Filed under: Conferences
2008 Innovations Conference
League for Innovation in the Community College
About the Conference: (From Page 29 in the Conference Program.)
Since its inception in 1968, the League has been a national and international leader in championing innovation and experimentation in all areas of community college education. As the League celebrates its 40th year of service, we welcome community college colleagues from around the world who share our commitment to innovation, experimentation, and institutional transformation. We have all come together to exchange ideas, discuss stumbling blocks, highlight successes, and look to the future.
The conference has been organized into eight streams:
• Learning and Teaching
• Leadership and Organization
• Workforce Preparation and Development
• Student Services and Activities
• Basic Skills and Developmental Education
• Resource Development and Foundation Management
• Research, Assessment, and Accountability
• Diversity, Equity, and Inclusion
Innovations 2008 offers over 500 Forum Sessions, Roundtable Discussions, Poster Sessions, and Special Sessions featuring how-to discussions, case studies, and state-of-the-art practices; General Session Keynote Presentations by leading educational spokespersons; an extensive exhibition of educational products and services; and the opportunity to connect with hundreds of colleagues during receptions, coffee and refreshment breaks, and afterhours gatherings.
SUNDAY, March 2, 2008
8:30 – 9:30 a.m.
Governor’s Square 14,
Concourse, Plaza Building
The Sustainable Classroom
William Yarrow, Professor, English and Foreign Language, Joliet Junior College, IL;
Bobette Wolesensky, Associate Professor, English Literature, Foreign Language, and Speech, Palm Beach Community College, FL
Session Description: Sustainability is more and more of an issue in the world and on campuses. An English instructor and speech instructor demonstrate hands-on techniques instructors can use to create classrooms that sustain available resources and reduce waste by moving toward paperless instruction, as well as educate students through projects to reduce waste hemselves. Topics include the importance of teaching sustainability and creating sustainable classrooms, the value of using electronic texts in class, the benefits of electronic submission and grading, and special challenges encountered when using electronic media. This highly practical and interactive session includes tips and techniques for grading electronically, using electronic texts, and using tablet computers.
- This session started off, perfectly. That is, there wasn’t any paper handouts!🙂 The presentation slides will be emailed to the session participants.
- How do you create a sustainable classroom…
- Minimize impact on the environment, and make things more manageable.
- Conserve resources, eliminate waste, and model systems thinking.
- Sustainability Enhanced Classes include infusing sustainability related ideas into projects and assignments.
- Book = “147 Practical Types for Teaching Sustainability”
- Teach students by modeling the experiences of sustainability.
- Create connections between the environment, economy, and society.
- Make students part of the sustainability experiment. Be direct with students about your approach.
- Consider the impact of their resource uses on both the environment and learning outcomes.
- Practical Tips: Create an online learning center in your CMS: Bb/Angel/D2L
- Facebook, Tapped In (Chat Room), Gmail Group, Gmail Collaboration – Separate account for course use.
- Engage students in the experiment. This class is special!
- Blackboard for assignment grading, recycled paper for notes, electronic grading.
- Speech class on topics of sustainability.
- Why? Student report on campus mentioned each student uses 8700 sheets of paper… 6640 trees for their campus per year.
- Give students a choice with accessing paper if they need to/want to use it.
- Proactively track paper usage in the course… provide an end of course report.
- Teach students not to rely on printed materials.
- Make it FUN, extra credit opportunities for learning how to become sustainable.
- Use a Tablet PC. Students like to see handwriting. No more whiteboards!
- Grade by hand with smileys, type comments with keyboard.
- Electronic rubrics… use tablet pc to complete with handwritten documents.
- Be aware of challenges such as internet access for students, limited pc knowledge, compatibility issues, and outdated software.
- Students still need to see it, write it, and interact with it .
- Helps students gain computer competence in document creation, course delivery software, self-efficacy (confidence) in the use of technology.
- Models sustainable practices which then connects to their daily lives.
