Watch webinar recordings from past years on the Hawkes Learning YouTube channel.
Exploring soft skills development among undergraduate students attending an HBCU
Dr. Whitney Wall & Dr. Karryll Phillips, Fayetteville State University
The use of AI has magnified the value of soft skills within the workforce and has emphasized the need for students, of all majors, to develop soft skills. This session will share lessons learned from grant-funded projects, workshops, and research designed to promote the integration of soft skills development among undergraduate students. Participants will learn specific classroom activities that can be implemented immediately to support students’ development of soft skills. Supporting research from a pilot-study will be shared, including specific factors related to the HBCU experience that may support soft skills development.
Adverse Childhood Experiences (ACEs) among College Students: Implications for Learning, Mood, Cognition, and Physical Health
Jerrod Brown, Concordia University, St. Paul, Minnesota
Adverse childhood experiences (ACEs) (e.g., household dysfunction, abuse, neglect, witnessing violence in the home or community) are traumatic events occurring prior to the age of 18 and are related to long-term negative cognitive, developmental, behavioral, social, and physical health outcomes. Research has also found that elevated rates of ACEs are common among college students. Designed for education professionals, this training provides attendees with an overview of the ACEs research and its impact on college students. A review of practical tips, strategies, and solutions that can be utilized when working with college students will be discussed. Other relevant topics of interest discussed include prenatal trauma, complex and developmental trauma, posttraumatic stress disorder (PTSD), complex PTSD (CPTSD), toxic stress, nervous system, dysfunction, rumination, attachment dysregulation, alexithymia, mentalization deficits, executive functioning limitations, sleep disturbances, self-regulation problems, theory of mind (ToM) limitations, language development issues, hypothalamic–pituitary–adrenal (HPA) axis dysregulation, suicidality, shame, empathy, resilience, and trauma informed care strategies among others. All aforementioned discussions are grounded in empirical research findings.
Improving Students Academic Help-Seeking Behaviors
Keisha Lanier Brown, Perimeter College at Georgia State University
Most institutions have multiple ways of assisting students academically, including professor's office hours, supplemental instruction, and tutoring centers. The challenge that professors and tutoring centers typically face is a lack of usage from students. In this session, you will hear two-year college students' reasons for attending or not attending tutorials in mathematics along with their solutions to encourage more students to attend these valuable sessions.
That's my Jam: Enlivening Class Engagement with Google Jam Boards
Jacqueline Boals, Dalton State College
When is the last time you were able to fully engage a class of over twenty students in a meaningful, lively, and substantive discussion that involved more than the same 3-4 actively involved students? Whether this is an issue in your classroom or not, find out how using Google Jam Board can bring color, creativity, and conversation to your classes in a simple, fun way that also provides a record of your class discussions.
Academic Integrity in the AI Era: Debating the Effectiveness of AI Checkers
Chana Etengoff, Adelphi University
Join Chana Etengoff, Ph.D., Chair of Adelphi University’s Academic Integrity Committee, as she delves into the academic integrity implications of advancing artificial intelligence systems, such as ChatGPT. This presentation will explore the major policy and ethics debates of using AI checkers as the primary method of identifying students’ original work. Further expanding the scope of the debate, the webinar will additionally focus on the importance of coupling AI detection efforts with campus integrity values, faculty judgment and contextual understanding, as well as scaffolded assignments and drafts.
Food Insecurity among College Students: Implications for Learning, Mood, Behavior, Cognition, and Physical Health
Jerrod Brown, Concordia University, St. Paul, Minnesota
Food insecurity is a public health issue and has been associated with several short and long-term neurobiopsychosocial negative outcomes. One group often overlooked as it pertains to the topic of food insecurity are college students. Unfortunately, a sizable minority of college students are impacted by food insecurity, which may play a role in poor academic performance. This training will examine the impact food insecurity has on college students and its implications for learning, mood, behavior, cognition, and physical health. Empirically based research findings will be highlighted throughout this training.
