK

BIRCH

PINE

SPRUCE

Event Center Floor Plan

3

PRE-CONFERENCE WORKSHOPS May 2, 2018 1:30pm – 5:00pm

CRITICAL MOMENTS: A CASE STUDY APPROACH TO CREATING EQUITABLE INSTITUTIONS Room: Hemlock, Second Level The Critical Moments Case Study Approach, if used with integrity in an institutional context, involves people who are most affected by conditions of inequity. Critical moments are those times when systemically non-dominant members of the institution (students, faculty, staff, administrators) perceived that their differences set them apart and made them vulnerable to dropping out. Feeling silenced, misunderstood, or unable to negotiate articulately, they lived through these critical moments in isolation. Their experiences remain unavailable for personal and institutional learning. Critical Moments team members conduct interviews with students, faculty, staff and administrators who, although otherwise successful, describe a challenging event that almost led them to withdraw from the institution. Their stories can make those experiences available in ways that foster transformational change. This workshop will provide participants with an introduction to the seven stages of the Critical Moments Case Study Approach: forming a multicultural team within the institution, selecting people to be interviewed, interviewing and transcripting, analyzing interviews for generative themes, writing cases, teaching cases, and evaluating. Diane Gillespie, [email protected] Debra Jenkins, Clark College, [email protected]

WHAT IS ‘AUTHENTIC’ PROGRAM ASSESSMENT AND WHY SHOULD WE CARE? Room: Cedar, Second Level This workshop will re-examine the perennial issue of “program assessment” in the new era of “guided pathways,” challenging participants to explore in some depth a series of key questions, including:  What is the rationale for doing program assessment?  What does it mean to do “authentic” program assessment, and how, if at all, is that focus shifting as a result of guided pathways?  What are the critical opportunities and challenges in implementing an “authentic” approach to program assessment? Through a series of focused discussions and institutional examples, participants will first consider the implications of these issues for their college-level assessment efforts. Next, they will address the ways in which classroom, program, and institutional assessment can and should connect in the context of a coherent overall approach to outcomes assessment at a college. Bill Moore, State Board for Community & Technical Colleges, [email protected] Andrea Reid, Spokane Community College, [email protected]

4

Pre-Conference Workshops

THE PLASTIC BRAIN: USING GROWTH MINDSET TO CHANGE YOUR MIND Room: Pine, Second Level Growth mindset offers you and your students a shared language and tools to make a series of small but powerful shifts that create a learning environment of possibility, rather than limitations. Due to prior life experiences and some genetics, many of your students have a “fixed” mindset about their capacity to actually learn the material you teach—that is, they’ve made up their minds that they will fail. Because their mental maps create their practices as students, intentionally helping students to shift away from thoughts like, “I’ll never learn this” and towards “I haven’t learned this yet” can create an almost immediate and transformative impact on their ability to fully engage in the rigorous activities of your course. Science shows us that while the brain’s foundation is formed by age 8, it is possible, in adult life, for your students to not only change their minds, their new thoughts will literally reshape their brains in ways that increase their capacity for learning. Whether you are entirely new to the science and psychology underlying this theory, or you’ve been working with growth mindset for years, this workshop offers you a chance to learn about growth mindset practices in an entirely new way. Not only will you experience, hands-on, the hard science that supports this theory from positive psychology using “The Brain Architecture Game,” you’ll use your own mind as a lab. Because this session explicitly links your learning with the learning of your students, you will have the opportunity to intentionally shift from an area where you currently have a “fixed” mindset, and your new mental map will give you an opportunity to make shifts in your teaching processes that deeply impact student learning. Peg Balachowski, Everett Community College, [email protected] Gregg Brazell, Pierce College, [email protected] Melana Yanos, Seattle Central College, [email protected]

THE ETHICS AND PRACTICES OF SELF-CARE Room: Spruce, Second Level As a busy practitioner who supports a variety of students and colleagues to achieve their goals, you don’t need to be told that good self-care is vital to your own personal and professional success. However, much of the advice floating around our institutions seems to come from a popular magazine, or be too generic to really be of practical use. During this workshop, facilitated by a licensed clinical psychologist with expertise in health and industrial-organizational (I-O) psychology, you will learn research-based techniques and practices to nurture resilience and avoid burnout. After exploring how your brain functions in the grip of stress and how this informs your behavior, you will collaboratively identify indicators of well-being and burnout. Next, you’ll be challenged to identify the nexus (aka the sweet spot) of your capacity, ethical obligation, and self-care practices. Finally, after you create a personalized list of sustainable self-care behaviors, you will design your own 7 Day Challenge-- a week’s worth of self-care practices. Bevyn Rowland, Clark College, [email protected]

Pre-Conference Workshops

5

Plenary Session I Thursday, May 3, 8:45 - 10:15 Discovery Ballroom

Our Lasting Work: How to Bridge Between Equity and Outcomes Assessment Debra Jenkins This year’s opening plenary invites you to explore opportunities and strategies to bridge the work of equity with the work of learning outcomes assessment at three different levels:   

Personal Professional Organizational

Using a vibrant mixture of storytelling, case studies, small group discussion, and more, this dynamic and interactive plenary session will provide you with concrete and actionable tools to effectively infuse the risk-taking value of equity with the practices of learning outcomes assessment. As a key focus of the session, you will look at your learning outcomes with an equity lens. Therefore, we ask you to bring a hard copy of learning outcomes for a course you currently teach, as well as an assessment. FACILITATOR Debra Jenkins, Early Childhood Education and Psychology, Behavioral Sciences Division Chair, Clark College.