- BCC’s Sustainability Committee: http://www.broward.edu/environmental_bcc/AASHE – Association for the Advancement of Sustainability in Higher Education: http://www.aashe.org
- Confessions of a Photocopier Abuser William Yarrow – teaches English… used to use a LOT of paper.
- When he started using Blackboard he decided to go completely paperless… yes with English. He eliminated all handouts.
- Grading electronically.
- He hasn’t used paper in the last 10 years.
- Doesn’t waste time in the classroom handing things out, photocopying things.
- Leverage public domain electronic texts.
- All students submit files electronically.
- Better classroom management (not wasting time handing out paper), better grading (electronic assignments can include rich feedback and links), better note taking (students can quickly find notes, search them), quick return of graded work with extensive feedback.
- Online submissions is time/date stamped, saves paper and print cartridges, no more lost or late work.
- E-texts = Project Gutenberg: http://www.gutenberg.org and Internet Archive: http://www.archive.org
- Using a Macro for grading electronic papers for comments. ALT+Z = Not a clear idea, ALT+C = Provide transition, ALT+G = Good Work!
- The MS Word “Read” feature, “Find and Replace” and the “Highlighter”.
- Use clipboard for quick comments for students.
Sunday, March 2, 2008 9:45 AM – 10:45 AM
Plaza Court 8, Concourse, Plaza Building
A Successful Path to HACC on iTunes U
The panel presents the strategy and planning for a pilot program of 32 instructors for the creation of the first community college on iTunes U. Presenters discuss hardware and software; audio, video, and test files for podcasting; consultation, training, and support to the pilot members; and copyright issues and problems. Participants receive the URL to the podcasting website nd a CD-ROM that includes program materials, agreements, training handouts, kickoff posters, and the final podcasting course list.
Qiquan Wang, Director, Instructional Technology;
Ellworth Beckmann, Associate Dean, Virtual
Campus; Frank Brophy, Specialist, Instructional
Technology, Harrisburg Area Community College, PA
- Site: http://itunesu.hacc.edu
- Podcast Definition: A digital media file (audio/video/pdf) distributed by subscription over HACC on iTunes U for playback on personal computers and/or mobile devices such as an iPod.
- Purposes: Guest speakers, live class capture, pre-recorded instruction, professional development, student services…
- Students can subscribe to a podcast and it will automatically download the next episode.
- Pilot process included need for funding. Got a grant of $30,000 for some hardware, software, and some training.
- Used strategy: PITAP – Preparation, Implementation, Training, Assessment, Planning Preparing = Information, Ed Tech Plan, Apple Inc Support, iTunes U Plan, Member Selection
- Implementation = Site Creation iTunes U, Hardware, Software, Kickoff
- Hardware = Video iPod, Belkin TuneTalk, Techsmith Lapel Microphone, Belkin Kickstand Case, Sanyo Xacti MPEG-4 Digital Movie Camera, iRecord converts DVD.
- Software = iTunes, Camtasia Studio (live recording takes time to compress), Audacity, Quicktime Pro
- Kickoff = 32 Pilot Members
- Training = Intro to Podcasting, Recording Audio, Recording Video, Podcasting – iTunes U, Awareness (Student Success Fair – Tech & Student Newspaper, Students/Faculty/Admin, Public)
- Assessment = 677 coursecasts, other podcasts, total 781 podcasts / 6,774 downloads / 37% live class lectures, pre-recorded lectures, announcements. Audio 49%, Video 14%, 4% PDF, Combo 13%. Students say no preference and audio are top delivery formats. Did you skip classes because you know the podcast was available? Attendance is not affected, approx 5% may skip. Downloads doubled between August 2007 and January 2008 to 3420 downloads.
- Planning = Awareness/iTunes U Development/Training/Capture and Publish Automated System (Future – Echo360) Faculty’s interest in automated classroom capture? 80 video, 109 audio, 136 screen video.
