Civitas Illume Training: Erika Fenik, Thomas Benjamin
This session will be a guided hands on exploration of Civitas Illume Courses, a predictive analytics platform. Insights from this tool will highlight the courses where the greatest impact on persistence and graduation can be made based on LCCC student grade data. Additionally, an overview of the other predictive analytic platforms will be provided. All attendees will receive a login and password to access Civitas Illume Courses during and after the session.
What Matters Most Metrics: Thomas Benjamin
In this session participants will engage with LCCC's What Matters Most Metrics, a set of key performance indicators for student success. The workshop will guide participants through the metrics dashboard, which shows LCCC's performance over the past eight years disaggregated by race & ethnicity, first-generation status, age, and more. The predictive power of the leading metrics will also be explored.
Report to the Bridge! Innovative Leadership and Teambuilding with Artemis Spaceship Bridge Simulator: Mike Substelny, Luz Rivera and others
In this fun and highly interactive workshop, participants experience a sample teambuilding exercise using simulation software. You will take on the roles of a starship crew, teaming up to defend the galaxy.
SkillsCommons OERs: Terri Burgess Sandu, Bernie Gosky, Melika Matthews
This session will highlight SkillsCommons, a free and open online library containing open education resources for education and workforce development. We will share an example of how Ohio and LCCC are pioneering innovative use of these OER materials, in partnership with educators and industry. Learn more about tools and resources that can support your work.
SkillsCommons (http://www.skillscommons.org/) is an outgrowth of the US Department of Labor’s $1.9 billion investment in US community colleges through the Trade Adjustment Assistance Community College and Career Training (TAACCCT) program (https://doleta.gov/taaccct/ ). In 2014, LCCC launched a statewide consortium called Ohio TechNet as a result of a $15 million investment from the TAACCCT program. LCCC and ten community college partners spent the last four years designing and implementing innovative solutions to address the workforce needs of Ohio manufacturers, with a priority focus on providing accelerated pathways for adult learners. Today, Ohio TechNet has expanded to represent a consortium of all 23 Ohio community college and a growing list of public universities, who work closely with more than 500 manufacturers, the Ohio Manufacturers’ Association, and a host of statewide partners.
A recently launched resource that demonstrates how SkillsCommons works with users to customize content is a unique portal to curated resources vetted by Ohio manufacturing leaders. Located at www.OMA.SkillsCommons.org, this site gathers the best curricula, programs, and resources in one location, giving manufacturers and their education partners a head start in developing and updating education and training programs that benefit companies and students.
Additional resources available in SkillsCommons will be highlighted, including easily accessed resources designed to support educational innovation in Healthcare, Information Technology, Manufacturing, and other sectors. Special resources such as tools to teach or enhance employability skills, expand apprenticeship / work-based learning, and help prepare subject matter experts to serve as expert instructors will also be shared.
Student Video Assignments: Aldena Harris, Maria McConnell, Barb Kunath, Tammy Macek
In this session faculty members will discuss the successes and challenges of online video assignments that require students to create and submit a video. Faculty will discuss how and why they incorporated video into their assignment and show the results of student submissions.
Aldena Harris: EDCT 181 - Introduction to Education (Online); Maria McConnell: MKRG 113 Principles of Selling (Online); Barb Kunath: BADM 211 Business Communications (Online); Tammy Macek: EDCT 264: Educational Technology (Blended)
Course Withdraw & Early Alert Process: Marisa Vernon White, Erika Fenik, Mark Hicks, George Taylor, Jason Gibson, Cassie Tenorio
Since 2011, LCCC has increased the number of students completing courses in their first semester, which contributes to overall student success and degree completion rates. While LCCC has increased first term course completion rates by 13% among Hispanic students, and 21% among Black/ African American students, we know that further increasing course completion rates within the first year and beyond is likely to produce gains in persistence and graduation. Our unique approach to the course withdrawal process provides an opportunity for intervention before a student decides to walk away from what they have started. By instituting a 7-day waiting period on withdrawals, faculty and staff can work together to remove barriers to course completion.Learn about LCCC’s Canvas withdrawal process, the communication faculty receive when a withdrawal is initiated by a student, best practices in intervention, and how this tool can aid in course completion rates. Attendees will also receive information about common reasons students withdraw from classes, as reported through the tool itself.