6

Plenary Session I

Morning Sessions Thursday, May 3, 2018 10:30am – Noon

Room

Session Title

Alder Floor

Plenary Follow-up: Our Lasting Work: How to Bridge Between Equity and Outcomes Assessment

Heritage E 1st Floor

Transformative Change Leadership: An Inside Look at Everett Community College’s Guided Pathways Development

Heritage F 1st Floor

What Does Student Success Look Like? Humanizing Data through the Power of Storytelling

1st

Cedar Floor

2nd

Creating Inclusion for Part-Time Faculty

Hemlock 2nd Floor

The Center of Attention: How a Campus-Wide Professional Development Course Brought Outcomes Creation and Alignment into Focus

Pine 2nd Floor

Critical Thinking and the Power of Social Media

Spruce 2nd Floor

Don’t Walk, RUN on the Guided Pathway

Session descriptions begin on the next page

Thursday Concurrent Sessions 10:30am - Noon

7

Plenary Follow-Up: Our Lasting Work: How to Bridge Between Equity and Outcomes Assessment Strand: Equity and Inclusive Excellence

Room: Alder, 1st Floor One of the traditions of the ATL Conference is a follow-up to the plenary in the form of a concurrent session immediately following, where inspired participants can continue their learning with the presenter and a smaller group of equally inspired participants. If the plenary session kindled a fire in you, and you feel you would benefit from a deeper dive into the concepts and activities of the plenary session in a more intimate setting, this session was designed for you! Enjoy more time with Debi Jenkins where you can ask clarifying questions and generate ideas for practical application. Presenters: Debra Jenkins, Clark College, [email protected]

Transformative Change Leadership: An Inside Look at Everett Community College’s Guided Pathways Development Room: Heritage E, 1st Floor Have you wondered what is going on with Guided Pathways at other institutions? Come to this session to get a sneak peek inside how Everett Community College, a member of the College Spark Guided Pathways grant, is wrestling with the work of transformative change within the college’s cultural framework. Learn from a leader of this work about the organizational architecture used to foster cross-campus collaboration, how equity must be at the heart of the work, and what it takes to be faculty serving in a transformative change leadership role. Engage in discussion with others as you reflect on EvCC’s experience and how it might apply to your college. Identify key areas of opportunity and methods for addressing future and/or current challenges at your institution. Presenter: Anne Brackett, Everett Community College, [email protected] Kristine Washburn, Everett Community College, [email protected]

What Does Student Success Look Like? Humanizing Data through the Power of Storytelling Strand: Equity and Inclusive Excellence

Room: Heritage F, 1st Floor What is “student success”? It depends on who you ask, but could be called a dueling dance of data and detail. Despite being a universally stated goal, conceptions of student success remain ambiguous and highly contextual. Consequently, a phrase with potent implications risks becoming a meaningless platitude - or worse, dictating policy that is toxic for actual student success. This is what we seek to combat through research blending data with the power of student stories. Join us for a short documentary film highlighting student voices, plus quantitative and qualitative data from surveys and our nascent student-focused podcast called “It’s Not About the Grades.” Please come and share your views on student success while learning from your colleagues, thus deepening this crucial conversation for all. Presenters: Justin Ericksen, Whatcom Community College, [email protected] Kaatje Kraft, Whatcom Community College, [email protected]

8

Thursday Concurrent Sessions 10:30am - Noon

Creating Inclusion for Part-Time Faculty Strand: Assessment of Learning Outcomes

Room: Cedar, 2nd Floor New part-time faculty, mostly hired last minute, can experience a lack of belonging on our campuses. A culture of inclusion for part-time faculty is absent on most community colleges campuses. The Faculty Learning Community at North Seattle College has been creating an inclusive culture for new and returning adjunct faculty. We will talk about our inspiration, and experience in designing, implementing and sustaining The Faculty Academy. We will share Faculty Academy artifacts –handouts, Canvas site for the Academy, resources for follow up sessions and public service announcements. The session will be participatory, open to creating a shared document for our colleagues while we brainstorm ways for all campuses to encourage collaboration and collegiality with part-time faculty on a scale that works for their campus. Presenters: Jamie Wilson, North Seattle College, [email protected] Kathleen Chambers, North Seattle College, [email protected] Cris Borges, North Seattle College, [email protected] Toni Anderson, North Seattle College, [email protected]

The Center of Attention: How a Campus-Wide Professional Development Course Brought Outcomes Creation and Alignment into Focus Strand: Assessment of Learning Outcomes

Room: Hemlock, 2nd Floor Where do faculty learn to construct measurable, student-centered, concrete course outcomes? In an education degree program? (For some!). A teacher prep course in grad school? (Maybe!). On the fly? (Often!). A possible result of this instructional “imbalance”? Poor course outcomes that are recycled, syllabus-tosyllabus, and stuck in the administrative annals of course proposals or course adoption forms. Highline College launched a Canvas-based “Outcomes Alignment Course” for faculty, program managers, and staff who are involved in formulating outcomes. This interactive session will showcase the entire Outcomes Alignment Course in real time, revealing the “why’s” of the selected instructional model, and “outcomes” of the course’s inception through execution. Participants will leave with an innovative professional development framework for campus-wide outcomes instruction. Presenter: Ellen Bremen, Highline College, [email protected]