- Resources: http://ipod.gcsu.edu/podcasts/index.html – Students and Faculty Talk about Podcasting
- Several examples where shown, from mathematics video on graphing, to pdf, to Powerpoint screencast, to audio.
- GRCC should investigate the iTunes U Building Block http://www.edugarage.com/display/BBDN/OKI+iTunes+U
Sunday, March 2, 2008 1:00 PM – 2:00 PM
Plaza Court 2, Concourse, Plaza Building
Incorporating Getting Results Into a Statewide
Basic Training Course for Adjunct Faculty
As part of its statewide initiative for adjunct faculty development, Ivy Tech Community College designed a basic training course for new adjunct faculty on its distance learning platform (Blackboard). The course incorporates the Getting Results material available online through the League for Innovation enriched by additional material relating to the Ivy Tech experience. Participants view the online course and discussion board content; receive descriptions of procedures for marketing, enrolling, administering, and evaluating the course; and discuss using Getting Results material to benefit their institutions.
Charles Lepper, Director, Institutional Effectiveness and Grant Administration, Ivy Tech Community College, IN;
Jeanne Silliman, Professor, ASA Reading, Ivy Tech Community College – Southwest, IN
- 4,000 faculty need to be trained in the Indiana statewide system.
- Lily Endowment Grant for Intellectual Capital
- Improve integration of adjunct faculty into the college’s learning community.
- Regional initiatives, faculty resource centers, orientation, mentoring, teaching teams, professional development courses, and professional development grants.
- College wide initiatives, adjunct faculty committee, conference, resource center online, handbook, orientation, introductory teaching course for new adjunct faculty.
- We should investigate “League for Innovation – Getting Results” resources at GRCC.
- Incorporate essential teaching philosophies and strategies, instructional resources, collegiality, sharing of ideas.
- Six weeks of online content coincides with GettingResults six modules.
- Optional Bb Orientation
- Optional Face to Face Meeting in Week Four (Typically 8 out of 18 attend.)
- Regional Delivery = Bb Course Template ready for Customization for each Region: Class Size: 20
- http://www.league.org/gettingresults = 6 modules(FREE content).
- Discussion boards have allowed for interactive, real world application.
- Objectives: Set up and manage a classroom environment that contributes to students’ abilities to engage fully in learning.
- Modules is set up with: instructional content, disc board (response to content), idea board (optional, share personal examples), i want to know more (optional, resources offered).
- Stipend is $200 for completing the module. It’s not mandated. Some regions don’t offer stipends.
- Participants typically spend, about 2 hours each week to complete.
- Both full time and adjunct faculty participate in this training. So it’s not just for adjuncts.
- Connect this training into mentorship’s.
Sunday, March 2, 2008 2:15 PM – 3:15 PM
Vail, Majestic, Tower Building
Blogs, Vlogs, and Podcasts: When Educators Tell Stories That Work
Traditional students, designated Generation Y, are saturated with media since birth and can be wary of message devices that attract older groups. This session explores effective message design, including what is changing and what is timeless. After a survey of available software and with audience input, presenters build a podcast with Garage Band and explore the instructional/institutional uses of blogs, vlogs, and podcasts. Participants build a story using presentation concepts and develop strategies that relate directly to their projects and target audiences.
Harry St. Ours, Professor, Communication, Arts, and Technologies, Montgomery College, MD
- The instructor leading this session recently was awarded an Apple Distinguished Professor Award. (http://profsaint.com)
- To sum up, this session highlighted a series of podcasts available on iTunes and blogs. Lots of “Apple-centric” focus.
- Review the following podcasts: Tech Tuesday, Math Dude, NAIT eLearning Symposium, iLife for Communication Design
- iTunes is a podcatcher. It collects podcasts.
- Unfortunately you have to enter the podcasts area under the iTunes STORE.
- Top Podcasts Filter
- iTunes U Filter
- Harvard, MIT, Duke, UC Berkely, Stanford
- Podcasts can be password protected.
- German filter and other languages would be perfect with foreign languages.
