2022 eLearning Academy Schedule & Sessions
Academy 2022 Schedule
All sessions will be recorded and shared via Panopto in this Canvas shell!
| Tuesday, Sept. 13 | |||||||
| Noon |
Conference Kickoff! The eLearning team |
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| 12:10 |
Keynote | Wondering. What’s Next? Bonni Stachowiak |
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| 1:40 | Coffee & Lunch Break! Be sure to check out the Academy Discussion forums! |
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| 2:10 |
Action Research for Differentiated Instruction in Mixed Level Adult Education Classroom Pre-recorded Session (Can be viewed anytime!) |
Panopto Tips & Tricks |
A Community of Healing: Takeaways from the Bandwidth Recovery and Emotional First Aid Summer Book Clubs |
High-impact Teaching Practices to Engage Learners |
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| 3:10 |
Setting Expectations for Excellence in Post-Covid Online Instruction |
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| 4:00 | End of Day 1, keep the conversation going in the Academy Discussion Forum! | ||||||
| Wednesday, Sept. 14 |
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| Noon |
Uncommon Sense Teaching – Re-energizing Ourselves and Our Students to Prioritize the Work that Truly Matters |
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| 1:40 | Coffee & Lunch Break! Be sure to check out the Academy Discussion forums! |
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| 2:10 |
Using Critical Reflection for Learner-Centered Online Teaching |
Supporting Student Success with Holistic Resources |
Pop-Up Professor: Zoom Office Hours Reconstructed |
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| 3:10 |
Ungrading: Focus(ing) on Student Learning |
The Invitational, Informational, Inspirational Syllabus |
Modeling Netiquette: Developing Email & Messaging to Promote Student Inclusion, Retention, and Success |
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| 4:00 | 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.
2022 eLearning Academy Keynotes and Plenary
Our keynote speaker for Sept. 13 is Bonni Stachowiak.
Our Afternoon Plenary speaker for Sept. 13th is Mitchell Colver.
Dr. Mitchell Colver, Vice President for Community Practice at Civitas Learning, 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. As a thought leader in the field of analytics, he is frequently invited to champion the idea that student success can best be fostered through increased intentionality amongst faculty, staff, and executives. Dr. Colver believes that human empowerment and collaboration are the most powerful tools that 21st century institutions have in their arsenal to optimize the student ecosystem.
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.
Our Morning Plenary speaker for Sept. 14 is Barbara Oakley.
- See what the patterns of expertise look like in the brain, and learn how to build those patterns more quickly and with less frustration.
- Learn why it’s perfectly normal to not understand something difficult the first time its encountered. You’ll see how knowledge of how the brain works can protect against feelings of frustration and failure when something seems difficult to learn.
- Discover why learning itself is a powerful tool to improve mood.
- Discover simple tools to tackle procrastination. (You might be surprised to learn that even just thinking about something you don’t like causes your brain to experience pain.)
- Learn the surprising advantages of having a bad memory and sometimes being a slower learner.
Session Descriptions
Action Research for Differentiated Instruction in Mixed Level Adult Education Classroom
Brianna Khetlyr
Pre-recorded
The demographic of students that attend Adult Basic Education classes are diverse in background as well as education level and confidence. Keeping these students involved and excited about their educational endeavors can often be challenging. This is further complicated by varying needs and learning styles. Persistence is a primary concern for all community college instructors, and I believe that setting up our classrooms in the most optimal way to meet all of those needs simultaneously could do wonders for student persistence as well as progress forward in their educational goals. In this action research project, differentiated lesson plans were explored within the context of a mixed subject, mixed ability adult basic education classroom. This session will explore the prior research as well as the results from the in classroom differentiation.
