Sign up now for a pre-conference workshop at the 2017 Assessment, Teaching, and Learning Conference. No matter what your background or experience level with the topic, each three hour session features dynamic facilitators who have selected tools and activities you can bring back to your campus and use on Monday!
Facilitator: Debi Jenkins, Clark College
Multiculturalism. Anti-Bias. Inclusion. Diversity. Equity. Achievement gaps. Opportunity gaps. Learning Gaps.
Are you an educator committed to social justice and helping all students succeed?
Do you feel frustrated, overwhelmed, or confused by all of the different terminology?
Do you wonder if all those terms and concepts are interchangeable? If they are different . . . then how?
Most importantly, do you struggle to understand which one is “right” one for your teaching and for the students in your classroom and how those abstract concepts will help you figure out what to do in class on Monday?
During this workshop, you’ll have the opportunity to learn how to use the terms and concepts listed above; self-assess how well you currently bridge gaps between your instruction and your students; ensure your pedagogy, curriculum, and classroom materials are equity-producing; and form a clear vision for where you need to go. Come with your questions . . . leave with answers and strategies!
Facilitators: Gretchen Robertson and Kip Zwolenski, Skagit Valley College
Skagit Valley College views guided pathways as an opportunity to create a more equitable institution. To ensure that equity remains at the forefront of guided pathways, faculty started an Inclusive Pedagogy Faculty Learning Community (FLC). While most instructors strive to create welcoming classrooms, there are often structural, procedural, cultural, and/or curricular elements of practice that overlook the needs of diverse students. These elements are influenced by implicit biases. Becoming a more inclusive educator is an on-going, collaborative process that involves understanding theoretical views of learning, advocating for students, assessing for equity, building community, validating diverse knowledge, and sharing power in the classroom.
For this workshop, we will be building off of our Student Success Institute workshop, which we presented earlier this academic year. As we enter our second year of facilitating the faculty learning community, we are investigating questions of organizational change and individual motivation to create a meaningful and sustainable learning environment. As stated in the description above, Inclusive Pedagogy is not just an individual approach to teaching. Instead, it is at the core of our guided pathways work. We seek to accomplish campus-wide inclusion through the integration of critical cultural theory, change theory, and a spectrum of psychological motivation theory.
Facilitators: Ira Gardner and Sarah Martin, Spokane Falls Community College
Learning analytics is a powerful tool for tracking learner performance, assessing learning outcomes, and providing feedback on course design. As learners engage in a course, vital pieces of data on course progression, discussion board participation, and log-in frequency are recorded. Instructors can harness these digital breadcrumbs to track and analyze connections between learner behavior and learner success at assignment and course levels. Furthermore, learning analytics provide assessment data for measuring learning outcomes and informing course design after a class term has ended.
Learning analytics is applicable to all instructional modalities and disciplines; therefore, we will begin with an introduction to learning analytics, followed by a discussion of the application of learning analytic data to course design and delivery. Since the heart of learning analytics centers on utilizing data to inform pedagogical practice, the workshop features an interactive component on capturing, interpreting, and applying the data, as well as how to maintain ‘learning’ in learning analytics through different levels of assessment. Participants will leave the workshop with foundational knowledge and an outline for how to successfully integrate and apply learning analytics to their courses.
Are you interested in learning more about integrating student voices into the pathways design at your college?
Do you need practical strategies around the fourth design principle of a guided pathways implantation — ensuring student learning?
The Community College Survey of Student Engagement (CCSSE) provides invaluable data that can help your institution improve the quality of student experiences. Learn how your college can begin to assess its guided pathways implementation in the classroom, and hear how pathways has changed the implementation of teaching and learning at a college outside Washington State. During this session, you’ll be introduced to a powerful tool to take back to your institution — the Pathways Tool Kit. You’ll also participate in a prediction exercise to experience how CCSSE data can help you and your institution strengthen teaching and learning. Participants are encouraged to attend in teams of three to five staff members from a college (college presidents, vice-presidents, deans, faculty members, institutional researchers, etc.).
Last Modified: 10/9/17 11:43 AM