Early alert is a collaborative effort between faculty and student services staff to reach students who are not performing as expected in a class. The goal of early alert is to aid students in overcoming barriers that may negatively impact their academic success. This session will address the instances and timeframes in which early alerts are most effective and inform faculty of the follow-up process by counselors and advisors. Topics included in presentation: suggested reasons for early alerts, ideal timeframe for submission, and brief overview of early alert technology.
STEAM, MakerSpaces and Community Colleges: Joan Perch, Gregory Little, Kathryn Dobeck
What is happening in Community College and University settings — and how can the resources of the Fab Lab and Campana Center be utilized in your courses? Learn more in this interactive presentation.
At the intersection of innovation and education, the Maker Movement is on the cusp of widespread impact in higher education. As part of a hands-on experiential learning model not available elsewhere, makerspace learning can complement curriculum driven classes, supporting the development of “the 4 C’s “ of necessary 21st century skills: creative thinking, critical thinking, collaboration and communication. Making can also provide an introduction to digital fabrication and manufacturing tools and skills —- the 21st century digital literacy skills that will soon be as expected as computer literacy —- and can open doors to careers in high paying digital and advanced manufacturing jobs. Through the acquisition of tangible and intangible skills, making is also seen as a valuable form of self-directed workforce training for all fields, not only STEM fields.
As LCCC’s Fab Lab has grown and the Campana Center for Ideation and Invention maker space is opening, the potential of this resource and the value of connecting it to our multi-disciplinary faculty, staff, and diverse student body to create a true maker campus is unlimited. Providing this cross disciplinary, hands on learning can engage a wide variety of students, and ensures that we are not only identifying and serving students who have already self-selected into STEM classes and pathways in the Campana Center makerspace.
Unraveling the Mystery of Experiential Learning (E8 – Other): Ruby Beil, Marcia Jones, Michael Weston, Esperanza Correa
The Tier II (E8 – Other) designation for Experiential Learning applies to all projects and activities that meet the National Society for Experiential Education (NSEE) guidelines, but do not fall into a Tier I (E1 – E7) category. Learn how to update your course with the E8 – Other Experiential Learning attribute. Information about the Curriculum Council process and examples of how to apply the NSEE guidelines to specific projects and assignments will be provided. Explore course connections to a new cross-disciplinary design project supporting Lorain County Veterans. Learn how to participate in the new Career Readiness Skills Pilot survey and the Experiential Learning Celebration at the end of each term. Bring information about your courses and your creative ideas. This will be a hands-on active workshop.
Grad-School Modeled Research Groups: Belonging to a "Science Gang": Harry Kestler. Kathy Durham, Regan Silvestri, Kati Dobeck
The Division of Science and Mathematics at LCCC is home to several thriving graduate school modeled research groups. while the depth and quantity of research do not equate with the level of graduate studies, the research group format precisely parallels that of the graduate school experience: substantial research groups, with well-equipped laboratories, and students performing significant project based independent research on an ongoing basis throughout their education, within the structure of a research group where students are working on multiple cooperative topics, supported by internal and external grant funding. Research groups based on the graduate school model at a two-year community college! Who would have thought? How was it put together? What are the benefits to students? And what lessons have been learned along the way? We offer our experiences as a model, and an alternative to the traditional routine of upperclassmen performing a single isolated independent studies research project.
