Category: PD Event

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PD Event

4.28.2022 C2C Professional Development Series: College Instructor Vulnerability Yields Achievement, Engagement, and Rapport

25
April 2022
College Instructor Vulnerability Yields Student Achievement, Engagement, and RapportAre we willing to expose ourselves professionally to our college
Are we willing to expose ourselves professionally to our college students? Are we willing to be professionally vulnerable in front of them? In the spirit of demonstrating versus explaining, do we share our writings/performances with our overly critical students? When we share our work (writings, performances, etc.) it models the behavioral objectives that we expect our students to ultimately demonstrate. This instructional practice certainly both engages students in instructional activities and builds rapport with them as well. Further, it builds community in our college classrooms and shows students that we will not ask them to complete a learning task that we, as instructors, have not already done with evidential proof (manuscript, recorded video performance, etc.). In this session, participants will:

1) Identify which professional work is suitable to share with their students.  

2) Devise a plan to share their professional work with their students. 
4 pm, CDTRegister Here

Facilitator:

A’Kena LongBenton, Ed.S., is the Instructor/Graduate Advisor/Teacher Prep Program Coordinator in the Instructional Design and Technology department at Emporia State University. LongBenton started her career at age 20 as a substitute teacher in Michigan. Five years later, she was one of the youngest college instructors at Wayne State University. With nearly three decades of teaching experience at the secondary and post-secondary level, she is a former K-8 school principal, interim curriculum director, acting superintendent, grant writer, and researcher for the State of Michigan Department of Education. She is currently a Ph.D. candidate at Wayne State University in learning design and technology with a double minor in speech communication and reading, language, and literature.

In spring 2021, LongBenton was the recipient of a near six-figure Perkins Career and Technical Education Grant via Macomb Community College (MCC) where she served as the principal investigator/ project director for support of virtual instructional design services. In addition, LongBenton provided leadership to engineering faculty at MCC on content, technology, and tools to support the National STEM Consortium and U.S. Department of Labor’s curricula that she co-edited, which was adopted by Carnegie Mellon and Stanford Universities and recognized by President Barack Obama’s Executive Office of Science and Technology Policy.

If you have questions or comments in advance of the session, please email the PD Subcommittee Chair, Melissa Kay Hort. You may also email inquiries at any time to Colleague2Colleague.

Register on Eventbrite

Upcoming Professional Development Events

23
May 2022
Save the DateEmpowering Educators and Students Through Basic Web Design by Rachel Ohmes
4:00 pm, CDT
27
June 2022
Save the DateData-Driven Teaching by Tom Grady
4:00 pm, CDT
27-29
July 2022
Save the DateC2C’s Annual SIDLIT Conference
Free & Virtual
Categories
PD Event

3.25.2022 C2C Professional Development Series: The Principle of Least Disruptive Course Design

25
March2022
The Principle of Least Disruptive Course DesignThe inclusion of new or different technologies in course design, although well-intentioned, can adversely impact student learning if not accompanied by opportunities and resources that: Validate the appropriateness of digital tools and their purpose; Promote faculty-use competency;
Promote student-use competency; Provide guided application, and Allot ample time and resources for learning and engagement.
Faculty and course designers should embrace the new opportunities presented by the latest and greatest in digital innovation. At the same time, it is critically important to assure that students and faculty can use these tools and strategies in a seamless way and without sacrificing opportunities for learning and success. In this interactive session, we will review the principles of the least disruptive course design. Participants will also receive a document summarizing research related to this approach to course design.
4 pm, CDTRegister Here
The Principle of Least Disruptive Course Design

Facilitator:

John Orlando, Ph.D., has spent over twenty years teaching online courses and developing online programs at a variety of colleges and universities. He is the editor of Online Classroom series in The Teaching Professor newsletter, and has published over 75 articles and delivered over 100 presentations, workshops, and keynotes on online education, teaching with technology, and social media.

John is a passionate education consultant, helping teachers learn how to use technology to transform their practice and improve student performance, and has managed faculty training programs at the University of Vermont, Norwich University, and Northcentral University, as well as employee training programs in the corporate sector. He has also done educational research into teaching with technology, including the first study comparing text with voice and screencasting feedback.

If you have questions or comments in advance of the session, please email session facilitator Brad Garner or the PD Subcommittee Chair, Melissa Kay Hort. You may also email inquiries at any time to Colleague2Colleague.

Upcoming Professional Development Events

25
April 2022
Save the DateInformation about the April 25, 2022 PD Event is coming soon! Mark this date on your calendar.
4:00 pm, CDT
Categories
PD Event Uncategorized

3.23.2022 Bonus PD Session: Think Like A Coach to Improve Student Learning

23
March2022
Think Like a Coach to Improve Student LearningStudies have shown that feedback on performance is the most important influence on learning. Yet, college students are generally starved of good feedback from their instructors. We will demonstrate how faculty can significantly improve student understanding and achievement by thinking less like a teacher, and more like a coach. This means understanding the common mistakes faculty make in giving students feedback, the most important types of feedback that students need, and how faculty can use technologies like voice and video to provide more and better feedback to students in less time.
11:00 am, CDT & 4 pm, CDTRegister Here
John Orlando, PhD

Facilitator:John Orlando, Ph.D., has spent over twenty years teaching online courses and developing online programs at a variety of colleges and universities. He is the editor of Online Classroom series in The Teaching Professor newsletter, and has published over 75 articles and delivered over 100 presentations, workshops, and keynotes on online education, teaching with technology, and social media.

John is a passionate education consultant, helping teachers learn how to use technology to transform their practice and improve student performance, and has managed faculty training programs at the University of Vermont, Norwich University, and Northcentral University, as well as employee training programs in the corporate sector. He has also done educational research into teaching with technology, including the first study comparing text with voice and screencasting feedback.

This is a “bonus” PD event for C2C. It is part of Ottawa University’s Roy W. Browning, Sr. Faculty Development Symposium Series. Ottawa University has graciously offered C2C members the opportunity to attend this symposium. Thank you, Ottawa University!

Ottawa University in conjunction with C2C

Upcoming Professional Development Events

28
March2022
The Least Disruptive Online Course Design: A Path to Innovation and Student SuccessThis session is by Brad Garner
4:00 pm, CDTRegister Here
25
April 2022
Save the DateInformation about the April 25, 2022 PD Event is coming soon! Mark this date on your calendar.
4:00 pm, CDT
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