Community College Showcase Agenda 2021
2021 Community College Showcase Schedule
Tuesday, June 22, 2021
- 12:00 PM - 1:15 PM EST Opening Session
- 1:30 PM - 2:15 PM EST Breakout Sessions
- 2:15 PM - 2:45 PM EST Break
- 2:45 PM - 3:30 PM EST Breakout Session
- 3:45 PM - 4:30 PM EST Networking Sessions
Wednesday, June 23, 2021
- 12:00 PM - 12:45 PM EST Breakout Sessions
- 1:00 PM - 1:45 PM EST Breakout Sessions
- 1:45 PM - 2:15 PM EST Break
- 2:15 PM - 3:00 PM EST Networking Sessions
- 3:15 PM - 4:30 PM EST Closing Session
Tuesday, June 22, 2021
| 12:00 PM - 1:15 PM |
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Welcome and Keynote Dr. Sanford "Sandy" Shugart Dr. Shugart will share the most effective design principles used by Valencia College to shape every aspect of the student experience in ways that optimize student engagement and success. Valencia, the first winner of the Aspen Prize for Excellence, has been able to achieve significant and steady gains in student outcomes and equity for more than a decade using these principles for end to end design of the student experience. |
| 1:30 PM. - 2:15 PM |
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Community College Leader Panel Eric Friedman, president, Bergen Community College, NJ During this session, community college leaders will share examples of how their institutions are engaging students and will respond to questions posed by audience members. |
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Equity Through Collaboration: "The Social and Educational Benefits of Peer Tutoring" Elise Favilla, Spanish Professor, Camden County College, NJ The session will address the social and educational benefits of engaging students in peer tutoring, and how collaborative instruction supports student engagement and success. Attendees will be provided with a detailed overview of the existing peer tutoring program created and administered by the presenter. The presentation focuses on the design, monitoring and positive outcomes of the program. The presenter’s personal assessment tracking findings will be shared. Program benefits to students, faculty and the college will be discussed. The audience will engage in a question-and-answer period and participate in brief polling. |
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Engaging Students through Culturally Responsive Curriculum Rick Rantz, Dean, Academic Affairs, Allan Hancock College, CA Allan Hancock College and The NYU Metro Center recently partnered to develop a Culturally Responsive Curriculum Scorecard for High Education (Scorecard). This scorecard will enable faculty to assess the cultural responsiveness of their curriculum and to make needed adjustments. Coupled with a strong professional development plan, the intent of this tool is to provoke thinking about how curriculum can effectively engage students. This session will demonstrate how the Scorecard can be used to effectively transform higher education curriculum. It will further demonstrate how an effective professional development plan focused on culturally responsive curriculum can promote increased student learning, engagement, and success. |
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Innovative Teaching Methods in Community College Settings: Engaging Students through Appreciative Inquiry Rodrigo Cortopassi Goron Lobo, Assistant Professor of Business Oluwadamilola (Lola) Moses, Student, Guttman Community College/The City University of New York, NY The session will have four parts:
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Multicultural Education Engagement in the Community College Classroom Cedric R. Harris, Assistant Professor, Anne Arundel Community College, MD This session will consist of an overview of Multicultural Education and its dimensions. The presentation will identify research and engagement techniques used in the classroom that have promoted positive results. The presenter will also be sharing research articles and open floor conversation to exchange experiences and identify strategies to implement a multicultural education academic environment. |
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Saying What We Mean & Meaning What We Say! Rethinking Midterm Grades Forrest C. Helvie, Chair, Academic Enrichment & First-Year Experience Department, Norwalk Community College, CT This panel looks at practical strategies for how we can rethink grading students at the midterm marker – a common point when attrition begins to take its toll as student engagement drops off. Focusing on bolstering students’ sense of self-efficacy, this presentation discussion suggests that creating a multitude of small victories early on for students can help students remain engaged in your courses. |
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Community of Care: Creating Equity Through Student Engagement Jamie Parmese, Adjunct Assistant Professor, Raritan Valley Community College, NJ Julie Mainka, Adjunct Professor, Raritan Valley Community College Presentation This presentation will cover two strategies for creating an engaging classroom community. The first presenter will introduce attendees to OER (Open Educational Resources) and how this format engages students through an empathetic pedagogy of care. This pedagogy will be extended by the second presenter, who will introduce attendees to Zoom tools that will incorporate personal experience and storytelling. This will spark lively discussion among students while building community and solidarity with one another based on shared experiences. |
| 2:15 PM - 2:45 PM EST - Break |
| 2:45 PM - 3:30 PM |