Are Your Students Career Ready? Marcia Jones
These days, it takes more than a degree to automatically land a good job and launch a successful career. In addition to their formal education, employers expect today’s graduates to demonstrate that they are “career ready.” The National Association of Colleges and Employers (NACE) identified a list of eight competencies that together comprise the key ingredients of career readiness, based on extensive research conducted among a broad spectrum 600+ employers. These competencies reflect the range of transferrable skills that equip the student to manage themselves and interact effectively with others, as well as meet the challenges of the modern workplace, regardless of chosen profession or industry. The future workforce needs to be more nimble than ever, with the capacity to embrace change and equipped with skills and capabilities that are universally valued.
This session will provide a broad overview of the NACE Career Readiness Competencies and introduction to an exciting new initiative. Lorain County Community College was selected as one of only a few institutions to participate in The Career Readiness Project. The Career Readiness Project uses a scientifically validated solution that provides students with feedback on how “career ready” they are, based on their most recent career-related experience (internship, practicum, externship, clinical, student employment etc.) along with insight on how their skills compare to real candidates in similar roles. Join us to learn more about how you can advance your students’ abilities to recognize and articulate their Career Readiness skills.
Open & Affordable Learning: Vince Granito
In recent years, the Ohio Department of Higher Education has explored ways to reduce the costs to attend institutions of learning. One approach has been to find lower cost options for the textbooks students use for college courses. The College Board estimated that the average public, two-year college student would have $1,440 in textbook and supplies costs during the 2018-2019 school year. Several students choose to forgo the books for classes where they do not have financial aid to help with these fees, resulting in poor student performance and oftentimes failure. This presentation will focus on one of the Ohio Department of Higher Education’s initiatives to lower the cost of college for Ohio higher education students by assisting faculty in identifying strategies for Open and Affordable Learning textbook and course material adoptions. The presentation will focus on the types of OER’s available for faculty, and highlight some of the resources that have already come out from this project. The state currently has OER resources that can be used for free or for very little costs in the areas of psychology, American government, sociology, first and second year writing, statistics, algebra, calculus, and micro and macroeconomics. Audience members will be introduced to the Affordable Learning site through the OhioLink, and provided with updates on resources developed for high enrollment classes.
Online Course Success: Intro to Logic: Ben Cordry
For many years, when we had Angel, I taught Introduction to Logic online, with little success. My advice to the dean was that we simply not offer the course in that format. After a break of a few years I went back to teaching the course online - and teaching it without using a textbook or other resources from a publisher. And it has been much more successful! In this session, I would like to put the course on display so others can see what it looks like and I want to explain how (I think) I've made a successful online course. Along the way I will share tips, techniques, and lessons I've learned.
PowerPoint Jeopardy: Gerry Nemeth
Incorporate PowerPoint Jeopardy into your class! We will play a game of LCCC Jeopardy and show how easy it is to create your own custom game. Games can be played to review for an exam or to introduce a new topic. Lights, lockout buzzers and prizes!
Gaming to Teach: Daniel Vasi
Over the past decade I have continued to engage and intrigue students in a content area many fear...Mathematics (Cue dramatic music)! I do this by instituting video games into the classroom. I would utilize this session time to display how games can be fit into nearly all content areas while providing amazing results. I will be able to give teachers some hands-on time with a gaming lesson I have crafted specifically for the event. This is partly due to the fact that the culture our students have grown up in is one of gaming/technology.
My techniques offer students a fun and stimulating way to be introduced to material though a very comfortable medium. Unfortunately, many teachers don't feel equipped to use gaming to teach. I want to show educators how easy and beneficial it can be to do so.
Demystifying the Process of Academic Program Review: Cynthia Applin
Have questions about the Academic Program Review? Bring your questions and inquiries, and let’s sort out those unknowns that may come to light during the review process. Come hear answers to such questions as: How do I start the process? How long does the process take? Our program has specialized accreditation, do we need to have an academic program review conducted? What is the difference between a program and a cluster? These and other questions will be answered in this quick 20-minute engagement session covering information in the APR Manual and the Workbook. Presented by the Office of Institutional Research and Planning.
