2021 eLearning Academy Schedule & Sessions
Academy 2021 Schedule
All sessions will be recorded and shared via Panopto in this Canvas shell!
| Wednesday, Sept. 8 | ||||||
| Noon | Keynote Designing for Care: Inclusive and Adaptive Digital Pedagogies Jesse Stommel |
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| 1:30 |
Diversity, Equity, and Inclusion in the Classroom: Examples from the TLC Equity Mindedness Community of Practice Rasmussen, et al |
Intersecting Active Delivery, Anti-racist Teaching, Outcomes Assessment and Open Educational Resources to Improve Equity Gaps Deena Godwin |
Panel discussion: Lessons Learned in Online and Hybrid Lab Courses Jaye Hopkins & Michelle Pearson |
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| 2:30 | Coffee Break! Be sure to check out the Academy Discussion forums! |
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| 2:45 | They Say Compassion is a Virtue, But I Don't Have the Time Jared Anthony |
Equity-minded Instruction: Improving Course Content, Teacher-Student Relationships, and Teaching Practices Amy Anderson |
Critical Thinking for All: How to Teach Critical Thinking, Explained (Finally!) Jeremy Winn |
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| 3:45 | Plenary Session Analytics & Human Ingenuity: Augmenting Higher Education Intelligence to Enhance Service to Students Mitchell Colver |
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| 4:45 | End of Day 1, keep the conversation going in the Academy Discussion Forum! | |||||
| Thursday, Sept. 9 |
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| Noon | Keynote Transparency as a Teaching & Learning Philosophy Angela Rasmussen |
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| 1:30 |
Introducing the SFCC CETL Strategic Plan Jared Anthony |
Annotation Station: Creating Equitable Online Engagement Nick Taylor |
Using Student Surveys to Help Guide Content Development (and Save Hours of Work!) Nicole Montgomery Session postponed, will be rescheduled as a future PD opportunity! |
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| 2:30 | Coffee Break! Be sure to check out the Academy Discussion forums! | |||||
| 2:45 | Lightning Round Presentations (10 minutes each)
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| 3:45 | End of Day 2, keep the conversation going in the Academy Discussion Forums! Also, please take a moment to fill out our Post-Conference Survey! Links to an external site. |
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All times are listed for Pacific Standard Time.
Academy schedule may be subject to change, this page will always be the most up-to-date version of the schedule available.
2021 eLearning Academy Keynotes and Plenary
Our keynote speaker for Sept. 8 is Jessie Stommel. Jessie is co-founder of the Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He has a PhD from University of Colorado Boulder, and is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jessie is also a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jessie experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment.
Selected readings by Jesse Stommel
Ungrading: An Introduction
Links to an external site.
Designing for Care: Inclusive Pedagogies for Online Learning
Links to an external site.
Our keynote speaker for Sept. 9 is Angela Rasmussen. Angela began working at Spokane Community College in 1999, teaching English and College Success Courses, and in 2016, she became the founding Director of SCC Teaching and Learning Center (TLC). Her work in professional development combines her thirty years of college teaching experience and her passion for student success, developing faculty learning opportunities around best classroom practices. Her favorite courses to teach are team-taught interdisciplinary courses that combine her professional research interests in race, class, gender, and popular culture. Angela’s favorite professional development topics are transparency and equity, both of which have the potential to transform the learning environment and improve student success
Selected readings by Angela Rasmussen
The Case for TILT
The Case for Equity-Mindedness
Our afternoon plenary speaker for Sept. 8 is Mitchell Colver. Dr. Mitchell Colver began working in higher education in 2007, where his early experiences with students taught him to focus on the value of human diversity and human potential. Mitchell has degrees in Psychology, Music, and Experimental Research, as well as a PhD emphasizing research in Higher Education. His research has appeared in Popular Science, Discover, Slate, Smithsonian, New York Magazine, and, internationally, on Radio BBC. His prominence in the field has allowed him to serve as an analytics and change-management consultant for universities across the nation and globe. He currently serves as the Vice President of Civitas Learning corporation, an educational analytics firm.
Selected readings by Mitchell Colver
Institutional Onus: Using Student Data as a Lens to View Institutional Well-being, Rather Than Students Themselves
Links to an external site.
Augmented Intelligence and Ethics of Care in 21st-Century Advising Practice
Links to an external site.
Session Descriptions
Designing for Care: Inclusive and Adaptive Digital Pedagogies
Jesse Stommel, keynote speaker, Wednesday @ Noon
Diversity, Equity, and Inclusion in the Classroom:
Examples from the TLC Equity Mindedness Community of Practice
Angela Rasmussen, Diamond Wilson, Michelle Wise Gendusa, Megan Fadeley, Amy Anderson, Christina Momono
Wednesday @ 1:30 pm
Is equity mindedness your goal? This session provides tangible classroom examples from a variety of disciplines. Hear from a faculty panel who developed equity projects as part of a community of practice - from lectures to class activities, from small-scale additions to large-scale course revisions, for face-to-face and online courses. Join this discussion and be inspired by examples of equity in action.