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African American Males Can Succeed in Community College Gemma Figaro, Assistant Professor, Bergen Community College, NJ My session will discuss the gap in the plethora of research studies which focus mainly on the deficits of African American male community college students. The dearth of research studies highlighting persistence, resilience, and success of this group of community college students provided me the impetus to search for a counter-narrative. My session will discuss my qualitative research that studied the lived experience of African American male community college students and explored the strategies they use to persist toward their desired goal of completing their associate degree. |
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The Hate U Give: Adopting a College-wide Novel as a Collaborative Approach to Antiracist Pedagogy Joyce A. Maxwell, Assistant Professor, Union County College, NJ This session will present “The College Novel” as a college-wide initiative for cultivating student investment through the use of curriculum-based and extra-curricular activities focused on a cross-disciplinary, antiracist pedagogical approach. Using our 2020-2021 college novel, The Hate U Give, presenters will model how to infuse literature across the curriculum as a method to connect students’ external lives to their academic lives for a richer, fuller curricular experience. Attendees will leave the session with a toolbox of activities, applicable for face to face and virtual platforms, which are inclusive of administration, faculty, staff and students. |
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Exploring Untold Stories: An Introduction to Primary Sources in an Information Literacy Class Madeline Ruggiero, Assistant Professor, Queensborough Community College, NY We need to involve students in learning by creating assignments that are relevant to student’s lives. Our 21st century global economy requires people to work with others who are from diverse cultural backgrounds. Students will learn patience and tolerance of others when they become self aware of their own ethnic backgrounds. Introducing students to primary sources by asking them to analyze family letters, photos, documents, or conduct oral histories motivates students to learn. Primary source analysis worksheets as and sources listed in my guide “Queens History as World History” will be explored. Breakout rooms will be used to discuss ideas. |
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From Camp to a Concierge - Strategies to Engage Remote Learners Laura Barnard, Executive Vice-President and Provost, Lakeland Community College, OH Lakeland’s course completion data showed that students in online and hybrid courses were consistently withdrawing at higher rates than those enrolled in traditional lecture sections. This session describes steps taken to bridge this gap. Steps included development and deployment of “Crash’s Camp for Remote Learning,” a short video camp experience that explains the level of engagement needed to be a successful remote learner. Lakeland also created and launched a Remote Learning Concierge Program to help bridge equity gaps and make sure every student is set up for success. |
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Documenting and Applying Experiential Learning Across Every Student’s Career Pathway Hunter Bates, Coordinator of Student Success, Palo Alto College, TX Structured, purposeful experiential learning (EL) opportunities are essential to fostering student engagement and career development. Palo Alto College has committed to ensuring that every student graduates with an EL experience that guides and informs their specific career pathway. This session details how the College is meeting this goal by using the Engage platform to document EL and reflection on each student’s Experience Transcript. |
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Inclusivity and Early Engagement: Strategies for Campus-wide Collaboration Leyna Beard, Cohort 2 Doctoral Student, New Jersey City University, NJ This session will focus on the critical phases of student onboarding and the first week of classes. Creating an inclusive campus is imperative for students to feel welcomed, cared about and confident as they begin their college journey during uncertain times. Using an equity-minded lens, presenters will explore how the collaborative efforts of faculty, staff, and administrators, can prioritize student engagement early to increase success. Strategies for building community, student-centered classroom practices, and inclusivity awareness training will be discussed in a workshop setting. |
| 3:45 PM - 4:30 PM EST |
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| Networking Conversations: Enrollment Services, Leadership, Student Services, and Teaching and Learning |
| 12:00 PM - 12:45 PM |
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Keeping Us Engaged: Student Perspectives (and Research-Based Strategies) on What Works and Why Christine Harrington, Associate Professor and Co-Coordinator, Ed.D. in Community College Leadership Program, New Jersey City University, NJ The student voice is often missing from conversations about student success. Come hear stories from 50 students attending various colleges and universities across the nation about what professors can do to motivate and engage students. Discover the research evidence behind the strategies suggested by students and walk away with an action plan to increase student engagement. During this session, we’ll cover a lot of ground- from first day of class activities to the power of relationships and teaching strategies and learning tasks. |