Canvas Outcomes: George Taylor
In this session, the presenter will demonstrate how Canvas Outcomes Tools can be used to help you get a better picture of the skills being taught to your students.
LGBTQ+ 101: Aimee Dickinson
LGBTQ+ 101 is a one-hour training that aims to increase general knowledge of the LGBTQ+ community, understanding of vocabulary, issues within higher education, and classroom best practices. The goal is to create an inclusive and welcoming student environment and classroom experience. As well to equip faculty with concrete data and strategies for working with the LGBTQ+ community. Please note, this is not a SafeZone Training.
Sense of Belonging: Aimee Dickinson
A sense of belonging matters in college and the college classroom because it is related to students' academic success, engagement and persistence, course grades, academic motivation and overall well-being. This session will ponder and discuss: How do you/ can we cultivate students' sense of belonging in our classrooms? On our campus? What does the classroom look like/feel like when students belong/do not belong? What classroom strategies or practices do you utilize that have been effective?
PowerPoint Accessibility Basics: Karla Aleman
Join this session for a quick overview of how you can make your PowerPoint presentations more accessible to both students and assistive technologies. We will tackle one of the biggest accessibility challenges in PowerPoint, i.e., color.
In these 5 minute sessions, the speaker will present a classroom practice, technology or lesson that opens boundaries or breaks down barriers to education. Attendees will vote to determine the idea most worth stealing.
"Fraction Friendly" Calculators: Gerry Nemeth
A calculator is a wonderful tool to check your work, not to do your work. Checking your work with a calculator is encouraged. When fractions are involved, it makes the checking process a bit more cumbersome. This is because most calculators do not have a normal horizontal bar fraction bar. --------- With these calculators you need to use parentheses to process fractions. Most students (and a few instructors) find this painful. In recent years, the calculator folks have “seen the light” and designed calculators that are much more “fraction friendly”. In other words the display on the calculator uses the familiar horizontal line as the fraction bar. What a concept!
I will demonstrate two model calculators that have this “fraction friendly” feature. One is the TI-30 XS Multiview (for dev-ed level math). The other is the TI-84 calculator with the recent operating system (for college level math). A brand new TI-30 XS Multiview calculator will be given away as a door prize!
Flipped Classroom: Monroe Kennedy
What is a flipped classroom? How can a physics course be flipped? The answers to these questions will be discussed along with advantages of this novel instructional model.
Keep Them Interested, Curious, Motivated and Returning: Sammie Davis-Dyson
I will do a PechaKucha demonstrating ways to “Keep Them Interested, Curious, Motivated, and Returning.”
Great Ice Breaker: Mary Grady
I would like to share an idea that I stole from someone else! It was worth stealing:). It's an activity that will improve memory, communication and open boundaries to different thoughts and views. NO outside equipment needed. All you need is a student with a half functioning brain. Activity is fun and takes 5 minutes. Participants will take part in the activity. Great ice breaker.
Muddiest Point: Hope Moon
The concept of the Muddiest Point arose when Harvard’s Professor Mosteller, after 42 years of distinguished teaching in statistics, figured that no matter how polished they seemed, some classroom explanations could still be improved. So he asked his students to write down what was least clear to them. Actually, asking students to identify that which is least understood is an interesting and potentially powerful integrative exercise because it requires students, first, to rate their own understanding across several topics and, second, to ponder, if ever momentarily, why one particular topic should be selected as least understood. The Muddiest Point assessment should be used with discretion. Focusing on muddiest points too often can be discouraging for both students and professors because of the tendency to emphasize the negative.
Professors can collect and scan perhaps 100 Muddiest Points in 15 minutes. If 25% of the class mentions the same Muddiest Point, the professor might want to schedule added class time on the subject. At a 20% threshold, the professor might do a review session outside of class or have a tutorial session. At a 15% level, the professor might distribute an explanatory handout.