Adaptive Support: The Power of Empathy and Flexibility for Non-Traditional Students
Dr. Monica Radu, Southeast Missouri State University
This presentation explores the critical role of empathy and flexibility in supporting non-traditional students as they navigate the intricate balance between academia and family responsibilities. Through insightful strategies and practical approaches, this presentation will explore how cultivating empathy for the unique challenges these students face can foster a more inclusive and supportive learning environment. Additionally, in this presentation we will examine the value of adaptability in instructional methodologies and policies, aiming to accommodate the diverse needs and schedules of non-traditional students, ultimately enhancing their academic success and overall well-being.
Efficiently Providing Personalized Feedback to Large Classes
Cheryl Wachenheim, North Dakota State University
Regular feedback can motivate students and make them feel engaged. In large, asynchronously offered online classes, it can be time consuming to provide individualized feedback. This presentation will demonstrate how to send targeted and personalized email messages to students based on their performance and progress using mail merge.
AI Assisted Syllabus Creation
Mathew Curtis, University of Southern California
AI, such as ChatGPT, provides an opportunity to improve a syllabus - as well as making a syllabus easier to create. While there is usually some institutionally required wording on a syllabus there is also a lot of opportunity to create a syllabus how we want. Too often it is easier to simply reuse a syllabus with minor updates as necessary. The syllabus though is usually our first contact with students and we can make this first contact more effective via using AI. AI allows us to make edits in a way that is a lot easier than it was in the recent past.
Supporting College Students with Executive Functioning Impairments
Jerrod Brown, Concordia University, St. Paul, Minnesota
Executive function is a set of higher-order cognitive abilities that enable an individual to identify and pursue goals and has significant implications for learning and academic performance. The cognitive skills that compose executive function are typically thought to include attentional control, flexibility to switch between tasks, inhibition, and working memory to name a few. Intended for academic professionals, this training will examine the red flag indicators, consequences, and implications executive functioning impairments have on college students. Special emphasis is placed on the impact executive dysfunction symptoms and deficits have on attention, learning, memory, and cognition. Other related topics discussed throughout this training include adaptive functioning, inhibition, working memory, cognitive flexibility, abstract reasoning, time management, planning and organizational abilities, theory of mind (ToM), choice making deficits, communication and language challenges, information processing deficits, sleep-related disturbances, self-regulation issues, and sensory processing problems to name a few. Empirically based research findings will be highlighted throughout this training.
Cultivating LGBTQ+ Inclusive Learning Environments
Chana Etengoff, Adelphi University
In this session, we will explore the unique challenges faced by LGBTQ+ students and outline inclusive teaching strategies to effectively foster a diverse learning landscape. From affirming language and inclusive educational materials to supportive policies and allyship, this webinar will provide practical advice and actionable steps to promote acceptance, respect, and understanding. Be part of the movement towards a more inclusive and equitable education system for LGBTQ+ students.
Video Literacy: Improving Your On-Camera Presence
Lynda Mae, Arizona State University
Whether giving webinars, leading video meetings, producing training videos, or teaching online, our need for video literacy has increased significantly in recent years. This workshop will focus on tips and tricks for improving your on-camera presence, involving background, lighting, expression, angles, clothing and framing.
Thriving on Challenge: Unlocking Student Potential Through Risk-Tolerant Learning Environments
Mandie Mauldin, M.Ed
This workshop offers educators practical strategies to foster a risk-tolerant learning environment that supports all students learning journeys. Participants will learn how to create a safe and inclusive learning space that addresses the needs of all students, regardless of their background or learning needs. The workshop will explore the challenges that students bring with them into the classroom and the impact that these challenges have on their ability to learn.
Mastering Thinking, Fast & Slow: Applying Principles to Enhance Learning
Drew Denbaum, Housatonic Community College
Discover the fascinating world of "Thinking, Fast & Slow" by Daniel Kahneman in this engaging webinar. Join us as we unravel the principles that govern our decision-making processes and explore how to effectively incorporate these concepts into lesson plans and personal life. Gain valuable insights into the intricacies of cognitive biases, heuristics, and the interplay between our intuitive and deliberate thinking systems. Acquire practical strategies and techniques to foster critical thinking, improve problem-solving skills, and optimize learning outcomes. Don't miss this opportunity to deepen your understanding of human cognition and revolutionize your approach to teaching and personal growth.
