Beating the First Day Blues

Jeffery Knapp

We've recently learned that students are feeling less connected to their professors here at FSCJ. Through exasperation, research, and creativity, I've transformed the first day of class into an exciting opportunity to reach students, pull them in, and lay the groundwork for community building. Ask students about "syllabus day." They'll roll their eyes or give you blank expressions. Many of us, me included, have spent our careers beginning a new class the same way we were taught. Describe the course, read the syllabus, explain policies, have some cute exercise meant to loosen students up. But this approach does not work. Syllabus day is too often a wasted day. In my presentation, I will offer both anecdotal accounts and research that demonstrates this approach alienates students. I will share my experience with a different kind of first day of class, one that connects our students to us and to each other.

ATC, Room T210
10:00-10:50 A.M.
PD 1815
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Designing a Culturally Responsive Curriculum

Dianne Mcauliffe and Marilyn Painter

During this workshop, the participants will identify the components of a culturally responsive curriculum. The participants will apply this knowledge to modify curriculum by adding course content and resources and designing meaningful assignments and assessments that foster diversity and inclusion.

ATC, Room T140
10:00-*11:50 A.M.
PD 1708
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*This class runs beyond the 50-minute Workshop Session #1 timeframe.

Don’t Lose Your Cool...Tools for De-escalating Angry Customers

Martina Perry, Terence Wright, Carla Jenkins

Interactions with angry customers can be difficult to manage, if you are not prepared. In this workshop, participants will learn how to take control of the situation and respond to the customer effectively, while managing their own emotions. Participants will be able to identify the level of crisis behaviors demonstrated by the customer and select the appropriate tools that they can use to de-escalate the situation.

ATC, Room T219
10:00-10:50 A.M.
PD 1759
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Helping Students Find Money for College

Christy Vint-Griswold

In this presentation you will have the opportunity to view the newly updated Fund Your Future portion of FSCJ's Financial Aid website. We will discuss each of the different funding opportunities for students, and you will leave with the knowledge of how to guide students to this valuable resource that addresses the most common funding needs.

ATC, Room T203A
10:00-10:50 A.M.
PD 1808
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Intentional instructional design to improve student learning outcomes in lab-based courses

Kimberly Fahlgren, Dionne Griffin and Carley Cortopassi

Backward design is an instructional design technique that helps educators keep the achievement of student learning outcomes front and center in the educational process. Assessment of practical skills is part of every healthcare education program. This presentation seeks to instruct educators about the backward design process, provide information on best practices, describe instructional activities and demonstrate assessment tools used in lab practical courses to promote achievement of student learning outcomes.

ATC, Room T205
10:00-10:50 A.M.
PD 1827
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The UDL Experiment

Kelly Harbert and Lori Cimino

How about a Universal Design Learning experiment? UDL provides useful guidelines for developing curricula, selecting materials and creating learning environments that takes into account the wide variability of learners in higher ed environments. This workshop will provide participants with an overview of the three UDL guidelines and leave you with a framework for taking a small step into experimenting with UDL in your classroom

ATC, Room T241
10:00-10:50 A.M.
PD 1816
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World Affairs Council: A Great Decision

Andreia Thaxton and Jametoria Burton

This session will share information on the World Affairs Council/ Great Decisions Program Great Decisions is America's largest discussion program on world affairs. The program model involves reading the Great Decisions Briefing Book, watching the documentary film series and meeting in a Discussion Group to discuss the most critical global issues facing America today. Faculty members from FSCJ, UNF and JU all work with high school teams and invite college students to participate in lectures and activities. This session will share the information on the World Affairs/ Great Decisions program, share experiences of members and students, discuss how faculty can get involved and get their students involved in World Affairs/Great Decisions discussion groups and events.

ATC, Room T111
10:00-10:50 A.M.
PD 1786
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Accommodations using Universal Design. How do we accommodate without altering?

