The Center for Effective Teaching has four workshops from April 9 to 11 that focus on the Teaching and Learning, Leadership Development, and Academic Advising certificates. To register for these workshops, please visit the CET registration page: http://www.hvcc.edu/cet/workshops/register.html
A Preview of the Study of Community College Students and Information Technology (NEW)
The Center for Distance and Online Learning (DL) and the Center for Effective Teaching (CET) invite you to join us for an EDUCAUSE Learning Initiative (ELI) webinar and follow-up discussion that can be applied the Teaching and Learning certificate.
For the first time since 2007, ECAR is giving special attention to the technology experiences of students at US community colleges. This session will preview a forthcoming report that covers topics related to community college student device access and use, and the importance they place on tech devices for their academic success. Findings about this population’s perceptions of online student success tool and their learning environment preferences will be shared. We will also highlight results related to issues of accessible and adaptive technologies for students with disabilities at community colleges.
Outcomes
- Learn about community college student attitudes toward and usage of technology
- Develop a better understanding of what community college students need in order to do their academic work
- Get recommendations on how to better meet the technology needs of students at community colleges.
After the web presentation, the DL staff will describe challenges, opportunities and tools for mobile applications and online learning at Hudson Valley, how to design your course for maximum mobile use, and provide handouts for you to use with students.
When: Tuesday, April 9, 1-2:30 p.m.
Where: Marvin Multipurpose Room
Presenter: Dana Gierdowski, Researcher, EDUCAUSE
Facilitator: Members of the Center for Distance and Online Learning
Certificate Credit: Teaching and Learning Category: Pedagogy, Classroom Management, and Integrating Instructional Technology
Addressing Difficult Subjects (NEW)
This training is designed for managers and supervisors who are looking for assistance on how to address difficult subjects with their employees. These subjects might include: issues related to performance, poor relationships with coworkers, hygiene, workplace gossip, inappropriate dress, etc. Participants will learn steps to help provide constructive feedback to their employees, including how to approach the situation, selecting the right word choices, learning how to be direct in our feedback, reaching an agreement with the employee and making a plan to follow up.
When: Tuesday, April 9, 2:00-4:00 p.m.
Where: Marvin Multipurpose Room
Presenter: Capital EAP Representative
Certificate Credit: Teaching and Learning Category: Pedagogy and Classroom Management
Certificate Credit: Leadership Development Category: Administration and Management or Inter/Intrapersonal Effectiveness
Certificate Credit: Academic Advising Category: Foundations for Advising or Advising Special Groups
First-generation Journeys: Confronting, Challenging & Crossing Academic Borderlands (NEW)
First-generation students are constantly crossing academic borderlands: from high school to college; from the hallway to the classroom; from being a student to graduate/professional, etc. While applying the ethnic studies lens, Dr. Montoya discusses how he considers intersectional identities to best support all dimensions of students, particularly first-generation students. Faculty and staff will also learn about Northern Arizona University’s (NAU) Professional Development Learning Community.
Even though first-generation students make up a third of all college students (Cataldi, Bennett, & Chen, 2018), many academics are still not versed in the relevant experiences of first-generation students, especially if they were themselves first-generation. The reason for this is that countless first-generation academics may not see their experiences as anything other than normal. This contributes to missed opportunities to create meaningful connections in the classroom. Acknowledging and sharing your first-generation identity and story with your students is incredibly important.
Institutions continue to admit more students-of-color and more students from low-income situations, contributing to an already greater number of first-generation students. How first-generation students succeed once they get to the university or college is of utmost importance. This is especially true from a moral standpoint—if institutions raise students’ hopes by admitting them, then they should also provide accessible tools to support students’ success on campus. As we know, first-generation students are far less likely to graduate than their continuing-generation peers are. Thus, low retention rates mean lost revenues; not financially, but instead, morally.
As such, this Center Live Briefing will draw attention to the academic border-crossing experiences of first-generation students and the many intersections that inform numerous first-generation journeys. Applying the ethnic studies lens, Dr. Montoya discusses how he considers intersectional identities to best support all dimensions of students, particularly first-generation students. Additionally, Dr. Montoya will share the innovative Professional Development Learning Community of faculty and staff at NAU. This Learning Community has evolved over time from a book club, hands-on trainers and facilitators; certifying colleagues as first-generation allies, advocates and activists, creating and implementing an online class for faculty and staff, and establishing and hosting a national symposium for guiding first-generation student success.
Learning Outcomes
By attending this session, participants will:
- understand approaches to implement and/or continue first-generation advocacy and engagement on college campuses;
- examine first-generation advocacy and engagement amid hierarchies of power in academia;
- investigate the social and political realities of first-generation experiences through a borderlands perspective.
When: Wednesday, April 10, 2:30-4 p.m.
Where: Marvin Multipurpose Room
Facilitator: Christine Smith
Certificate Credit: Teaching and Learning Category: Pedagogy and Classroom Management
Teaching Gen Z Students: Strategies for Dynamic and Engaging Learning Experiences
Next year, the first wave of Generation Z students will enter the college. Students born after the events of September 11, 2001 have lived in a world entirely different from the one we grew up in and, as a result, bring a unique set of preferences and perspective to their learning experience.
While a complete picture of Generation Z is still emerging, some common characteristics are clear; Gen Z students are cynical, private, entrepreneurial and hyper-aware. Also, like Millennials that came before them, Gen Z is technology-reliant and exceptionally skilled at multitasking.
Recognizing the skills, traits, and preferences of the Gen Z learner, reliance on traditional instructional strategies is simply ineffective. In this webinar, we will explore challenges associated with teaching Gen Z students and identify innovative (and effective) instructional approaches to create a stimulating, engaging learning environment. Further, this webinar will examine how technology can be integrated into the classroom to create a collaborative, dynamic learning experience that meets the needs of Gen Z students.
The goals of this webinar include:
- Examine strategies for creating interactive learning environments that meet the needs and preferences of Gen Z students;
- Design learning activities that engage students as collaborators in the teaching-learning dynamic;
- Integrate technology to engage and stimulate learning for Gen Z students.
When: Thursday, April 11, 2:00-3:30 p.m.
Where: Marvin Multipurpose Room
Facilitator: Tony Podlaski
Certificate Credit: Teaching and Learning Category: Pedagogy, Classroom Management, and Integrating Instructional Technology
Published: Fri, 05 Apr 2019 11:55:44 +0000 by a.podlaski