Session Objectives
At the end of this session, participants will be able to:
❖ Locate the TLC’s faculty and staff equity projects for review
❖ Understand the variety of ways that equity can connect with course design and delivery
❖ Create course-specific equity-minded activities and assignments by either joining a Community of Practice (CoP) or signing up for the Professional Development course
❖ Be inspired by or adopt project materials to use in their own classrooms
Intersecting Active Delivery, Anti-racist Teaching, Outcomes Assessment
and Open Educational Resources to Improve Equity Gaps
Deena Godwin, Wednesday @ 1:30 pm
How do Activity Delivery, Anti-racist Teaching, Outcomes Assessment, and Open Educational Resources intersect? Clark College Communication Studies faculty engaged in a yearlong Cultural Competence program during the 2020-2021 academic year in response to Outcomes Assessment results indicating statistically significant differences in completion for black students and students living with a disability. Using Pamela Hays’ ADDRESSING model of diversity and Zaretta Hammond’s “Culturally Responsive Teaching and the Brain,” one of the final products is a living document of Culturally Responsive Teaching strategies to decrease equity gaps and increase retention and completion. All of the strategies can be used in any teaching modality; many are applicable to all disciplines; most are active delivery strategies; all might improve outcomes assessment; strong consideration of how OER can complement all of those efforts. Attend this session to learn about the strategies and brainstorm additional ideas for implementation with your peers!
Session Objectives
At the end of this session, participants will be able to:
❖ Gain familiarity with the ADDRESSING model and Zaretta Hammond's work
❖ Understand how four educational initiatives (Active Delivery, Anti-racist Teaching, Outcomes Assessment and Open Educational Resources) intersect and can work together
❖ Participate in brainstorming additional strategies that support decreasing equity gaps in retention and completion of our systemically marginalized students
Panel Discussion: Lessons Learned in Online and Hybrid Lab Courses
Jaye Hopkins & Michelle Pearson, Wednesday @ 1:30 pm
Join SCC’s Jaye Hopkins and SFCC’s Michelle Pearson for a panel discussion on best practices in designing and delivering a hybrid or online lab course.
Session Objectives
At this session, participants will:
❖ Identify and discuss course design strategies that help students perform better in lab based courses.
❖ Have an opportunity to ask questions about online and hybrid lab instruction.
They Say Compassion is a Virtue, But I Don't Have the Time
Jared Anthony, Wednesday @ 2:45 pm
The Constellations Framework urges us to bring "love to all spaces" and to recognize our students and our colleagues with the acknowledgement that "You are my other I." Approaching our work with such compassion can transform our colleges and close institutional gaps. But as the Talking Heads pointed out, "They say compassion is a virtue, but I don't have the time." Let's brainstorm techniques for bringing love to all spaces of our work within the extremely limited amount of time each of us has in a given day.
Session Objectives
At the end of this session, participants will be able to:
❖ Learn about the Constellations Framework for Collective Wisdom, Justice and Love
❖ Share concerns about challenges to making the framework part of our daily work
❖ Brainstorm and take away specific techniques for overcoming those challenges.
Equity-minded Instruction: Improving Course Content,
Teacher-Student Relationships, and Teaching Practices
Amy Anderson, Wednesday @ 2:45 pm
Creating an inclusive and equity-minded climate for learning in diverse classrooms is an essential aspect of teaching. As educators, our shared goal is to engage all students in active and meaningful learning. Yet, teachers must acknowledge how their students’ various experiences, abilities, and identities impact the educational experience. When considering issues of diversity, equity, and inclusion (DEI) in terms of how they manifest in higher education settings, some groups, including students of color, non-traditional students, first-generation students, working students, parents, and older students, are often marginalized. Every faculty member in every discipline can take intentional steps to recognize their students’ diverse life experiences and make our classrooms more inclusive and equitable. This session will present a DEI Checklist that teachers can use to make their course curriculum, relationships with students, and teaching practices more equitable in the community college classroom.
Session Objectives
At the end of this session, participants will be able to:
❖ Define diversity, equity, and inclusion
❖ Explain the importance of creating an equity-minded classroom
❖ Utilize a DEI checklist to make their course curriculum, relationships with students, and teaching practices more equitable
Critical Thinking for All: How to Teach Critical Thinking, Explained (Finally!)
Jeremy Winn, Wednesday @ 2:45 pm
The notion of “critical thinking” dates back to ancient times, and is still very much a part of the educator’s jargon today, but who knows what it means, really? And how does one actually teach it? The answers will surprise you, but what might not surprise you is that critical thinking education has a long history of inequity. Students in impoverished and historically underserved communities generally do not have access to schools and educators who are empowered to teach critical thinking. Instead, these schools are forced to forego the highest forms of learning in favor of skill-based education, rote learning, or even just good behavior, and an emphasis on standardized test performance detracts from our ability to “squeeze” critical thinking into the curriculum. This presentation aims to correct these inequities by giving educators the tools to teach critical thinking in their discipline – Critical Thinking for ALL.