Lori Cimino and Kelly Harbert

What about accommodations? What has to be done? What are the responsibilities? We would like to start a discussion with faculty and staff regarding working with students approved for accommodations. Using the concept of Universal Design, we want to increase understanding that it’s not difficult to accommodate students without fundamentally altering instruction or services. Bring some examples of accommodations. We will use case studies to dive into some common and more complex accommodations. Student Support Services is here for faculty and staff as well as students, the hope is to increase information and communication to form a strong partnership.

ATC, Room T241
11:00-11:50 A.M.
PD 1826
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Coping with Change

Karen Rech

If you have completed the COV/FCOV version of this course, you will not be eligible to receive One Percent credit for this course. Change in the workplace is inevitable. However, a changing environment can often produce stress or anxiety. Change and the resulting stress drive from both positive and negative events. This workshop explores the various stages of change and steps employees can take to achieve acceptance.

ATC, Room T219
11:00-11:50 A.M.
PD 5149
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Introduction to Interest-Based Problem-Solving

Steve Beard

Learn more about this problem-solving process conducted in a principled way that creates effective solutions through consensus decision-making while improving the relationships among participants.

ATC, Room T203A
11:00-11:50 A.M.
PD 1721
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The Quality Enhancement Plan:  What You Need to Know

Deb Fontaine

This session will describe the framework for our Quality Enhancement Plan to improve student success in online courses. The two-pronged approach, from the student and faculty perspectives, will be outlined and attendees will have an opportunity to provide feedback.

ATC, Room T208
11:00-11:50 A.M.
PD 1809
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Student Learning for Student Success

Andreia Thaxton and Jametoria Burton

Participants will gain an understanding of Academic Service Learning and Community Engagement that highlights competence in diversity, equity, inclusion and belonging. Session includes tips and tools to successfully integrate service-learning in your courses or programs. Another emphasis includes collaboration with international education opportunities through special partnership with the World Affairs Council.

ATC, Room T111
11:00-11:50 A.M.
PD 3073
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Using the Research Skills Mini Course as a Teaching Resource

Julie Pactor

Do your students struggle to find reliable resources, formulate effective research questions, or correctly cite their sources? The Research Skills Mini Course (RSMC) can help! The RSMC is a series of mix-and-match Canvas modules designed to address the most common faculty requests for library support. Attendees will get an in-depth look at the modules and learn how to successfully incorporate desired module(s) into their courses.

ATC, Room T210
11:00-11:50 A.M.
PD 1730
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How to Be A Mentor Without Being Jerk

Linda Herlocker

As we advance in our profession, often we are asked to serve as mentors. Sometimes the mentees approach for themselves; other times we are tapped and paired up as part of a more formal professional development program. The problem is that typically, there is little or no training on how to be a mentor. Somehow it is assumed that the act of simply surviving and growing older in this work provides us with “secret knowledge” and the key to successful mentorship. But if you have ever had the misfortune to be paired with a bad mentor, then you know that the ability to mentor well is not something we are born with, or a skill gained by osmosis. Done clumsily, it can be a huge waste of time; done poorly, it may even be a professional embarrassment. This session will provide you with clear direction about what good mentoring is, what it isn’t, what it takes to be a good mentor and how to do it well.

ATC, Room T203A
1:00-1:50 P.M.
PD 1792
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Introduction to Interest-Based Problem-Solving

Steven Gunter and Kerry Roth

Learn more about this problem-solving process conducted in a principled way that creates effective solutions through consensus decision-making while improving the relationships among participants.

ATC, Room T210
1:00-1:50 P.M.
PD 1721
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More than an Act: Working with Students with Disabilities

Anthony Goodman

This presentation will delve into the topic of people with disabilities with an emphasis on students with disabilities. We will attempt to bring awareness to the underlying perceptions that people have whether they are negative or ‘overly’ positive about the students who have differences. Our staff must know that students with disabilities are students first; those students need and deserve accommodations, not sympathy-laden pity. In all situations, those with disabilities just need the opportunity to excel, and ADA will discuss everyone's role in their success.