Thursday Concurrent Sessions 10:30am - Noon

9

Critical Thinking and the Power of Social Media Strand: Pathways: Design, Models, and Approaches

Room: Pine, 2nd Floor Richard and Megan are active users of social media in their personal lives. With trial and error, they realized the power and impact that this modern day technology also has on their respected disciplines, English and Communications. They plan to make the session interactive by encouraging audience discussion and by having the audience engage in trivia regarding how social media platforms can be used for learning. Through the sharing of their research and implementation of social media platforms in their curricula, specifically Twitter and Reddit, Richard and Megan plan on having their audience leave with a sense of what social media tools are popular amongst students and how to incorporate these into the classroom. Presenters: Richard Potsubay, Green River College, [email protected] Megan Reiser, Green River College, [email protected]

Don’t Walk, RUN on the Guided Pathway Strand: Pathways: Design, Models, and Approaches

Room: Spruce, 2nd Floor Olympic College has fundamentally changed how we approached our developmental English courses to allow multiple pathways to English 101. Faculty developed a plan four years ago, and after dozens of courses and hundreds of students, we are now implementing the final stage of that plan. Our program is a model of how faculty can identify a problem, put in place a long-term strategy, assess with data, then scale-up – all with an eye on Guided Pathways. We’d like to share our story. Join us for a panel discussion on how faculty made a plan, managed the logistics, assessed progress, and ensured student agency in learning. Great workshop for those in dev programs and administrators looking towards Guided Pathway. Presenters: Craig Goodman, Olympic College, [email protected] Pierre Arellano, Olympic College, [email protected] Nick Schuur, Olympic College, [email protected]

10

Thursday Concurrent Sessions 10:30am - Noon

Recognition Luncheon Thursday, May 3, 2018

Join us as we recognize and celebrate individuals from Washington’s higher education community for their outstanding contributions to assessment, teaching and learning.

2018 Anna Sue McNeill Assessment, Teaching and Learning Award Honorees Kaatje Kraft, Whatcom Community College Kaatje is an accomplished scientist, educator, and researcher. Her passion for student success and student learning drives her work, and she works exceptionally hard to find ways to engage students in their own learning, and to help them develop skills they will need to be successful in a global society. While she is committed, first and foremost, to the success of her students, she dedicates incredible amounts of time sharing her accumulated experience and knowledge with her colleagues, so the benefits of her expertise extend well beyond her own classrooms. She has made a remarkable impact at the departmental, college, statewide, and national levels.

Allison Sieving, Pierce College Allison has impacted the quality of instruction for thousands of Pierce students in assisting all our faculty in examining and improving learning. Through a revised program/discipline review process that considers equity, solid mentoring of individual and teams of faculty, and her leadership of the outcomes team and the guided pathways mapping process, Allison’s leadership creates processes significantly more meaningful for faculty, and more flexible so that faculty can focus on areas that are the most critical to resolve, not only standard criteria. The amount of time spent by faculty on the paperwork has decreased, while the time focused on identifying challenges and improvements has increased.

Recognition Luncheon

11

Anne Brackett and Kristine Washburn, Everett Community College Anne and Kristine contribute to Everett Community College’s culture of student success as standard bearers for equity in key activities. They lead quarterly cross-pollination discussions to ensure faculty are aware of and have the opportunity to share their ideas and concerns about ongoing work with guided pathways. They present quarterly at all-instruction meetings, and maintain a blog documenting ATD and guided pathways activities. They have strengthened the use of data in the discussion of student success, and through their work with the Guided Pathways Steering Committee have ensured the integration of assessment, accreditation and guided pathways activities.

2019 Assessment, Teaching & Learning Conference May 1 - 3, 2019 The Davenport Grand Hotel Spokane WA

12

Recognition Luncheon

Afternoon Sessions Thursday, May 3, 2018 1:30pm – 3:00pm

Room

Session Title

Alder st 1 Floor

Know When to Hold, Fold, and Run: Lessons Learned from the Practice of SoTL with an Equity Mindset

Heritage E 1st Floor

Assessment ReBoot

Heritage F 1st Floor

The 4 Connections: A Movement Approach to Changing Student Outcomes

Cedar nd 2 Floor

Participatory Pro-D: Building Year-Long, Inquire-Based, Collaborative Networks

Hemlock 2nd Floor

Teaching for Transfer: Helping Composition Students Carry Skills into the Future

Oak Floor

2nd

Implementing Math Pathways: Bringing Departments Together through Professional Development

Pine 2nd Floor

Student Podcasts

Spruce 2nd Floor

Building Bridges to College Preparedness: Examining Power, Privilege, and Inequity in the Classroom Session descriptions begin on the next page

Thursday Concurrent Sessions 1:30 - 3:00pm

13

Know When to Hold, Fold, and Run: Lessons Learned from the Practice of SoTL with an Equity Mindset Strand: Equity and Inclusive Excellence

Room: Alder, 1st Floor This Equity and Inclusive Excellence session will address the Necessity and Power of using an Equity Mindset when engaging in systematic scholarly investigation and learning analysis (SoTL). First, using data and conversations from attendees at the first annual Scholarship of Teaching and Learning with an Equity Mindset Summer Institute, workshop participants will have the opportunity to, through collaborative inquiry, develop shared vocabulary about SoTL, Equity Mindsets and Cultural Wealth, and reflect on the attendee’s lessons learned, wisdom learned. Participants will then identity ‘challenging inequities’ on their campus, assess their positionality, and be introduced to one of the capacity building protocol from the Institute. Participants will leave with the beginning of a critically conscious, self-aware strategic plan for improving student learning opportunities within SoTL/Equity mindset context and cultural wealth backstory. Presenter: W. Joye Hardiman, The Washington Center for Improving Undergraduate Education, [email protected]