Failure Can Be an Option
Shywanda Moore, Shelton State Community College
“I have not failed. I’ve just found 10,000 ways that won’t work.” -Thomas Edison
As math instructors, we know that everything we teach has a process. When we are teaching, we start with step 1 and work our way to the solution. Then we check the work. While doing this, we often get the question, “why do I need this?” or “why do I have to take this?” We often hear how some have always struggled and will never understand. But do we ever teach students that sometimes failure is part of the process? This session will discuss the benefit of failure in the classroom setting and the incorporation of personal experience with failure into the teaching process.
Threats to Academic Performance among College Students
Jerrod Brown, Concordia University, St. Paul, Minnesota
College students face several stressors that may negatively impact academic performance. Intended for college professors, this training will examine the causes and consequences associated with poor academic performance. Participants will also learn about supports and interventions aimed at promoting improved academic performance. Other related topics discussed throughout this training include fast food consumption, excessive sugar consumption, food insecurity, blood sugar dysregulation, digestive head issues, chronic pain problems, self-regulation deficits, metacognition deficits, executive dysfunction, excessive screen time exposure, task initiation issues, planning, organization, and time management problems, problematic coping strategies, fatigue, sleep disturbances, low self-efficacy, self-esteem issues, rumination, social anxiety, perfectionism, academic procrastination, attentional deficits, low self-awareness, psychological distress, alexithymia, self-monitoring deficits, motivational deficits, sluggish cognitive tempo, lower socioeconomic status, and adverse life experiences to name a few. Empirically based research findings will be highlighted throughout this training.
Active Learning for Sensation Perception
Timothy Barnes, Central Carolina Community college
The learning activity allows students to experience various concepts and theories for sensation perception. The Sensation Stations course isolates sensation and allows students to focus on one sensation at a time. They experience theories such as Gestalt, opponent processing, phantom limb, and top-down and bottom-up processing. They experience why eyewitnesses make poor witnesses in court.
The entire course from the introductory lectures and activities takes 40 - 50 minutes.
Understanding Intersectionality: Creating a Holistic Approach to Inclusive Teaching
Chana Etengoff, Adelphi University
How can we create a truly inclusive and equitable learning environment in higher education? In this session, we will delve into the concept of intersectionality and its significance in fostering inclusive classrooms. Together, we will explore how different social identities, such as race, gender, sexuality, and class, intersect and influence individuals' experiences and social dynamics. By understanding these intersections, we can develop a comprehensive framework for teaching that honors the complexity of our students' lives and identities.
Using AI to Improve Writing Prompts
Mathew Curtis, University of Southern California
AI, such as ChatGPT, provides an opportunity to improve writing assignments. Creating writing prompts for students is work and prompts are often recycled and reflect biases of the professor. Two approaches are discussed:
1) How ChatGPT can be used by the teacher to generate new writing prompts.
2) How ChatGPT can be used by the student to generate new writing prompts.
Teacher use of ChatGPT to create prompts allows fine tuning of ChatGPT responses and correction of problematic ChatGPT responses. Student use of ChatGPT to create prompts allows greater student agency in the creative process.
The First Class Is the Most Important Class
Brian Lynch, Lake Land College
Too often, teachers see the first day as simply handing out the syllabus and making a few announcements. However, given how Covid has led to increased student disengagment, the responsibility is now on teachers to make an impression- make the first class "First Class."
Attendees will come away with useful tips and suggestions on how to make the first of any class memorable and make an impression on the students.
Student-Athletes and the Stress Crisis
Hope Cate, Cape Fear Community College
If we teach our student-athletes ways to proactively manage stress – as high schoolers and eventually equipping them in college and beyond – we can help them avoid a whole host of other health concerns, like digestive issues, sleep problems, and even stroke and heart disease.
It goes without saying that chronic stress affects a student-athletes’ performance. This is true not only on the court, but in the classroom, with their friends, and in their interactions with family, too.
