Instructors analyze current behaviors confronted in and out of the classroom and learn strategies to manage unprofessional behavior. Instructors are made aware that standard professional conduct is not immediately grasped by college students, and the end result of this session is a list of definable behaviors and why they are expected in the professional environment.
Instructors analyze current behaviors confronted in and out of the classroom and learn strategies to manage unprofessional behavior. Instructors are made aware that standard professional conduct is not immediately grasped by college students, and the end result of this session is a list of definable behaviors and why they are expected in the professional environment.
Instructors identify effective communication skills needed to motivate our Millennial and Generation Z students and analyze why these students have chosen to study in their industry. We also examine the perceived communication barriers between faculty members and college students. Faculty learn to utilize a variety of communication strategies once they return to the classroom.
After examining research that demonstrates the communication preferences of our current Millennial and Generation Z students, faculty learn how to use the most current, easy to use and free educational technology tools to better reach their students. Audience members are exposed to different apps and websites that allow them to informally assess student learning outcomes as well as provide their students with supplemental digital instruction.
Instructors identify the different learning modalities and complete a Multiple Intelligences Survey for Adults. After reviewing film clips of effective and ineffective teaching strategies, the instructors take part in collaborative learning techniques that they can apply in their classrooms no matter what their disciplines.
Instructors examine what they currently do in the classroom to encourage critical thinking skills in the classroom. After observing via video and hands on examples of critical thinking exercises, they create their own exercises they can use to ensure higher level critical thinking amongst their students.
Instructors examine the differences between assessment and formal evaluation. In addition to developing strategies to use assessment as a strategy to teach, the instructors create new evaluation strategies to effectively measure student learning outcomes. The emphasis of this workshop is on Rubric Development.
Faculty and/or Staff examine the radical notion that students are customers in higher education and why it is so necessary that institutions provide quality customer service that meets and exceeds student expectations. Following an examination of why higher education has historically been reluctant to view students as customers, faculty and staff are provided concrete strategies to implement to ensure that students feel like valued constituents on campus.
Faculty and/or Staff review the research that demonstrates how lower socioeconomic status (SES) affects student retention, success, motivation, learning behavior and soft skills development. After examining the research, faculty and staff consider several different strategies designed to boost success and retention rates of lower SES students as well as enhance their understanding of poverty’s relationship to higher education in the two year college.
Faculty play an important role in the whole development of a student, and many faculty take on advisor roles, whether as part of their job responsibilities or because of their own sense of duty to nurture their students. During this session, faculty learn how to apply the six phases of Appreciative Advising, which is a structured design that focuses on positive and inquisitive guidance to help students progress through higher education.
After reviewing research on current enrollment trends in two year colleges, we consider disruptors in higher education and their effects on enrollment/persistence. Faculty and/or staff consider and define the college mission and examine how their day-to-day responsibilities relate to this mission. As a culminating “project” in this session, attendees develop strategies to measure their success as they contribute to student success on a regular basis.
This talk is designed to be interactive and conscious-raising; it is not designed to convince audience members to release their attachments to core values and beliefs. However, the audience will be inspired to question what they might see as cultural identity and the effect of this identity on how we relate to one another as participants in a higher education environment, how we communicate with each other in this environment and how our understanding of one another impacts our relationships. It is designed to challenge and probe, with a conclusion that does not present itself as a nicely wrapped gift at the end of the hour – rather, audience members will hopefully continue to dialogue, question and consider.
EPIC is an acronym for Effective Professional & Interpersonal Communications, an enhancement plan designed to improve our students’ “soft skills.” Because so many faculty are focused on the curriculum and learning objectives at hand, they may feel unprepared to incorporate assignments that help students work on their written, oral and interpersonal communications. This session provides faculty with assignment ideas as well as easy-to-implement rubrics, so students become graduates who know their discipline and can communicate effectively.