Assessment ReBoot Strand: Assessment of Learning Outcomes

Room: Heritage E, 1st Floor Assessing student learning outcomes can feel like “one more thing,” in an already way-too-busy academic life. And, in truth, it hasn’t always delivered on its promises. In this session we’ll look at an emergent model--an “assessment reboot”--that can help make assessment a valuable part of the regular work of teaching and learning rather than an add-on. You are cordially invited to explore the features of this new model, its implications for you, your program and--with a special eye to equity issues--your students. We’ll also look at open access resources to support your goals for student learning. Presenter: Pat Hutchings, National Institute for Learning Outcomes Assessment, [email protected]

The 4 Connections: A Movement Approach to Changing Student Outcomes Strand: Equity and Inclusive Excellence

Room: Heritage F, 1st Floor The 4 Connections framework focuses on faculty-student relationships. It includes four intuitive practices that promote connection when made more intentional: using students' names, checking in regularly, scheduling one-on-one meetings, and practicing paradox. You will hear from colleagues as we share our successes and struggles with the framework and its implementation on our campuses. Alongside the discussion of the 4 Connections, you will discover the movement approach to change and consider what movement might be waiting to happen at your college. Whether it is the 4 Connections or a different approach, the center of your movement has the power to transform student and faculty experiences through relationship. Participants will leave ready to implement the 4 Connections, start a movement towards completion- and equity-supporting change, or both! Presenters: Sally Heilstedt, Lake Washington Institute of Technology, [email protected] Peg Balachowski, Everett Community College, [email protected] Liz Falconer, Renton Technical College, [email protected] Mary McClain, Centralia College, [email protected]

14

Thursday Concurrent Sessions 1:30-3:00pm

Participatory Pro-D: Building Year-Long, Inquire-Based, Collaborative Networks Strand: Faculty Leadership for Student Learning

Room: Cedar, 2nd Floor This session focuses on best practices for designing and facilitating year-long, inquiry-based, collaborative professional development networks within and across disciplines and institutions in Washington’s CTC system. Building from the idea that meaningful Pro-D should provide cohorts ongoing opportunities to identify and address specific problems of practice, session leaders emphasize creating Pro-D networks that are truly owned by the faculty involved. Session leaders will draw on their experiences facilitating a broad range of successful Pro-D projects, each of which emphasizes professional growth for practitioners and collaborative models for addressing student success across the k-16 system. Participants will gain resources to begin their own Pro-D network, including an overview of suggested meetings and activities, protocol for building community within inquiry-based networks, and examples of other Washington networks. Presenters: Andrea Reid, Spokane Community College, [email protected] Sean Agriss, Eastern Washington University, [email protected]

Teaching for Transfer: Helping Composition Students Carry Skills into the Future Strand: Frameworks for Improving Learning

Room: Hemlock, 2nd Floor Sharon Mitchler will share the results of her current study, involving the “Teaching for Transfer” pedagogy originally developed at Florida State University. Sharon’s English 101 students, along with students at eight other institutions of higher education across the United States, are working towards developing deep understandings of key terms and structure that cross genre boundaries, allowing students to intentionally transfer their writing knowledge to other situations, including writing in multiple genres, writing in multiple academic disciplines, and writing in academic, workplace, and digital spaces. Presenter: Sharon Mitchler, Centralia College, [email protected]

Implementing Math Pathways: Bringing Departments Together through Professional Development Strand: Pathways: Design, Models, Approaches

Room: Oak, 2nd Floor Everett Community College recently redesigned its developmental math sequence in accordance with Guided Pathways, removing some traditional algebra topics for non-STEM students to allow greater focus on conceptual understanding and problem-solving. What's unusual about Everett's efforts is that the Mathematics department has been working closely with the Transitional Studies division (previously called Adult Basic Education) to ensure student success across the widest-possible demographic. Also, we are providing significant professional development to faculty. During our presentation, we will address the mechanics of our redesign from conception through implementation and the challenges and rewards of our cross-campus collaboration. We will also provide feedback from instructors on what worked (and what didn’t), share data on student success, provide homebrewed WAMAP resources, and explore a history as told by flowcharts. Presenters: Alys Hugo, Everett Community College, [email protected] Nina Benedetti, Everett Community College, [email protected] Mike Story, Everett Community College, [email protected]

Thursday Concurrent Sessions 1:30 - 3:00pm

15

Student Podcasts Strand: Pathways: Design, Models, Approaches

Room: Pine, 2nd Floor How do we empower student voices? We give them the tools and space to express their thoughts. Hear student voices from an advanced English Language Acquisition (ELA) class through podcasts that they created. While applying speaking and listening skills in a student-centered activity, students learn about a modern method of communication. Podcasts give all students the opportunity to share their thoughts and learn new things in an alternative mode. Learn how to apply basic, free online tools to create podcasts with your students. A rubric and self-evaluation will also be provided. Take the opportunity to share your ideas for capturing your students' voices. Presenter: Jennifer Barber, Grays Harbor College, [email protected]

Building Bridges to College Preparedness: Examining Power, Privilege, and Inequity in the Classroom Strand: Pathways: Design, Models, Approaches