ATC, Room T203
1:00-1:50 P.M.
PD 1766
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Pedagogies of Care: The Human Work of Course Design

Jesse Stomel

Jesse Stommel is currently a faculty member in the Writing Program at the University of Denver. He is also co-founder of Hybrid Pedagogy: the journal of critical digital pedagogy and Digital Pedagogy Lab (2015-2021). He has a PhD from the University of Colorado Boulder. He is co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, digital studies, and composition. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. Jesse has 7 new publications since 2020, including: 2 pieces in Academe: "Care is a Practice; Care is Pedagogical" and "The Human Work of Higher Education Pedagogy." And a new edited collection, Critical Digital Pedagogy: A Collection. He was recently interviewed for stories in The New Yorker, The Washington Post, The Chronicle of Higher Education, Chemical and Engineering News, and more. In the last year, he's given over two dozen keynotes, including at The Teaching Professor Conference, at ASU, at the "Against Surveillance Teach-in," and more.

Educational institutions are spaces for learning, but more specifically, they are spaces for social learning. There is no one-size-fits-all set of best practices for building a learning community, whether on-ground or online. Right now, we should begin our efforts toward building community by designing for the students who need that community most, the ones most likely to have been feeling isolated even before the pandemic: disabled students, chronically ill students, students of color, queer students, and students facing housing and food-insecurity. Our ability to develop community will depend on our willingness to acknowledge trauma that members of our community have and will experience. Bell Hooks writes, “As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.” So, our ability to develop community will also depend on our willingness to continue feeling joy, having epiphanies, asking hard questions, and sharing our curiosity with one another.

ATC, Room T140
1:00-1:50 P.M.
PD 1829
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Power of The Positive: Cultivating Optimism

Karen Rech

This session explores ways to cultivate an authentic optimism that enhances resiliency and helps individuals and groups navigate change. Participants will gain a better understanding of what optimism is and is not and, ultimately, how to put it to work in their life to influence co-workers and others to become more optimistic. The overall goal is to enhance self-assurance through the power of optimism and learn specific techniques for maintaining the awareness of the power of a positive approach to work and life.

ATC, Room T219
1:00-1:50 P.M.
PD 1724
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TRiO: What is it? (The differentiation between TRiO Support Services)

Myisha DeNose and Bradford Hall

You may have asked yourself, what is TRiO? TRiO is a federal outreach program that targets low-income, underrepresented, and underserved populations of students. The creation of TRiO programs began with the Educational Opportunity Act of 1964 and the War on Poverty statute, which created the federal Upward Bound program. By 1968 the original TRiO programs, Upward Bound, Talent Search, and Special Services, were established. When assisting a student, do you know which TRiO program to refer the student too? Were you aware that we have four different TRiO programs at the college? The programs are Educational Opportunity Center, Talent Search, Student Support Services, and Veterans Upward Bound. We will do a deep dive into the services each program offers and how you can be a bridge to connect students to our services.

ATC, Room T111
1:00-1:50 P.M.
PD 1825
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Applying Pedagogies of Care: The Human Work of Course Design

Jesse Stomel

Jesse Stommel is currently a faculty member in the Writing Program at the University of Denver. He is also co-founder of Hybrid Pedagogy: the journal of critical digital pedagogy and Digital Pedagogy Lab (2015-2021). He has a PhD from the University of Colorado Boulder. He is co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, digital studies, and composition. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. Jesse has 7 new publications since 2020, including: 2 pieces in Academe: "Care is a Practice; Care is Pedagogical" and "The Human Work of Higher Education Pedagogy." And a new edited collection, Critical Digital Pedagogy: A Collection. He was recently interviewed for stories in The New Yorker, The Washington Post, The Chronicle of Higher Education, Chemical and Engineering News, and more. In the last year, he's given over two dozen keynotes, including at The Teaching Professor Conference, at ASU, at the "Against Surveillance Teach-in," and more.