Session Objectives
At the end of this session, participants will be able to:
❖ Identify what critical thinking is and is not, in particular the three tools of critical thought
❖ Explain the value of critical thinking in their discipline
❖ Perform the critical analysis technique on their discipline and others
❖ Identify future opportunities for professional growth in teaching critical thinking
Analytics & Human Ingenuity:
Augmenting Higher Education Intelligence to Enhance Service to Students
Mitchel Colver, plenary speaker, Wednesday @ 3:45 pm
Transparency as a Teaching & Learning Philosophy
Angela Rasmussen, keynote speaker, Thursday @ Noon
The transparency framework, also known as TILT, is all about making clear the hidden agenda or unwritten rules of college success. Originally an assignment design approach, transparency works best as a teaching and learning philosophy - a central principle that values clarity and equity. This presentation will provide an overview of TILT, examples of TILTed assignments, classroom documents and processes, as well as college-wide applications. Join the conversation about making transparency a core practice for student success.
Session Objectives
At the end of this session, participants will be able to:
❖ Identify the elements of the TILT framework
❖ Apply TILT to many higher education documents and processes
Introducing the SFCC CETL Strategic Plan
Jared Anthony, Thursday @ 1:30 pm
SFCC has a new teaching and learning center. Director Jared will share an inventory of existing faculty development resources and a draft strategic plan for the new center. In addition to taking feedback on that inventory and that draft plan, this session will solicit future programming topics of interest, including follow-up to issues raised at the Summer Academy, in an effort to extend the impact of the academy.
Session Objectives
At the end of this session, participants will:
❖ Know more about professional development opportunities at SFCC
❖ Gain familiarity with the new center's strategic planning
❖ Be able to give feedback and input on both
Annotation Station: Creating Equitable Online Engagement
Nick Taylor, Thursday @ 1:30 pm
The use of student and instructor annotation of course content supports learner engagement and allows for students to represent their learning in a variety of formats. The use of public annotation may also support learners' connections to their lived experience and allow peers to view content through novel lenses. Together we will explore different annotation tools for achieving engagement, and how they work to support learner equity goals.
Session Objectives
At the end of this session, participants will be able to:
❖ Identify research-based best practices for online annotation
❖ Describe common engagement opportunities using annotation tools
❖ Be able to relate annotation practices to equity goals
Using Student Surveys to Help Guide Content Development (and Save Hours of Work!)
Nicole Montgomery
When we went all-online last fall, I looked into implementing more Zoom and video material into my online classes, but I wanted to know more about what kinds of access and devices my students were actually using. So I devised a simple survey in Canvas, due the first week, to get a better idea of those things. The results completely shocked me, and made a huge change in how I revamped my classes. They also taught me a valuable lesson about letting them tell me in their own words what they need — and how to make my classes more equitable and responsive to them, without making myself hours and hours of new work. You can do this too — it’s easy, fun, and a great way to get to know your students early on in the quarter.
Session Objectives
At the end of this session, participants will be able to:
❖ Design a Canvas survey that can give them valuable information about what kinds of learning strategies students can most benefit from
❖ Use the survey to engage with students in those key first few days in a meaningful way
❖ Brainstorm other ways to use this tool to bring more equity to our classrooms
Session postponed, will be rescheduled as a future PD opportunity!
Lightning Round Presentations (10 minutes each)
10 minute presentations, beginning Thursday @ 2:45 pm
Harnessing Computer Power and Technology to Create a Realistic Lab Experience with Online Instruction
Bernard Hall
During the past year, we have all faced a number of challenges to continue delivering instruction in the midst of a pandemic. One of the more challenging areas was in providing meaningful and effective labs for classes that are normally taught in person. One approach I was able to use was to harness modern virtual reality/gaming technology to create realistic simulations of physical phenomena for our students.
Session Objectives
At the end of this session, participants will:
❖ Have an overview of my implementations of this technology in my classes
❖ Know how to access the existing simulations for use in their own classes
❖ Have an overview of how to modify existing simulations or to create new ones as desired
Proactively Prompting Your Students to Use Your Feedback
Deena Godwin
"The Professor didn't give any feedback on my work." "Professor, I don't understand what I did wrong to earn that grade. How can I do better?" Do you ever wonder how to get your students to actually find, read, and/or pay attention to your feedback that you have spent quite a bit of time providing? In this 10-minute presentation I'll discuss three ways to actively engage students in finding, reading and paying attention to your feedback. All three strategies will be practices that don't take much time, are all within the Canvas system, and have proven successful at connecting students with my feedback.
Session Objectives
At the end of this session, participants will:
❖ Learn three time efficient strategies within Canvas that will increase student engagement with faculty feedback.
How to Connect Students to Resources Using Canvas Course Navigation
Ursula Heflick
Your Canvas course can hold more than class content. It can be used to guide students to a variety of CCS and community programs. Learn how use the Course Navigation to direct them to the food bank, grant monies, and other resources that help students be successful.
Session Objectives
At the end of this session, participants will be able to:
❖ Structure their Canvas Course Navigation for optimal use
❖ Identify Resources to Include in the Course Navigation
❖ Create Links in the Course Navigation that Connect Students to Resources