Room: Spruce, 2nd Floor In spring of 2017, we developed a reading and writing course on the theme of Power, Privilege, and Inequity (PPI) to support students preparing for college coursework. In this high challenge, high support class, our students (mostly representing marginalized groups) learn to navigate opportunity gaps not only by sharpening their academic literacy skills, but also by examining systemic factors that create such gaps and building a vocabulary for self-advocacy beyond our classroom. In this session, we will invite attendees to join us for a few of our more effective student engagement activities, to do a "gallery walk" of student artifacts, and to hear some of our 'aha' moments from the course's first year. We will also share curriculum resources for promoting critical thinking about PPI. Presenters: Meredith Lynch, Clark College, [email protected] Justin Allen, Clark College, [email protected]

16

Thursday Concurrent Sessions 1:30-3:00pm

Afternoon Sessions Thursday, May 3, 2018 3:30pm – 5:00pm

Room Alder Floor

1st

Session Title Mental Health and the Culturally Responsive Campus

Heritage E 1st Floor

Building High-Quality Learning Communities into Guided Pathways: Balancing Flexibility with Institutionalization, with a Focus on Equity

Heritage F 1st Floor

Collaboration, Free Technology, and a Bit of Fun: How Lower Columbia College created an English Directed Self-Placement Model from “scratch”!

2nd

A Recipe for Magic: Collaboration and Creation Across Divisions for a New English 99

Hemlock 2nd Floor

Best Practices for Developing and Maintaining an OER Degree Pathway

Oak 2nd Floor

Improving Student Engagement, Retention, and Success in Online and Web Enhanced Learning Spaces by Developing a Risk Tolerant Environment

2nd

Pine Floor

"I Learned to Bring my Mind to the Movies with Me": Asking Questions that Make Sense

Spruce 2nd Floor

Infusing Equity and Social Justice into Instruction: Approaches from Five Disciplines

Cedar Floor

Session descriptions begin on the next page

Thursday Concurrent Sessions 3:30 - 5:00pm

17

Mental Health and the Culturally Responsive Campus Strand: Equity and Inclusive Excellence

Room: Alder, 1st Floor Recent studies indicate that nearly half of community college students are experiencing a current or recent mental health condition. What resources does your campus use to support mental health? A culturally responsive campus promotes mental health awareness and a network of support and resources for students, staff and faculty. Valley Cities Counseling and Highline College have developed a Behavioral Health Basics (BHB) course, piloted with staff, faculty, students and healthcare workers. This session will provide an overview of BHB and discuss effective strategies for promoting wellness and academic student success. Participants will identify resources for mental health treatment, discuss national and campus-based research, and describe how motivational interviewing can be used to enhance students’ academic success. Presenters:

Jennifer Johnston, Highline College, [email protected] Melissa Glenn, Valley Cities Counseling & Consultation, [email protected] Teresa Pan, Highline College, [email protected]

Building High-Quality Learning Communities into Guided Pathways: Balancing Flexibility with Institutionalization, with a Focus on Equity Strand: Pathways: Design, Models, and Approaches

Room: Heritage E, 1st Floor Learning communities have much to offer a guided pathways redesign, especially in terms of the fourth design principle-- ensuring student learning. However, building high-quality learning communities into guided pathways, while maintaining opportunities for faculty creativity and innovation, presents numerous challenges. Grounded in a two year action plan created by a cross-functional team of administrators, faculty, and advisors at the 2017 National Summer Institute on Learning Communities at Evergreen State College, Skagit Valley College has developed specific strategies for envisioning and creating the structures/frameworks required to maintain a robust learning community program in the context of guided pathways, as well as a plan to leverage our integrative learning program to benefit students in learning communities and through the curriculum. Presenters:

Gabriel Mast, Skagit Valley College, [email protected] Matt Scammell, Skagit Valley College, [email protected] Sharon Hall, Skagit Valley College, [email protected]

Collaboration, Free Technology, and a Bit of Fun: How Lower Columbia College Created an English Directed Self-Placement Model from “Scratch”! Strand: Assessment of Learning Outcomes

Room: Heritage F, 1st Floor In 2016, the placement landscape changed across the nation with the departure of ACT’s Compass placement metric. Without reactively embracing another placement metric, LCC posed the question “How do we replace the Compass English placement with a student-centered, interactive, instructive, and curriculum-aligned tool, all while engaging key stakeholders across campus and spending zero budget dollars?” Easy enough, right? We will outline our DSP process from beginning to end, explore the free technology we employed, and discuss how relationship building and collaboration with students, staff, and faculty made it all happen. Presenters:

Angel Ruvalcaba, Lower Columbia College, [email protected] Amber Lemiere, Lower Columbia College, [email protected]

18

Thursday Concurrent Sessions 3:30-5:00pm

A Recipe for Magic: Collaboration and Creation across Divisions for a New English 99 Strand: Faculty Leadership for Student Learning

Room: Cedar, 2nd Floor Institutional structures may obscure the pathway that leads to student success. Our group was charged with creating a course that would clarify the English pathway at Edmonds CC, taking the place of two courses in separate departments that served as prerequisites to English 101. The course needed to align with College and Career Readiness standards and serve multiple student populations. Although driven by institutional mandate, the project was entirely faculty-led. This session will describe how our team worked across departmental boundaries, what obstacles we faced, and the ongoing collaboration that has resulted among instructors of the new course. Session participants will be invited to consider issues of student success on their campuses that will require reaching across silo boundaries, and how that might be achieved. Presenters: Ruth Harris-Barnett, Edmonds Community College, [email protected] Daniel Griesbach, Edmonds Community College, [email protected] Ginger Gibbs, Edmonds Community College, [email protected] Caroline Simpson, Edmonds Community College, [email protected] Erica Almeda, Cascadia Community College, [email protected] Rob Harrill, Edmonds Community College, [email protected]