Unique Needs for Students who are Veterans
Cailyn Green, SUNY Empire State University
This webinar will go through some of the special and unique needs our students who are veterans have. There are many services available for our veterans, but often our students are not aware of them or how to access them. This presentation will go through some common resources and some not so common resources. The presentation will also educate instructors on best practices when interacting with this unique population of students.
Engaged Learning Practices for Student Success
Dr. Alaina Desjardin, Kean University
The webinar will explore effective strategies for improving student retention through high-impact practices, vital for academic success, institutional reputation, and student outcomes. The presenter will delve into factors influencing retention rates and highlight the significance of high-impact practices in fostering engagement, persistence, and success. Gain valuable insights through engaging discussions, case studies, and real-world examples, covering the importance of retention, challenges identification, effective strategies implementation, fostering engagement and success, and assessing initiatives. Don't miss this opportunity to enhance retention rates and create a supportive environment for student success while exploring the transformative potential of high-impact practices in fostering academic excellence.
Academic Procrastination among College Students: Causes, Consequences, and Solutions
Jerrod Brown, Concordia University, St. Paul, Minnesota
Academic procrastination is a complex and universal phenomenon impacting a sizable percentage of college students. The reasons for such behaviors are many and varied and likely influenced by several neurological, social, family, behavioral, and psychological factors. Regardless of its causes, academic procrastination can contribute to several short and long-term consequences that can negatively impact the health and well-being of the impacted student. Intended for academic professionals, this training will examine the causes and consequences of academic procrastination and its impact on college students. A section of this training will also discuss strategies and interventions aimed at reducing academic procrastination in college settings. Other related topics discussed throughout this training include self-regulation deficits, metacognition, executive dysfunction, excessive screen time exposure, task initiation issues, planning, organization, and time management problems, avoidant coping strategies, sleep disturbances, self-efficacy, self-esteem, rumination, fear, goal planning, social anxiety, perfectionism, grit, attentional deficits, low self-awareness, psychological distress, alexithymia, self-monitoring, motivational deficits, phubbing, sluggish cognitive tempo, and adverse life experiences to name a few. Empirically based research findings will be highlighted throughout this training.
Transform Public Speaking from Fear to Fun
Gino Perrotte, M.A.
Can Public Speaking be fun? Yes! In this webinar, Gino will share 6 tips for transforming your speaking experience from fear to FUN. He will focus on mindset, emotions, and skill building.
Supporting College Students on the Autism Spectrum
Jerrod Brown, Concordia University, St. Paul, Minnesota
Autism Spectrum Disorder (ASD) is a complex and multifaceted neurodevelopmental disorder characterized by social-emotional challenges, communication deficits, and repetitive and fixated behaviors. Many individuals with ASD also experience co-occurring problems with physical health, mental health, and learning. Intended for academic professionals, this training will examine the red flag indicators, consequences, and implications autism has on college students. Special emphasis is placed on the impact autism symptoms and deficits have on attention, learning, memory, and cognition. Other related topics discussed throughout this training include adaptive functioning, executive function, theory of mind (ToM), weak central coherence, choice making deficits, communication challenges, hyper-arousal problems, information processing deficits, fear, sleep-related disturbances, digestive health issues, disruptive behavioral problems, self-regulation issues, and sensory processing problems to name a few. Empirically based research findings will be highlighted throughout this training.
Educators' Identity in the Classroom
Christina Herbin, Washtenaw Community College
Learn more about how the identities we bring into our classrooms can impact our students’ experience. Our identities inform the way we understand and interact with the world, and how we are perceived by others. An important component of developing our teaching practice is being aware of how one’s own identity impacts how we teach and how our students learn. A classroom is an environment where everyone can be their authentic selves – even educators. We will take inventory of our affiliations and identities and how they may shape our perceptions or connections with others. Reflecting on our own personal identities will amplify our self-awareness and commitment to inclusion in our teaching practices.