- Visited the following vendor booths: Presidium, Techsmith, Raptivity, Turning Technologies, Respondus, CCRC, Connect-ED, and some others.
- Connected with Howard Major, who did some consulting work with GRCC about 3 to 4 years ago. He is now at Laraime Community College in Wyoming. (http://www.lccc.cc.wy.us)
OPENING GENERAL SESSION
5:00 p.m. – 6:30 p.m.
Plaza Ballroom, Concourse Level, Plaza Building
Gerardo E. de los Santos,
President and CEO, League for Innovation in the Community College
Welcome and Video
Barbara McDonnell, Interim
President, Community College of Denver
Sandy Shugart, President,
Valencia Community College
- Sandy Shugart, President of Valencia Community College
- He started by singing a song… excellent! This is probably one of the best keynotes I’ve seen at a conference yet. What a talent he has in playing the guitar and singing!
- A series of clever video clips including… Ferris Bueller. A funny look at the “institution” of higher ed.
- Achieving the Dream, closing the gaps around developmental education and retention and underserved population.
- “Change the way you think… everything else is details.”
- The Power of Big Ideas – Changing culture to change results…
- It isn’t enough to change pedagogy, though that is essential.
- The whole college has to change!
- Cultural change – transforming what we believe, assume, habitually do
- Idea One: Anyone
can learn anything under the right conditions.
- This is the foundation of our work.
- We need to truly believe this.
- Not to say, that student isn’t “college material” rather… ask what are the right conditions for students to learn? Because everyone that works at the college effects the conditions.
- When you have an idea, people implement it vs when you have a solution people implement it.
- Idea Two: The college is… what the students experience.
- How do we know ourselves through their eyes.
- How do they experience us that counts not how we experience them.
- Sections is the unit in colleges… we experience them as groups, they experience us as individuals.
- Ask what do we want students to experience?
- Use CESI data, focus groups, interviews, community meetings, rich information, thick explanation for what students are experiencing at the college.
- Idea Three: Students need connection and direction.
- Do you have a model of student engagement when working with students?
- 6 stage model of student development that you can organize services around. From before the student gets to the college all the way through the college experience. “Life Map” is what the model is called. “Atlas” is a portal to all students to manage a their plan to graduate.
- Idea Four: Practice powerful pedagogies
- Deep professional development… lots of it. Faculty lead, designed, supported, evaluated, revised. Faculty take it seriously… “Destinations” is a paid summer 2 – 4 weeks on good pedagogy. Interact and work on projects together. The “Teaching and Learning Academy” allows faculty to apply for tenure that leads to a portfolio that is used to determine tenure qualification.
- High engagement pedagogies.
- Idea Five: The purpose of assessment is to improve learning.
- Assessment is not about distrust (behavioral objectives of the 70’s – what are faculty, nation at risk – how are colleges using resources, no student left behind)
- Clarity. This is what you are expected to learn and here is how you will know. Knowledge of mastery. The number 1 user of the data used should be the student. How much timely information do students get?
- The first thing is an environment that is rich in assessment for students. Assessment is FOR students… not for us.
- Idea Six: Collaborate, collaborate, collaborate.
- How do you get “buy in”? Buy in isn’t worth getting… buy in is coercive with a smile, distrustful… That isn’t the right approach.
- Collaboration is harder, go slow to go far, slow to go far, can be aggravating/frustration, favor a culture of inquiry, best work is done when we are not sure, I wonder why we are stuck, when did we get stuck, I wonder what students think, faculty think. Get more information.
- Committees are dead are built on advocacy and don’t work. Facilitate large collaborative group activities where you are all working on the same things instead.
- Idea Seven: Teach the students you have, not the ones you wish you had.
- Figure out together how we can make the right conditions for our students.
- What if we treated every student as unique?
- Authentic connection is important because a student is a person.
- Students form an opinion of instructors within the first 10 minutes!
- You need to engage students AND students need to commit.
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