Best Practices for Developing and Maintaining an OER Degree Pathway Strand: Equity and Inclusive Excellence

Room: Hemlock, 2nd Floor The rising cost of textbooks and faculty desire to meet students' learning needs led Pierce College at Joint Base LewisMcChord to a very ambitious solution: a fully OER degree pathway. Since fall 2015, the college has saved students over $1 million. Inspired by Pierce, and as a part of the ATD OER Degree Initiative, Lake Washington Institute of Technology began development of an OER degree pathway in 2016. In this session, you will explore the processes, practices, and lessonslearned at both colleges, with ample time for questions and discussion throughout. You will have time to identify a possible implementation team at your campus, determine your OER pathway, consider faculty and course development needs, and identify college-wide partnerships necessary for creating a sustainable OER degree pathway.

Presenters: Sally Heilstedt, Lake Washington Institute of Technology, [email protected] Marty Heilstedt, Pierce College at Joint Base Lewis-McChord, [email protected]

Improving Student Engagement, Retention, and Success in Online and Web Enhanced Learning Spaces by Developing a Risk Tolerant Environment Strand: Frameworks for Improving Learning

Room: Oak, 2nd Floor Open enrollment provides access to education for all students, resulting in a diverse population, many of whom are underserved. Many students fear the learning process - making mistakes, feeling confused and experiencing challenge. This negatively impacts student success. So why a risk tolerant environment? “The experience of failure, as a result of risk taking in a safe environment, can help to build resilience to setbacks and help…to manage risk better in the future” (H.Rolfe,2010). Faculty will learn about how creating a risk tolerant environment results in better student engagement, retention and completion. Participants will leave with tools they can implement and also learn to design their own to create a risk tolerant environment. The workshop is an active learning environment. Presenters: Mandie Nash, Bellevue College, [email protected] Brian Bergen-Aurand, Bellevue College, [email protected]

Thursday Concurrent Sessions 3:30 - 5:00pm

19

"I Learned to Bring my Mind to the Movies with Me": Asking Questions that Make Sense Strand: Pathways: Design, Models, Approaches

Room: Pine, 2nd Floor Educators are often frustrated by their students’ lack of interest. How do we help students become curious, connect with the subject matter and their own lives . . . while teaching the academic process? We ask questions! Through questioning the text and each other, students examine the society, as well their own positionality. Faculty questions model for students the relationships we have with the materials we teach, and they reveal our souls to our students, so that they become less afraid to be their own brilliant selves. This presentation involves a short reading, discussions, story telling, and sensemaking as we discuss the process of questioning and experience how to form questions that bring human connection between texts, students, instructors and the world-- where knowledge lies. Presenter: Kimberly Pollock, Bellevue College, [email protected]

Infusing Equity and Social Justice into Instruction: Approaches from Five Disciplines Strand: Pathways: Design, Models, Approaches

Room: Spruce, 2nd Floor The editor of AAC&U reminds us that higher education continues to engender "the legacy of exclusion" that leads to high attrition and low completion among minority students (Campbell, 2017). The best place to fight against this institutional injustice is in our classrooms. South Seattle College faculty from math, computer science, English, biology, and physics will share best practices for inclusive and equitable instruction. This multi-disciplinary presentation will include topics on transformational study zones, women in STEM, metacognitive and persistence curriculum, equitable placement practices, Active Learning instruction, and implicit bias testing. Audience members will learn about and participate in activities that empower students, ignite dialogue, and fight against inequity in higher education. Presenters: John Toutonghi, South Seattle College, [email protected] Ravi Gandham, South Seattle College, [email protected] Tish Lopez, South Seattle College, [email protected] Paige Talbot, South Seattle College, [email protected] Ruben Murcia, South Seattle College, [email protected] Elizabeth Schoene, South Seattle College, [email protected]

20

Thursday Concurrent Sessions 3:30-5:00pm

Plenary Session II Friday, May 4, 8:30 - 10:00 Discovery Ballroom

Transparency in Teaching and Learning Pat Hutchings and Mary-Ann Winkelmes Today’s students are more diverse in all kinds of ways that matter in teaching and learning. Their diversity brings assets to our classrooms, certainly--different life experiences and interests, and different talents. But as we know all too well, it can also contribute to troubling gaps in achievement, with students who have not been well served by higher education falling further behind at alarming levels. In this plenary session, we will explore the power of the Transparency Framework to promote more equitable student success through the development of a shared language for communicating with students and one another about pedagogical purposes, tasks, and criteria for evaluation. Employing the principles of transparency also opens up possibilities for pedagogical innovation and inquiry in a lively “teaching commons” where educators can work together to trade ideas and build knowledge for more effective and engaging practice. The goal of the session is to provide you with evidence and examples of a transparent, scholarly approach to teaching and learning. FACILITATORS Pat Hutchings, Senior Scholar, National Institute for Learning Outcomes Assessment and former vice president, The Carnegie Foundation for the Advancement of Teaching. Mary-Ann Winkelmes, Director of Instructional Development and Research, University of Nevada, Las Vegas, and Senior Fellow, Association of American Colleges & Universities.

