Forums are one-hour sessions that form the core of the conference offerings. More than 200 forums are scheduled over the three and a half days of the conference. Forums are intended for approximately 50-75 participants and typically include multiple presenters. Some of the best forums provide perspectives from different institutions or college divisions. Presenters are expected to engage participants in meaningful learning experiences using a variety of interactive learning techniques, to provide handouts, and to respond to follow-up requests for information.
Forums are provided, at no charge, with a microphone, screen, a video data projector (also known as a LCD or PowerPoint Projector) and internet connection. Additional AV equipment (i.e. VCR, overhead projector, TV) must be requested prior to the conference and will be the financial responsibility of the presenter.
Sample Forum Session Descriptions
Realizing Vision and Values: Embracing Diversity as a Strategic Priority
Share the exciting odyssey of Moraine Valley Community College (Palos Hills, IL) in its six-year quest for a diverse and inclusive environment. Discover how the college recognized the need for a new strategic priority, built consensus among faculty and staff, engaged students, and developed a diversity plan, the commitment to which has led today to the selection of three key projects for AQIP reaccreditation. Furthermore, participants will learn how to develop the necessary components for a diversity plan to take back home.
Finding the Perfect Match: Learning Styles, Personality Types, and the Learning Environment
Come learn how to explore the personality type and learning style of your students using free, online tools. Then learn how to use this information to provide a learning environment that addresses all students’ needs in both online and face-to-face settings.
Roundtable discussions are one-hour sessions that offer more personal and interactive venues for the exploration of strategic issues in each of the Innovations streams. Approximately 120 roundtables will be held over the course of the conference. Roundtables accommodate up to 12 participants and are limited to two presenters. They are particularly well-suited for exploring narrowly focused topics and for small group interchange.
Roundtables cannot accommodate equipment other than a laptop computer provided by the Presenter. There will be no Internet connection or electrical supply available and all laptops need to be battery operated. Flip charts will be available upon request if made prior to the conference.
Sample Roundtable Discussion Descriptions
There is No Box: Creating and Funding a Technology Facility That Serves Instruction, and Beyond
Providing students with relevant instructional equipment has always been a challenge. Faculty members teaching technology compete for a share of the college instructional budget. This session will describe the development of the
Digital Media Design Center at Frederick Community College, a unique collaboration of marketing, college and community service, four-year college partnerships, and instruction. Outside funding from a wide range of sources provides equipment and staff far beyond the limitations of the instructional budget. Learn how this model can be applied to your program.
Increasing Learning With In-class Response Systems
This presentation will discuss strategies for using electronic response systems. Topics covered include how a variety of systems work, pedagogical benefits of using the systems, guidelines for creating questions, examples of question styles, solutions to common problems with the systems, possibilities for student academic dishonesty, and a summary of student evaluations and performance from several years of experience using various systems in lectures ranging from 40 to 170 students.
Poster Session presentations provide the opportunity for participants to make brief remarks, share information, and answer questions about the presentation topic. Poster Session presentations take the form of exhibits and are delivered primarily through the use of visual displays. Presenters must arrange for their own display materials, including hardware and software. The conference will provide, at no charge, a 6’ table, and a 4X8 self-standing tack board for each accepted Poster Session presentation. Please note: Poster Session presentations are not provided AV equipment nor access to electrical receptacles; presenters may arrange and pay for electrical outlet access if they choose. Conference participants will be free to move from one presentation to another during the Poster Session. Presenters are encouraged to have ample handout materials available for participants.
Sample Poster Session Descriptions
How to Design a Service-Learning Fact Sheet
This poster presentation will illustrate how to successfully design a service-learning fact sheet. Key points will define service learning, identify benefits of service learning, and explain what students can expect in a service learning class. Participants will learn how to use the fact sheet as a marketing tool to attract both students and faculty to engage in service learning and how to design and incorporate a service learning fact sheet into their own learning signature.
Using Life Skills Courses to Connect to the Campus
As community colleges seek to link developmental courses with content-area courses, the portfolio-based class visitation project links the college success curriculum to other academic departments and faculty. This provides
students an opportunity for practical application of the skills taught in the course and gives faculty a chance to learn more about the college success course. The project also affords participating faculty the opportunity to promote their courses and discipline.
LEARNING CENTER COURSES
Learning Center Courses are three- or six-hour workshops, held in one-day and multi-day formats, on some of the latest innovations being used in community colleges. These courses augment the conference program by providing in-depth exposure to specific topics in each of the seven conference streams and by linking participants with a community of learners who share common interests. Attendees receive certificates of completion for completing Learning Center Courses and can expect to take home a body of practical knowledge and applications. Selection of these courses is very competitive and is based on course content and thoroughness of the proposed course design. Lecture-only presentations are not accepted.
Sample Learning Center Course Descriptions
Using Podcasting to Revitalize Your Classes and Change Your Life
Participants will actively participate in the creation and publication of a podcast based on a lively and entertaining discussion of the use, and misuse, of technology in the classroom. Participants will learn the easiest methods for including this soon-to-be essential technology into their own coursework, thereby revitalizing their lectures and making self-assessment fun and painless in the process. Using a laptop computer, desktop microphone and Apple’s free iLife suite of applications, the facilitator will engage the audience in a lively discussion of how they use technology in the classroom, including cautionary tales they may have regarding the practices and pitfalls of today’s digital higher education environment. We will edit the recorded session together, add music and still images with a digital camera, and publish the resulting podcast to the web for all to access. PowerPoint-style presentations and printed handouts will punctuate the session so participants will be able to recreate the techniques in their own classrooms.
The Institutional Portfolio Model to Assess General Education Learning Outcomes
This workshop will present a comprehensive overview of a performance-based general education assessment model. Expected student outcomes, assessment methods, and institutional standards will be discussed. Participants will work in small assessment teams to evaluate actual samples of student work using the model’s holistic scoring rubrics. Seybert will begin the workshop with a description of the critical steps in designing and implementing an outcomes assessment model and the major methodologies and processes available to assess student learning outcomes. He will then provide a history and description of the design and implementation of the Institutional Portfolio Model for assessment of general education outcomes. Participants will then be divided into small assessment teams and will have hands-on experience with scoring actual student artifacts using the model’s holistic scoring rubrics. The teams will report the results of their assessment experience to the group at large and the exercise will be repeated. Time will be allowed throughout the workshop for participant questions and dialogue. The workshop will be comprised of lecture, discussion, hands-on small group exercises, participant reporting of small group assessment results, and audience questions and dialogue. The handouts will include copies of the slides used during the presentation as well as a complete set of detailed general education learning outcomes, scoring rubrics, faculty established institutional standards, and samples of student artifacts.