Improving Student Help-Seeking through Connection and Belonging
April Crenshaw, Chattanooga State Community College
Have you ever sat in your office during office hours wondering “Why aren’t my students here for help?” If so, join us for this interactive virtual session exploring the help-seeking dilemma for community college students.
The session speaker, Associate Professor April Crenshaw, will highlight the results of a 2019 study on the help-seeking behavior of College Algebra students. She will then share strategies she has since implemented to encourage her math students to reach out for support.
As an attendee, you can expect to leave this session with a better understanding of the factors that influence student help-seeking as well as practical, research-based strategies to foster a greater sense of connection and belonging in your classroom.
Effective Engagement Strategies to Increase Student Learning Outcomes
Dr. Daryl Green, Oklahoma Baptist University
How can today’s educational institutions produce greater learning outcomes for this generation of students? In this entertaining session, participants will learn more about Gen Z students and how to leverage business simulations to produce greater learner outcomes. Most students can benefit from practical application of theory. Some of these active learning tactics include question-and-answer sessions, team led-discussions, experiential learning, and hand-on activities.
Promoting Student Engagement Through Critical Reflection
Dr. Monica Radu, Southeast Missouri State University
In this presentation, we will explore the importance of student engagement for active learning. I will discuss tips regarding ways to promote student engagement through critical reflection. Asking the "right" questions can help students make connections to course material and connections to their classmates, both of which help facilitate positive learning outcomes.
7 Steps to Social Justice Education: Integrating DEIB into the College Classroom
Chana Etengoff, Adelphi University
Building on the agentive pedagogical theories of Freire, Kegan and Stetsenko, I aim to outline the importance of integrating DEIB into college courses and identify seven accessible ways in which to do so. Teachers will find a comprehensive review of the theory and research related to seven DEIB teaching practices: (1) Diverse Representation/Visibility, (2) Modeling Inclusive Language/Practices, (3) Addressing Social Issues and Inequities, (4) Broadening the Applied Topical Scope, (5) Meaning-Making, (6) Teaching from a Strengths-Based Perspective, and (7) Promoting Students’ Agency.
Creating an Inclusive Classroom with Course Climate
Christina Herbin, Washtenaw Community College
Inclusion is about creating classrooms where all identities, experiences, and backgrounds are valued. Equity acknowledges that we're all different. These differences make us each unique. We can create inclusive classrooms where everyone, despite their identities, can feel appreciated and valued. The course climate is a key aspect of creating an inclusive classroom. The instructor-to-student and student-to-student interactions set the tone of the classroom. Creating inclusive spaces is the responsibility of everyone. Learn strategies to create a classroom climate that embraces students’ varied identities, experiences, and backgrounds. We will discuss practical strategies for how to build an inclusive course climate for all students to learn.
Excessive Sugar Sweetened Beverage Consumption among College Students: Implications for Mood, Behavior, Learning, and Cognition
Jerrod Brown, Concordia University, St. Paul, Minnesota
Sugar-sweetened beverages (SSBs) are commonly consumed by college students. Common examples of SSBs can come in the form of hot or cold drinks and include soda, sweetened mineral water, sweetened coffees, sweetened energy drinks, sweetened teas, and sports drinks. These types of drinks are a significant source of added sugars in a person’s diet and typically provide little to no nutritional value. Over-consumption of SSBs is associated with an array of physical, psychological, behavioral, and learning consequences. Intended for academic professionals, this training will examine the causes, consequences, and implications excessive sugar sweetened beverage consumption has on college students. Empirically based research findings will be highlighted throughout this training.
Discussing Mental Health Topics Appropriately in College Settings
Cailyn Green, SUNY Empire State College
This webinar is designed to show instructors how to properly and appropriately discuss sensitive topics in mental health. It can be a fuzzy line as to how in depth we go in our mental health conversations, depending on our clinical experience or credentials. It can also be a stick situation when a student wants to go in depth on a mental health topic or a panel. How much leeway do we grant them?