Plenary Session II

21

Do you want to know more about the two plenary sessions from earlier in this conference and get more training? These two institutes are an ideal way to take a deeper dive into the concepts, strategies, and best practices. Scholarship of Teaching and Learning with an Equity Mindset National Institute August 6-10, 2018 Rainbow Lodge, North Bend, WA This institute is designed for educators from two- and four- year institutions, including faculty from graduate programs, technical programs, basic skills, general education, liberal arts, allied health, and STEM fields. The aim is to develop our capacity to understand and improve student learning opportunities within all teaching contexts. The institute is designed to help you:  Learn how to use an equity framework;  Build the capacity to conduct classroom inquiry;  Prepare to engage in the scholarship of teaching and learning;  Come to a better understanding of your students and their cultural assets;  Work collaboratively to build a community of practice;  Develop and refine an inquiry project to pursue in your classroom practice; and  Engage with resource faculty who will support your journey. This residential institute provides participants with a carefully coordinated mix of plenaries, workshops, and focused work time for developing an inquiry that examines, improves, and supports what happens in the classroom. Experienced educators will facilitate small and large group sessions and work directly with participants to develop inquiry projects.

Read More! http://wacenter.evergreen.edu/scholarship-of-teaching-and-learning

Using Evidence for Improvement: Teaching and Learning National Institute July 29-August 1, 2018 The Evergreen State College, Olympia WA This institute is designed for educators from two- and four- year institutions, including faculty from graduate programs, technical programs, basic skills, general education, liberal arts, allied health, and STEM fields. The aim is to develop our capacity to understand and improve student learning opportunities within all teaching contexts. The institute is designed to help you:  Learn how to use an equity framework;  Build the capacity to conduct classroom inquiry;  Prepare to engage in the scholarship of teaching and learning;  Come to a better understanding of your students and their cultural assets;  Work collaboratively to build a community of practice;  Develop and refine an inquiry project to pursue in your classroom practice; and  Engage with resource faculty who will support your journey. This residential institute provides participants with a carefully coordinated mix of plenaries, workshops, and focused work time for developing an inquiry that examines, improves, and supports what happens in the classroom. Experienced educators will facilitate small and large group sessions and work directly with participants to develop inquiry projects.

Read More! http://wacenter.evergreen.edu/teaching-and-learning-national-institute

22

Events Related to Plenaries

Morning Sessions Friday, May 4, 2018 10:30am – Noon

Room Alder Floor

1st

Session Title The Goal: Cultural Competence; The Tool: the IDI

Heritage E 1st Floor

We’ve Committed to Pathways, Not What?: Using Outcomesbased Curriculum to Ensure Equitable Success Rates for All Students

Heritage F 1st Floor

Plenary II Follow-Up: Using Transparent Assignments to Promote Equitable Success

2nd

Who Am I & Who Are You: Professional Identity for Faculty Members

Hemlock 2nd Floor

Online Teaching: The Great Equalizer? Students of Color Identify Strategies that Work for Them

Oak nd 2 Floor

Improving Student Success by Enhancing Faculty/Tutor Collaboration

Pine nd 2 Floor

Cooperative Learning: Best Practices in Creating Collaborative, Confidence-Boosting Group Activities

Spruce 2nd Floor

Qualitative Data: What Does It Mean? What Do We Do with It?

Cedar Floor

Session descriptions begin on the next page

Friday Concurrent Sessions 10:30am - Noon

23

The Goal: Cultural Competence; The Tool: the IDI Strand: Equity and Inclusive Excellence

Room: Alder, 1st Floor The SBCTC is dedicated to an equity agenda and all of our colleges are keenly aware of our equity gaps. How do we build our own Cultural Competency from within in order to focus on Equity for our students? The IDI (Intercultural Development Inventory) provides a starting ground for the conversation and a framework for intention and goal setting for individuals, as well as large and small groups (think departments, areas, divisions, committees, etc.). We will share our approach, ideas for your own implementation, and information about the tool and how to move the equity agenda forward through our own dedication and focus on cultural competence. Presenters: Analea Brauburger, Tacoma Community College, [email protected] Melisa Ziegler, Ph.D., Tacoma Community College, [email protected]

We've Committed to Pathways, Now What?: Using Outcomes-based Curriculum to Ensure Equitable Success Rates for All Students Strand: Pathways: Design, Models, Approaches

Room: Heritage E, 1st Floor As institutions commit to pathways, the need for faculty training in outcomes-based curriculum design has emerged. Using the model created by Wiggins and McTighe, this presentation will show participants how Skagit Valley College is preparing faculty to provide the scaffolding, course alignment, assessment, and learning experiences needed to ensure the academic success of diverse students. By investigating learning outcomes at the course and program level, we have begun to engage faculty in the difficult work of closing achievement gaps, meeting industry needs, and guiding students to sustainable wages through pathways design. Participants will leave with backwards planning templates, inclusive curriculum checklists, a syllabus for potential faculty workshops at your institution, and a working document for structurally infusing equity into Pathways design. Presenters: Gretchen Robertson, Skagit Valley College, [email protected] Gabriel Mast, Skagit Valley College, [email protected] Kip Zwolenski, Skagit Valley College, [email protected]

Plenary II Follow-Up Using Transparent Assignments to Promote Equitable Success Strand: Assessment of Learning Outcomes