There has been much talk over the last two years about maintaining “continuity” of instruction and assessment, but it's even more important for us to talk about how we maintain the communities at the heart of our educational institutions. Sara Goldrick-Rab and I write, “We need to design our pedagogical approaches for the students we have, not the students we wish we had. This requires approaches that are responsive, inclusive, adaptive, challenging, and compassionate. And it requires institutions to find more creative ways to support teachers and prepare them for the work of teaching. This is not a theoretical exercise — it is a practical one.”

Many of the students we work with don’t know where they will find their next meal. The most marginalized students at our institutions are finding themselves and their work increasingly policed — by faculty members, by administrative policies, by ed-tech “solutions,” and by the actual police. Meanwhile, the majority of faculty members in higher education are precariously employed.

We have to design for the least privileged, most marginalized students, the ones more likely to have felt isolated even before the pandemic: disabled students, chronically-ill students, BIPOC students, queer students, and those facing basic needs insecurity. We need to design assessments, write syllabi, develop policies, rethink our approach to grades, and imagine new ways forward, for these students, the ones already struggling, already facing exclusion. We have to start by finding out who our students are, what they need to be successful, and how our institutional mission does (and sometimes doesn’t) align with our practices.

ATC, Room T201
2:00-*3:50 P.M.
PD 1830
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*This class runs beyond the 50-minute Workshop Session #4 timeframe.

Dealing with Difficult People

Karen Rech

We all work with a variety of personalities in the workplace. Coworkers or clients who are difficult or impossible to work with can affect your job and productivity. Effectively coping with difficult people is an invaluable skill. This workshop addresses how focusing on the issue, not on the anger or strong emotions conveyed by others, can lead to a more productive work environment. Clear and open communication, as well as customer satisfaction, can be increased through active listening and being more assertive in difficult situations.

ATC, Room T219
2:00-2:50 P.M.
PD 4042
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The Shared Reality in the Classroom

Brian Wiley

As we step into the classroom each semester, we have so many different goals. Keeping students motivated, thinking critically, and successfully achieving academic goals rarely happens by accident. Understanding the motivations that underlie shared reality can help you make your classroom experience more conducive to generating these outcomes. Come and learn about shared reality and how different approaches to the classroom can help your students.

ATC, Room T241
2:00-2:50 P.M.
PD 1733
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The Six Sigma Leader That You Are--And Want to Be

Kip Strasma

Effective leaders see the world not as it is but as it could be; they see processes functioning more effectively compared to current as-is states. This is the lens of Six Sigma, its culture, purpose, and methodology. Through Six Sigma leaders sharpen their focus on how the right people, metrics, and structures can transform educational processes that impact students and their learning. This session, designed as a seminar or conversation, frames these ideas and focuses on the tools needed to make it come to light--including project identification, facilitation, and management.

ATC, Room T203A
2:00-2:50 P.M.
PD 1810
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Want to enhance your recruitment outcomes? Top three tips for developing a collegewide community of practice.

Jacquelyn Thompson and Megan Dross

Higher education recruitment teams are usually small and stretched to their limits. Others at the institution often do recruitment activities outside the core, well-trained team, creating redundancies and knowledge gaps. Exploring the results of an Action Research study, participants will learn how to provide an outlet for coordination and growth through Virtual Communities of Practice.

ATC, Room T111
2:00-2:50 P.M.
PD 1828
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What’s New in Canvas

Brandi Bleak, Thomas Lewis, and Jody Morgan

Canvas is always changing, so it might be more useful to ask: what isn’t new in Canvas!? This workshop will provide a high-level overview of projected changes to Canvas over the next six months. Additionally, we will cover a few ways that you can be an active voice in the development of new features by using the Canvas Community.

ATC, Room T210
2:00-2:50 P.M.
PD 1570
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