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Teaching Strategies for Online Reading Dr. Rachel Golland, Assistant Professor of English, SUNY Rockland Community College, NY Studies in Neuroscience have shown that humans use different parts of the brain when reading print as opposed to reading from a screen. Thus, with increased screen reading, the mind increasingly shifts towards "non-linear" reading (Liu, 2005). This workshop will explore the print/digital text divide, inviting participants to share their own and their students' experiences with replacing print literacies with digital modes. After a brainstorm session, the presenter will provide an overview of how students read online literature differently than they do traditional texts, and the effects that can have on deep reading and critical thinking outcomes. Next, participants will be offered a variety of methods and resource ideas for use in classroom curriculum and instruction. These strategies will assist professors and students in more interactive, constructive, and meaningful reading experiences with online texts. |
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Fostering Engagement – Harnessing the Power of Universal Design Cynthia Simon, Adjunct Faculty, Mercer County Community College, NJ & Passaic County Community College, NJ The principles of universal design, teaching so all have the opportunity to succeed, can be harnessed to encourage participation of all students. The session will explore multiple and inclusive approaches to the presentation of material as well as activities, which can be used to foster learning. It also will look at barriers to engagement related to disability, being an English Language Learning, or being a non-traditional student and offer suggestions on how to overcome these barriers to increase engagement. The use of Learning Management Systems, such as Blackboard, multi-media, and PowerPoints as a barrier to and to enhance universal design will be included. |
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The Effect of Embedded Tutors in Community College First-Year English courses Beth Richards, Director of Instructional Support, College of the Mainland, TX This presentation will explore the premise behind embedded tutoring. After a thorough explanation of embedded tutoring, the presenters will explain how embedded tutoring has increased student success in English at their institution, particularly with developmental students. Additionally, the presenters will provide suggestions, strategies, and techniques of how this model can be implemented. The presenters will utilize breakout sessions to provide time for attendees to discuss their experiences and collaborate on potential outcomes. Lastly, all attendees will be provided with resources to help begin the process of creating an embedded tutoring program at their respective institutions. |
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Incorporating Nature-Based Learning Experiences into the Community College Curriculum Nicole Kras, Ph.D., Program Coordinator and Assistant Professor of Human Services, Stella and Charles Guttman Community College (CUNY), NY During this session, participants will be introduced to what nature-based learning is and why these types of experiences should be further researched for implementation at the community college level. Examples of nature-based learning experiences offered at a community college in New York City and initial findings will be shared. This will provide the foundation for discussion about other ideas for implementation and assessment across disciplines at the community college level, as well as how these experiences can support student engagement and success. |
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NYC Men Teach - Recruiting and Engaging More Men of Color to Become Educators Eric Conte, Program Manager NYC Men Teach Program at Kingsborough Community College / Lecturer, Education Program, CUNY, Kingsborough Community College, NY Presentation will start with some slides showing up to date statistics within the NYC Dept of Education. Participants will be engaged through an interactive survey to gauge audience opinion and also ask participants to estimate current number of male educators, educators who identify in the BIPOC community, and does this matter? Why might it matter? When looking at the current number of successful students within community college settings, we see that our men of color have an overall lower success and retention rate. Our NYC Men Teach program is an exemplary program that engages students (as mentioned above), and statistics show a much higher rate of success for our program students. We will discuss all of the supports that are currently in place at the community college level, including how we help train our students to become peer leaders. What other things do participants think are necessary? This will be an exchange of ideas. Book vouchers? Teacher certification vouchers? In some cases, food vouchers? Etc. |
| 1:00 PM - 1:45 PM - Breakout Sessions |
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The Holistic Student Supports Professional Development Series: A Faculty Development Program to Promote Student Engagement Dr. Michele Campagna, Assistant Dean, Learning Initiatives & Student Success, Westchester Community College, NY As part of its Title V, Strong Start to Finish, and Guided Pathways work, WCC is enhancing its holistic student supports and engaging faculty in professional learning to bolster these interventions and increase student engagement. This workshop describes how a cross-divisional working group has coordinated a year-long professional development series to familiarize faculty with holistic student supports principles, demonstrate ways such efforts foster student engagement, inform faculty of the College’s student resources, and illustrate ways faculty can integrate holistic students supports into their classrooms. |