Session Objectives
At the end of this session, participants will have a fuller understanding of:
❖ What differentiation instruction entails
❖ How differentiated instruction could help our students
❖ How to implement differentiated instruction into the classroom
Panopto Tips & Tricks
Alex Neubert
Tuesday @ 2:10 pm
A Community of Healing: Takeaways from the Bandwidth Recovery and Emotional First Aid Summer Book Clubs
Kathy Shearer, Carol Dahmen, Lisa Freeman, & Jared Anthony
Tuesday @ 2:10 pm
Did you participate in either of the DAS/CETL Confab summer book clubs this year? Do you wish you had? Either way, please join us as we piece together our takeaways from Bandwidth Recovery and Emotional First Aid; discuss how the two books speak to each other; and brainstorm applications to our own lives and to our spheres of influence. Over the past few years, the recognition of and reckoning with systemic racism, the global pandemic, the disputed election, the war in Ukraine, mass shootings, and the economic downturn piled onto all of the other things that already made life challenging, leaving many of us—and our students—feeling shattered, depleted, even hopeless. Let’s use the powerful ideas in these books to start putting ourselves back together, together, so that we can help our colleagues and our students join us in reassembling all of our fractured, wonderful, resilient selves.
Session Objectives
At the end of this session, participants will be able to:
❖ Identify areas of overlap between Bandwidth Recovery and Emotional First Aid
❖ Apply ideas from the books to their own wellness journeys
❖ Apply ideas from the books to their spheres of influence—inside and outside of the classroom.
High-impact Teaching Practices to Engage Learners
Amy Anderson
Tuesday @ 2:10 pm
High-impact teaching practices are shown to keep students engaged in the classroom. These active learning opportunities, like service-learning projects, collaborative projects, portfolios, and simulations are impactful ways to share course content with students.
Session Objectives
At the end of this session, participants will be able to:
❖ Describe high-impact teaching practices
❖ Identify various examples of high-impact teaching examples
❖ Consider how high-impact teaching practices could be incorporated into their own disciplines
Using Critical Reflection for Learner-Centered Online Teaching
Valda Black
Wednesday @ 2:10 pm
After the disruptions experienced during COVID-19, it is more difficult than ever to get students to feel a sense of wonder while learning, especially for asynchronous online courses. Additional challenges are making courses relate to the diversity of students that fill community colleges. Community colleges have students from different age, gender, socioeconomic, and ancestry categories with different levels of education, motivation, and ability. So how do we keep students engaged online, even for courses that may not relate to their future job aspirations or life experiences? And how can instructors feel confident that their students are gaining the knowledge they expected from the course? The current project found that anonymous critical reflection surveys can be successfully utilized to discover topics that students want covered in more detail and what teaching styles work best to make each student feel more comfortable and engaged.
Session Objectives
At the end of this session, participants will be able to:
❖ Set up anonymous critical reflection surveys in Canvas
❖ Cater survey questions to their specific course
❖ Apply student feedback to improve the course and teaching style
Supporting Student Success with Holistic Resources
Amy Anderson, Kathryn McKenna, Lynne Emenegger, Jenny Wilson, Susan Williams, Pamm Haslebacher, Angela Smith, & Angela Rasmussen
Wednesday @ 2:10 pm
Looking for resources to help students succeed in your classes? You may need to address barriers that are beyond your course content. Many students struggle with non-academic issues that force them to leave college, and this session shares strategies for connecting students to campus and community resources. Join this faculty panel and hear about a variety of faculty-developed Holistic Student Support (HSS) projects that increase visibility and expand access to HSS for students and their families in crisis. From interactive maps to financial information to domestic violence resources, these classroom activities, assignments, and discussions provide practical ways to normalize help-seeking behaviors and student self advocacy. Discover how faculty can implement simple, holistic resources to increase learner retention and learning success.