Room: Heritage F, 1st Floor Do you wonder why some engaged and capable students never submit work or turn in sub-standard assignments? Historically underrepresented students often wrestle with imposter syndrome—the persistent fear of being exposed as a fraud who does not belong in college. Struggling to complete assignments can inform those fears. Therefore, as students increase their ability to successfully complete assignments, so does the likelihood they will view themselves as scholars. This session will function as a sort of case study: you will learn how one instructor used the transparent assignment template to make small, concrete changes over a period of years (2016 to 2018) to continuously improve her assignments in her 100 and 200 level courses in ways that positively impacted student performance and completion of assignments. Presenter: Judy Loveless-Morris, Tacoma Community College, [email protected]

24

Friday Concurrent Sessions 10:30am - Noon

Who Am I & Who Are You: Professional Identity for Faculty Members Strand: Faculty Leadership for Student Learning

Room: Cedar, 2nd Floor

As faculty members and teachers, we all make assumptions about what is most important about learning, about why we teach, and about who our students are and what they need to learn. But we don’t all make the same assumptions. In this session, we will explore some of the most common assumptions that community college faculty members make about their own profession; we’ll discuss how to work productively with other faculty members who may have very different assumptions about their profession Presenters: Bob Mohrbacher, Centralia College, [email protected] Jennifer Whetham, State Board for Community & Technical Colleges, [email protected]

Online Teaching: The Great Equalizer? Students of Color Identify Strategies that Work for Them Strand: Equity and Inclusive Excellence

Room: Hemlock, 2nd Floor

With online teaching on the rise and the growing necessity of quality, meaningful instruction, this session explores how online teaching engages students of color and identifies strategies that students say work for them. With the current national conversation, it seems especially important to explore constructive ways to support the success of students of color. An overview of research on social identity and online learning, as well as findings from a recent student survey/focus group and faculty interviews will be discussed. Participants will be provided with a framework of guiding principles and reflective questions to ask themselves about the pedagogy and design of their classes to best meet the needs of students of color. We will also learn from each other in this engaging, interactive conversation. Presenter: Kayleen Oka, Seattle Central College, [email protected]

Improving Student Success by Enhancing Faculty/Tutor Collaboration Strand: Frameworks for Improving Learning

Room: Oak, 2nd Floor This session will explore strategies to enhance collaboration between faculty and instructional support services, specifically tutoring, to help underprepared students persist and succeed in their coursework. At North Seattle, aware that knowledge about what students struggle with gets trapped in the writing center, we have encouraged tutors to participate in a communication loop where they share insights about what they see students struggling with so that the instructor can make adjustments in their approach. As part of the session, we will share handouts with best practices to facilitate communication between tutor navigators and faculty. In addition to sharing our experience and data, we will facilitate small group discussion for attendees to pursue improving tutor and faculty communication within the unique cultures of their institutions. Presenters: Daniel Tarker, North Seattle College, [email protected] Jamie Wilson, North Seattle College, [email protected]

Friday Concurrent Sessions 10:30am - Noon

25

Cooperative Learning: Best Practices in Creating Collaborative, Confidence-Boosting Group Activities Strand: Pathways: Design, Models, Approaches

Room: Pine, 2nd Floor Students benefit from cooperative learning. Johnson et al. (2006) note that student performance increased more notably in cooperative models compared to performance in competitive or individualistic models. The goal of this session is to consider methods for promoting strengths-based engagement, minimizing the "free ride" effect, and limiting conflict. With these goals in mind, we will discuss methods for building complex assignments that require group collaboration, allotting students sufficient time for pre-planning collaborations, and assigning roles that ensure full participation. We will also work in small groups to create and modify cooperative learning assignments, as well as reflecting on how we could use these practices in our own classrooms. Presenters: Alicia Bones, Green River College, [email protected]

Qualitative Data: What Does It Mean? What Do We Do with It? Strand: Pathways: Design, Models, Approaches

Room Spruce, 2nd Floor Assessment in teaching and learning pertaining to curriculum revision, outcomes assessment, or research projects, often involves qualitative data collection and analysis—complex information in a variety of forms that likely contains a broad range of focuses. This session will introduce participants to several qualitative data collection and analysis strategies and approaches. Additionally, presenters will approach qualitative data analysis from two perspectives: 1) What does it mean? How can we produce valid and reliable qualitative data analysis for formal research and publication? And 2) What can we do with it? How can we produce rough analyses of qualitative data as tools for reform and collaboration? After exploring examples of qualitative data collection and analysis, participants will have opportunities to discuss potential qualitative data projects and dilemmas. Presenters: Sean Agriss, Eastern Washington University, [email protected] Ian Sherman-Youngblood, Green River College, [email protected]

26

Friday Concurrent Sessions 10:30 - Noon

Plenary Session III Friday, May 4, Noon Discovery Ballroom

Wait! Don’t Leave Yet! Jennifer Whetham This session poses the following question: Now that we know what we know . . . what are we going to do together? After a conference, many of us return to campus renewed, brimming with great ideas we might implement in our classes, our departments, and our institutions. Yet the buzz of a conference can wear off quickly: notes remain unread, handouts get stuffed in a file, and perhaps one or two good ideas stay alive long enough to become our new reality. For others, there is no time to process, and all the extroverting and social activity leaves them exhausted. As you enjoy your lunch, you will have an opportunity to begin your reflection process, synthesize ideas from different sessions you and your colleagues attended, and collaboratively plan (or simply share) ideas for acting in strategic, sustainable ways when you get back to campus. FACILITATOR Jennifer Whetham, Program Administrator for Faculty Development, State Board for Community and Technical Colleges

Plenary Session III

27

28