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Inclusion and Engagement in the Classroom: Flipping the Script on our Perceptions about Race Melanie Williams Oram, Assistant Professor, Borough of Manhattan Community College, NY Lack of awareness about our internalized racial “scripts” remains an obstacle to creating a sense of community in the classroom. This interactive workshop will serve as a catalyst for honest dialogue and concrete action to address issues of student engagement in the classroom. Participants will pause for self-assessment and explore practical tools to foster an inclusive environment, which is essential to engaging every student. |
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Promoting Articulation and Transfer from Associate to Bachelor ACBSP Accredited Online Programs Jane Mattes, Assistant Dean, Instruction Strategy and Accreditation Policy, Community College of Baltimore County, MD Discover the partnership between CCBC and Peirce College that offer comparable online ACBSP accredited programs. They have developed numerous articulation agreements to offer CCBC graduates quality alternatives to complete a four-year online degree thereby promoting student recruitment and retention. Participants will recognize the benefits of developing similar articulation agreements and mutually beneficial partnerships with the goal of providing students with quality, accredited options in transfer. These opportunities are enhanced with ACBSP unified standards for accreditation. |
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Success Strategies for African American Males enrolled in a Community College Dr. Jeffrey Allen, Dean of Student Retention and Success, Vance-Granville Community College, NC The persistence of African American males enrolled at a community college is critical to the achievement of their academic and career goals. However, African American males are one of the lowest performing subgroups at many community colleges. This interactive session will give participants the opportunity to discover practices and resources that engage and support this population from a national and local perspective. Participants will learn about common practices for supporting this population both inside and outside of the classroom. |
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Removing Barriers for Foster Youth in the Urban Community College Daniel Ambrose, Ed.D., Assistant Dean of Student Support, Guttman Community College - CUNY, NY Each year, over 20,000 college-aged youth are emancipated from the foster care system in the United States. While many of these youth report having college aspirations, few enroll in post-secondary education, and even fewer persist to graduation. The presenter will provide an overview of the child welfare system in the United States, discuss four key barriers to success for foster youth in the community college setting, and share strategies for supporting this special population on your campus. |
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Transcending Our Own Perspectives: Overcoming Roadblocks to Effective Communication to Improve Pedagogy and Student Success Carol Carielli, Ph.D., LMHC, Adjunct Assistant Professor, Behavioral Sciences Department, Kingsborough Community College, CUNY, NY This presentation will help participants to understand and transcend their own bubble. When people communicate they usually do so from their own lens, resulting in roadblocks to effective communication. In this session we will briefly examine Bronfenbrenner’s Ecological Theory as it relates to effective communication and will explore the use of student narratives in shaping course materials. |
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Highlighting Collegiate Recovery Programming to Increase Access for Marginalized Students and Modeling Diversity Practices Eric Scott Klein, NJCU Community College Leadership Program Doctoral Student/Counselor, New Jersey City University, NJ Recovery programming is designed to connect people who are marginalized by the stigma of recovery from substance use disorders or other similar mental health diagnoses with access to education. In this session, the process of using recovery and strengths-based language as a template for breaking barriers by engaging students, and faculty, into the development of this approach which develops trusting and culturally competent relationships will be presented. Examples of how to modify everything from forms and syllabi to classroom assignments which drive the growth of social capital and engage students in their personal outcomes will be shared and practiced together. |
| 1:45 PM - 2:15 PM EST - Break |
| 2:15 PM - 3:00 PM |
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Networking Conversations: Enrollment Services, Leadership, Student Services, and Teaching and Learning |
| 3:15 PM - 4:30 PM |
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Keynote and Closing Remarks Dr. Linda Garcia, Executive Director of the Center for Community College Engagement (the Center), The University of Texas at Austin, TX In the past 20 years, the Center for Community College Student Engagement has focused on helping community college leaders identify “A-HA!” moments about student engagement at their campuses. Listen to what the Center has learned about engaging students from entry to completion. |