Assignments Design for General Education Courses
Dr. Ying Zhen, Wesleyan College
This presentation shares the examples of assignments design for three general education economics courses under three different domains at Wesleyan College: ECO 102 Issues in Macroeconomics (Domain 1: Historical Events), ECO 104 Issues in Microeconomics (Domain 3: Individuals and Communities), and ECO 210 Women and Economic Development (Domain 5: Women's Experiences). It shows how such assignments would help satisfy the various student learning outcomes, along with the reporting of data and response to the data.
Business Ethics During the COVID-19 Pandemic: Quantitative Analysis of Remote Learning
Dr. Justice McAdoo, The University of Tennessee Southern
In this webinar, Dr. McAdoo will discuss the high impact practices used to help students cope with remote learning. He conducted a quantitative analysis of the comparison between students meeting in-person before the pandemic and remotely during the pandemic. The results indicated successful methods for helping students learn in difficult circumstances.
Increasing retention through high-impact practices
Dr. Alaina Desjardin, Kean University
The sociological perspective will be reviewed and enhanced through an educational framework of discussion in how it relates to Increasing retention through high-impact practices in the brick and mortar, hybrid and online classroom settings.
Using Diagnostics to Meet Underprepared Writing Students Where They Are
Caitlin Edahl, Hawkes Learning
Discover effective strategies for implementing a co-requisite English composition course that caters to the diverse learning needs of today's students.
Learn how to utilize our unique diagnostic assessment to support students entering first-year writing courses with targeted remediation and a contextualized review of study skills, grammar, reading, writing, and research. Stick around for a Q&A with Caitlin Edahl, Lead English Editor, to discuss how English Composition with Integrated Review can be tailored to meet your co-requisite classroom’s needs and improve learning outcomes.
Overcoming Imposter Syndrome in our Classrooms
Rachel Gallardo, Blinn College
Imposter syndrome affects many students in our classes, especially first-generation college students. In my presentation, I'll review imposter syndrome from a psychological perspective and will show the impact this has on students. I'll also talk about imposter syndrome amongst faculty members and how leaders can better support their faculty on campus.
An Exploration of Tools for Business Student Success: Comparison of On-Line Post-Covid-19 Vs. On-Ground Pre-pandemic Course Delivery
Dr. Marc Aguilera, American College of Education
Due to an increasing need to reach students at all levels in the online classroom, educators can use a wide variety of tools involving technology and online discussion tools. Few will dispute the importance of differentiated instruction. As student populations become increasingly diverse, importance must be placed on diversity and inclusion practices. Regardless of the environment where one chooses to learn, differentiated instruction celebrates the unique gifts of all learners, while not forgetting stronger students to answer questions with more complex nuances. With recent advances in technology and education, it is important to explore programs, applications, and elements which assist in differentiated instruction. American College of Education has explored the increasing availability of educational technology useful for differentiating instruction in the classroom.
Developing a Social Justice OER
Cailyn Green, SUNY Empire State College
This webinar is going to introduce the process for developing a social justice OER. SUNY ESC is instating a social justice gen ed requirement starting in the fall 2023 term. I am working on creating a free Open Education Resource which will be used for a new social justice in the human service professions course (currently in development). This presentation will introduce other academic professionals to the importance of this social justice gen ed requirement, the process of getting a small grant to create the OER and how the OER development is going thus far.
Mentoring Basics
Cailyn Green, SUNY Empire State College
This webinar will introduce instructors to the basics of mentoring, important aspects to keep in mind and how to be the best mentor to their students. This will also include what to do when your student/mentor relationship is not going as well as you would like and how to strengthen it. Mentoring is a delicate relationship that takes work, respect and guidance on both parties.
Supports for Note Taking to Increase Student Success
Shawna Hudson, Iowa Wesleyan University
We all want students to succeed but how do we make that happen? Many students, especially those with Dyslexia or executive functioning deficits, cannot access the material when a teacher presents it in lecture form. How can you help students access the material? In this presentation you will learn 5 alternatives to note taking, including technology and traditional means, that you can implement immediately to increase student success.
Teaching a Flex Hybrid Course
Dr. Michelle Meadows, Tiffin University
This presentation will discuss the setup and design of a hyflex classroom regarding the class policies and procedures. The presenter will also discuss initial student perceptions to the hyflex option through survey data collected.