Session Objectives
At the end of this session, participants will be able to:
❖ Broaden knowledge of campus resources available to support student success
❖ Identify and locate multiple resources to help students overcome success barriers, including Early Alert and the TLC’s Canvas course
❖ Engage in a conversation about destigmatizing real life success barriers to student success and encouraging students to self-advocate
Pop-Up Professor: Zoom Office Hours Reconstructed
Stacy Kowtko
Wednesday @ 2:10 pm
This session emerges from quarters of frustrated attempts to organize the most mutually beneficial Zoom office hours for my fully online courses. Office hour attendance by students in my classes has tripled as a result. Come for some discussion on office hour organization, structure, outreach, and communication with the goal of increasing office hour utilization and effectiveness!
Session Objectives
At the end of this session, participants will have a variety of Zoom office hour policies to consider for inclusion in their classes to increase attendance and effectiveness, along with statistical and anecdotal evidence to support the success of the Pop-Up Professor model.
Ungrading: Focus(ing) on Student Learning
Amy Anderson, Michelle Wise Gendusa, Megan Fadeley, Sam Hilton, Christina Momono, and Samantha McCann, & Angela Rasmussen
Wednesday @ 3:10 pm
Looking for resources to help students succeed in your classes? You may need to address The research is clear that traditional grading systems fail to motivation and support students. But, grading is required…right? The answer is both “yes” and “no.” If you are interested in changing your assessment approaches, consider ungrading. Ungrading refers to a range of nontraditional grading approaches that all value authentic assessment of learning and student metacognition over performances of learning set to a particular time frame. Ungrading acknowledges that we work in a system that requires final grades, but emphasizes academic freedom to calculate grades in a different way, from self-assessment to peer-evaluation to metacognition reflection. Join this session to listen from a panel of faculty who have implemented different ungrading approaches. Learn from their successes and failures, and hear how they pushed past the concerns and tried something difficult and new.
Session Objectives
At the end of this session, participants will be able to:
❖ Increase their understanding of ungrading
❖ Hear a few of the benefits (and challenges) of implementing ungrading into your classes
❖ See examples of how ungrading has been utilized in various disciplines on campus
The Invitational, Informational, Inspirational Syllabus
Jared Anthony
Wednesday @ 3:10 pm
The syllabus-as-contract notion is a familiar but flawed one. Rather than leveraging this crucial communicative opportunity to engage learners in the co-creation of an inclusive learning community, it defensively asserts power differential to immediately establish an adversarial relationship. Let’s step back to consider what a syllabus can do, what we want it to do, and how to make it do those things. We’ll examine several conceptual frameworks, identify our own priorities, and apply a set of criteria offered by Addy et al in What Inclusive Instructors Do to the review of a syllabus template designed to invite, inform, and inspire learners.
Session Objectives
At the end of this session, participants will be able to:
❖ Distinguish the functions a syllabus performs
❖ Articulate their own priorities for what they want a syllabus to accomplish
❖ Apply inclusiveness criteria to their own syllabus
Modeling Netiquette: Developing Email & Messaging to Promote Student Inclusion, Retention, and Success
Jenny Wilson
Wednesday @ 3:10 pm
Studies suggest that between 70% and 90% of communication is nonverbal, and much of what we convey to others is expressed through body language and tone of voice. In the absence of face-to-face interaction, the way we present student emails about difficult topics such as late or missing assignment submissions, absences, or other retention issues can impact our students’ perceptions of whether or not they belong here. The way we convey important messages to students via Canvas messaging and email can have a collective impact on our students’ short-term and longer-term success. This session will be interactive. Participants will work together in breakout rooms to design appropriate messages for students in a variety of common, difficult situations – then share their designed messages with the group for peer review and discussion. Participants are not required to bring pre-drafted messages, but they are encouraged to do so.
Session Objectives
At the end of this session, participants will have gained:
❖ An understanding of commonly accepted guidelines for appropriate online communication
❖ A short list of common inappropriate messaging terms and usages to avoid (such as ALL CAPS or excessive emojis)
❖ A short list of suggestions for improved, appropriate communication that encourages more positive student interaction
❖ An opportunity to interact with peers on the development and/or improvement of self-designed message templates that can be used for a variety of common online student interaction situations