The Learning Center
These courses are scheduled throughout the conference, and are offered in a seven-hour, six-hour or three-hour format, and require an additional registration fee. Enrollment is limited, so please register early.
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LEARNING CENTER COURSE
SUNDAY, FEBRUARY 27, 9:00 a.m.-12:00 noon, 1:00-4:00 p.m. and WEDNESDAY, MARCH 1, 8:00-9:00 a.m.
As community colleges face waves of retirements and workforce transitions, they are challenged to help their new faculty, administrators, and staff understand and appreciate the history, culture, and potential of this unique educational environment. Moreover, many are struggling to expose their new team members to cutting-edge techniques for teaching and reaching students. The Community College Orientation Course is designed to provide a solid grounding in the important fundamentals and intriguing future directions of the community college. Participants will experience a unique learning opportunity with key community college leaders and colleagues from across North America and around the world. If you’re looking for a program to help you or your new team members quickly get up-to-speed and get acquainted with models to move your institutions forward, the Community College Orientation Course is for you.
LEARNING CENTER COURSE
SUNDAY, FEBRUARY 27,
1:00-4:00 p.m. and
Presenters demonstrate how improved technology has provided unique opportunities in teaching and assessing students. Participants are assigned laptop computers along with other necessary hardware and software in order to work on projects and post their results–complete with digital images–as Web pages. Computer/Web literacy is NOT assumed. Using methods that are uncomplicated, fun, and self-motivating, participants quickly learn to develop and edit their own Web pages. The methods presented are transferable to virtually any discipline. In addition to elevated cognitive growth, this teaching style encourages field activity and promotes enthusiasm, collaboration, cooperation, peer tutoring, and positive competition. (Registration limited to 30.)
3-HOUR LEARNING CENTER COURSES
SUNDAY, FEBRUARY 27, 1:00-4:15 p.m.
Basic Skills and
This participatory workshop uses demonstrations, discussions, videos, and lesson-simulations to enlighten participants about language bias and its pervasive consequences, the linguistic truth about nonstandard English dialects, bidialectalism as achievable and preferable, random correction as a useless and demeaning teaching technique, and a five-step system and materials for teaching standard English as a second dialect. Repeat of highly rated workshop from Innovations 1999.
Need tools to evaluate the learning styles of your online learners? Want to make your online course more than an electronic correspondence course? This Learning Center course focuses on student learning by exploring brain dominance, KOLB, and the 4-Mat system of recognizing eight distinct learner styles in the classroom. With this knowledge in hand, participants explore how to incorporate learning activities that accommodate the various learning styles of online learners.
Student Services and
Learn how an urban technical college transformed its student services division through “a kick in the . . . attitude.” Based on the recommendations of an external evaluation team, the student services transformation team responded with personnel, environmental, and technological improvements. This intensive workshop guides participants through the step-by-step student services reengineering process: (a) the creation of the student services transformation team, (b) customer service training, (c) professional guidelines, (d) new employee orientation, (e) remodeled facilities, (f) a state-of-the-art call center, and (g) improved business practices.
Preparation and Development
Is your college interested in offering IT certifications? This Learning Center course takes participants through each step of the implementation process using the Microsoft Office User Specialist (MOUS) program as an example. While this workshop is not a MOUS training session, participants learn how to (a) apply the latest methods of incorporating certification testing in any curriculum, (b) remove departmental barriers, (c) provide professional development opportunities for faculty and students, (d) leverage new grant opportunities, and (e) enhance the MOUS program once implemented. Join the members of the League’s Network for MOUS Certification, and hear implementation success stories you can duplicate.
MONDAY, FEBRUARY 28, 1:15-4:15 p.m.
It turns out that “Great Teaching Seminars” (GTS) aren’t just for faculty anymore. In the last decade, many forward-looking colleges have used retreats to reorganize, auto-jumpstart, celebrate victories, and solve collegewide problems. Using the CASE Method (Copy And Steal Everything), they have borrowed the best processes of successful GTS retreats to work together on issues of leadership development and college (re)organization. You will learn much from fellow participants and facilitators and leave this workshop enabled, jazzed, and prepared to sponsor a great retreat at your college.
This three-hour Learning Center course presents a comprehensive overview of a model involving performance-based assessment of student outcomes in the general education core (e.g., writing, mathematics, critical thinking). Detailed statements of expected student learning outcomes, methods of assessing those outcomes, and institutional standards are examined. Participants work in small assessment teams to evaluate samples of actual student work using the holistic scoring rubrics developed for the model. Repeat of highly rated workshop from Innovations 1999.
Student Services and
Learn about the power of the Affective Domain (emotion or feeling as distinguished from cognition, thought, or action). Participants have the chance to see that the affective domain is just as important as the cognitive domain. The utilization of affective constructs in the assessment of students and student services personnel are presented, including the administration and review of the Murphy Inventory, which measures (1) self-concept, (2) locus of control, (3) need-achievement (drive), (4) stimulation-seeking (curiosity), and (5) attitude (positive/negative). Assess and evaluate your own Affective Quotient and learn how to use this exciting tool to support students.
Preparation and Development
PATS is a revolutionary way of teaching employees their work processes. In this participative Learning Center course, attendees explore this behavioral-based teaching/learning process. This process advocates an environment of continuous learning and cycle-time reduction on the worksite for all employees. The best trainers are not outside consultants or training specialists. The best trainers are people who have the most experience and understanding of the organization. The true subject matter experts (SMEs) are your employees. The PATS system simplifies teaching and learning processes, reduces process cycle time, and reduces learning cycle time.
TUESDAY, FEBRUARY 29, 1:15 -4:15 p.m.
Community colleges are poised near the top of the “S curve” of organizational development, and unless we transform ourselves, we risk decline as individual institutions and as a sector of higher education. The first half of this course offers a toolbox that includes nine models for successfully transforming community colleges into institutions that achieve unprecedented learning results. In the second half of the course, participants apply the tools to their own institutions. Participants chart their own colleges along the “S Curve” while sharing roadblocks that prevent consensus on a vision of campus learning-centeredness.
We are better able to help our students succeed when we understand the brain’s natural learning process and how to apply this understanding in the classroom. This interactive workshop presents the newest brain research, instructional theory based on how the brain learns, methods for developing and teaching natural-learning curriculum, and hands-on experiences with natural-learning activities. The workshop also explores the emotional and metacognitive implications of a brain-based approach to learning and teaching.
This course presents a model developed by the Foothill-De Anza Community College District that interfaces student-centered planning, optical character recognition and scanning technology, Web technology, and the use of campus smart cards. The District’s Student Success Network (SSN), a Web-based interface for faculty, counselors, support staff, and students, is demonstrated. The SSN includes an electronic student portfolio database that utilizes “expert systems” technology to predict student success by early identification and intervention for “at risk” students prior to the start of the academic term. Furthermore, an in-depth explanation of the SSN is presented as it relates to student success and retention outcomes, student attendance tracking, and the use of smart card technology.