What is Student Wellness?
Cailyn Green, Empire State College
This webinar will focus on how instructors can help identify what makes up their students wellness. We will review the components that make up a students wellness (mental, emotional, and physical health as well as food issues and housing situations) and discuss how an instructor can guide them in obtaining support.
Trauma and Neuroscience-Informed Education
Jerrod Brown and Janina Cich, Concordia University, St. Paul, Minnesota
A history of exposure to trauma and other life adversities is common among student populations. As such, it is imperative for educators to understand the topic of trauma-informed care. Trauma Informed Care (TIC) is an overarching philosophy, biopsychosocial framework, and organizational structure that draws from diverse fields, including trauma, attachment, and neurobiology. TIC is designed to help organizations better understand and recognize the impact of trauma on the individual through a strengths-based perspective. Because trauma can also negatively impact brain functioning and academic performance, becoming neuroscience-informed is of great importance.
Designed for professionals working in academic settings, this one-hour training provides attendees with a working understanding of the core principles of trauma-informed care and why incorporating neuroscience-informed approaches into this approach within academic settings will likely lead to improved student outcomes.
Other topics discussed in this training will include trauma symptoms and triggers, shame, empathy, self-regulation deficits, sensory processing limitations, alexithymia, attachment issues, executive dysfunction, metacognitive skills, motivational deficits, hypothalamic-pituitary-adrenal (HPA) axis dysfunction, neuroplasticity, performance issues, resilience, gratitude, optimism, sleep disturbances, theory of mind, and time management and organizational issues to name a few. Empirically-based research findings will be highlighted throughout this training.
Training Objectives:
Make Workshopping Work: Writing Feedback for Growth in Asynchronous Classes
Megan Kuyatt, Anne Arundel Community College
Workshopping as a method of feedback has been under pedagogical scrutiny as of late--and for good reason. While workshopping can be an effective method of introducing students to new perspectives on their work, and introduce them to the reality of their work under reader interpretation, it is easy for the workshop to become a discouraging--and even detrimental--structure. In this webinar, we'll discuss critical elements for making workshop work--especially in an asynchronous environment. We'll explore establishing tone and structure of the workshop model, creating workshop groups for engagement, as well as ideas for how to have students engage and check in post-workshop.
Zooming in to Better Engagement
Dr. Laura Garrett, Tulsa Community College
Numerous techniques to increase student participation via Zoom will be discussed in various situations, including live class supplementation and synchronous teaching. Dr Garrett will discuss successful methods to enrich Zoom classrooms and outline the pitfalls. Techniques using active learning and collaboration tools that make classes more interactive will be demonstrated. Dr. Garrett finds these methods allow students to participate in more engaging ways, sometimes more than in a live classroom. Often there is immediate personal engagement between students and instructors, which may create greater feelings of community and lessen feelings of isolation. More responsive exchanges between students and instructors can prevent miscommunication or misunderstanding. She will present the research regarding the effectiveness of Zoom sessions and demonstrate the techniques she has found to keep students engaged. Proper online etiquette will be discussed. There can be advantages especially for students who have difficulty with work, school and family challenges.
Everyone's a Writer: Empowering Students to Unleash Their Inner Writing Genius
David Von Schlichten, Seton Hill University
In a world of emails, texts, and social media, all of our students will do a great deal of writing in their careers, yet students often struggle with confidence and basic writing concepts. Drawing from Hawkes's "Foundations of English," award-winning instructor Dr. David von Schlichten will enthusiastically use humor, stories, and clear, practical steps to debunk writing myths and to show how instructors can liberate each student's unique writing voice so that they can be clearer, more efficient, and more effective communicators. Writing better means living better. Let's unleash the writing genius within!
Unseen Struggles of Immigrant and Refugee Students – How to Help!
Elina Newman, Southeast Community College
The purpose of this seminar is to foster understanding of immigrant/refugee student situations that you may not read about in literature and offer practical ways to help your immigrant/refugee students succeed in your classes.
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